The structure of a lesson on speech development in preschool educational institutions. | Educational and methodological material on speech development:

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The structure of classes for vocabulary development in preschool children
Someday I plan to take my daughter to a development center for preschool children. And now I’m looking through similar sites, comparing prices, conditions, list of services. The last place I was was “Umka” - a developmental children's center, which, in addition to a huge range of services, also offers dancing for children in Marino... At first glance, the impression of the site and this center remains favorable...

And now directly on the topic of this post. The presented material is a delicacy for preschool teachers (educators). I have never yet come across a textbook or training manual where the generalized structure of various classes on speech development for preschoolers was described in such detail and in an accessible way. Thanks to the one who processed and systematized the material in such a way.

Table 1

Structure of classes on vocabulary development in preschool children (compiled according to Sokhin F.A.)

Classes on examining objects (toys)	Painting viewing activities	Classes to familiarize yourself with the qualities and properties of objects	Comparison exercises	Lessons on the formation of general concepts	Classes for teaching children to solve riddles.
1	2	3	4	5	6	7
General	The abstract is prepared traditionally In one lesson, several vocabulary problems can be solved at once - we learn some words for the first time = expansion of the dictionary, introduce some words into children’s speech = activate the dictionary, clarify and consolidate some...
Guidelines	Up to the senior group, 1, rarely 2 subjects are covered in class; starting from the senior group, 2 or more subjects are covered at the same time. If the subject(s) are being considered for the first time, then we take less details, details, and clarifications for consideration, and consider the most general, striking points.	You can examine different paintings - subject, subject, landscapes. And so on. Up to the senior group, 1, rarely 2 paintings are considered in class; starting from the senior group, 2 or more paintings are considered at the same time. If the picture is being examined for the first time, then we take fewer details, details, clarifications for consideration, and consider the most general, striking points.	Up to the senior group, 1, rarely 2 subjects are covered in class; starting from the senior group, 2 or more subjects are covered at the same time. It is assumed that this lesson will cover subjects that have already been taught.	Before the senior group, 2 subjects are considered in class; starting from the senior group, 2 or more subjects are considered simultaneously. It is assumed that this lesson will cover subjects that have already been taught. It is necessary to pay special attention to the selection of objects that will be considered in the lesson - there should be many characteristics available for comparison by children (color, shape, size, parts, details. Purpose, material, etc.) These should be similar objects that can be confused ( briefcase bag, Panama cap, magazine-book, etc.)	In the preparatory group, children should be able to freely name 30-40 generalizing concepts (see program) Before the senior group, 1 generalizing concept is introduced in the lesson; after the senior group, 1 new generalizing concept can be introduced in one lesson and then compare it with the already learned generalizing concept. For the older group, to compare 2 generalizing concepts, you must first conduct a lesson on one generalizing concept, then conduct a lesson on another generalizing concept, then a lesson on comparing these generalizing concepts. This type of lesson can be conducted to familiarize and compare two different general concepts (animals - birds) and to clarify an already studied general concept (animals - wild, domestic, predatory, northern, etc.)
Part 1 (introductory).	Traditional (see lecture on class notes) - Organizing time — Interesting/surprise moment — Setting goals for children’s activities/motivation. — Unfolding the plot of the lesson, the surprise appearance of the subject	Traditional (see lecture on class notes) - Organizing time Read also: Collection of games for the development of spatial concepts and orientations in children of senior preschool age — Interesting/surprise moment — Setting goals for children’s activities/motivation. — Expanding the plot of the lesson, the surprise appearance of the picture	Traditional (see lecture on class notes) - Organizing time — Interesting/surprise moment — Setting goals for children’s activities/motivation. — Unfolding the plot of the lesson, the surprise appearance of the subject	Traditional (see lecture on class notes) - Organizing time — Interesting/surprise moment — Setting goals for children’s activities/motivation. — Unfolding the plot of the lesson, the surprise appearance of the subject	Traditional (see lecture on class notes) - Organizing time — Interesting/surprise moment — Setting goals for children’s activities/motivation. — Unfolding the plot of the lesson, the surprise appearance of the subject Read also: Article: “Organization of work on studying traffic rules in kindergarten.” article (middle group) on the topic	Traditional (see lecture on class notes) - Organizing time — Interesting/surprise moment — Setting goals for children’s activities/motivation. — Unfolding the plot of the lesson, the surprise appearance of the subject
