Mnemonic tables for the development of coherent speech in preschoolers

One of the main and fundamental conditions for the comprehensive and full development of children during preschool age is competent, logically structured, beautiful speech. As a rule, it is during preschool age that the optimal and most favorable conditions for the formation of eloquence and a full-fledged vocabulary develop.

According to many speech therapists, in order to help children quickly absorb new information and develop, learn to logically express their thoughts, and talk colorfully and interestingly about themselves and the world around them, specially created techniques and communication techniques are used. And one of these techniques is the use of mnemonic tables in the development of children’s speech.

Common speech problems in preschool children

In most cases, girls and boys of preschool age should already be able to fully operate with synonyms and a variety of images, describe all current events, using vivid, but at the same time grammatically correct word forms. But, unfortunately, not all preschoolers can boast of such skills. Most children face various speech problems:

Inability to compose long, complex sentences - the child’s speech consists exclusively of simple, laconic sentences.
The child cannot independently formulate a logically correct and complete sentence.
Systematic use of non-literary vocabulary.
Minimal, poor vocabulary that does not correspond to the child’s age category.
A preschooler cannot independently formulate questions and answer questions posed.
Poor level of diction.
A preschooler cannot draw correct logical conclusions and statements.

To correct such speech defects, mnemonics are often used, which have become widespread among many specialists.

What is mnemonics?

Mnemonics – literally translated from Greek means “the art of memorization.” This is a certain system of techniques and methods, the action of which is aimed at the most effective preservation, reproduction and memorization of the received material.

The name of this technique is absolutely no coincidence - it comes from the name of the ancient Greek goddess of memory, logic and prudence named Mnemosyne. Mnemonics is a popular technique, the essence of which is the most accelerated development of coherent speech, based on the visual perception of information with its further reproduction using images.

The main point of using a mnemonic table for children is the following: to determine a specific word or phrase, a specific image (picture) is used, with the help of which a schematic sketch of the word is made. By carefully studying the presented images, the child can quickly memorize and reproduce text material, which helps the development of speech for preschoolers.

MAGAZINE Preschooler.RF

Mnemonics in the development of coherent speech in preschool children

In preschool age, visual-figurative memory predominates in children. Most often, memorization occurs involuntarily, simply because some object or phenomenon came into the child’s field of vision. If he tries to learn and remember something that is not supported by a visual picture, something abstract, then he should not count on success.

Mnemonics for preschoolers help simplify the memorization process, develop associative thinking and imagination, and increase attentiveness. Moreover, mnemonics techniques, as a result of the competent work of the teacher, lead to the enrichment of vocabulary and the formation of coherent speech.

Completed by: teacher - speech therapist Kuzina D.I.

Speech problems in preschool children:

Monosyllabic speech consisting only of simple sentences. Inability to construct a sentence grammatically correctly.
Poverty of speech. Insufficient vocabulary.
Use of non-literary words and expressions.
Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer.
Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.
Lack of logical justification for your statements and conclusions.
Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.
Poor diction.

What is mnemonics?

The ancient Greek patroness of memory, reasoning and all names was called Mnemosyne; it is this name that forms the basis of many definitions related to memorization. Today, such a direction as mnemonics for the development of children’s speech has become popular. The method is based on the visual perception of information with the possibility of its subsequent reproduction using images.

Mnemonics are a kind of diagrams based on associations that help remember and reproduce information.

Konstantin Dmitrievich Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly .

Why do preschoolers need mnemonics?

Basic elements of mnemonics:

Mnemonic squares.

To begin with, children are introduced to mnemonic squares.

A mnemonic square is a card on which an object familiar to the child is drawn.

These are clear images that represent one word, phrase, its characteristics or a simple sentence.

Mnemonic track.

It is a diagram that graphically depicts individual items that play an important role in a definition or process. This is a track of 3 - 4 pictures, from which you can compose a short story in 2 - 3 sentences. In my work I use mnemonic tracks both in color, pictorial version using paints, and graphic version with sketches of light contour lines and strokes. A mnemonic track consists of several pictures united by a common theme. The child needs not only to name the words, but also to form them into sentences or arrange them in the correct sequence

In my work, I use mnemonic tracks to automate sounds.

MISHA HAS A CAR

THE CAR HAS TIRES.

ZHI-ZHI-ZHI - hedgehogs live in the forest,

ZHA-ZHA-ZHA – the hedgehog has needles,

ZHU-ZHU-ZHU - I'm approaching the hedgehog,

SAME-SAME-SAME - the hedgehog is already in the hole!

Compiling and retelling a story based on a plot picture based on mnemonic tracks.

Invite the children to look at the picture.
Ask questions in accordance with the text of the story and form answers using the diagram of each sentence.
Ask the children to listen to the resulting story, which must be retold clearly according to the scheme, attracting the children’s attention to this.
Give the task to come up with a title for the story.
Invite two or three children to retell the story.

Retelling fairy tales and stories based on mnemonic tracks.

Retelling plays a special role in the formation of coherent speech. Here the structure of speech, its expressiveness, and the ability to construct sentences are improved. And if you retell it with the help of mnemonic tracks, when children see all the characters, then the child already concentrates his attention on the correct construction of sentences, on reproducing the necessary expressions in his speech. Working with mnemonic tables when teaching retelling is carried out in stages:

Stage 1. Listening to the text.

