Text of the book “Classes on speech development in the senior group of kindergarten. Lesson Plans"

Text of the book “Classes on speech development in the senior group of kindergarten. Lesson Plans"

V.V. Gerbova

Classes on speech development in the senior group of kindergarten

Lesson Plans

Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V.V. Gerbova, T. S. Komarova

Gerbova Valentina Viktorovna –
Candidate of Pedagogical Sciences, author of manuals on methods of developing children’s speech and introducing them to fiction.
From the author

The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.

The system of work on teaching children their native language and introducing them to fiction is presented in the works of V.V. Gerbova “Development of speech in kindergarten” (M.: Mozaika-Sintez, 2008), “Introducing children to fiction” (M.: Mozaika-Sintez, 2008).

The manual “Classes on speech development in the senior group of kindergarten”, written within the framework of the “Program of education and training in kindergarten”, edited by M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova, supplements recommendations on the most important area of ​​pedagogical activity - targeted and systematic training of preschoolers in the classroom. The practical purpose of the book is to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).

Features of speech development in children of the sixth year of life

Speech is a tool for the development of the higher parts of the preschooler’s psyche. By teaching a child to speak, adults simultaneously contribute to the development of his intellect. The development of intelligence is a central task in the training and education of children of senior preschool age.

The power of the native language as a factor that develops the intellect and nurtures emotions and will lies in its nature - in its ability to serve as a means of communication between a person and the outside world. The sign system of language - morphemes, words, phrases, sentences - encodes (encrypts) the reality surrounding a person.

The pace of speech development depends on the perfection of speech skills (especially phonetic and grammatical). What are the speech skills of children 5–6 years old and what determines their successful development at this age stage?

As you know, the period of highest speech activity is the fifth year of life. According to A. Gvozdev, by the age of five children master a complex system of grammar

, including syntactic and morphological patterns, and on an intuitive level correctly use words that are exceptions to the rules.

The level of vocabulary development is also quite high

.
Synonyms, antonyms, figurative comparisons and contrasts appear in children's speech. Preschoolers use nouns with different suffixes without errors (bear - bear cub - bear cub - bear - bear)
.
In their stories there are surprisingly accurate assessments of objects and phenomena (fat, fidgety, icicle-shaped)
.
Children begin to use adjectives in different degrees of comparison (heavy - very heavy - lighter - the lightest)
, as well as designations of shades of colors
(lilac, lilac, crimson, dark gray, etc.)
.
The number of verbs increases noticeably, and preschoolers use synonyms with different emotional connotations (walks - walks - paces - trudges - wanders)
. In children's statements, many words appear that relate to different parts of speech and denote the activities of people, their relationships, actions, behavior, experiences. Apparently, this is due to the fact that the period from five to seven years is the age of development of socially standardized speech (P. Blonsky and others).

In situations that require something to be compared, explained and proven, the speech of a child of the sixth year of life becomes more difficult. Cumbersome statements that are not divided into sentences appear (“Then the prince wanted to live with Cinderella forever, but he had such work at home that he was always working, could not leave this work and only went to Cinderella,” - Alyosha, 5 years 8 months ).

By the age of five, not all children master the correct pronunciation of sounds.

: some may have delays in their assimilation, others may have their incorrect formation (for example, guttural or single-beat pronunciation of the sound
r
, etc.).
Some children do not differentiate by ear and pronunciation between whistling and hissing sounds, and sometimes even the sounds r
and
l
.
This leads to the fact that the child does not always correctly pronounce words in a sentence containing several words with sounds that sound similar to him ( s - z, s - ts, ch - shch,
etc.). The cause of incorrect pronunciation of sounds and unclear speech may be defects in the structure of the speech organs, insufficient mobility of the muscles of the articulatory apparatus. These children require special attention from a speech therapist and educators.

The rapid pace of mastery of the native language, characteristic of the fifth year of a child’s life, slows down in the sixth year of life. Researchers of children's speech believe that after the age of five, speech skills improve only slightly, and some become even worse. Thus, the number of short requests and orders increases (Move away! Put it here!)

and the number of friendly, well-reasoned, and explanatory remarks decreases.
(Don’t bother me, please, don’t you see, I’m starting the plane!)
According to G. Lyamina, the number of cases of explanatory speech is halved. Now children are less likely to accompany their actions with speech. However, if a 5-6 year old preschooler is presented with a task that he has difficulty solving, he develops external speech, although not directly addressed to the interlocutor (the experiments of L. Vygotsky, described by A. Luria). Psychologists explain this by the fact that in older preschool age a new function of speech is formed - intellectual, that is, planning, regulating practical actions (speech “for oneself”, speech mastery of one’s own behavior). The intellectual function of speech has a communicative purpose, since planning one’s behavior and solving mental problems are components of the activity of communication.

Features of working with children in the classroom

Organization of speech development classes

In the older group, adult speech still remains the main source of speech development for preschool children.

When teaching children sound pronunciation, it is necessary to clearly and correctly articulate speech sounds and their combinations; practice voice modulation (voice strength, pitch, speech rate, timbre) when expressing various feelings: joy, annoyance, approval, affection, bewilderment, etc.

The formation of lexical and grammatical skills is determined by how seriously the teacher listens to the answers and reasoning of each child, helps him express his thoughts, promptly suggesting more accurate and appropriate words.

Different speech styles are determined by the synonymy of the language: lexical, grammatical, phonological (variety of intonations when pronouncing the same phrase). And the more synonymous words children hear and use, the richer and more expressive their speech will be.

Diverse vocabulary

is constantly updated as the child enriches his experience with new impressions and information. At the same time, the teacher needs to clarify and activate the vocabulary in the process of communicating with children in everyday, play situations and in the classroom. For this purpose, special didactic games and exercises are used. Some of them are carried out based on clarity: “Tops - roots”, “Who is the odd one out and why?” (“What’s extra?”), “Determine by touch” (the material from which the object is made: silk, velvet, gauze, etc.), “What’s wrong?” (confusion pictures), “What has changed?” and so on. Verbal didactic exercises are also effective: “Who will say otherwise?”, “Who will notice more?” (qualities, details), “Who will tell you more?”, “What about the other way around?” (use of antonyms), etc.