Part 2 (main).	1. Examination of the subject. At this time, the teacher describes the subject, repeatedly naming those qualities of the subject that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	1.Looking at the picture. At this time, the teacher describes the picture, repeatedly naming those words that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	1. Consideration of 2 or more subjects and completion of tasks (experiments) of the teacher that affect exactly those properties of the subject that are planned for study in the program content. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	1. Examination of objects (short-term, until children lose interest in them).	1. Examination of objects or pictures (short-term, until children lose interest in them). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.
2. Questions for children based on what they just heard - the goal is to make children repeat those words that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	2. Questions for children based on what they just heard - the goal is to make children repeat those words that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	2. Question for the children - why is it possible to complete the teacher’s assignment with some subjects, but not with others. Children themselves give in their answer the name of the property that is planned to be studied in the program content. If the children cannot find the exact word, then the teacher introduces it. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	2. Children answer the teacher’s question - how these objects differ. The teacher listens to the children’s answers, corrects them or generalizes them (that is, repeats them in his own, more literate words). The teacher asks his questions in such a way that the children use the words planned in the program content in their answers and conducts vocabulary work on them (repetitions, etc.). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	2. Consideration of each of the presented subjects separately and questions about them. The teacher should ask questions to identify those signs by which these items will subsequently be classified into one general concept. There should be 3-5 signs in total. At the same time, we generalize the children’s answers (that is, we reformulate their answers in such a way that the children will then prove that these objects belong to one generalizing concept) Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.
3. Familiarization with the purpose of the item. The teacher names the main actions that can be performed using the object and (if possible) demonstrates them. We only talk about those actions that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	3. Familiarization with the purpose or meaning of what is depicted in the picture. The teacher names the main actions depicted in the picture or that can be performed using the depicted object and (if possible) demonstrates them. We only talk about those actions that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	3. Consolidation of a newly mastered concept - the teacher places additional objects (specially prepared) in front of the children, and the children show objects that have this property and those that do not have it, always explaining why they decided so (how they guessed). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	3. If the children have not listed all the differences, the teacher asks leading questions and the children highlight the remaining differences. As a rule, the teacher attracts children's attention to the details of objects and their purpose. The teacher asks his questions in such a way that the children use the words planned in the program content in their answers and conducts vocabulary work on them (repetitions, etc.). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	3. Questions for children - what is common in all these subjects. Children's answers should contain common features indicating that these objects belong to one general concept. (We already discussed this with the children at the beginning of the lesson, only 3-5 signs). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.
4. Questions for children about the purpose of the subject (based on what they just heard) - the goal is to make children repeat those words that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	4. Questions for children about what they just heard - the goal is to make children repeat those words that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	4. Reinforcing already mastered examination actions with children - the teacher explains how (in what experience) one can find out whether this object has a given property or not, shows, and allows the children to independently carry out examination actions with objects. It is desirable that these be new items, and in large quantities - handouts for each child. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	4. Questions from the teacher - how are these items similar. When the children stop finding signs of similarity, the teacher asks leading questions. The teacher asks his questions in such a way that the children use the words planned in the program content in their answers and conducts vocabulary work on them (repetitions, etc.). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities. Read also: Calendar and thematic planning. KTP in the middle group	4. Let us draw a conclusion - these subjects have a lot in common, and who knows how to call them all in one word - that is, the introduction of a generalizing concept. If children find it difficult to answer, then the teacher introduces a generalizing concept and conducts vocabulary work with it (numerous repetitions) Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.