Stage 2. Consideration of mnemonic tracks and the connection of abstract symbols on them with individual significant parts of the text.

Stage 3. Linking together the meaning of the depicted images into a common one, i.e. retelling a text based on symbols.

Stage 4. Holistic and consistent reproduction of the plot by the child, based on mnemonic tracks.

Mnemonic table.

This is a graphic representation of the characters of a fairy tale, story, natural phenomena, some actions, etc. by highlighting the main semantic links of the plot. The main thing is to convey a conventionally visual diagram, to depict it in such a way that what is drawn is understandable to children. The number of squares should not exceed nine, which corresponds to the scientifically based limit of one-time information for a child.

In a clearing near the fir trees

The house is built of needles

He is not visible behind the grass,

And there are a million residents there.

Compiling descriptive stories using a mnemonic table.

It is very convenient to use the method of mnemonic tables when compiling descriptive stories. A descriptive story is the most difficult type in monologue speech. Children do not have the knowledge that they acquire throughout life. To describe an object, it must be realized, and awareness is analysis. Which is very difficult for a child. Here it is important to teach the child to first identify the characteristics of an object.

Using various models, diagrams, mnemonic tables, signs, symbols in the process of improving coherent speech, we form in children memory, attention, observation, etc., develop cognitive processes, thereby developing thinking.

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The main advantages of mnemonic tables

The use of mnemonic tables in the development of children's speech has become quite widespread among specialists and teachers. The use of this technology can significantly facilitate the learning process for preschool children and maximally accelerate the pace of development of children's coherent speech.

Thanks to the fact that colorful visual schemes are used in the learning process, kids learn to construct grammatically correct, logically complete, consistent and accurate texts, rich in a variety of clarifying details.

Below is an example of a mnemonic table on the topic “autumn”, where the child learns the main features of this time of year.

To summarize, we can say that a mnemonic table for the development of coherent speech is a specific diagram that conveys specific information and acts as a very important visual material for normalizing the full formation of coherent speech in preschool children.

What are the main advantages of mnemonic techniques over other speech development techniques?

Promotes accelerated development of visual and auditory memory.
Used to solve common school problems, such as memorizing poems or solving complex riddles and puzzles.
Mnemonic tables for children are also widely used to develop a preschooler’s skill in retelling any work of fiction.
In order to improve the conversational skills of a preschooler, as a result of which the child can fully support a conversation on almost any topic.
Maximum development of speaking skills.

In addition, the timely use of mnemonic tables in the development of coherent speech makes it possible to achieve success in the development of associative thinking, visual perception, auditory memory, and imagination.

The use of mnemonics in the development of speech in preschool children

It's no secret that children with general speech underdevelopment have the following problems: a poor vocabulary, inability to coordinate words in a sentence, and impaired sound pronunciation. Most children have impaired attention and imperfect logical thinking. Therefore, speech therapy in eliminating general speech underdevelopment is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.

In preschool age, visual-figurative memory predominates, and memorization is mainly involuntary: children better remember events, objects, facts, and phenomena that are close to their life experience. The volume of visual memory and the possibility of semantic, logical memorization in children with ODD practically does not differ from the norm, but their auditory memory and memorization productivity are noticeably reduced.

When teaching children coherent speech, it is entirely justified to use creative methods, the effectiveness of which is obvious, along with generally accepted ones. Mnemonics techniques facilitate memorization in children and increase memory capacity through the formation of additional associations.

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

K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” Since visual material is better absorbed by preschoolers, the use of mnemonic tables in classes on the development of coherent speech allows children to more effectively perceive and process visual information, save and reproduce it. The peculiarity of the technique is the use of symbols rather than images of objects.

This technique makes it much easier for children to find and memorize words.

Mnemonics helps develop:

‒ associative thinking

‒ visual and auditory memory

‒ visual and auditory attention

- imagination

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 educational process; in kindergartens, algorithms for the processes of washing, dressing, setting tables, caring for indoor plants, etc. are often used.

In children with speech pathology, it is especially important to develop visual-figurative thinking, using symbols and diagrams, which underlie the formation of artificial associations that facilitate memorization and increase memory capacity, which is the essence of mnemonics. Reliance on a visual image is very important and mandatory, since if, when reproducing the text, this visual image does not appear in the imagination, then the child does not understand this text. Thus, the technique of symbolization is the shortest way to forming the process of memorization and accurate transmission of information that requires verbatim repetition, for example in poetry.

Mnemonic charts serve as didactic material in my work on the development of coherent speech in children. I use them for:

- enrichment of vocabulary,

- when learning to write stories,

- when retelling fiction,

- when guessing and making riddles,

- when memorizing poetry.

Effectively use mnemonic tables in mathematical development. In my work I widely use Dienesha blocks. With the help of blocks, the names of colors and shapes are fixed, logical thinking and speech are developed. With the help of property cards, children can very easily characterize blocks.

For this, a schematic representation of the individual parts is sufficient, which will facilitate memorization and subsequent reproduction of the entire image in rhymed form. Mnemonic tables are especially effective when learning poems. The bottom line is that for every 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.