A special place is occupied by exercises in which the teacher and children make up various absurdities: “Wow!” (“In the spring, the animals had cubs: the elephant had a fox cub, the fox had a hedgehog...” The teacher invites the children to continue the story); “Whoever screams” (“And we found ourselves in a wondrous country. There elephants meow, frogs crow,” etc.); “What in the world doesn’t happen?” (“Fishes fly, roosters hatch chickens, mice hunt cats,” etc.) These exercises prepare children to participate in fun games (“Whatever happens, happens,” “Who was it?”), effective both for activation of the vocabulary, and for the development of imagination, the ability to joke and laugh.

With the help of a variety of games, children also master the morphological means of language

. For this purpose, it is necessary to pay attention to the sound of the grammatical form, the sound design of a particular grammatical category. These requirements are met by exercises that require:

• listen to the sound of some words (refrigerator, all-terrain vehicle, navigator, rocket carrier)

and explain their etymology;

• form words with the same root (kot – kotok – Kotofeich

and so on.
)
;

• form nouns by analogy (sugar bowl – rusk bowl)

, adjectives
(eared – big-eyed – handy)
;
correctly use indeclinable nouns, comparative degrees of adjectives (clean - cleaner, sweet - sweeter
, etc.
)
.

Special linguistic means should be introduced into the active vocabulary of children, with the help of which they can connect the structural parts of a judgment (because, after all)

, to specify a thought
(for example, here)
, to generalize what was said
(always, never)
.

To improve the syntactic side of speech

It is important in the learning process to create situations in which the child must explain something to the teacher or peers (an error in a friend’s story, a rule of the game), convince others of something, prove something.

It is necessary to teach children to understand questions and answer them correctly: how would you do it? how can I help? etc. When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The teacher should evaluate not only the content of the answer, but also its verbal presentation. (“Oli’s answer was strange. Listen to what she said and help correct the mistakes.”)

When characterizing objects, children of the sixth year of life name color, size and other distinctive features, which contributes to the appearance in their speech of sentences with homogeneous members. It is important that the teacher o.)

Older preschoolers rarely use subordinate clauses, so when analyzing their statements, complex sentences composed by children should be repeated. (“Dima’s answer pleased me. Listen to him again.”)

Preschoolers can be taught to use complex sentences using the “Complete (complete) sentence” technique. (“Autumn brings me sadness because...”, “We called so that...”, “We called when...”, “We decided to make a stop because...”) For the same purpose, children decipher a letter that was caught in the rain, dictate the text of a letter to a sick teacher (peer).

Children rarely use verbs in the subjunctive mood in their speech, and if they do, it is usually with errors. Therefore, it is useful to practice them in constructing statements on topics such as: “If I were a teacher” (Santa Claus, clown, cook, etc.).

In the older group, children are taught to differentiate the most commonly mixed sounds:

hissing and whistling
(w - s, zh - z, h - c, sh - s),
voiced and unvoiced
(v - f, z - s, g - w, b - p, d - t, g - k),
sonorous
(l
and
r).
The classes use special games and exercises aimed at developing the sound culture of speech.

• The teacher mixes up two similar-sounding sounds, for example, w

and
h,
and children (by prior agreement) show movements that characterize the image with which the sound is associated:
g
– movement with both hands (“a bug is flying”),
h –
waving movement with the hand (“scaring away a mosquito”), etc. . First, the teacher finds out how the children understood the task, and then works with the whole group. Then the girls perform the exercise, and the boys observe and analyze the results; then only boys (or children sitting at the first tables, etc.) complete the task. The teacher takes note of those who make mistakes and identifies the cause of the difficulties (the child does not differentiate sounds, does not have time to work at a given pace, which is very important for the future student). In order to set a certain pace of work, the teacher, having uttered sounds (later words), counts to himself: “One, two, three,” and raises his right hand, giving the children the signal: “Put your hands on the table!”

• The teacher pronounces 9 – 11 words with similar sounds, for example, zh – z,

and the children, as in the previous task, show the corresponding movements.
The teacher selects not only nouns, but also verbs, adjectives, adverbs (crane, umbrella, squint, green, yellow, tomorrow, from afar, vest, buzzing,
etc.).

• The teacher reads the entire rhyme or the passage needed for work 2–3 times.

The mouse in the green mug made some millet porridge.
A dozen kids are waiting for dinner. Czech song, translation by S. Marshak

The teacher suggests naming words with the sound w

.
It is easier for children to complete this task if supporting objects are used. (“I put three pyramids on the table. This means that we need to name three words with the sound w
that are found in the sentence: “A dozen kids are waiting for dinner.”) As they are named, the teacher removes the objects.

• The teacher asks the children to remember and name words containing a certain sound (names of objects, actions, qualities, etc.).

• The teacher invites the children to choose similar-sounding (rhyming) words: chamomile - bug - zamarashka - tumbler; top - bull - knot - cricket - old man - heel - Cossack; bird - little songbird - little blueberry - strawberry - blackberry - little one

.

• The teacher plays the game “Say (prompt) a word.” (Speech material for this exercise can be taken from a variety of educational books for preschool children and children's magazines.)

The hunter shouted: “Oh! The doors (animals)
are chasing me!
There are no roads in the swamp. I’m on the cats (bumps)
- hop and hop!”

A. Shibaev “The letter got lost”

• Children (based on pictures) form a “chain of words.” Guessing what sound the word bus

, the guys name the second picture, which depicts an object whose name begins with the last sound of the first word
(sledge).
Next, the children choose pictures on their own. It is important that each child can create his own chain of words by receiving an initial picture from the teacher or choosing it independently. (Children should have a lot of pictures at their disposal[1].) The child who correctly compiled the longest chain within a certain period of time wins.