5. Game actions with an object. Can serve as a physical education lesson. Select tasks according to the age of the children. Examples: unexpected disappearance and search for an object, pantomime with an object or depiction of actions that can be performed with this object, voicing (if possible) an object, showing an object according to the teacher’s word, searching for an object in a series of similar ones, searching in a group of such objects, etc. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities. For the 2nd junior and middle group, this may already be enough and a traditional summary of the lesson can be carried out. For the senior and preparatory groups, the lesson with complications continues.	5. Game actions based on the material heard. Can serve as a physical education lesson. Select tasks according to the age of the children. Examples: unexpected disappearance and search for a painting, pantomime with a depicted object or based on the plot of a painting, voicing (if possible) an object or plot, searching in a group of such objects, etc. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities. For the 2nd junior and middle group, this may already be enough and a traditional summary of the lesson can be carried out. For the senior and preparatory groups, the lesson with complications continues.	5. We invite the children in the group to find objects with the properties they have just learned (the teacher prudently placed objects with the studied properties in places visible and accessible to the children). When children bring objects, they must tell and show how they discovered this property in the object. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	5. Teacher’s question: how do we immediately recognize and distinguish these objects? We listen to the children’s answers and summarize them. The teacher asks his questions in such a way that the children use the words planned in the program content in their answers and conducts vocabulary work on them (repetitions, etc.). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	5. Repeated analysis of subjects on questions from the teacher - what is it; and what other (new) word can it be called; why did you decide that it was... (the child lists 3-5 signs); what other ones do you know... Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.
6. Re-examination of the subject, drawing attention to the parts and details of the subject, those parts and parts that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	6. Re-examination of the picture, drawing attention to parts and details, those parts and parts that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	6. In a similar way, according to the same plan, a new property of an object is considered. Consideration of 2 or more subjects and completion of tasks (experiments) of the teacher that affect exactly those properties of the subject that are planned for study in the program content. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	6. Physical education session, preferably related to the topic of the lesson Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.
7. Questions for children based on what they just heard - the goal is to make children repeat those words that are planned for study in the program content Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	7. Questions for children based on what they just heard - the goal is to make children repeat those words that are planned for study in the program content. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	7. Question for the children - why is it possible to complete the teacher’s assignment with some subjects, but not with others. Children themselves give in their answer the name of the property that is planned to be studied in the program content. If the children cannot find the exact word, then the teacher introduces it. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	7. Games and tasks to consolidate a general concept. The most successful game: “Say it in one word.” When playing this game, the obligatory question is “Why did you decide that?” And the child provides his “evidence” - 3-5 signs. Other games and tasks are also possible. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities. For the middle and early senior groups, this is enough and the lesson can be completed - the result of the lesson is traditional. For the second half of the senior and preparatory groups, the lesson continues.
8. Familiarization with the properties and qualities of an object (what it is made of, how it feels to the touch, fragile or not, wrinkles, tears, transparent, etc.) Children must try and check each identified property (palpation, stroking, lifting = weighing, listening comprehension , smell, taste, etc.) Every child should have the opportunity to examine an object, so it is necessary to plan the availability of handouts. Each quality is considered only in pairs (to understand what heavy is, we immediately try something light, salty, sweet, and so on) We consider only those qualities that are planned for this lesson. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	8. Remembering the properties and qualities of the depicted object or phenomenon (what it is made of, how it feels to the touch, fragile or not, wrinkles, tears, transparent, etc.) We consider only those qualities that are planned for this lesson. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	8. Consolidation of a newly mastered concept - the teacher places additional objects (specially prepared) in front of the children, and the children show objects that have this property and those that do not have it, always explaining why they decided so (as they guessed). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.	8. Distinguishing a mastered general concept from a similar one (for example: vegetables - fruits, clothes, hats, wild animals - domestic animals) It is convenient to do this in the game “Fourth Odd”. When playing the game, the obligatory question is “Why did you decide this?” And the child gives a detailed answer with evidence (3-5 signs). Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities.
9. Various games with the subject in question or with words practiced in this lesson. Do not forget to return to the plot of the entire lesson or to the motive created for this task, assessing the children’s activities. For the older group, the lesson can end here, or you can continue; for the preparatory group, we continue the lesson. <

