municipal preschool educational institution

Krasnogorsk kindergarten "Fairy Tale"

PEDAGOGICAL COUNCIL

Improving the speech development of children through gaming technologies in the context of the implementation of the Federal State Educational Standard for Education

Goal: to improve work in preschool educational institutions on the speech development of preschool children.

Tasks of the pedagogical council:

Activation of forms of advanced training for preschool teachers.

To analyze the state of work on the speech development of children in preschool educational institutions, to outline ways of improvement in this direction

Systematization of teachers’ knowledge about the features of modern forms and methods of work on the development of speech in preschool children

develop the ability to design and construct the processes of speech development of preschool children;

5. create an atmosphere in the team for a creative search for the most effective forms and methods in working with children;

6. monitor teachers’ compliance with the rules of the culture of verbal communication and tactful behavior.

Preparing for the teachers' meeting

1.Preliminary work:

Seminar-workshop: “Organization of work with paintings with preschool children.”

Thematic control “Speech development of a preschool child in a preschool educational institution in the context of the implementation of the Federal State Educational Standard”

Attending an educational process on speech development.

Studying methodological literature on this problem

Holding the competition “Best Book Corner”

2. Homework

Recall the tasks for speech development in each age group, methods and techniques for introducing preschoolers to fiction

Prepare a didactic manual or didactic game in one of the areas of speech development

Agenda:

1.Theoretical part:

1. The relevance of the problem of speech development in preschool children

2. Analytical report based on the results of a thematic test to identify forms and methodological techniques aimed at the child’s speech development.

3. Analysis of parent surveys.

4. Summing up the results of the competition – teacher-speech therapist Zateeva G.F.

2.Practical part:

Business game “Speech is getting poorer - that’s the question - the Federal State Educational Standard will help us.”

Responsible: Art. teacher Motorina N.V.

6. Decision of the pedagogical council

Progress of the teachers' council:

1. The relevance of the problem of speech development in preschool children

The problem of speech development in preschool children at the present stage of social development is particularly significant.

The demand of the present century is the presence of certain technical skills, the need to know the language of machines.

Every decade, our speech becomes drier, duller, poorer, more monotonous and comes down to using a minimal vocabulary. An avalanche of technical innovations accelerates this sad process of impoverishment and deformation of speech. Question: how not to lose the beauty and imagery of speech? is key in this case.

Elena Petrova
Pedagogical council “Features of modern forms, methods of work in preschool educational institutions on the development of speech of preschoolers”

Target: Activation forms advanced training for preschool teachers. Systematization of teachers’ knowledge about features of modern forms and methods of work on speech development of preschool children.

Event plan teachers' council

teachers' council

2. Speech by the senior teacher “The relevance of the speech problem.”

3. Business game for teachers.

Modern »

6. "Auction methodological findings» . Presentation of didactic games.

7. Development of decisions of the teachers' council.

1. Consideration of previous solutions teachers' council

2. “The relevance of the problem of speech development of preschool children».

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes a person from other representatives of the living world. It is through communication with other people that a person realizes himself as an individual. Judge the beginning personality development of a preschool child age without assessing his speech development is impossible. In the mental development a child's speech is of exceptional importance. WITH the development of speech is associated with the formation both the personality as a whole and all basic mental processes. Therefore, determining directions and conditions speech development among children is one of the most important pedagogical tasks.

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

It is expected that by the end preschool speech will become a universal means of communication between a child and others people: senior preschooler can communicate with people of different ages, gender, social status, speak the language fluently at the oral level speeches, be able to navigate peculiarities interlocutor in the process of communication. Today the focus is on the child, his personality, and his unique inner world. Therefore the main goal modern teacher - choose methods and technologies for organizing the educational process that optimally correspond to the goal personality development.

3. Business game for teachers "Quick response"

1. Name forms of speech(dialogue and monologue)

2. What skills develop in dialogue(listen to the interlocutor, ask a question, answer depending on the context)

3. What forms of work used when teaching children communication speeches(retelling, description of toys and story pictures, storytelling from experience, creative storytelling)

4. The leading technique for teaching correct pronunciation (sample teacher)

5. How to organize speech development work in the 2nd half of the day (logorhythmics, mnemonic tables, didactic games, theatrical activities, reading fiction, etc.)

6. What age group does it start from? Job on teaching children monologue speeches? (middle group)

7. What age group does it start from? Job on teaching children dialogical speeches? (junior group)

8. Name the verbal methods and techniques for speech development.

Methods(reading and telling works of fiction, memorizing, retelling, conversation, telling from a picture, about a toy, from experience, creative storytelling).

Techniques (question, repetition, explanation, speech sample)

9. Name the techniques formation speaking skills speeches(not planned short conversations during security moments, specially organized planned conversations: individual and collective, verbal instructions, joint examination of pictures, children's drawings, books, bringing together children of different ages, organizing a visit to another group, role-playing games, work activities)

10. Name the means speech development(communication between adults and children, cultural language environment, teacher’s speech, developing subject environment, learning native speech and language in the classroom, fiction, various types of art (fine, music, theater, labor activity, children's parties).

4. Analytical report on the results of thematic control

5. Presentation for teachers " Modern educational technologies for development of coherent speech in preschoolers»

1) Technology for teaching children how to make comparisons.

Teaching children preschool age comparisons must begin at the age of three. Compilation model comparisons: the teacher names an object, designates its attribute, determines the value of this attribute, compares this value with the value of the attribute in another object. In junior preschool age, a model for making comparisons based on color is developed, forms, taste, sound, temperature, etc. In the fifth year of life, training becomes more complex, more independence is given when making comparisons, and initiative in choosing a feature to be compared is encouraged. In the sixth year of life, children learn to independently make comparisons based on a given criterion. Technology for teaching children how to make comparisons develops observation skills in preschoolers, curiosity, ability to compare signs items, enriches speech, promotes development motivation speech and mental activity.

"Model for making comparisons"

name of the property

Designation of its sign

Determine the value of this characteristic

Compare this value with the value of a characteristic in another object

For example:

Chick

By color (sign)

Yellow (the meaning of this attribute)

As yellow as the sun

2) Technology for teaching children how to write riddles.

Traditionally in preschool childhood work with riddles is based on guessing them. Developing a child's mental abilities, it is more important to teach him to compose his own riddles than to simply guess familiar ones. The teacher shows a model for composing a riddle and suggests composing a riddle about an object. Thus, in the process of composing riddles are developing all the mental operations of a child, he receives joy from speech creativity. Moreover, it is the most convenient a way to work with parents to develop their child’s speech, because in a relaxed home environment, without special attributes and preparation, without interrupting household chores, parents can play with their child in composing riddles, which promotes attention development, the ability to find the hidden meaning of words, the desire to fantasize.