Older preschoolers often disrupt their fluency of speech because, while gasping for air, they finish long sentences while exhaling. Therefore, you need to monitor their breathing

and practice the quiet, drawn-out pronunciation of sounds
and, y
, onomatopoeia
au
, words
echo
.

The development of speech breathing is facilitated by pronouncing tongue twisters. First, the teacher reminds the text, then the children recite it several times in chorus at different tempos. After this, you can begin individual exercises (speaking at a fast pace).

dictionaries in preschool

. For five-year-old children, spelling is more suitable. The teacher should show it to the children, tell them what a wonderful and unusual book it is, and provide the opportunity to explore the dictionary: “Maybe you can guess why I praise this book so much with a strange arrangement of text and no pictures.”

After listening to the children's reasoning and ideas, the teacher tells them what a dictionary is and shows them columns of words starting with a specific letter of the alphabet. You can play with the children. Let's give an example.

…

Game “Who can name the most words starting with the letter (A)”?

“So, you were able to remember twelve words starting with the letter A,” says the teacher. – This is a lot, but there are much more of them in the dictionary, maybe a hundred or two hundred. Now I will name words starting with the letter A, which I especially enjoy pronouncing, and you will try to explain what they mean: lampshade, apricot, August, aviation, autograph, alphabet, adagio, admiral, adjutant, openwork, amethyst...

So, for now you only know five words out of eleven, but I am sure that at the end of the year you will know the meaning of a much larger number of words. Our music worker must be surprised to hear the word “adagio” from your lips. Let's ask him to let us listen to a recording of the adagio from the ballet."

You can access dictionaries at any time convenient for preschoolers and the teacher: indoors and outdoors, communicating with all children or only with those who want to hear different words starting with a familiar letter. While listening to children's interpretation of words, the teacher should not forget to correct their speech, suggest which word is appropriate to use in a given case and how to construct a phrase or small statement more correctly. Exercises based on reading words from the dictionary to children and interpreting them, at first glance, are formal in nature. However, older preschoolers like them, and their results are amazing: children’s vocabulary is enriched, a steady interest in the meaning of words appears; they begin to listen and hear the teacher’s story differently, perceiving not only its meaning, but also its speech design. As a result, children have questions like: “What did you name him?”, “What did you just say?”, “Did you say a new word?”

In the process of communicating with children in the classroom and in everyday life, it is necessary to improve dialogical speech

. And although dialogue is arbitrary contextual speech, it must be taught using a variety of games and exercises, involving interaction with a teacher - the bearer of communicative culture. This manual presents classes in which children master the rules of behavior and learn cultural speech interaction. In the classroom, you can use visual didactic aids that allow children to solve practical problems using their accumulated life experience (for example: Gerbova V.V. Speech development in kindergarten. Visual didactic aid for classes with children 4–6 years old. – M.: Mosaic-Synthesis, 2009.)

Serious attention should be paid to teaching children to tell stories

: retelling, describing an object, composing a story based on a picture and pictures with a sequentially developing action.

In the older group, children begin to be taught retelling

. It is very important to choose the right text for this type of work. The text should captivate the child so emotionally that he listens to it with interest many times, both when performed by an adult and when retold by peers (for example, V. Bianchi’s story “Bathing the Bear Cubs”).

At the beginning of the year, many children need the help of an adult when retelling. He should start the story, and the child should continue it. During the retelling process, if necessary, it is appropriate to prompt the child with the desired phrase. In the second half of the year, children learn to retell the text together. The child must decide for himself when to stop so that the second storyteller (chosen by the child himself) can take over the baton. The ability to divide a text into parts, maintaining the logical completeness of passages, will be necessary for children at school.

In the older group, a lot of attention is paid to working with pictures.

. Children's ability to name individual pictures and several pictures at the same time is improved; tell meaningfully and consistently, guided by a plan.

A plan is drawn up when children first become acquainted with the picture. Let's give an example.

…

The teacher, setting the children up for viewing, offers attention to the initial phrase(s) of the future story: “On a warm summer evening, the hedgehog took the hedgehogs out into a forest clearing. Everyone is busy with what." Next, the teacher tells the children where it is most convenient to start looking at the picture: “Hedgehogs have a lot to do. They scattered throughout the clearing. It is so? Tell us about it..."

While listening to the children, the teacher asks clarifying questions, suggests more precise words that characterize the situation, and summarizes what was said in a short story.

Then the teacher draws the children’s attention to another part of the picture: “The hedgehog does not bother the kids. She has her own business, doesn't she? Tell me, what are these things?”

The teacher again summarizes the preschoolers' stories and turns their attention to the perception of the last object (the beauty of the meadow). The teacher ends the examination with a final phrase that conveys his attitude towards the picture: “It’s good for hedgehogs in a forest clearing on a warm summer evening!”

With this organization of work, children talk about the picture without repetitions or omissions, since the teacher unobtrusively suggested to them a plan consisting of only three points.

In the older group, children’s ability to create pictures is consolidated and developed using a matrix painting and handout pictures.

Looking at pictures with plot development (with sequentially developing action)

, children are happy to arrange them in a certain sequence and comment on their actions, using quite a lot of complex sentences. The logic, completeness and imagery of children’s stories are determined both by the content of the pictures and by the nature of the questions and tasks provided by the teacher. Pictures with plot development of action encourage children to compose creative stories and activate their imagination.

For classes with older preschoolers, you can use the following manuals: Gerbova V.V. Pictures on the development of speech in children of senior preschool age (M.: Prosveshchenie, any edition), Radlov N. Stories in pictures (any edition). You can also use appropriate pictures that are periodically published in children's illustrated magazines.

When working on pictures with sequentially developing action, the following features must be taken into account.