The use of modeling facilitates and speeds up the process of memorizing and assimilating texts, and forms techniques for working with memory. With this type of activity, not only auditory, but also visual analyzers are turned on. Children easily remember the picture and then remember the words.

Mastering the techniques of working with mnemonic tables significantly reduces training time. Using supporting drawings to teach memorizing poems captivates children and turns the activity into a game. The visual image that the child retains after listening, accompanied by viewing the drawings, allows him to remember the text much faster. To learn each poem, its own mnemonic table is developed and compiled. And so, step by step, a mnemonic table is created. The next stage of working with the mnemonic table is an emotional, expressive reproduction of the text of the poem. Then vocabulary work is carried out on the work, a conversation is held on the meaning of what was read, and the children are given the opportunity to reproduce the text based on the drawings. During my work in the compensatory group for children with severe speech impairments, a series of mnemonic tables were created for poems on various topics. The main thing is to convey a conventionally visual diagram, to depict it in such a way that what is drawn is understandable to children.

At first glance, pictures that are not related to each other can be combined into one plot, with the help of which signal schematic images help to activate thought processes. Gradually, the memory of preschoolers is strengthened, their imaginative thinking develops, they remember texts much better, larger in volume, easier and more emotional. With this method of working, the entire poem is remembered. Learning has become a fun, emotional activity for preschoolers, and at the same time the content of the text is tangible, visible, imaginable. After all, one of the rules for strengthening memory and speech says: “When you learn, write down, draw diagrams, draw graphs.”

These diagrams serve as a kind of visual plan for creating monologues and help children build:

- story structure,

- sequence of the story,

- lexical and grammatical content of the story.

When introducing fiction and teaching how to write stories, I widely use mnemonics. Together with the children, we talk through the text, look at the illustrations and track the sequence of the previously prepared model for this work.

After developmental classes using mnemonic tables, children most easily compose fairy tales on almost any topic, using vocabulary, observing the general principles of plot construction. These fairy tales reflect the child’s own experiences and his understanding of the life around him.

But it should be noted that preschoolers begin to experience some difficulties, since it is difficult to follow the proposed model plan. Very often, the first stories based on models turn out to be very sketchy. To reduce these difficulties as much as possible, it is necessary to introduce tasks to activate and enrich the vocabulary into the software content of each mnemonic table.

Model schemes can also be used in other classes.

Mnemonic tables are not limited to all work on the development of coherent speech in children. This is, first of all, the initial, most significant and effective work, since the use of mnemonic tables allows children to more easily perceive and process visual information, save and reproduce it.

In parallel with this work, speech games are necessary, the use of board-printed games is mandatory, which help children learn to classify objects, develop speech, visual perception, imaginative and logical thinking, attention, observation, interest in the world around them, and self-test skills.

Literature:

Bolshova, T.V. Learning from a fairy tale. Development of thinking in preschoolers using mnemonics. St. Petersburg, 2005.
Vakhrushev, A.A., Kochemasova, E.E., Akimova, Yu. A. Hello, world! Moscow “Balass”, 2000.
Volkovskaya, T.N., Yusupova G.H. Psychological assistance to preschool children with general speech underdevelopment. M., 2004.
Maletina N. S., Ponomareva L. V. Modeling in descriptive speech of children with special needs / Preschool education. 2004.№ 6. pp. 64–68.
Omelchenko L.V. The use of mnemonic techniques in the development of coherent speech / Speech therapist. 2008. No. 4. P. 102 -115.
Tkachenko T. A. The use of diagrams in the compilation of descriptive stories / Preschool education. 1990. No. 10. P.16–21.

Production of mnemonic tables

Making educational mnemonic tables for speech development does not require any special skills or artistic talent. A word or short phrase is selected, as well as an image that will clearly illustrate the selected word.

For children of primary preschool age, it is best to use tables with bright, colorful pictures - thanks to images of a squirrel, bunny or flower, the child remembers the material much faster and easier.

After some time, after the children have carefully studied the phrase and the image that characterizes it, you can replace the picture with graphic symbols. For example, draw a Christmas tree with a green triangle, and a hare with a gray or blue circle. Below is shown how, using the example of the fairy tale “Ryaba Hen,” you can make mnemonic tables with gradual complication in the form of replacing pictures with graphic symbols:

Mnemonic table with pictures only.

Add some graphic symbols.

Replace all pictures with graphic symbols.

Most often, for the development of coherent speech in preschool children, ready-made diagrams and tables developed by V.K. Vorobyova or T.A. Tkachenko. But it is worth remembering that such model schemes cannot be called universal - they can only become the basis in the learning process of each individual child. The teacher can independently refine, improve and correct ready-made model diagrams.

In most cases, educational mnemonic tables are used to teach children the main features of a particular subject. Therefore, the main topics in such tables may be the study of the color, shape, size, texture (soft or hard) of a particular object. In addition, the educational mnemonic table can answer the following question:

What elements does this item consist of?
What is this thing used for?
What can you do with this item and what can’t you do with it?

This is an approximate list of questions that the child should answer after studying cards with images and mnemonic tables.