Teaching children to write riddles begins at 3.5 years of age. Training should proceed as follows.

The teacher hangs up one of the signs with a picture of a model for composing a riddle and invites the children to make up a riddle about an object.

The teacher asks the children to make comparisons listed values ​​of the characteristics and fill in the right lines tables:

Which? What happens the same?

Shiny Coin

Hissing Volcano

Which? What happens the same?

Shiny Polished Coin

Hissing Awakened Volcano

Round ripe watermelon

After filling out the tablet, the teacher suggests reading the riddle by inserting connectives between the lines of the right and left columns "How" or "But not".

The final riddle about samovar: "Shiny, like a polished coin; hissing, like an awakened volcano; a round, but not ripe watermelon."

3) Technology for teaching children to compose metaphors.

Metaphor is the transfer of the properties of one object (phenomena) on the other based on a feature common to both compared objects. Mental operations that make it possible to create a metaphor are fully acquired by mentally gifted children as early as 4-5 years old. primary goal teacher: creating conditions for children to master the algorithm for composing metaphors. If a child has mastered the model of composing a metaphor, then he can independently create a metaphorical phrase. Technique for creating metaphors (as an artistic means of expression speeches) causes special difficulty in the ability to find the transfer of properties of one object (phenomena) on the other based on a characteristic common to the compared objects. Such complex mental activity allows develop children's ability create artistic images that they use in speeches as expressive means of language. Which makes it possible to identify children, undoubtedly capable of creativity, And promote the development of their talent.

It is advisable to use an algorithm for composing a metaphor.

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

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

3. Object 2 with the same property is selected (flower meadow).

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

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

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

4) Teaching children to compose creative stories based on the picture.

The proposed technology is designed to teach children how to compose two types of stories based on picture: text of a realistic nature, text of a fantastic nature. Both types of stories can be attributed to creative speech activities of different levels. The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child’s learning is carried out in the process of his joint activity with the teacher through a system of game exercises.

1. Determining the composition of the picture

Target: teach mental actions leading to transfer images in the painting (crushing, modeling, grouping).

2. Establishing relationships between objects in the picture."

Target: exercise children in explaining the relationships of objects depicted in the picture. To compose a meaningful story based on a picture, you need to learn how to establish relationships between the objects depicted in it.

3. Description based on the possible perception of objects in the picture by different senses"

Target: generalize knowledge about the characteristics of objects that can be perceived by certain senses; learn to compose descriptive stories based on the perception of a picture through different senses.

4. Making up riddles and metaphors based on the picture

Target: introduce children to models of composing riddles and metaphors; form the child’s mental actions necessary to compose riddles and metaphors.

5. Transformation of objects in time

Target: teach children mental operations of transforming a selected object in time; learn to compose a story about a specific object, imagining its past and future, using characteristic verbiage.

6. Description of the location of objects in the picture

Target: teach children spatial orientation in a picture; activate in speech words, indicating spatial orientations; teach an algorithm for narrowing the search field for an object on the picture plane; form the ability to transfer orientations of two-dimensional space into three-dimensional space.

7. Compiling stories from the perspective of different objects

Target: summarize children’s knowledge about the signs of various emotional states and the reasons for their changes; clarify children's knowledge about different behavioral reactions depending on the character traits of the object; to train children in the ability to transform, to compose a coherent creative story in the first person.

8. Semantic characteristics of the picture

Target: develop mental actions of children leading to an explanation of the meaning of what is depicted in the picture; exercise the ability to select a title for a picture that accurately reflects its meaning, using proverbs and sayings; bring children to the understanding that the content of a picture can have more than one meaning.

9. Compiling fantasy stories

Target: teach children to transform the content of a picture using standard fantasy techniques; teach children to write fantastic stories. To write fantastic stories based on a picture, you should know the basic techniques of fantasy

10. Compilation of fairy tales of a moral and ethical nature."

Target: teach children how to compose texts of a moral and ethical nature based on the content of the picture; learn to derive morals from the compiled text of a fairy tale.

5) One of methods new educational technology "RKMChP" (development critical thinking through reading and writing)- syncwine.

The innovativeness of this method– creating conditions for personality development, capable of critical thinking, i.e., eliminate the superfluous and highlight the main thing, generalize, classify. Usage method"Sinquain" allows you to solve several important issues at once tasks: gives lexical units an emotional coloring and ensures involuntary memorization of the material; consolidates knowledge about parts speeches, about the offer; significantly activates vocabulary; improves the skill of using speech synonyms; activates mental activity; improves the ability to express one’s own attitude to something; stimulates development creative potential.

Compilation of syncwine is used for reflection, analysis and synthesis of the obtained information. Cinquain (from the French word "cinq"-five) is a poem consisting of five lines. It has its own spelling rules and does not rhyme.

The relevance of using syncwine is that it is relatively new method– opening up creative intellectual and speech possibilities. It fits harmoniously into development work lexico-grammatical side speeches, promotes enrichment and updating of the dictionary.

Rules for compiling a sequence

The first line is the title, the theme of the syncwine, it consists of one word - a noun.

The second line is two adjectives that reveal this topic.

The third line is three verbs describing actions related to the topic.

The fourth line is a phrase in which a person expresses his attitude to the topic. This could be a catchphrase, a quote, a proverb, or the syncwine’s compiler’s own opinion.

The fifth line is the word summary, which encapsulates the idea of ​​the topic. This line can only contain one word, a noun, but more words are allowed.

An example of a syncwine on the topic love:

Fabulous, fantastic.

He comes, inspires, runs away.

Only a few can hold it.

An example of a syncwine on the topic life:

Active, stormy.

Educates, develops, teaches.

Gives you the opportunity to realize yourself.

Art.

6) Technology speech development and thinking through mnemonics.

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

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

Mnemonics technologies allow you to solve problems development of all types of memory(visual, auditory, associative, verbal-logical, processing various memorization techniques); development of imaginative thinking;

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

7) Informational- communication technologies

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

Priority speech technologies development of a preschooler are also

TRIZ. (Theory of Inventive Problem Solving)

Logorhythmics. (Speech exercises with movements)

Writing.

Fairytale therapy. (Writing fairy tales for children)

Experimentation.

Finger gymnastics.

Articulation gymnastics.

6. "Auction methodological findings»

Homework. Teachers conduct a presentation of didactic games on children's speech development

Decision of the pedagogical council.

1. Use the creation of problem situations in classes and in free time, encouraging children to intensify their speech activity.

2. For development speech activity of children to use excursions, games, forms elementary search activity.

3. Increase the educational level of parents’ competence in speech issues development through acceptable to them forms of interaction

4. Continue to create conditions for children's speech development:

Enrich groups with didactic games based on speech development

design stands for parents" Development of coherent speech of a preschooler"

Use in practice work models and schemes for the development of coherent speech in preschoolers.