MAGAZINE Preschooler.RF

“Methodological development of GCD in preschool educational institutions in accordance with the requirements of the Federal State Educational Standard on the topic “Speech development in preschool children”

Completed by: Kapitonova Maria Aleksandrovna Teacher of MBDOU No. 4 “Semitsvetik” Otradnoe

EXPLANATORY NOTE

Type of educational activity: “cognitive”

Integration of educational areas: “speech development, socio-communicative development, cognitive development, physical development, socio-communicative” .

Preliminary work

Preparation of plot pictures based on fairy tales in electronic form.

Educational:

Develop learning skills in children: answer the questions “Where is this?, Who is this?, What is this?”
Check the knowledge, skills and abilities acquired by children that were formed in previous classes.
Strengthen knowledge about wild and domestic animals.
Understand the meaning of the task.
Teach children to react emotionally to the environment.
Strengthen your knowledge of Russian folk tales.
Promote the development of coherent speech and articulatory apparatus.

Educational:

Develop children's mental processes: attention, memory, thinking, speech.
Develop auditory and visual attention.
Develop speech and observation skills.
Strengthen your ability to work with ICT. (presentation for class)

Educational:

Cultivate a sense of love for fiction, a caring attitude towards books.
Develop the ability to empathize with others, express a willingness to help those who need help.
To form the communicative qualities of children.

Organized educational activities in special moments:

Examination of illustrative material, didactic games with educational content.

Interaction with parents: Individual work, Questionnaires

"Books at home".

Individual work: Didactic games, conversation based on pictures, reading fairy tales before bedtime, showing theatrical performances, plane theater, dramatization of fairy tales.

Methods and techniques:

Verbal (literary word, explanation, question-answer);

Gaming (outdoor game, game moment);

Practical (exercises to consolidate knowledge);

Visual (demonstration of illustrative material using ICT).

Expected results: Repeat previously studied material, arouse children's interest in cognitive activity.

Equipment: book, toy hare, laptop, projector.

Goal: Development of speech creativity of preschoolers through familiarization with fairy tales. Formation of interest in Russian folk tales. Cultivate a friendly attitude towards the characters of the fairy tale, a desire to help them, and the ability to work together.

Tasks:

Promote the development of imagery, intonational expressiveness of speech, mastery of sound, lexical and grammatical culture of speech, the development of coherent, dialogical speech
To promote the development of preschoolers’ ability to independently construct speech statements when retelling familiar works of fiction and composing their own stories;
To develop in children creative thinking and imagination, emotional responsiveness, memory when selecting substitutes;
Be able to create imaginary images and select substitutes to designate a character in a fairy tale, recognize fairy-tale situations by substitutes;
Develop an understanding of the fairy tale based on constructing a visual model;
Develop an interest in creative retelling, a desire to fantasize, and independently invent your own stories;
Cultivate interest in fiction, develop artistic taste.

Self-analysis of an open integrated lesson in the 2nd junior group on the topic “Visiting a fairy tale . Conducted by the teacher of the “kbells” , Maria Aleksandrovna Kapitonova

Tasks:

Promote the development of imagery, intonational expressiveness of speech, mastery of sound, lexical and grammatical culture of speech, the development of coherent, dialogical speech
To promote the development of preschoolers’ ability to independently construct speech statements when retelling familiar works of fiction and composing their own stories;
To develop in children creative thinking and imagination, emotional responsiveness, memory when selecting substitutes;
Be able to create imaginary images and select substitutes to designate a character in a fairy tale, recognize fairy-tale situations by substitutes;
Develop an understanding of the fairy tale based on constructing a visual model;
Develop an interest in creative retelling, a desire to fantasize, and independently invent your own stories;
Cultivate interest in fiction, develop artistic taste.

The following methods and techniques were used in the lesson: demonstration (illustrations, showing a sample, way of operating ICT), verbal (explanation, story). They met at every stage of the lesson. The use of health-saving technologies (physical education sessions) and changing types of activities made it possible to avoid overloading children.

The lesson was carried out in accordance with the notes. The summary was compiled independently, in accordance with the objectives of the program corresponding to the given age of the children. To implement each task, techniques were selected to help solve software problems in an interesting and entertaining way.

For each moment of the lesson, visual aids were selected that stimulated and activated children’s mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.

Compliance with SanPiNs for conducting classes

The duration of the lesson corresponds to hygienic standards for children of this age - 14 minutes. Air, heat and sanitary conditions were observed. The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on the carpet, finger play, working at tables with a dynamic model - sitting on chairs, moving around the room, physical education, solving a problem situation. A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in children.

Didactic activities of the teacher

All aspects of the lesson are logical and consistent, subordinated to one topic. The lesson included aspects from the educational areas “Communication” (development of monologue and dialogic speech, the ability to communicate with adults and peers) and “Socialization” (the ability to follow the example of an adult to express goodwill, empathize with the mood of other people), “Health” (breathing exercises ), “Physical culture” (physical education minute).

At every moment of the lesson, questions of a search nature were used in working with children, problematic situations were created, questions on intelligence and logical thinking - all this contributed to the effectiveness of the lesson, increasing cognitive and mental activity.

The techniques in the lesson were of a playful nature and were based on playful learning situations in which the teacher encouraged children to engage in independent, heuristic activity and apply their accumulated experience. For example, when guessing fairy tales based on questions from the teacher.