“The use of mnemonics in working with preschool children” material on the topic

Consultation

for teachers

“Using mnemonics in working with preschool children”

“Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with , and he will learn on the fly.”

K. D. Ushinsky

What is mnemonics?

The words “mnemonics” and “mnemonics” mean the same thing – a memorization technique. They come from the Greek “mnemonikon” after the ancient Greek goddess of memory Mnemosyne, the mother of the nine muses, and mean “the art of remembering.” It is believed that Pythagoras of Samos (6th century BC) coined this word.

The first surviving works on mnemonics date back to approximately 86-82. BC, and belong to the pen of Cicero and Quintilian.

The modern encyclopedic dictionary gives the following definitions of mnemonics.

Mnemonics is the art of memorization, a set of techniques and methods that facilitate memorization and increase memory capacity through the formation of artificial associations.

MNEMOTECHNIQUES is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information.

Mnemonics uses the natural memory mechanisms of the brain and allows you to fully control the process of memorizing, storing and recalling information.

Why is it necessary to use mnemonics in kindergarten?

Currently, educators are increasingly faced with such problems in the development of children as:

poor vocabulary
inability to coordinate words in a sentence
violation of sound pronunciation
poor development of coherent speech
immaturity of mental processes
imperfection of various types of thinking.

Therefore, educators are faced with the task of how to help children, but in a way that makes it easy and interesting for them.

Mnemonics help simplify the process of direct educational activities for children. Children learn in an interesting playful way, without mental and emotional overload.

The relevance of mnemonics for preschoolers is due to the fact that it is at this age that visual-figurative memory predominates in children, and memorization is mainly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience.

Mnemonics techniques facilitate the memorization process in children and increase memory capacity through the formation of additional associations.

Mnemonics helps develop:

visual and auditory memory
visual and auditory attention
imagination
perception
develops horizons
develops all aspects of speech

When starting work on mnemonics technology, the teacher sets himself the following tasks:

1. Promote the development of basic mental processes: memory, attention, perception, thinking.

2. To promote children’s ability to transform abstract symbols into images and vice versa, images into abstract symbols (transcoding and encoding information).

3. To promote the development of the ability to work according to a model, according to rules, listen to an adult and follow his instructions.

4. Promote the development of coherent speech, expansion and enrichment of children’s vocabulary.

5. Contribute to the formation of a holistic perception of the surrounding world; To promote the development of interest, motivation to study new things, unknown in the world around us, to take an active part in the educational process.

6. To promote the development of children’s creative abilities, the ability to draw up diagrams themselves and reproduce them.

7. Promote the development of fine motor skills of the hands.

8. Contribute to the formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility.

9. To promote the development of the ability to solve intellectual and personal problems in an age-appropriate manner, to apply knowledge and methods of activity in solving problems.

12. Create conditions conducive to interaction and cooperation with children’s parents.

Methods and techniques of mnemonics

Firstly, much attention should be paid to the development of children's perception:

visual
auditory
kinesthetic (movement of the eye, hand, vocal apparatus)
olfactory
taste
tactile.

To do this, in classes it is necessary to use a wide variety of games and exercises to train the senses listed above.

For example:

“What has changed?”, “What has disappeared?”
"Who left?"
“Who called?”
“Let’s hang it up and collect the words”
"Couple cards"
"Find out by touch"
"Wonderful bag"
“Taste it” and others.

Secondly, it is necessary to develop the skills of memorizing any information in children.

The following methods will be most effective here:

“crocking” method (from the French croquis - drawing, diagram, sketch) - the use of drawings, diagrams, sketches, sketches. This method is the most accessible and widely used. Mnemonic tables and collages are also used here. For children of the middle and older groups, you can use lighter tablets with drawings, the main thing when compiling tables is that the drawings are related to each other, because Children, in order to memorize the tables, must make up a story or connect them by meaning, or classify them. A collage is a certain format of cardboard or a thick sheet of paper on which various pictures, letters, geometric shapes, and numbers are pasted or superimposed and drawn. Using collage, we perform the following tasks:

Consolidation of various memorization methods.
Development of photographic memory.
Expansion of vocabulary, figurative perception, ability to speak, tell stories.
A learning task, because The collage contains various information.

We also use games and play exercises, the so-called “kroki”. Let me remind you that these are various drawings, diagrams, sketches, sketches.

For example:

Exercise “Reading a letter from a picture” - children receive a letter-scheme that they must decipher. (“Letter to Spring”)

Games:

"Chain of words"

"Who can remember the most words"

“10 words”, etc.

Sketching words makes it possible to develop children's imagination, thinking, and creative abilities, promotes memorization of words, and makes them think. Thus, children get a chain of drawings from which they can easily remember all the words. This game can be complicated by asking children to close their clues and remember what was drawn, or they can also remember and reproduce the sketches from memory on another piece of paper.

a method that uses figurative thinking (eidetism or eidotehnika - “living” memory, the art of creating images for effective memorization.) This method is based on the assumption that there is eidetic memory, i.e. There are people who can look at such a table once, close their eyes (or look at a plain surface) and read the information directly from their imagination. It is assumed that information can be stored for some time by the brain, like a photograph. This method consists of the following steps:

The child is “transported” to some imaginary situation.
Performs an “inspection” of space in an imaginary situation.
The child talks about the location of various objects.
“Returning” from an imaginary situation, the child sees everything

sketches.