5. Reflect individual work on the development of coherent speech in children.

6. To level up development of coherent speech use effective forms of work.

Ganyukova Valentina Mikhailovna
Teachers' council "Speech development of preschool children in the context of the Federal State Educational Standard before"

Teachers' Council« Speech development of preschool children in the context of the Federal State Educational Standard for Education»

Target: Activation of forms of advanced training for preschool teachers.

speech development of preschoolers.

Event plan teachers' council

1. Theoretical part:

1.1. Speech by senior teacher “Relevance of the problem speech development of preschool children".

1.2. Analytical report on the results of the thematic control"Fulfillment of program requirements for the section « speech development» . Attending classes, analyzing plans. Monitoring. "Level speech development of children" .

1.3. Methodological find for teachers "Modern educational technologies for development of coherent speech in preschoolers".

2. Practical part:

Business game for teachers.

3. Development of solutions teachers' council.

Exercise for teachers "Gift"

Now we will give gifts to each other. Starting with the presenter, each in turn depicts an object using pantomime and passes it to his neighbor on the right (ice cream, hedgehog, weight, flower, etc.).

Theoretical part.

Target:

Activation of forms of advanced training for preschool teachers.

Systematization of teachers’ knowledge about the features of modern forms and methods of teaching speech development of preschoolers.

Relevance of the problem speech development

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as an individual.

Judge the beginning personality development of a preschool child age without assessing it speech development is impossible. In the mental development A child's speech is of exceptional importance. WITH development speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining directions and conditions development Speech in children is one of the most important pedagogical tasks. Problem development speech is one of the most relevant.

A very important role in development speech plays a role in the teacher’s speech culture. Staff give children examples of correct literary speeches:

The teacher’s speech is clear, clear, complete, and grammatically correct;

Speech includes a variety of samples speech etiquette.

Parents do not understand their function - communication with the child should begin from birth and before his birth, in the prenatal period.

In African countries, up to three years of age, children are ahead in speech development of European children, because they are behind the mother’s back, attached to her - a comfortable stay contributes to successful development.

Conditions for successful speech development.

1. B preschool the institution must create conditions for development speech of children in communication with adults and peers:

Employees encourage children to turn to adults with questions, judgments, and statements;

Staff encourage children to verbal communication between each other.

2. Staff give children examples of correct literary speeches:

Employees' speech is clear, clear, colorful, complete, and grammatically correct;

Speech includes a variety of samples speech etiquette.

3. Employees provide development sound culture of speech on the part of children in accordance with their age features:

They monitor correct pronunciation, correct and exercise children if necessary (organize onomatopoeic games, conduct classes on sound analysis of words, use tongue twisters, tongue twisters, riddles, poems);

Observe the pace and volume of children’s speech and, if necessary, gently correct them.

4. Employees provide children with conditions to enrich their vocabulary, taking into account age features:

Employees provide children with conditions for children to include named objects and phenomena in play and object-based activities;

Help the child master the names of objects and phenomena, their properties, and talk about them;

Provide development figurative side of speech (figurative meaning of words);

Children are introduced to synonyms, antonyms, and homonyms.

5. Employees create conditions for children to master grammatical structure speeches:

They learn to correctly connect words in case, number, tense, gender, and use suffixes;

They learn to formulate questions and answer them, build sentences.

6. Employees develop children have coherent speech, taking into account their age features:

Encourage children to tell stories expanded presentation of specific content;

Organize dialogues between children and with adults.

7. Pay special attention development children's speech understanding by training children in following verbal instructions.

8. Employees create conditions for development planning and regulating functions of children's speech in accordance with their age features:

Encourage children to comment on their speech;

Practice the ability to plan your activities.

9. Introduce children to the culture of reading fiction.

10. Employees encourage children's word creativity.

Modern educational technologies

Mother tongue plays a unique role in the development of a person’s personality. Speech is traditionally viewed in pedagogy and psychology as the center in which various aspects of the psyche converge. development: thinking, imagination, memory, emotions. Development oral monologue speech in preschool age lays the foundations for successful schooling.

Health-saving technologies (physical exercises, outdoor games, mood moments; finger exercises; some self-massage techniques (acupressure) and etc.).

Gaming technologies (board-printed games, plot-didactic dramatization games, games with didactic toys of a motor nature (games with inserts, collapsible balls, turrets, didactic games with objects, word games, theatrical play activities, finger theater)

Visual modeling method

Visual modeling methods include mnemonics.

Mnemonics helps develop:

associative thinking

visual and auditory memory

visual and auditory attention

imagination

Mnemonics is a set of rules and techniques that facilitate the process of memorizing information.

An example is the familiar phrase “Every Hunter Wants to Know Where the Pheasant Sits”, which helps you remember the colors of the rainbow.

The use of mnemonics occupies a large place in preschool age. In order to develop certain skills and abilities in children from a very early age, so-called mnemonic tables are introduced into the learning process. (scheme). For example, in kindergartens, algorithms for the processes of washing, dressing, etc. are often used.

Mnemonic tables are especially effective when learning poems. The point is next: for each word or small phrase a picture is created (image); Thus, the entire poem is sketched schematically. After this, the child reproduces the entire poem from memory, using a graphic image. At the initial stage, the adult offers a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.

Example of a mnemonic table

Try to find out what kind of poem is encoded on the slide.

The methodology for developing the skills of coherent speech by V. K. Vorobyova includes sections:

Formation of indicative skills for identifying essential features of a story.

Familiarity with the rules of story structure (the rule of semantic connection of a sentence; the rule of lexical-syntactic connection of a sentence).

Consolidating learned rules in children’s independent speech.

Compose a story according to the outline

T. A. Tkachenko the process of formation and development coherent speech using visualization and modeling of the utterance plan is divided into several stages:

Reproduction of a story based on the action being demonstrated.

Compiling a story based on the demonstrated action.

Retelling the text using a magnetic board.

Retelling of the text with visual support from a series of plot paintings.

Compiling a story based on a series of plot paintings.

Retelling the text with visual support for one plot picture.

Compiling a story based on one plot picture.

Mnemonics helps:

Enrich your vocabulary.

Teach writing stories.

Retell fiction.

Guess and make riddles.