During the lesson, I tried to communicate with the children on the same level, “eye to eye ,” and not dominate the children. The relationship between me and the children was built on the subject-subject principle. I tried to be in the “nearby” .

During the lesson, children's behavior skills were practiced (the ability to listen to the answers of others, listen carefully to tasks, etc.). I tried to keep the children interested in the lesson throughout.

Everything that was planned was implemented in full. For this purpose, preliminary work was carried out with children:

— preparation of plot pictures based on fairy tales in electronic form.

I believe that the program tasks set during the lesson were solved.

Bibliography

1. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language to preschoolers. –M.: Academy, 2000.

2Alekseeva M.M., Ushakova O.S. Interrelation of tasks of speech development of children in the classroom // Education of mental activity in preschool children. - M, 2003.

3. L.V. Belkina, “Adaptation of young children to the conditions of preschool educational institutions” , shopping center “Teacher” , 2006.

4. Borodich A.M. Methods of speech development for preschool children. - M.: Education, 2004. - 255 p.

5. Vygodsky L.S. Collected works. T.5. - M.: Pedagogy, 2003

6. Gerbova V.V. Work with plot paintings // Preschool education - 2005. - N 1.

7. Gerbova V.V. Composing descriptive stories // Preschool education. - 2006. - N 9.

8. Classes on speech development in kindergarten. Program and notes /Ed. O.S. Ushakova. –M.: Perfection, 2001.

9. Pechora K.L., Pantyukhina G.V. Golubeva L.G. Young children in preschool institutions: A manual for preschool teachers. institutions. — M.: Humanitarian. ed. VLADOS center, 2004.

10. Ushakova O.S. Work on the development of coherent speech in kindergarten / Preschool education, / 2004. — N 11

11. Ushakova O.S. Work on the development of coherent speech (junior and middle groups) // Preschool education, 2004. - N10.

12. Kravtsova E.E. “Awaken the Wizard in a child” M.: Enlightenment, 2007

13. http: / / www. Maam. ru - detskijsad / konspekt - otkrytogo -zanjatija-po-razvitiju-rechi.

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Methods and techniques of speech development in preschool children

Methods and techniques for speech development.

Relevance.

Speech is an integral part of people’s social existence, a necessary condition for the existence of human society. It is estimated that approximately 70% of a person's waking time is spent speaking, listening, reading, and writing—the four main types of speech activities.

Speech is, on the one hand, a tool for expressing our ideas, thoughts, and knowledge, and on the other, a means to enrich and expand them. To master, if possible, perfectly all types and manifestations of speech means to master the most powerful instrument of human mental development, and therefore, the culture of mankind. Nothing has such a negative impact on overall development as the backwardness of the language.

Speech in human life performs the following main functions:

- is a means of cognition, a necessary condition for human cognitive activity (thanks to speech, a person acquires knowledge, assimilates and transmits it);

- is a means of influencing consciousness, developing a worldview, norms of behavior, shaping tastes (i.e., speech is used to influence the views and beliefs of people, persuade them to actions and deeds, etc.);

— used in the process of joint work to coordinate efforts, plan work, check and evaluate its results;

- is a means of satisfying a person’s personal needs: in communication, in inclusion in a certain group of people (a person, as a social being, cannot live without connection with other people: he must consult, share thoughts, worry and empathize). Therefore, the topic “Methods and techniques for developing speech in kindergarten” is relevant.

Target

work: nurturing initiative and independence in children’s verbal communication.

Tasks

speech development:

1. Education of sound culture of speech.

2. Enrichment and activation of students’ vocabulary.

3. Formation of the grammatical structure of speech.

4. Teaching coherent speech through the activation of traditional and non-traditional methods in speech development.

System of work on speech development in kindergarten:

The role of speech development

Kindergarten age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonetic, lexical, grammatical. At this age, children’s social circle expands, which requires the child to fully master the means of communication, the main of which is speech. In the process of diverse communication, the child gets to know the natural, objective, social world around him in its integrity and diversity, forms and reveals his own inner world, his “I”, comprehends the spiritual and material values of society, gets acquainted with its cultural norms and traditions, and acquires a circle significant other people, while acting as an active subject of interaction.