When asking children to arrange pictures in the correct sequence, it is necessary to provide them with the opportunity to discuss their actions. This moment is most favorable for practicing such speech formulas as: “I believe (I think, I am sure, I believe) that the row is lined up correctly”; “I have some doubts (there are objections)”; “It seems to me that Sasha made a small mistake”; “I would like (I will try) to explain my actions.” First, the teacher will have to tell the children for a long time and persistently about what words are appropriate in a particular address, about how they enrich a person’s speech. Over time, the children themselves will begin to tell the teacher how in this or that case they can turn to an adult or peer. And then non-standard speech patterns will appear in children’s independent speech.

A lesson on composing a story using pictures should be structured as follows.

Having approved the sequence of pictures, the teacher invites the child (from among those who wish) to compose a narrative story based on the first picture. The teacher listens to the answer and finds out from the children what else could be included in the story to make it more interesting and meaningful. (“I believe that...”; “It seems to me that...”; “I’m not sure, but it seems to me that...”) Then the teacher invites another child (optional) to make up a story based on the second picture. And so on.

In conclusion, one of the children makes up a story based on all the pictures. The teacher finds out if there are anyone else who wants to write a story. If necessary, the teacher invites the children to listen to their story and asks them to pay attention to unusual and rarely encountered words.

Pictures with sequential action are excellent material for creative storytelling

. When arranging pictures in a certain sequence, children discover that some important culminating plot is missing (usually the third picture). This activates their imagination and makes them think about what happened to the characters.

It is useful to train children in composing endings to folk tales that they know well.

. For example, the teacher reads or tells the Russian folk tale “The Braggart Hare” (arranged by O. Kapitsa) until the words: “The hare saw the dogs scolding the crow, and thought...” What exactly did the hare think about, did he dare to help the crow or was he afraid if helped, then how, and if he didn’t help, then how he later justified himself - all this is made up by children. Then the teacher reads the end of the fairy tale.

Or the teacher tells the children the Nenets folk tale “Cuckoo” (translation by K. Shavrov) to the words: “Brothers, look, look, our mother is flying away like a bird!” - shouted the eldest son.” Children continue the fairy tale.

You can compose an ending to the fairy tale by D. Bisset “About the tiger cub Binky, whose stripes disappeared” (retelling from English by N. Shereshevskaya). Children figure out where the tiger cub looked for the stripes, who he asked to lend them to him or draw them, and how his adventures ended.

And the fairy tales of J. Rodari, which have three endings (“The Dog That Couldn’t Bark”, etc.), are good didactic material that focuses on creative storytelling.

Outside of class, it is useful to practice children writing short fairy tales.

without relying on literary texts. The teacher sets a topic for the children, helps them compose a story and present it clearly to the audience. You can offer children the following topics:

• a fairy tale about how a bear cub caught the moon;

• a fairy tale about how a polar bear wandered into Africa and what came of it;

• a fairy tale about how a rude hedgehog and a good little bunny traveled;

• a fairy tale about how a badger gained courage.

The senior group continues to improve their ability to write stories on topics from personal experience

. Here, too, the choice of topic and the presence of a story plan are very important. You can offer the children the following topics: “How we congratulated the kindergarten staff on the holiday,” “How we looked for traces of autumn” (collective experience); “My favorite toy (favorite cartoon)”, “Our mischievous cat (my dog ​​friend)”, etc.