Name the forms of speech. (dialogue and monologue)

What skills develop in dialogue. (listen to the interlocutor, ask a question, answer depending on context)

What forms of work are used when teaching children coherent speech. (retelling, description of toys and story pictures, storytelling from experience, creative storytelling)

Name the structure of the story. (inception, climax, denouement)

A conversation between two or more people on a topic related to some situation. (dialogue)

Speech by one interlocutor addressed to the audience. (monologue)

The story is the plot of which unfolds in time. (story narration)

At what age group does work on teaching children monologue speech begin? (middle group)

A leading technique for activating speech and thinking. (sample teacher)

Exercise: Translate proverbs into Russian

The son of a leopard is also a leopard (Africa). /The apple never falls far from the tree/

You can't hide a camel under a bridge (Afghanistan)/murder will out/

Fear the quiet river, not the noisy one. (Greece)/Still waters run deep/

Silent mouth - golden mouth (Germany)/Words are silver, and silence is gold/

He who asks will not get lost. (Finland)/Language will bring you to Kyiv/

Exercise: explain expressions

In our language there are stable expressions called idioms; they are not determined by the meanings of the words they contain. For example, the expression "keep your mouth shut" means to keep quiet.

Folk proverbs and sayings enrich and enliven the Russian language. They are excellent examples of Russian speech, imitation of which allows a child to more successfully master his native language. They are short, clear, full of deep wisdom developed over centuries. The proverb can be used in any situation.

Words with opposite meanings are called antonyms.

Exercise: replace each word with its opposite and get the name of the fairy tales

Dog without a hat - Puss in Boots

Red mustache – Blue beard

Beautiful Chicken – Ugly Duckling

Silver Hen – Golden Cockerel

Black Shoe – Little Red Riding Hood

Didactic syncwine developed in the practice of the American school. In this genre, the text is based not on syllabic dependence, but on the content and syntactic specificity of each line.

Strict adherence to the rules for writing syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth line. It is possible to use other parts of speech.

On the theme of love:

Fabulous, fantastic.

He comes, inspires, runs away.

Only a few can hold it.

On the topic of life:

Active, stormy.

Educates, develops, teaches.

Gives you the opportunity to realize yourself.

Art.

Rules for brave and persistent teachers

If you are having difficulty working on speech development, then plan this type of activity not sometimes, not often, but very often. In 5 years it will become easier.

Never answer your own question. Be patient, and you will wait for your children to answer it. You can only help with one more question, or two, or ten... But know: The number of questions is inversely proportional to skill level.

Never ask a question that can be answered "Yes", or "No". It does not make sense.

After the lesson, look through the notes again, remember all the questions you asked the children, and replace it with one more accurate one.

If the story didn’t work out or turned out with difficulty, smile, because it’s great, because success is ahead.

Solution teachers' council.

1. Continue to create conditions for children's speech development:

Enrich groups with didactic games based on speech development(responsible group educators, period during the academic year)

Set up stands for parents" Development of coherent speech of a preschooler" (responsible group teachers term – March).

Use models and diagrams in practice development of coherent speech in preschoolers.

2. Reflect individual work on calendar plans development of children's coherent speech. (responsible senior educator, analysis of calendar plans monthly)

3. To level up development coherent speech, use effective forms of work. (responsible senior teacher visiting OD in groups)

4. Conduct parent meetings in groups on the topic " Speech development of a preschooler"

TEACHING COUNCIL No. 3

Subject: « Speech development of preschool children in accordance with the requirements of the Federal State Educational Standard»

Form: business game

Target: improving work in preschool educational institutions on the speech development of preschool children.

Tasks:

1) to make teachers aware of the need to expand their knowledge in the field of speech development in children;

2) develop the ability to design and construct speech development processes in preschoolers;

3) create an atmosphere in the team for a creative search for the most effective forms and methods in working with children;

Progress of the teachers' council.

Tikhomirova I.V.

I am glad to welcome you to the next meeting of the Pedagogical Council.

The topic of our meeting is “Speech development of preschool children in accordance with the requirements of the Federal State Educational Standard.”

Agenda:

Implementation of decisions of the previous Pedagogical Council

The relevance of the problem of speech development in preschool children

Main directions and means of speech development of preschool children

Results of speech therapy examination

Results of thematic control

Business game

Implementation of decisions of the previous Pedagogical Council.

In the course of implementing the decisions of the Pedagogical Council No. 2 in kindergarten as part of the methodological week, Smirnova V.P. conducted a methodological seminar "Technology of cooperation in direct educational activities", a master class "Organization of joint - individual activities in the classroom" and "Joint - consistent activities in teaching children cooperation skills." Shipulina A.S. organized and conducted a psychological seminar “Active Listening Techniques”.

To familiarize yourself with the forms of work of educators in developing cooperation skills in preschool children, a repeated thematic control will be organized in April.

2. Relevance of the problem of speech development of preschool children:

Everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying human functions. It is through communication with other people that a person realizes himself as an individual.

It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. Speech development is the main indicator of mental development. The main goal of speech development is to bring it to the norm defined for each age stage, although individual differences in the speech level of children can be extremely large.

Smirnova V.P.

In January, a speech therapy examination of children aged 3-7 years took place in kindergarten, the purpose of which was to determine the level of speech development of children.

Results of speech therapy examination (certificate)

Tikhomirova I.V.

The results, so to speak, are disappointing. Children who did not receive appropriate speech development in preschool age have great difficulty catching up; in the future, this gap in development affects their further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school.

The main tasks of speech development - the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage. However, from age to age there is a gradual complication of each task, and teaching methods change. The specific weight of a particular task also changes when moving from group to group. The teacher needs to imagine the main lines of continuity of speech development tasks that are solved in the previous and subsequent age groups and the complex nature of solving each problem.

In addition, the development of speech and verbal communication of preschoolers in kindergarten should be carried out in all types of activities, in different forms, both in special speech classes and in partner and independent activities.

Smirnova V.P.

3.Game “Clever guys and smart girls”

Now I offer you the game “Clever and Clever.”

Rules of the game:

All teachers play

The time to think about one question is no more than 10 seconds.

If the teacher believes that he knows the answer to a question, he raises a signal.

If the answer is incorrect, other teachers can give their answer, but also on a signal.

For each correct answer to a question, the teacher receives a medal.

If the teacher collects 5 medals, an exchange is made for 1 order

In the end, whoever collects the most orders will become"A wise teacher."

Subject our game “Methods of speech development for preschool children”

Questions:

1.Name the main tasks for the development of speech in preschoolers.

1. Vocabulary development.

Formation of the grammatical side of speech.

Education of sound culture of speech.

Formation of conversational (dialogical) speech.

Teaching storytelling (monologue speech).

Familiarization with fiction.

Preparing children to learn to read and write.

2.Name the types of coherent speech.

(monologue and dialogic speech)

3. What forms of dialogic speech do you know?

(conversation, conversation)

4. Name the techniques for developing speaking skills

Unplanned short conversations during security moments

Specially organized scheduled conversations: individual and collective

Verbal instructions

Joint examination of pictures, children's drawings, books

Uniting children of different ages

Organizing a visit to another group

Story-based role-playing games

Labor activity

5. Name the structural components of a conversation and describe the content of each

Structural components:

1.Getting started

2. Main part

3. End

Starting a conversation.