A child with well-developed speech easily enters into communication with the world around him. He can clearly express his thoughts, desires, and consult with peers, parents, and teachers. Communication is an instrument of culture that is adapted for the development and formation of a person’s consciousness, his worldview, and for cultivating a humane attitude towards the natural, objective and social world around him.

This is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The earlier speech development training begins, the more freely the child will use it in the future.

Methods of speech development.

The modern child finds himself in an active information flow and not everyone can navigate it. “Processing” all the information for a child often turns out to be a very difficult task. Therefore, speech development classes are an important component of the overall development of students.

Speech development

- (or
ontogenesis of speech
, from English
Language development
) the process of speech formation depending on the age characteristics of a person associated with mastering the means of both oral and written speech (language), which in turn characterize the development of communication skills, verbal thinking and literary creativity .

Methods of teaching speech development are defined as the way the teacher and children work, ensuring the acquisition of speech skills and abilities in children.

In the methodology of teaching a native language, three groups of methods

- visual, verbal and practical.

Visual methods are used in kindergarten much more often than others; they are divided into direct and indirect methods.

If the objects being studied can be observed by children directly, the teacher uses the observation method or its variations: inspection of the premises, excursion, examination of natural objects. These methods are aimed at accumulating the content of speech and providing communication between two signaling systems. If objects are not available for direct observation, the teacher introduces children to them indirectly, most often using visual means - looking at toys, illustrations, photographs, describing paintings and toys, talking about toys and paintings, watching films and filmstrips.

Indirect visual methods are used in kindergarten and for secondary familiarization with an object; they are used to consolidate knowledge, vocabulary, develop the generalizing function of words, and teach coherent speech. For this purpose, methods are used such as looking at pictures with content familiar to children, looking at toys (as conventional images that reflect the world around them in three-dimensional visual forms), children describing pictures and toys, and inventing plot stories.

Verbal methods are used less often in kindergarten than in school. In kindergarten, mainly those verbal methods that are associated with artistic expression are used. The teacher reads works of art provided by the program to the children. More complex methods are also used: learning by heart, retelling, telling without relying on visual material (story without showing (in early age groups), stories from the life experience of the teacher, stories about noble, heroic deeds of children and adults (in preschool groups)), summarizing conversation (for older preschoolers to consolidate previously accumulated knowledge and to accustom them to collective conversation).

These methods require reliance on visibility, therefore, all verbal methods use visual teaching techniques: showing objects, toys, looking at illustrations, paintings, or demonstrating a visual object to relax children or relax (reading poetry, riddles, etc.).

Practical methods are aimed at:

—

teaching children to apply acquired knowledge in practice;

— mastering and improving speech skills.

In kindergarten, practical methods are most often playful in nature.

Practical methods include various didactic games (games with visual material and verbal games - a universal method of consolidating knowledge and skills. It is used to solve all problems of speech development), dramatization games (working with familiar literary texts), dramatization games, round dance games , didactic exercises (familiarization with new things, consolidation of skills, creative processing of learned information). The main goal of these games and activities is to develop a culture of behavior in children; they are extremely important for the development of speech, as they enrich the vocabulary and consolidate speaking skills.

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

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

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

There is also no sharp boundary between productive and reproductive methods. There are elements of creativity in reproductive methods, and elements of reproduction in productive methods. Their ratio fluctuates. For example, if in a vocabulary exercise children choose from their vocabulary the most suitable word to describe an object, then in comparison with the same choice of a word from a number of given ones or repeating after the teacher when viewing and examining objects, the first task is more creative in nature. In independent storytelling, creativity and reproduction can also manifest themselves differently in stories based on a model, plan, or proposed topic. Characterization of well-known methods from the point of view of the nature of speech activity will make it possible to more consciously use them in practice with children.

Conclusion. Methods of teaching speech development are defined as the way the teacher and children work, ensuring the acquisition of speech skills and abilities in children.

Speech development techniques.

The technique is the main element of the method. Currently, the method of speech development does not have a stable classification of techniques, however, according to the role of clarity and emotionality, they can be divided into verbal, visual, practical (game)

Verbal techniques have become the most widespread in kindergarten

. These include: speech sample, repeated speaking, explanation, directions, verbal exercise, assessment of children's speech, question.

Speech model is the correct, pre-worked speech (language) activity of the teacher, intended for imitation by children and their orientation for repetition and imitation. It is pronounced clearly, loudly and slowly.