GAMES ON THE SOUND CULTURE OF SPEECH Game “Replace the sound” Purpose: To teach children to mentally rearrange, replace sounds with given ones, and name the resulting new words. Material: Rows of words for transformation, object pictures with words that should be obtained. Progress of the game: The adult sets the sound with which the first or last sound in the word will need to be replaced. Then he lays out the pictures and pronounces the words, and with their help the child mentally replaces the sound in the original word with the given one and says the resulting word out loud. For example, you need to replace the first (porridge - cup, nut - seagull, suit - part) or the last sound (enemy - doctor, beak - key, chalk - sword) with [h]. As you practice, the game can be played by ear, without using pictures “What sound is missing?” Goal: To improve children's sound analysis skills. Material: Subject pictures for each word. Progress of the game: An adult selects pictures with words, lays them out on the table and names them, replacing the desired sound with a pause. The child must guess what the word is using the corresponding picture and identify the missing sound in it. For example, pi[ ]ama - the sound [zh] is gone, vocal[ ]al -sound [z], tarel[ ]a - sound [k], conf[ ]a - sound [t], mar-ty[ ]ka - [w], maka[ ]ons - [r], etc. An adult can select pictures with words for a specific sound, the pronunciation of which needs to be reinforced in the child. “Change the word” Purpose: To practice the formation of nouns with a diminutive meaning. Practice diction. Progress of the game: Children must change the words so that the sound [zh] appears in them: friend - friend, pie - pie, boot - boot, snow - snowball, horn - horn, meadow - meadow, cottage cheese - cottage cheese, flag - flag. “The third wheel” Goal: To develop the ability to hear a certain sound in a word. Progress of the game: From three pictures, children must remove the one whose name does not have the sound [w]: tire, lily of the valley, squirrel; hat, accordion, saw; dove, fur coat, tumbler; mice, banana, gun. “Name the picture and find the first sound” Purpose: To teach children to find the given first sound in a word at the stage of loud pronunciation of the word by the child himself. Material: Cards with drawn pictures. Progress of the game: Children have cards with drawn pictures. The teacher names any vowel sound, the children say the names of their pictures out loud and find the one they need. If the picture is named correctly, the presenter allows you to cover it with a chip. The one who closes their pictures first wins. “Trap” Goal: To develop the ability to hear a certain sound in a word. Progress of the game: The teacher invites the children to “open the traps”, i.e. place your elbows on the table, parallel to each other, straightening your palms, which are the “traps”. Educator: If you hear a given sound in a word, then the “traps” need to be slammed, i.e. clap your hands. Words are selected by the teacher depending on the topic of the lesson. “Chain of words” Purpose: To expand the stock of nouns in the active vocabulary of children. Material: Ball, badges, etc. How to play: In this game you need to create a chain of words so that the last sound of the previous word coincides with the first sound of the next one. The players sit in a circle. One of them throws a ball to someone and says a word (noun), such as “glass.” The person receiving the ball says a word that begins with the last sound of the spoken word, for example, “leg.” The next one says, for example, “April”, followed by “leaf”, etc. The one who does not completely leave the game wins. The winner is awarded a badge. “Which sound is heard most often?” Purpose: To train children in identifying the sound that sounds more often; develop mental operations, phonemic hearing. Progress of the game: The presenter gives the children the task: “I will read a poem, you listen carefully and determine which sound is heard most often.” I don’t buzz when I sit, I don’t buzz when I walk, I don’t buzz when I work, I buzz when I spin. The mosquito buzzed subtly: Z-z-z - he sings loudly, loudly, Repeats his story many times to the frisky midges. VOCABULARY DEVELOPMENT GAMES “Catch and throw - name the colors” Purpose: To practice selecting nouns for the adjective denoting color. Material: Ball. Progress of the game: What color we have - we will tell you about it. An adult, throwing a ball to a child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective. Adult: red – Child: poppy, fire, orange flag – orange, carrot, dawn; yellow - chicken, sun, turnip; green - cucumber, grass, forest; blue - sky, ice, forget-me-nots; blue - bell, sea, ink; purple - plum, lilac, twilight. “What object is this?” Purpose: To consolidate the agreement of an adjective with a noun. Material: Ball. How to play: An adult names the sign and throws the ball to one of the children. The child who catches the ball names the object that has this sign and returns the ball to the speech therapist. Next, the adult throws the ball to other children in turn. For example: Long - rope, fur coat, thread, street, elastic, braid, skirt, road, elastic, ribbon, shirt, curtain. Long - train, lace, cucumber, day, pencil, knife, jacket. Wide - street, river, ribbon, road, jacket, skirt, elastic band. Wide - scarf, alley, courtyard, corridor, window sill. Red - star, berry, ribbon, hat, shirt, T-shirt, raspberry. Red - ball, scarf, tomato, poppy, house, pencil. Round - ball, globe, petal, tomato. Round - sun, egg, apple, wheel. “Pick up a word” Goal: Expand children’s vocabulary, develop the ability to coordinate an adjective with a noun. How to play: This game can be played with a ball, throwing it to each other. What can you say about: “Fresh”... (air, cucumber, bread, wind); “old”... (house, stump, person, shoe); “fresh”... (bun, news, newspaper, tablecloth); “old”...(furniture, fairy tale, book, grandmother); “fresh”... (milk, meat, jam); “old”...(chair, seat, window). “Guess the object” Goal: Develop thinking, activate vocabulary. How to play: Guess the item by the name of its parts. Body, cabin, wheels, steering wheel, headlights, doors (truck). Trunk, branches, twigs, leaves, bark, roots (tree). Bottom, lid, walls, handles (pan). Deck, cabin, anchor, stern, bow (ship). Entrance, floor, stairs, apartments, attic (house). Wings, cockpit, tail, engine (airplane). Eyes, forehead, nose, mouth, eyebrows, cheeks (face). Sleeves, collar, cuffs (shirt). Head, torso, legs, tail, udder (cow). Floor, walls, ceiling (room). Window sill, frame, glass (window). “Family” Purpose: To teach children to understand family relationships, to use words denoting kinship and relatives. Material: Ball. Progress of the game: Who are you to me and who am I to you if you are my family? An adult, throwing a ball to a child, asks a question, which the child must answer when returning the ball. Sample questions: • How are you related to mom and dad? • Who are you to your grandparents? • Do you have a sister or brother? • Name your cousins. • Who are your cousins' parents to you? This concludes our review of games. Once again we would like to draw the attention of parents to the fact that games for developing a child’s vocabulary are varied and the content depends only on your imagination and desire to work. “What grows in the forest?” Goal: To activate children’s vocabulary of nouns on the topics: “Plants”, “Animals” Material: Chairs according to the number of children. Progress of the game: The teacher selects three children and invites them