Its purpose is to revive the impressions received in the children’s memory with the help of a question - a reminder, asking a riddle, reading an excerpt from a poem, showing a painting, a photo, an object. It is also necessary to formulate the topic and purpose of the upcoming conversation.

Main part

It is divided into micro-topics or stages. Each stage corresponds to a significant, complete section of the topic, i.e. The topic is analyzed at key points. During each stage, the teacher summarizes the children’s statements with a final phrase and makes the transition to the next micro-topic.

End of conversation

It is short in time. This part of the conversation can be practically effective: looking at handouts, doing game exercises, reading a literary text, singing.

6. What technique is considered leading when organizing a conversation?

(question)

7.What types of questions does the teacher use when organizing a conversation?

Questions of a search and problematic nature (Why? Why? Because of what? How are they similar? How to find out? How? For what?)

Generalization questions

Reproductive issues (What? Where? How much?)

In what sequence should the different types of questions be placed in each complete part of the conversation (micro-topic)?

1.Reproductive issues

2.Search questions

3. General questions

9. What types of monologue speech exist?

1. Retelling

2. Storytelling from a picture

3. Talking about the toy

4. Children's storytelling from experience

5.Creative stories

10. Name the means of speech development.

1. About communication between adults and children;

2. Cultural language environment, teacher’s speech;

3. Developmental subject environment;

4. Teaching native speech and language in the classroom;

5. Fiction;

6.Various types of art (fine, music, theater);

7. Labor activity;

8.Children's parties

11.Name the basic didactic principles of organizing the educational process focused on speech development.

1. Development of dynamic perception (tasks with gradually increasing difficulty, various types of tasks, changing types of activities)

2. Productivity of information processing (organization of dosed step-by-step assistance from the teacher, training in transferring the proposed method of information processing to the task being performed, creating conditions for independent information processing)

3. Development and correction of higher mental functions (performing tasks based on several analyzers and including special exercises in the lesson to correct higher mental functions)

4. Providing motivation for learning (ensuring the child’s constant interest in what he is asked to complete in the form of an educational task with the help of various instructions, problem situations, a system of rewards, prizes, detailed verbal assessment)

12. Which means of speech development is the leading one?

(communication)

13. What techniques are aimed at developing communication?

1. Story-role-playing game

2. Household activities

3. Verbal instruction

4. Conversation

5. Interview about paintings, drawings, books.

14.Name verbal methods and techniques for developing speech.

Methods:

1.Reading and telling works of fiction

2.Memorization

3. Retelling

4. Conversation

5.Telling from a picture, about a toy, from experience

6. Creative storytelling

Techniques:

1 question

2. Repetition

3. Explanation

4.Speech sample

15.Name visual methods for speech development

Methods:

1.Observations

2.Excursions

3. Inspections of the premises

4. Examination of natural objects.

5.Looking at toys, paintings, photographs,

6.Modeling

Techniques:

Showing a picture, toy, movement or action

Showing the position of the organs of articulation when pronouncing sounds

16. Name practical methods of speech development

Didactic game

Game - dramatization

Labor activity

17.What is the essence of planning work on speech development?

(designing the formation and development of children’s speech, predicting the dynamics of pedagogical influence on speech and its effectiveness).

18.Name the main tasks for the development of speech in children aged 1 year and older. 6 months up to 2 years.

1. Significantly expand the child’s vocabulary

2.Teach children to speak in simple phrases

3. Develop the ability to answer simple questions

19.Name the main tasks for the development of speech in children aged 2 to 3 years.

1. Expand your child’s vocabulary

2. Learn to use all parts of speech

3. Learn to speak in sentences, giving words grammatically correct endings

4. Learn to pronounce words clearly (correct articulation)

5.Teach your child to listen to the complex speech of an adult

20.Name the main methodological techniques for developing the speech of toddlers.

1. Display with naming

2. "Roll Call"

3. Request “say” and “repeat”

4. Prompting the right word

5. Orders

6. Questions

6. “Live” pictures

7. "Children's cinema"

8. Shadow theater

9. An adult’s story without reinforcement by demonstration (from 2 years old 6 months to 3 years)

21. What is the purpose of introducing children to literary works?

(Formation of the ability to elementary analyze the content and form of a work)

22. What method of familiarizing yourself with fiction is used when discussing the content of a work?

(conversation)

23. What should be avoided when introducing children to a literary work that is not divided into parts?

(showing illustrations while reading the work)

24. What types of speech development activities can be used in the work of a teacher?

(introductory, generalizing, classes devoted to learning new material)

25. Describe the methodology for teaching children how to write a story - descriptions

Step-by-step training:

Preparatory exercises for describing objects (game exercises for recognizing an object by its description - thematic lotto, comparing objects according to basic characteristics - “Object and image”, for composing phrases and sentences taking into account the visual and tactile perception of the object)

Description of objects according to basic characteristics (with the help of a teacher on questions)

Toys with pronounced characteristics are selected. A simple description - 4-5 sentences, including its name, a listing of the main external features (shape, color, size, material) and some of its distinctive properties. The child’s writing of the description is preceded by a sample given by the teacher.

If there is difficulty, use the technique of completing the sentence started by the teacher.

Teaching a detailed description of the subject (according to a preliminary plan - diagram). As such a scheme, it is proposed to use a three-part compositional scheme for describing objects.

Define description object

Listing the characteristics of an object in a certain sequence

An indication of whether an item belongs to a particular group and its purpose and usefulness.

If there is difficulty, techniques are used - gestural instructions, verbal instructions, description based on individual drawings, conventional visual symbols, parallel description by the teacher and the child of two similar objects, collective drawing up of a plan

The description can be of a directly perceived object, a description of the object from memory (objects of the home environment, animals, plants), from one’s own drawing, or the inclusion of descriptions in game situations.

Consolidation of acquired skills in composing a story - description takes place in game classes, including exercises for recognizing objects by description, comparing them, reproducing a sample description given by the teacher, and children independently composing a story - description.

Mastering the initial skills of comparative description of objects. Game exercises are used: supplementing sentences started by the teacher with the necessary word denoting a feature of an object (A goose has a long neck, and a duck...), making sentences on questions (What do lemon and orange taste like?), highlighting and designating contrasting features of two objects ( the orange is large, and the tangerine is small), the consistent identification of a number of characteristics that distinguish objects of any one group (spruce and birch, porcini mushroom and fly agaric). The technique of parallel description of two objects is used - by the teacher and the child.

26. Describe the method of teaching children to compose a story based on a picture

In the younger group, preparation for storytelling based on the picture is carried out. This is looking at the picture and answering the teacher’s reproductive questions about the picture.

For viewing, paintings are used that depict individual objects and simple plots that are close to the personal experience of children.