It is very good to use this method not only for developing memory, but also for developing imagination and fantasy.

For example:

"Let's go ride on the clouds"

“Journey to a fairy forest”, etc.

Game “Let's hang up and collect words” (children together with the teacher walk around the group or area, “take out” words from a basket or box and “hang up words as decorations”, after a while they go through again and collect them back into the basket or box. You can collect words - decorations, starting from the first or last word.)

method of associative chains (or the method of “nonsense”). It lies in the fact that words are connected one to another into a small funny story or fairy tale. Moreover, words 1 are connected with 2, 2 with 3, etc. without skipping. In this game, children quickly remember a chain of words.
method of transformation (transformation). This method develops not only memory, but also logical thinking, as it is based on the ability to establish cause-and-effect relationships. Words seem to flow from one another; there is something in common between them, something that connects them.

For example:

Game “Logic chains” (rain – shower – watering can – teapot – Pinocchio – tree – nest – bird – plane – car)

Games with matches or sticks.

Thirdly, we need to teach children to control their attention and make it “obedient.” This means that through games, play exercises, and training, we develop in children a voluntary type of attention and its properties such as stability, distribution and switching of attention.

To solve these problems, you can use exercises and tasks such as:

"Find differences"
"What changed"
"Do not snooze"
"Prohibited Movement"
"The Absent-Minded Artist"
"Labyrinths"
“Find and cross out” (tables) and others.

Like any work, mnemonics is built according to the principle from simple to complex. It can be divided into three stages.

Stage I: It is necessary to begin working with children of any age by becoming familiar with symbols. At the initial stage, the teacher offers and explains to the children the meaning of symbols.

It is better for kids to offer pictures that are understandable to their perception, gradually replacing them with schematic, contour images of objects.

For example: Christmas tree (what?) prickly

At an older age, when children learn to think well figuratively, it will be possible to involve them in working on symbols. I usually invite children to help me “hide” a word in a picture.

For example: how do I draw the word “strong”? Children offer different options for symbolic images, and then together we choose the most successful option that matches a given word, for example, “ant.”

This stage of work is also called – working with mnemonic squares.

At this stage of work, you can play games with children like

"Give me a word"
"Find a Pair"
“Say it differently” (synonyms) – senior preschool age
“Say the opposite” (antonyms) – senior preschool age

Stage II: At this stage, you need to teach children to “read” simple patterns of 2 – 4 symbols.

For example: when describing objects, children are offered symbols to indicate color, shape, size, and actions with the object. This technique is good to use when working with a riddle.

At the same stage, we teach children to “read” simple sentences of 2-3 words without prepositions and conjunctions.

This stage of work is called working with mnemonic tracks.

Stage III: At this stage, work with mnemonic tables begins.

What is a mnemonic table?

A mnemonic table is a diagram that contains certain information. The use of mnemonic tables helps children effectively perceive and reproduce received information, significantly reduces learning time and greatly facilitates children’s search and memorization of words, sentences and texts. Mnemonic tables: are didactic material. They can have a wide range of uses, in almost any educational field, in any type of activity.

Mnemonic tables-schemes can be used:

to introduce children to the world around them

when memorizing poetry
when retelling fiction
when learning to write stories
when guessing and making riddles
to enrich vocabulary
when teaching number composition
when developing cultural and hygienic skills
when developing self-care skills
when familiarizing yourself with the basics of life safety

In order for a mnemonic table, as a visual and practical means of cognition, to fulfill its function, it must meet a number of requirements:

clearly reflect the basic properties and relationships that must be mastered with its help.
be easy to understand and accessible to reproduce and act on.
correspond to the level of development of children.

At the initial stages of working with mnemonic tables, if children find it difficult to reproduce it, as well as for children of primary preschool age, you can use the version of a split mnemonic table.

There are two types of mnemonic tables:

educational - contain educational material.
developing - contain information that allows you to develop certain skills and abilities.

For example: Educational mnemonic table “Square”

(on the development of mathematical concepts)

4		│

2

1. - a square is a quadrilateral

2. 4 - a square has four corners and four sides

3. - corners

4. │ - sides

5. - rectangle, also a quadrilateral

6. 2 - a rectangle has equal paired sides

7. – – a square has all sides equal

8. K – square

9. checkered sheet: cells are squares

How to work with a mnemonic table.

Working with a mnemonic table occurs in several stages.

Stage 1: The teacher shows the children a mnemonic table and understands what is depicted on it: letters, numbers, geometric shapes, abstract symbols, i.e. information is grouped (rational engineering).

Stage 2: Recoding of information, i.e. transformation from abstract symbols to images (mnemo eidotehnika).

Stage 3: Composing the plot, i.e. practicing one of the memorization methods.

Stage 4: Determination of logical connectives. The mnemonic table must be compiled in such a way that it is possible to establish as many logical connections as possible.

Parsing the table takes 1-2 minutes

Stage 5: Children are given 10-15 seconds to memorize (attention factor). Then the mnemonic table is removed and the children reproduce it graphically from memory.