to name what grows in the forest. For example, one says: “A mushroom grows in the forest,” the second says “raspberries,” the third says “spruce,” and then the first one continues again. The teacher warns that you cannot think for long. When the players break the rules, they sit down and choose a replacement. A new group of children is given a different task, for example, to list what grows in the garden or who lives in the forest. The winner is the one who names the most plants and animals. He receives a prize. “Whose home is this?” Purpose: To consolidate children’s knowledge about animal homes. Material: Pictures of animals and pictures depicting animal homes. Progress of the game: There are pictures on the board. On the left are pictures depicting animal homes, on the right are images of animals (not near their homes). The teacher explains that Dunno mixed up the animal houses. We need to help them find theirs. Children rearrange the images of animals, placing them near their homes, and then name whose homes they are: a hole - for a fox, a mouse; den - for a bear; hollow - for a squirrel, for an owl; nest - for a bird; birdhouse - for the starling; barn - for cows, calves; stable - for horses, foals; pigsty - for pigs and piglets; rabbitry - for rabbits. Before completing this task, children fix the names of the dwellings of domestic and wild animals and birds from the pictures. “Months and their sequence” Purpose: To consolidate temporary concepts in the child’s active vocabulary. Material: Ball. Progress of the game: Month after month rises - everyone will name them all. An adult with children names the months by throwing a ball on the floor: “January, February, March...”. Instead of the next month, the adult calls the child’s name: “Masha!” The child picks up the ball and continues to name the months, slamming the ball on the floor. “Catch, throw, name the days of the week” Goal: To consolidate temporary concepts in the child’s active vocabulary. Material: Ball. Progress of the game: It was not in vain that we looked at the calendar - we all remember the days of the week. The players stand in a circle. The presenter, throwing the ball to someone, can start on any day of the week: “I’ll start, you continue, name the days of the week!” Wednesday…” Everyone takes turns throwing the ball to each other and sequentially calling out the days of the week. Complication. The child and parents stand in a circle and, naming the days of the week, slam the ball on the floor for each word: “Monday. Tuesday..." Instead of the next day of the week, the adult calls the child's name: "Sasha!" The child picks up the ball and continues, throwing the ball on the floor. You can call the days of the week in reverse order. "What why?" Goal: To consolidate temporary concepts in the child’s active vocabulary. Develop thinking. Material: Ball. Progress of the game: What do we look for every year and all year round? The players stand in a circle. The presenter throws the ball to the players one by one and asks questions. For example: “Winter. And what’s behind it?” The player answers: “Spring,” and throws the ball to the leader. Question options: “Winter. And what’s behind it?” - "Spring. “What’s behind it?” “How many months are there in a year?” “Name the summer months.” “Name the first month of spring.” “Name the last month of winter.” “What month does autumn begin from?” “What month does autumn end in?” “It happens - it doesn’t happen” Goal: Expand and consolidate children’s active vocabulary. Develop logical thinking. Material: Ball. Progress of the game: What will happen, what won’t? Give me an answer quickly! The players stand in a circle. The presenter calls the seasons. For example: "Summer". And then, throwing the ball to someone, he names a natural phenomenon. For example: “Ice drift”. The child who caught the ball must say whether this happens or not. The game goes in circles. Whoever makes a mistake leaves the game. Variants of natural phenomena and seasonal changes: frost, ice drift, drops, leaf fall, blizzard, frost, rain, snow, hail, thunderstorm, etc. Complication. The child gives complete answers, explaining the possibility or impossibility of this or that natural phenomenon at a given time of year. “Say the opposite” Goal: Expand the vocabulary of antonyms in children. Material: Ball. How to play: Throw the ball to the child and say the word. The child, returning the ball, names a word with the opposite meaning. Now you and I will turn into stubborn people who do everything the opposite. I throw you a ball and say a word, and you say the opposite. For example: dark, but vice versa - light. Friend...enemy Day...night Joy...sadness (sadness) Ceiling...floor Heat...cold Evil...good Truth...lie Fast...slowly Speak...silent Buy...sell Raise...lower Throw...raise (catch) Hide...look Light...extinguish Dress... undress Lose...find Put...remove Give...take Pour...pour out Good...bad Hard...easy High...low Far...close Possible...impossible Difficult...easy Beginning...end. GAMES FOR FORMING THE GRAMMAR STRUCTURE OF SPEECH “Say kindly” Goal: To consolidate the ability to form nouns using diminutive and affectionate suffixes. Develop agility and reaction speed. Material: Ball. Progress of the game: An adult, throwing a ball to a child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball). Words can be grouped according to similar endings. Table - table, key - key. Hat - cap, squirrel - squirrel. A book is a little book, a spoon is a spoon. The head is the head, the picture is the picture. Soap - soap, mirror - mirror. A doll is a doll, a beet is a beet. Braid - braid, water - water. Beetle - beetle, oak - oak. Cherry - cherry, tower - turret. A dress is a dress, an armchair is an armchair. A feather is a feather, glass is a piece of glass. A watch is a watch, panties are panties. "Who is this?" Goal: To activate children's vocabulary on the topic “Sports”. Form the sound-syllable structure of a word. Develop grammatical structure of speech. Progress of the game: Plays sports (who?) - athlete, female athlete practices gymnastics - gymnast, female gymnast practices figure skating - figure skater, female figure skater practices tennis - tennis player, female tennis player practices wrestling - wrestler practices acrobatics - acrobat, female acrobat skis - skier, female skier runs on skates - a speed skater, a female skater plays football - a football player, a soccer player plays hockey - a hockey player, a female hockey player plays chess - a chess player, a female chess player shoots from a rifle - an archer shoots from a bow - an archer, an archer rides a bicycle - a cyclist, a female cyclist rides a motorcycle - a motorcyclist, a motorcyclist high jumps, a long jumper - a jumper, a female jumper jumps with a parachute - a parachutist, a parachutist swims - a swimmer, a female swimmer. “Name the professions” Goal: Develop analysis and synthesis. Material: Pictures depicting different professions. Progress of the game: An adult invites children to answer the questions: Who carries the luggage? Porter. Who welds the pipes? Welder. Who installs the glass? Glazier. Who works on the crane? Crane operator. Who lays the stones? Mason. Who sharpens knives? Grinder. Who repairs the clock? Watchmaker. Who works on an excavator? Excavator operator. Next, the adult asks the question: - What is the common part in the words porter, welder, glazier, crane operator, mason, grinder, watchmaker, excavator operator? When pronouncing these words, the adult emphasizes the suffix -schik- in intonation and voice.