During the classes, riddles, nursery rhymes, sayings, poems, as well as game techniques are used (show a picture to your favorite toy, introduce a picture to a guest).

From the middle group, children begin to directly teach children a story based on a picture (a story based on a question, a model).

Lesson structure:

Preparation for the emotional perception of the picture (poems, sayings, riddles on the topic, the presence of fairy-tale characters, all types of theaters)

Questions for the teacher's picture

Sample story based on the teacher's painting

Children's stories

The teacher helps children talk with supporting questions, suggests words and phrases.

At the end of the year, a story plan is introduced and visual modeling is used.

In the senior and preparatory groups, it is possible to use not only plot paintings, but also a series of plot paintings to compose a story with a plot, climax, and denouement. We teach children to see not only what is depicted in the foreground, but also the background of the picture in detail at the present moment, but also what preceded and subsequent events.

Lesson structure:

Preparing for the emotional perception of the picture

Lexical and grammar exercises on the topic of the lesson

Looking at the big picture

Questions from the teacher about the content of the picture

Drawing up a story plan by the teacher together with the children

A story based on a picture of a strong child, as an example

Stories from 4-5 children

Evaluation of each story by children with comments from the teacher

In the preparatory group, it is possible to learn storytelling from a landscape painting.

27. Describe the method of teaching children to compose a story from memory

Learning stories from memory begins with the older group. In this age group, children are offered light topics from common, collective experience, which leave a vivid mark on the child’s consciousness and feelings. In the preparatory group, topics of a more general nature are offered, requiring a generalization of experience and moral judgments. Narration from memory from a shared collective experience.

There are 2 types of classes for teaching storytelling:

It is advisable to divide the general topic into small subtopics and compose the story in parts. The same subtopic can be offered to several children sequentially.

Writing a letter

Narration from memory from individual (personal) experience

In the older group, they are asked to talk about isolated facts (describe a favorite toy, etc.), then the topics become more complex: describe some event (how your birthday went). In the preparatory group, ethical topics are added. (my friend, etc.).

28. Name the leading forms, methods and techniques for the formation of sound culture of speech

Frontal forms:

Classes

Game - dramatization

Round dances

Holidays

Entertainment

Speech gymnastics

Group forms:

Didactic games

Jokes are pure talk

Methods:

Didactic game

Moving and round dancing games with text

Didactic stories with the inclusion of educational tasks for children (in nursery, junior, middle groups, the story is accompanied by a display of pictures on a flannelgraph or a demonstration of toys).

Retelling

Memorizing poems

Learning and repeating familiar tongue twisters

Game exercises

Techniques:

A sample of correct pronunciation with a brief or detailed explanation of the demonstrated qualities of speech or movements of the speech-motor apparatus

Exaggeration (with emphasized diction) pronunciation or intonation of sound

Figurative naming of sounds (in younger groups)

Showing and explaining articulation

Quiet pronunciation of sounds and sound combinations

Justification of the need to complete the teacher’s task

Individual motivation for the task

Individual instructions before the child answers

Joint speech between child and teacher

- Reflected speech (immediate repetition by the child of a speech sample)

- Evaluating the response or action and correcting it

- Figurative physical education break

- Show articulatory movements

29. What method of developing the monologue form of coherent speech is most often used when teaching children of primary preschool age?

(composing a story in parts with visual support)

30. Name the methods and techniques of work, types of exercises for the development of coherent speech in the process of working on a proposal.

For exercises, two types of pictures are used:

Pictures in which you can highlight the subject and the action he performs

Pictures showing one or more characters and a clearly defined location

Using them, children practice sequentially composing sentences of various structures.

Based on pictures of the first type, sentences are made:

– subject – action (expressed by an intransitive verb), for example, The boy is running

– subject - action (expressed by an undivided group of the predicate), for example, The girl is riding a bicycle.

– subject – action – object, for example, A girl is reading a book.

– subject - action - object - instrument of action, for example, A boy hammers a nail.

Based on pictures of the second type, sentences are made:

- subject – action – place of action (tool, means of action), for example, The guys are playing in the sandbox

When teaching children to compose sentences, they use appropriate questions for pictures and a sample answer. The latter is used at the beginning of working with this type of pictures, and also later in case of difficulties.

If necessary, the first word of the phrase or its initial syllable is suggested. Can be applied

- and joint composing of a sentence by 2-3 children (one makes the beginning of a phrase, the others continue)

- and making proposals based on pictures using chips.

In older preschool age, a transition is made to composing sentences of a more complex structure:

- sentences with homogeneous predicates (Grandfather sits in a chair and reads a newspaper)

- complex structures of two symmetrical parts, where the second part duplicates the structure of the first (The hare loves carrots, and the squirrel loves nuts).

Next, from composing a sentence based on a separate situational picture, you can subsequently move on to composing a phrase based on several subject pictures (first 3-4, then 2).

31. Describe the method of teaching children to retell

In the younger group - preparation for learning retelling.

Methodology for teaching retelling to children 3-4 years old:

1. Reproduction by the teacher of well-known fairy tales based on repetition of actions

2. Do children remember the sequence of appearance of fairy-tale characters and their actions using visual aids? Tabletop or puppet theater

3. The child repeats after the teacher each sentence from the test or 1-2 words from the sentence.

Methodology for teaching retelling to children 4-6 years old:

1. Introductory conversation, setting up the perception of the work, reading poetry, looking at illustrations on the topic

2. Expressive reading of the text by the teacher without the mindset of memorization

3. Conversation on the content and form of the text

4. Drawing up a retelling plan. The plan can be oral, pictorial, pictorial-verbal and symbolic. In the middle and senior groups, the plan is drawn up by the teacher together with the children, in the preparatory group - by the children.

5.Re-reading the text with the intention of memorizing

6.Retelling the text by children

7. Evaluation of children's retelling In the middle and senior groups, the teacher gives it together with the children, in the preparatory group - the children.

A short text is retold in full, a long text is retold in a chain.

In the preparatory group, more complex forms of retelling are introduced:

- from several texts, children choose one, at will

- children come up with a continuation to an unfinished story by analogy

- children's dramatization of a literary work.

32. Name the methods of vocabulary work

- Excursions

- Examination and examination of objects

- Observation

- Naming (or pronunciation sample) a new or difficult word

- Naming accompanied by showing the object

- Naming accompanied by interpretation

- Incorporating a word into a sentence

- Repetition (repeatedly) of a word by the teacher, individual children, or choir during the lesson

- Explanation of the origin of the word (senior groups)

- Question

- Game exercises in word selection

- Didactic games

- Word games for classifying objects

- Puzzles

- Item comparison

33.Name the methods and techniques for teaching children grammatically correct speech

- Game exercises

- Didactic games

- Verbal exercises

- Plot didactic story

- Game characters when repeating material

- Sample speech of the teacher

- Comparison

- Conjugate speech

- Correction

- Prompting questions - riddles

(At the end of the game, medals are counted, exchanged for orders, and the winner is determined)

Tikhomirova I.V.