How does mnemonics differ from other technologies?

Integrity - educational activities are implemented in all educational areas.
Cost-effectiveness - existing methodological tools are used and didactic tools are created that do not require financial costs.
Processuality - child development is considered as a process;
Health conservation - implemented based on the needs and capabilities of the child. The child does not feel pressure from the teacher; The teacher acts as a collaborator, mentor, and tutor.
Versatility - can be used by any teacher and parents.

The use of mnemonics opens up enormous opportunities for educators for creativity both in educational activities and in the joint activities of an adult and a child. Enables children to learn complex material easily and quickly.

Classes using mnemonics are always interesting not only for children, but also for the teacher.

Consultation for parents “Learning poems using mnemonics”

Kristina Kireeva Consultation for parents “Learning poems using mnemonics”

“Teach your child something

five words unknown to him -

he will suffer for a long time and in vain,

but associate twenty such words with

pictures, and he will learn them on the fly.”

K. D. Ushinsky

Not all children like to learn poetry; for some, memorizing poems causes great difficulties, rapid fatigue and negative emotions.

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

Mnemonic tables are effective for learning poems. The bottom line is that for each word or small phrase a picture is invented - a symbol depicting an action or object, thus the entire poem is sketched out schematically.

Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves problems aimed at:

-development of basic mental processes - memory, attention, imaginative thinking;

-development of fine motor skills of the hands with partial or full graphic reproduction.

Mnemonics helps develop: associative thinking, visual and auditory memory, visual and auditory attention, imagination. Using supporting drawings to teach memorization of poems captivates children and turns the activity into a game.

It is difficult for children of primary preschool age to immediately grasp information through a mnemonic table, so it is convenient to work with them through mnemonic tracks. The mnemonic track carries information in a small amount, which is very important in the early stages of learning.

At an older age, to memorize each poem, together with the children we develop and compile a mnemonic table.

Stages of working on a poem:

1. Mom or dad reads the poem expressively.

2. Informs that the child will learn this poem by heart. Then he reads the poem again using the mnemonic table.

3. Asks questions about the content of the poem, helping the child understand the main idea.

4. Finds out which words are incomprehensible to the child, explains their meaning in a form accessible to the child.

5. Reads each line of the poem separately. The child repeats it using a mnemonic table.

6. The child recites a poem based on a mnemonic table.

Mnemonics techniques lead to the enrichment of vocabulary and the formation of coherent speech.

Features of using mnemonic tables for teaching children

Today, mnemonics are one of the easy-to-use, easy, convenient and highly effective techniques for the development of coherent children's speech and accelerated memorization of material, which are implemented through schematic mnemonic tables and graphic images.

At the same time, this technique helps to formulate the baby’s speech, replenish his vocabulary with beautiful, complex and correctly constructed phrases and sentences. The essence of all mnemonic techniques is the transformation of textual, verbal information into visual images. Despite the fact that many preschool-aged children perceive their first lessons very painfully, believing that they will not succeed, in the future the children really enjoy the educational process. Not only is it extremely informative, but it is also very interesting, engaging and fun, like a game.

Most often, in the case of using mnemonic tables for the development of coherent speech of preschoolers in preschool institutions, the following scheme is used:

The teacher shows the children cards with bright and colorful pictures indicating a certain phrase or sentence.
The next stage is the study of so-called mnemonic tracks. This is a series of pictures, consisting of about four images, with the help of which the child can tell a simple story.
The most difficult stage is the direct use of the mnemonic table for teaching coherent speech to preschoolers. Thanks to this method, preschool children learn to reproduce longer and more complex stories and stories.

Varieties of mnemonic devices for the development of coherent speech in preschoolers:

Cards with an algorithm for certain actions - for example, the sequence of morning activities (washing, brushing teeth, breakfast, getting dressed).
Mnemonic tracks with a series of different images that tell a specific story or story. For children of primary preschool age, fairy tales are most often used.
Techniques for faster and easier assimilation of information and study of poetry.

An example of using the fairy tale “The Three Little Pigs”.

An example in the use of a poem.

Using mnemonics methods in teaching preschool children

Bibliographic description:

Volkova, V. E. Using mnemonics methods in teaching preschool children / V. E. Volkova. — Text: immediate // Current tasks of pedagogy: materials of the IX International. scientific conf. (Moscow, June 2021). - Moscow: Buki-Vedi, 2021. - pp. 18-20. — URL: https://moluch.ru/conf/ped/archive/279/14285/ (access date: 12/19/2021).

The use of mnemonic methods in the development of preschool children is becoming increasingly relevant. The relevance of mnemonics for preschoolers is due to the fact that at this age figurative memory predominates in children, memorization often occurs involuntarily, and its productivity increases with visual reinforcement. Mnemonics helps speed up the memorization process in preschoolers, develop figurative, logical, associative thinking (including the ability to systematize, analyze, isolate parts, combine into pairs, groups, the whole), imagination, attention. In addition, the use of mnemonic techniques enriches children's vocabulary and promotes the formation of coherent speech. Children develop the prerequisites for self-education, the ability to conduct introspection, children become more liberated and independent [4].