MAGAZINE Preschooler.RF

Prepared by: teacher 1KK Virt Lyubov Andreevna MB preschool educational institution Pavlovsk kindergarten “Mosaic”

Goal: to update the topic of speech development in the senior group of kindergarten.

Tasks:

• It is accessible to convey the material to the reader,
• It is clear to explain some principles of working with children on speech development in the senior group of kindergarten.

Of particular importance for the development of a child is role-playing play, which requires children to be able to negotiate roles, prepare conditions for the game, communicate appropriately, follow the rules, and coordinate their actions with the actions of other participants. Expanding a child’s horizons helps enrich his vocabulary.

In older preschool age, the child continues to become familiar with the various properties of objects, spatial, temporal and other relationships. Comparing objects by color, shape, size, material, quantity, spatial arrangement of parts and meaning requires a sufficient number of nouns, adjectives, and verbs in the vocabulary.

In addition to the objective environment, the child masters the social world: his ideas about the family, family relationships, kindergarten, students and workers, his hometown, country, public holidays, the work of adults, and people of different professions expand.

Vocabulary and grammatical structure reflect the maturity of cognitive processes and the degree of formation of various types of activities: gaming, visual, constructive, musical, theatrical, etc.

In the sixth year of life, all aspects of speech are improved: vocabulary, grammatical structure, speech hearing and skills of sound analysis, coherent speech, and intonation expressiveness. The level of speech development reflects the characteristics of a preschooler’s visual-figurative thinking. The child has sufficiently developed active speech, uses detailed phrases during communication, answers questions accurately and clearly, and is able to talk about the events he witnessed.

The grammatical correctness of a child’s speech largely depends on how often adults pay attention to his mistakes, correct them, and show the correct example. In conversational speech, the preschooler uses both short and extended answers, in accordance with the topic of the conversation. Children actively use nouns with general as well as specific meanings, denoting objects, their individual parts and details, qualities and properties;

Adults need to pay attention to the expressiveness of the child’s speech, his ability to use different intonations, breathing, and voice. A common flaw is very fast, emotional speech. Special exercises will help normalize speech rhythm and tempo and improve diction. The pronunciation of six-year-old children differs little from the speech of adults.

Tasks of speech development in older children

Tatyana Yurina

Tasks of speech development in older children

Tasks of speech development in older children.

Within the framework of the Federal State Educational Standard for Education, one of the highest priorities is the development of the child . Development mindset is a modern strategy for teaching the native language to preschool children

One of the main requirements for the speech development of children is the provision of a developing subject-spatial environment, which provides each child with equal opportunities to acquire certain personality traits and opportunities for his comprehensive development .

Main goals and objectives of speech development :

Developing free communication with adults and children, mastering constructive ways and means of interaction with others.

Development of all components of children's : grammatical structure of speech, coherent speech - dialogic and monologue forms; formation of a dictionary, education of the sound culture of speech.

Practical mastery of speech norms by pupils.

Fiction. Cultivating interest and love for reading; development of literary speech .

Cultivating the desire and ability to listen to works of art and follow the development of action

Let's consider each component of the RRS. One of the most important components is the teacher’s competent speech, since it is the teacher who lays the foundations for the culture of children’s speech, forms the foundations of children’s speech activity , and introduces them to the culture of oral expression. The speech of a preschool educational institution teacher has a teaching and educational orientation. The main thing is the quality of its language content, which ensures high work results. The teacher’s speech is a reflection of the inner world, the characteristics of the intellectual and spiritual development of his personality , and an important part of professional culture.

Methods and techniques for guiding the speech development of children , special equipment - their selection directly depends on the characteristics of the speech development of children of each age group. An important pedagogical idea is aimed at developing priority lines of speech development in children at each age stage. In modern research, the line of speech development is determined by speech competence , which is formed at the stage of preschool childhood.

Speech competence is the child’s ability to practically use his native language in a specific communication situation, using speech and non-speech (facial expressions, gestures, movements)

and intonation means of speech expressiveness in their totality.
Speech competence includes lexical, grammatical, phonetic, dialogical and monologue components:
Lexical competence - presupposes the presence of a certain vocabulary within the age period, the child’s ability to use figurative expressions, proverbs, sayings, phraseological units. Its content line consists of an active and passive vocabulary within the age range: synonyms, antonyms, homonyms, antonyms, related and polysemantic words, the main and figurative meaning of a word, cognate words, figurative expressions. In terms of quantitative and qualitative characteristics, a child’s vocabulary is such that it allows him to easily and naturally communicate with adults and peers, and maintain a conversation on any topic within the limits of his understanding.

Grammatical competence - involves the acquisition of educational skills and the correct use of various grammatical forms. Its content line is the morphological structure of speech, which includes almost all grammatical forms, syntax and word formation. Children to operate with syntactic units and make a conscious choice of linguistic means in specific communication conditions.

Phonetic competence - involves the development of speech hearing , on the basis of which the perception and discrimination of phonological means of language occurs; education of phonetic and orthoepic correctness of speech; mastering the means of sound expressiveness of speech.

Dialogical competence – provides for the development of dialogical skills that ensure constructive communication with other people. Its content side is a dialogue between an adult and a child, between two children, and colloquial speech.

Monologue competence - presupposes the formation of the ability to listen and understand texts, retell, and construct independent coherent statements of various types. This skill is formed on the basis of basic knowledge about the structure of the text and the types of connections within it.

The main directions of organizing the speech development environment of preschool educational institutions for older children .

Senior and preparatory school groups:

Improving speech as a means of communication (familiarity with the formulas of speech etiquette , targeted formation of all groups of dialogical skills, as well as the ability to competently defend one’s point of view);

Targeted development of independent storytelling skills (encouraging children's , transforming statements into coherent stories, recording and repeating stories, clarification and generalization);

Organization of activities in the “Corner of Interesting Things”

(in replenishing the corner, the emphasis is on expanding
children’s about the diversity of the world around them and the organization of perception, followed by discussion);
Creation of an individual “author’s speech space ”

each child (in order to stimulate
children’s and improve the quality of their speech statements ).
Let's consider the main tasks of the older group , children from 5 to 6 years old.

— Developing speech environment . Continue to develop speech as a means of communication. Expand children's of the diversity of the world around them. Offer for viewing folk crafts, mini-collections (postcards, stamps, coins, sets of toys made from a certain material, illustrated books (including familiar fairy tales with drawings by various artists, postcards, photographs of the sights of their native land, Moscow, reproductions of paintings (including from the life of pre-revolutionary Russia)

.

— Encourage the child’s attempts to share various impressions with the teacher and other children, clarify the source of the information received (TV show, story from a loved one, visiting an exhibition, children’s play, etc.).

- In everyday life, in games, suggest to children forms of expressing politeness (ask for forgiveness, apologize, thank, give a compliment)

.

— Teach children to resolve controversial issues and resolve conflicts with the help of speech: to convince, prove, explain.