Well done. So, “The Wise Teacher” became ………………. Congratulations! (we present a certificate).

The game showed your knowledge of the methods of speech development for preschool children. You have the theory. Now let's see how things work in practice. A thematic control was carried out in our kindergarten"Speech development in kindergarten"

Smirnova V.P.

Results of thematic control (reference).

Tikhomirova I.V.

Thus, we see that for our kindergarten this problem of speech development is relevant. I propose to discuss this problem and find ways to solve it.

Smirnova V.P.

Brainstorm

Think and say what problems in the field of speech development should be noted.

(Practical part)

(Ineffective organization of development environment for speech development

Lack of methodological base

Ineffective system of work for kindergarten teachers to develop phonemic perception and pronunciation of phonemes)

Smirnova V.P.

I propose to unite in pairs, choose one of the directions and determine ways to solve the problems. You are given 5 minutes to work.

Practical part

(planning)

Smirnova V.P.

Time has come to an end. Let's finish. And I will ask you to present your work.

Presentation of the plan

Each pair of teachers tells those present what ways of improvement they have found.

Tikhomirova I.V.

Our meeting of the Pedagogical Council is coming to an end. Today we remembered the methodology for developing the speech of preschool children, and outlined the main ways of speech development for the children of our kindergarten.

In conclusion, I would like to know:

- What will you personally change in your work to improve the speech development of the children in your group?

Write down your answer. And the second question:

- What forms of work need to be introduced into the kindergarten system for the effective development of pupils’ speech?

Draft decision of the Pedagogical Council (discussed and approved).

Improving the subject-development environment in groups in accordance with the age of children

A) organizing a consultation for teachers “Creating a speech center in a group” until April 15, 2016.

B) organizing a review-competition “Center for Speech Development” until May 15, 2016.

Optimization of methodological support for the speech development of pupils until January 2017.

Responsible: senior teacher

A) Replenishment of methodological literature

B) Creation of a library of children's fiction

C) Selection of didactic games for speech development

D) Updating visual material

Implementation of E.V. Kolesnikova’s program into the work practice of teachers until 09/01/2016.

Responsible: Smirnova V.P., Zabrodina T.G.

A) Purchasing a set of teaching materials

B) Study of methodological recommendations

Study of modern educational technologies for speech development in kindergarten students.

Responsible: educators, senior educator

A) Organization of a series of methodological seminars “Teaching preschoolers to compose a story-description”, “Teaching preschoolers creative storytelling from a picture”, “Methods of teaching preschoolers to work with a series of pictures” until 04/15/2016.

B) Organization of a master class “Game exercises for the development of the grammatical structure of speech of preschoolers”, “Development of phonemic perception of children”, “Activation of children’s vocabulary” until 04/15/2016.

Pedagogical council “Features of modern forms, methods of work in preschool educational institutions on the development of speech of preschoolers”

Target:

Plan for the teachers' meeting

1. Theoretical part:

1.1. Speech by the Deputy Head of Education and Science "Relevance of the problem of speech development of preschool children."

1.2. Analytical report on the results of the thematic control “Fulfillment of program requirements for the section “speech development”. Attendance at classes, analysis of plans. Intermediate diagnostics. Level of speech development of children” - Deputy Head of Educational Development

1.3. Consultation for teachers "Modern educational technologies for the development of coherent speech in preschoolers."

2. Practical part:

Business game for teachers.

3. Development of decisions of the teachers' council.

Progress of the teachers' council

Slide 1.

Exercise for teachers "Gift"

Now we will give gifts to each other. Starting with the leader, each person takes turns using pantomime to depict an object and passes it to his neighbor on the right (ice cream, hedgehog, weight, flower, etc.).

Theoretical part.

Slide 2.

Target:

Activation of forms of advanced training for preschool teachers.

Systematization of teachers’ knowledge about the features of modern forms and methods of work on the development of speech in preschool children.

Slide 3.

Relevance of the problem of speech development

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as an individual.

It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most pressing.

The teacher’s speech culture also plays a very important role in the development of speech. Staff give children examples of correct literary speech:

The teacher’s speech is clear, clear, complete, and grammatically correct;

The speech includes various examples of speech etiquette.

Parents do not understand their function - communication with the child should begin from birth and before his birth, in the prenatal period.

In African countries, up to three years of age, children are ahead of European children in speech development, because they are behind their mother, attached to her - a comfortable stay contributes to successful development.

Slide 4.

Conditions for successful speech development.

1. In a preschool institution, conditions must be created for the development of children’s speech in communication with adults and peers:

Employees encourage children to turn to adults with questions, judgments, and statements;

Staff encourage children to communicate verbally with each other.

2. Staff give children examples of correct literary speech:

Employees' speech is clear, clear, colorful, complete, and grammatically correct;

The speech includes various examples of speech etiquette.

3. Employees ensure the development of sound culture of speech on the part of children in accordance with their age characteristics:

They monitor correct pronunciation, correct and exercise children if necessary (organize onomatopoeic games, conduct classes on sound analysis of words, use tongue twisters, tongue twisters, riddles, poems);

Observe the pace and volume of children’s speech and, if necessary, gently correct them.

4. Employees provide children with conditions to enrich their vocabulary, taking into account age-related characteristics:

Employees provide children with conditions for children to include named objects and phenomena in play and object-based activities;

Help the child master the names of objects and phenomena, their properties, and talk about them;

Ensure the development of the figurative side of speech (figurative meaning of words);

Children are introduced to synonyms, antonyms, and homonyms.

5. Employees create conditions for children to master the grammatical structure of speech:

They learn to correctly connect words in case, number, tense, gender, and use suffixes;

They learn to formulate questions and answer them, build sentences.

6. Employees develop coherent speech in children, taking into account their age characteristics:

Encourage children to tell stories and present specific content in detail;

Organize dialogues between children and with adults.

7. They pay special attention to the development of children's understanding of speech, training children in following verbal instructions.

8. Employees create conditions for the development of the planning and regulating functions of children’s speech in accordance with their age characteristics:

Encourage children to comment on their speech;

Practice the ability to plan your activities.

9. Introduce children to the culture of reading fiction.

10. Staff encourage children's word creativity.

Slide 5.

Modern educational technologies

Mother tongue plays a unique role in the development of a person’s personality. Speech is traditionally viewed in pedagogy and psychology as the center at which various aspects of mental development converge: thinking, imagination, memory, emotions. The development of oral monologue speech in preschool age lays the foundation for successful learning at school.

Health-saving technologies(physical exercises, outdoor games, mood moments; finger exercises; some self-massage techniques (acupressure), etc.).