Mnemonics methods can be taught either in the form of an independent lesson, or its elements can be included in various types of classes and even in various types of children’s activities.

An analysis of publications on the use of mnemonics in kindergarten showed that the emphasis in working with preschoolers is on the development of memory and speech.

The most accessible and widely used by preschool teachers is the “cropping” method - the use of mnemonic tables, collages, drawings, diagrams, sketches, sketches.

A mnemonic table is a diagram, a structure in which various information can be included.

To begin with, children are introduced to mnemonic squares - clear images that represent one word, phrase, its characteristics or a simple sentence. Then the task becomes more complicated, a mnemonic track is demonstrated - this is a square of four pictures, from which you can compose a short story in 2-3 sentences. And finally, the most complex structure is mnemonic tables. They are images of the main links, including schematic ones, from which you can remember and reproduce an entire story or even a poem [1].

The use of mnemonic tables in working with children allows them to better perceive and process visual information, recode, store and reproduce it in accordance with the assigned educational tasks.

In preschool education, developmental and educational mnemonic tables are used [8].

Developmental mnemonic tables are aimed at developing basic mental processes: memory, attention, imaginative and logical thinking. The children are shown a table and the encoded information is deciphered. Logical connections, quantitative and qualitative characteristics are established. Then you are given time to memorize the table. The table is removed and the children reproduce it graphically from memory.

Educational mnemonic tables can be used in work in any educational field, they allow you to more productively remember material on lexical topics, facilitate learning storytelling, literacy (memorizing letters, rules), memorizing poems, proverbs, contribute to the correction of violations of sound pronunciation, work on differentiating sounds, the formation of elementary mathematical ideas, familiarize preschoolers with nature, contribute to the education of cultural and hygienic skills, the formation of ideas about dangerous situations and methods of behavior in them, the development of cognitive and research activities, familiarization with the surrounding social world, the formation of ideas about types of art, the implementation of independent creative activities, and the improvement of skills in visual, constructive and modeling activities, the formation of initial ideas about a healthy lifestyle, the improvement of skills in basic types of movements, physical exercises, activity in independent motor activity, etc.

Working with educational mnemonic tables is somewhat different, since they contain educational information, usually unfamiliar to children, so the main role belongs to the teacher, especially if this is the first mnemonic table in a certain direction [7].

Initially, the tables are compiled by teachers and parents, then the child can be involved in this process, the main thing when compiling tables is that the pictures are connected with each other, because children, in order to memorize the tables, must make up a story or connect them in meaning, or classify them.

Collages are educational aids that solve the problems of developing photographic memory in preschoolers, expanding vocabulary, and imaginative perception; the ability to speak and tell stories that fulfill the task of teaching children [6].

A collage is thick paper (cardboard, flannelgraph) of various formats (depending on the purpose), on which various pictures, letters, geometric shapes, and numbers are pasted, superimposed or drawn.

The apparent chaos of pictures superimposed on the format is the essence of the collage.

Children are explained that a collage is similar to a “salad”, when they take many different products and combine them together to get a tasty dish. Therefore, the first and main task of a collage is to connect, that is, to connect all the pictures with each other. Thus, the plot method of memorization is being developed.

Examples of using collages in the speech development of children: exercise “Reading a letter from a picture” - children receive a letter - a diagram, which they must decipher; game “Traffic Light” - children must determine the place of a certain sound in a word and lay out the diagram cards in order, this will be a hint for children in reproducing a chain of words [6].

Sketching words makes it possible to develop children's imagination, thinking, and creative abilities, promotes memorization of words, and makes them think. Thanks to sketches, children remember poems faster; using sketches, you can offer to guess a poem already familiar to children. A very effective technique is sketching at the initial stage of learning in the game “Chain of Words”, where children make sketches for themselves, depicting a word they hear. Thus, children get a chain of drawings from which they can easily remember all the words. This game can be made more complicated by asking you to close your clues and remember what was drawn, or you can also remember and reproduce the sketches from memory on another piece of paper.

The method of associative chains or the “nonsense” method is that children make up a story - “nonsense” from the proposed words or a set of pictures; they seem to be fooling around and in such a game they quickly remember the chain of words. For example, the words: bird, ball, leaf, kitten, etc. With these words we come up with the story “The bird is playing with a ball, the ball is fanning itself with a leaf, the leaf bit the kitten, etc.” At first glance, this seems complete nonsense, and children associate every word with some action, location, etc. You can play games like “What’s missing” and “Confusion” [5].

Having analyzed the experience of using mnemonics in working with preschoolers, we found that for the development of coherent speech, the most effective would be to use the “cropping” method (mnemonics, collages, drawings, diagrams, sketches, sketches). This method in preschool pedagogy is called differently: sensory-graphic diagrams (V.K. Vorobyova), subject-schematic models (T.A. Tkachenko), square blocks (V.P. Glukhov), collage (T.V. . Bolsheva), scheme for compiling a story (L. N. Efimenkova), scheme-model (L. E. Belousova).

A special place in working with children is occupied by didactic material in the form of mnemonic tables, collages and diagrams, which significantly makes it easier for children to master coherent speech; In addition, the presence of a visual plan makes stories (fairy tales) clear, coherent and consistent.

Working with mnemonic tables is built from simple to complex.