Formation of a dictionary. Enrich children's speech with nouns denoting objects in their everyday environment; adjectives characterizing the properties and qualities of objects; adverbs denoting relationships between people, their attitude to work.

- Practice selecting nouns for the adjective (white - snow, sugar, chalk, words with similar meanings (naughty - mischievous - prankster, with the opposite meaning (weak - strong, cloudy - sunny)

.

- Help children use words in speech in strict accordance with the meaning.

Sound culture of speech. Strengthen the correct, distinct pronunciation of sounds. Learn to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s - z, s - c, w - zh, ch - c, s - sh, zh - z, l - r.

— Continue to develop phonemic awareness . Learn to determine the place of a sound in a word (beginning, middle, end)

.

— Practice intonation expressiveness of speech.

Grammatical structure of speech. Improve the ability to coordinate words in sentences: nouns with numerals (five pears, three guys)

and adjectives with nouns
(frog - green belly)
. Help children notice incorrect stress placement in a word, an error in the alternation of consonants, and provide the opportunity to correct it themselves.

- Introduce different ways of forming words (sugar bowl, bread bowl; butter dish, salt shaker; educator, teacher, builder).

- Exercise in the formation of cognate words (bear - bear - bear cub - bear, including verbs with prefixes (ran - ran out - ran across)

.

— Help children correctly use plural nouns in the nominative and accusative cases; verbs in the imperative mood; adjectives and adverbs in comparative degree; indeclinable nouns.

— Learn to compose simple and complex sentences based on a model.

— Improve the ability to use direct and indirect speech.

Coherent speech. Develop the ability to maintain a conversation.

— Improve the dialogical form of speech. Encourage attempts to express your point of view, agreement or disagreement with a friend’s answer.

— Develop a monologue form of speech.

— Learn to retell short tales and stories coherently, consistently and expressively.

- Teach (according to plan and model)

talk about the subject, the content of the plot picture, compose a story based on pictures with sequentially
developing action .
Develop the ability to compose stories about events from personal experience, and come up with your own endings to fairy tales.

— To develop the ability to compose short stories of a creative nature on a topic proposed by the teacher.

Preparatory group for school children from 6 to 7 years old.

Developmental speech environment . To teach children —future schoolchildren—to take initiative in order to acquire new knowledge.

— Improve speech as a means of communication.

— Find out what children would like to see with their own eyes, what they would like to learn about, what board and intellectual games they would like to learn to play, what cartoons they are ready to watch again and why, what stories (about what)

prefer to listen, etc.

— Based on the experience of children and taking into account their preferences, select visual materials for independent perception, followed by discussion with the teacher and peers.

children’s statements , help them more accurately characterize an object or situation; learn to make assumptions and draw simple conclusions, to express your thoughts clearly for others.

— Continue to develop the ability to defend your point of view.

— Help to master forms of speech etiquette .

— Continue to meaningfully and emotionally tell children about interesting facts and events.

— To teach children to make independent judgments.

Formation of a dictionary. Continue work to enrich children’s .

- Encourage children to be interested in the meaning of words.

— Improve the ability to use different parts of speech in strict accordance with their meaning and purpose of the statement.

— Help children master the expressive means of language.

Sound culture of speech. Improve the ability to distinguish by ear and pronunciation all the sounds of the native language. Practice diction: teach children to clearly and distinctly pronounce words and phrases with natural intonations.

— Improve phonemic awareness: learn to name words with a certain sound, find words with this sound in a sentence, determine the place of the sound in a word.

— Practice intonation expressiveness of speech.

The grammatical structure of speech. Continue to practice children in matching words in a sentence.

— Improve the ability to formulate (following the example)

words with the same root, nouns with suffixes, verbs with prefixes, adjectives in comparative and superlative degrees.

— Help to correctly construct complex sentences, use linguistic means to connect their parts (so that, when,

because, if, if, etc.).

Coherent speech. Continue to improve dialogic and monologue forms of speech.

— To develop the ability to conduct a dialogue between the teacher and the child, between children; teach to be friendly and correct interlocutors, cultivate a culture of verbal communication .

— Continue to teach meaningful and expressive retelling of literary texts, dramatizing them.

— Improve the ability to compose stories about objects, about the content of a picture, based on a set of pictures with a sequentially developing action . Help create a story plan and stick to it.

— Develop the ability to compose stories from personal experience.

— Continue to improve the ability to write short tales on a given topic .

Preparing for literacy. Give ideas about the sentence (without grammatical definition)

.

— Practice composing sentences, dividing simple sentences (without conjunctions and prepositions)

into words indicating their sequence.

Teach children to divide two- and three-syllable words with open syllables (na-sha Ma-sha, ma-li-na, be-re-za)

into parts.

— Learn to form words from syllables (orally)

.

— Learn to identify the sequence of sounds in simple words.

Thus, having studied the psychological and pedagogical literature on the problem of speech development in older preschoolers , I came to the conclusion that:

The following can be identified as general patterns of child speech development in older

- the appearance of a word as a component of a situation, adjacent to its other properties. Here we cannot yet talk about the formation of a semiotic function;

separation of the word from the situation, the beginning of its functioning according to the laws inherent in sign-symbolic systems. Objective emergence and development of the semiotic function while maintaining orientation to the objective content of the word (symbolic function)

;

— the emergence of reflection on the separation of plans, which subsequently extends to all other components of the sign situation that make up the semiotic function.

In order for the process of speech development in children to proceed in a timely and correct manner, certain conditions are necessary. So, the child must: be mentally and somatically healthy; have normal mental abilities; have normal hearing and vision; have sufficient mental activity; have a need for verbal communication ; have a full speech environment .

Normal (timely and correct)
speech development of a child allows him to constantly learn new concepts, expand his stock of knowledge and ideas about the environment.
Creates favorable conditions for the development of children’s speech skills not only in specially organized training, but also in independent activities;

Provides a high level of speech activity for children ;

Promotes children's mastery of speech skills in a natural environment of live conversation.