Gaming technologies(printed board games, plot-didactic dramatization games, games With educational toys motor nature (games with inserts, collapsible balls, turrets), didactic games with objects, word games, theatrical play activities, finger theater)

Visual modeling method

Sdayd 6

Visual modeling methods include mnemonics.

Vorobyova Valentina Konstantinovna calls this technique sensory-graphic schemes,

Tkachenko Tatyana Aleksandrovna – subject-schematic models,

Glukhov V.P. - square blocks,

Bolsheva T.V. – collage,

Efimenkova L. N - a scheme for compiling a story.

Slide 7

Mnemonics helps develop:

ü associative thinking

ü visual and auditory memory

ü visual and auditory attention

ü imagination

Mnemonics is a set of rules and techniques that facilitate the process of memorizing information.

An example is the familiar phrase “Every Hunter Wants to Know Where the Pheasant Sits,” which helps to remember the colors of the rainbow.

The use of mnemonics in preschool age occupies a large place. In order to develop certain skills and abilities in children from a very early age, so-called mnemonic tables (diagrams) are introduced into the learning process. For example, in kindergartens algorithms for the processes of washing, dressing, etc. are often used.

Mnemonic tables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture (image) is created; Thus, the entire poem is sketched schematically. After this, the child reproduces the entire poem from memory, using a graphic image. At the initial stage, the adult offers a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.

Slide 8

Example of a mnemonic table

Slide 9

Try to find out what kind of poem is encoded on the slide.

Slide 10

The methodology for developing the skills of coherent speech by V.K. Vorobyova includes sections:

ü Formation of indicative skills for identifying the essential features of a story.

ü Familiarity with the rules of story structure (the rule of semantic connection of a sentence; the rule of lexical-syntactic connection of a sentence).

ü Consolidation of learned rules in children’s independent speech.

Slide 11

Compose a story according to the outline

Slide 12

T.A. Tkachenko, the process of formation and development of coherent speech using visualization and modeling of the utterance plan is divided into several stages:

ü Reproduction of a story based on the action being demonstrated.

ü Compiling a story based on the demonstrated action.

ü Retelling the text using a magnetic board.

ü Retelling the text with visual support from a series of plot paintings.

ü Compilation of a story based on a series of plot pictures.

ü Retelling the text with visual support for one plot picture.

ü Compiling a story based on one plot picture.

Slide 13

Collage technique T.V. Bolsheva

Slide 14

Mnemonics helps:

ü Enrich vocabulary.

ü Teach writing stories.

ü Retell fiction.

ü Guess and make riddles.

Slide 15

Name the forms of speech. (dialogue and monologue)

What skills are developed in dialogue. (listen to the interlocutor, ask a question, answer depending on the context)

What forms of work are used when teaching children coherent speech. (retelling, description of toys and story pictures, storytelling from experience, creative storytelling)

Name the structure of the story. (commencement, climax, denouement)

A conversation between two or more people on a topic related to some situation. (dialogue)

Speech by one interlocutor addressed to the audience. (monologue)

The story is a plot that unfolds over time. (story narration)

At what age group does work on teaching children monologue speech begin? (middle group)

A leading technique for activating speech and thinking. (sample teacher)

Slide 16

Assignment: Translate proverbs into Russian

The son of a leopard is also a leopard (Africa). /The apple never falls far from the tree/

You can’t hide a camel under a bridge (Afghanistan) /you can’t hide an awl in a sack/

Fear the quiet river, not the noisy one. (Greece) /There are devils in still waters/

A silent mouth is a golden mouth (Germany) /Words are silver and silence is gold/

He who asks will not get lost. (Finland) /Language will bring you to Kyiv/

Slide 17

Assignment: explain expressions

In our language there are stable expressions called idioms; they are not determined by the meanings of the words they contain. For example, the expression “keep your mouth shut” means to keep quiet.

Slide 18

Folk proverbs and sayings enrich and enliven the Russian language. They are excellent examples of Russian speech, imitation of which allows a child to more successfully master his native language. They are short, clear, full of deep wisdom developed over centuries. The proverb can be used in any situation.

Slide 19

Words with opposite meanings are called antonyms.

Task: replace each word with its opposite and get the name of the fairy tales

Dog without a hat - Puss in Boots

Red mustache – Blue beard

Beautiful Chicken – Ugly Duckling

Silver Hen – Golden Cockerel

Black Shoe – Little Red Riding Hood

Slide 20

Didactic syncwine developed in the practice of the American school. In this genre, the text is based not on syllabic dependence, but on the content and syntactic specificity of each line.

Strict adherence to the rules for writing syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth line. It is possible to use other parts of speech.

Slide 21

On the topic of love:

Fabulous, fantastic.

He comes, inspires, runs away.

Only a few can hold it.

On the topic of life:

Active, stormy.

Educates, develops, teaches.

Gives you the opportunity to realize yourself.

Art.

Slide 22

Compose a syncwine on the topic of the teachers' council

Slide 23

Summing up and awarding the winners

Slide 24

Rules for brave and persistent teachers

ü If you have difficulty working on speech development, then plan this type of activity not sometimes, not often, but very often. In 5 years it will become easier.

ü Never answer your own question. Be patient, and you will wait for your children to answer it. You can only help with one more question, or two, or ten... But know: the number of questions is inversely proportional to the level of skill.

ü Never ask a question that can be answered “yes” or “no.” It does not make sense.

ü After the lesson, look through the notes again, remember all the questions you asked the children, and replace it with one more accurate one.

ü If the story didn’t work out or turned out with difficulty, smile, because it’s great, because success is ahead.

Slide 25

Decision of the teachers' council.

1. Continue to create conditions in preschool educational institutions for the development of children’s speech:

Enrich groups with didactic games for speech development (responsible group educators, period during the school year)

Set up stands for parents “Development of coherent speech of preschoolers” (responsible group teachers for the month of April).

Use in practice models and diagrams for the development of coherent speech in preschoolers.

2. Reflect in calendar plans individual work on the development of coherent speech in children. (responsible deputy head for HR, analysis of calendar plans monthly)

3. To increase the level of development of coherent speech, use effective forms of work. (responsible head of d/s, deputy head of water management - visiting NOD in groups)

4. Conduct parent meetings in groups on the topic “Speech development of a preschooler”

Literature.

1. Golitsina N.S. "The system of methodological work with personnel in preschool educational institutions" - Ed. Scriptorium: Moscow 2006

2. Elzhova N.V. "Teacher councils, seminars, methodological associations in preschool educational institutions" - Ed. 2nd - Rostov n/d: Phoenix, 2008

3. Magazine “Preschool Education” 6/ 2009

4. Magazine “Preschool Education” 11/ 2009

5. Child in kindergarten No. 3, 2010