T.V. Bolshova [3] recommends starting work with the simplest mnemonic squares, then sequentially moving on to mnemonic tracks, and later to mnemonic tables. She offers ready-made mnemonic tables for composing stories, and L. E. Belousova [2] believes that for better memorization, children themselves should come up with and sketch symbols in the proposed diagram. T. B. Polyanskaya notes that for children of primary and middle preschool age it is necessary to give colored mnemonic tables (fox - red tail, Christmas tree - green triangle), and for older preschoolers - black and white [5]. The authors propose the following technology for working with mnemonic tables:

- examining the table and analyzing the symbols depicted on it;

‒ recoding information (converting symbols into images);

‒ retelling of the work by the teacher based on symbols (the initial stage of working with mnemonic tables), by children together with the teacher or by the children themselves.

T. B. Polyanskaya notes the need to work with children to learn to read symbols. She points to a lot of preliminary work for GCD on speech development with the help of mnemonic tables: preparation of additional cognitive material that expands the horizons of children: discussion with children of what they saw on excursions, observations of natural phenomena, works of art; preparation of equipment and handouts; the teacher’s choice of techniques that may interest children in the lesson. In the GCD, the author includes a discussion on the topic (“What do you know about this?”), outdoor games, word games, listening to music, reading poetry, sayings, folk signs, etc. The main part of the GCD is the compilation of descriptive stories using mnemonic tables and diagrams - tables (from the preparatory group). To consolidate the acquired knowledge, together with the children, the teacher prepares albums on the covered topic with children's stories and drawings [5].

Teachers of preschool institutions widely use mnemonics when organizing other types of activities for preschoolers: to enrich the vocabulary of preschoolers, when teaching how to write stories, when retelling works of art, when guessing and making riddles, when memorizing poetry, when working with fairy tales, when introducing preschoolers to nature , in cognitive cycle classes. For example, the topic “Animals”: appearance (body parts); place of residence (cow barn, kennel, pigsty, etc. (for domestic animals) or den, lair, burrow, etc. (for wild animals); what it eats; what is the name of the cub; what benefits does it bring to humans (to describe only domestic animals); in which fairy tales or cartoons does this animal appear?

Thus, the use of mnemonic techniques in working with preschoolers is a popular area, allowing not only to speed up the process of memorizing information, but also to develop mental processes and visually present the material being studied. The “crocking” method (mnemonic tables, collages, diagrams) helps to successfully cope with the task of developing coherent speech in preschoolers, which is confirmed by the results of the work of practicing teachers who describe their experience in this direction.

Literature:

Barsukova E. L. Automation of sounds using mnemonic tracks // Speech therapist. — 2009.- No. 5. — From 18–23.
Belousova L. E. Learn to retell? It's simple! - St. Petersburg: Litera, 2009–65 p.
Bolshova T.V. Learning from a fairy tale. Development of thinking of preschoolers with the help of mnemonics: Educational and methodological manual. 2nd ed. corr. - St. Petersburg: Detstvo-Press, 2005. - 96 p.
Guryeva N. A. Exercises on mnemonics. - St. Petersburg: Firefly, 2000.
Polyanskaya T. B. Using the method of mnemonics in teaching storytelling to preschool children - M.: Detstvo-press, 2010–64p.
Svatkova L. A. Experience in using mnemonics in the development of preschool children. — Access mode: https://dohcolonoc.ru/cons/3794-ispolzovanie-metoda-mnemotekhniki-pri-oznakomlenii-doshkolnikov-s-mirom-professij.html
Spynu V.V. Teaching the compilation of descriptive stories for preschoolers with special needs based on the use of mnemonic tables // Young scientist. - 2013. - No. 11. - P. 654–657.
Tkachenko T. A. Compilation of descriptive stories using reference diagrams Method. manual, picture kit. — M.: Knigolyub, 2014

Key terms
(automatically generated)
: child, collage, work, coherent speech, preschooler, game, story, word, writing stories, diagram.

Basic rules of development using mnemonic tables

When using mnemonics for the development of the speech apparatus in preschool children, it should be remembered that most children, without prior training, perceive this teaching method extremely difficult. At the very initial stages of the educational process on speech development for preschoolers, it is best to use mnemonic squares that are more understandable and easy to understand.

Pictures in black and white are unlikely to be of interest to young children, so it is necessary to use colorful images in bright colors.

The number of pictures in the mnemonic track should not be excessive, as this makes it difficult for the child to perceive any information. The maximum allowed number of images in a track should not exceed 8-9 pictures. And, of course, all tables should not duplicate the same topic - they should all be different and relate to completely different areas.

Learning results through mnemonic tables

In the vast majority of cases, learning and speech development through mnemonic tables in preschool children is successful. Children significantly expand their horizons and knowledge about the world around them, their imagination noticeably develops, they begin to actively come up with their own plots and entertaining stories.

The children develop an increased interest in various poems and obtain new information about the world around them, their vocabulary expands, and they become ready to speak in front of audiences.

Mnemonics of coherent speech for preschoolers is a popular and widespread technique, the action of which is aimed at improving the procedure for memorizing material, developing associative thinking and beautiful, competent coherent speech.