Repeated pronunciation is the deliberate, repeated repetition of the same speech element (sound, word, phrase) for the purpose of memorizing it. Practices include repetition of material by the teacher, individual repetition by the child, joint repetition (of the teacher and the child or two children), as well as choral repetition. Choral repetition especially needs clear guidance. It is advisable to preface him with an explanation: invite him to say it to everyone together, clearly, but not loudly.

Explanation is the teacher’s disclosure of the essence of a phenomenon or course of action. Widely used in dictionary work - to reveal the meanings of words, to explain the rules and actions in didactic games, as well as in the process of observing and examining objects.

Instructions - explaining to children how to act, how to achieve the required result. The teacher’s instructions can be divided into instructions of a teaching nature, organizational and disciplinary.

Verbal exercise is the repeated performance by children of certain speech actions to develop and improve speech skills. Unlike repetition, the exercise is characterized by greater frequency, variability, and a greater proportion of children’s independent efforts.

Assessment of children's speech is a detailed, motivated judgment about the child's response, revealing the degree of acquisition of knowledge and speech skills. The assessment should not only be of a stating nature, but also educational. It is given so that all children can be guided by it in their statements.

In one lesson, only some children’s answers can be assessed broadly and in detail. As a rule, the assessment concerns one or two qualities of the child's speech, it is given immediately after the answer, so that other children will take it into account when answering. Evaluation often concerns the positive aspects of speech. If shortcomings have been noted, you can invite the child to “learn” - try to correct his answer.

A question is a verbal address that requires an answer; it is a task for a child that involves the use or processing of existing knowledge. According to their content, the questions are divided into:

basic (requiring statements (reproductive), answering the questions: who? what? which? which? where? how? where?)
auxiliary (search, requiring the establishment of connections and relationships between phenomena, answering the questions: why? why? how are they similar?. Auxiliary questions can be leading and suggestive.

Each type of question is valuable in its own way. When posing a question, it is important to correctly determine the place of logical stress, since the child’s answer is directed precisely by the reference word, which carries the main semantic load.

Visual techniques

- showing a picture, toy, movement or action (in a dramatization game, in reading a poem), showing the position of the organs of articulation when pronouncing sounds, etc. - are also usually combined with verbal techniques, for example, a sample pronunciation of a sound and showing a picture, naming a new word and display of the object it denotes.

The emotional impact of educational material is enhanced by such techniques as actions by choice (compose a story based on one of these two pictures; remember a poem that you like) or actions by design. Elements of competition (“Who will say more words?”, “Who can say it better?”), colorfulness, novelty of attributes, and entertaining game plots arouse interest and increase children’s attention to speech material.

Practical methods (
game techniques )
are aimed at using speech skills and abilities and improving them. Practical methods include various didactic games, dramatization games, dramatizations, didactic exercises, plastic sketches, also showing the position of the organs of articulation when pronouncing sounds, round dance games. They are used to solve all speech problems.

Conclusion: The techniques proposed by the methodology are aimed at:

— accumulation of speech content and ensuring information and emotional stability;

— fostering a culture of children’s behavior;

— development of speech, enrichment of vocabulary and consolidation of speaking skills.

The integrated teaching method is innovative for preschoolers.

It is aimed at developing the child’s personality, his cognitive and creative abilities. A series of lessons is united by a main problem. For example, in the classes of the artistic - aesthetic cycle - with images of domestic animals in the works of writers, poets, with the transfer of these images in folk - applied art and the work of illustrators. The variability of the integrated method is quite diverse:

— Full integration (environmental education with fiction, fine arts, music education, physical development);

— Partial integration (fiction and artistic activities)

— Integration based on a single project, which is based on the problem.

The integrated method includes design activities. Research activities are interesting, complex and impossible without the development of speech. While working on the project, children gain knowledge, expand their horizons, expand their passive and active vocabularies, and learn to communicate with adults and peers.

Very often, teachers use mnemonics in their practice to memorize unfamiliar words, texts, and learn poems.

Mnemonics, or mnemonics, is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations.

The visual modeling method helps the child visually imagine abstract concepts (sound, word, sentence, text) and learn to work with them. This is especially important for preschoolers, since their mental problems are solved with the predominant role of external means; visual material is absorbed better than verbal material. The use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs.” Using a graphic analogy, children learn to see the main thing and systematize the acquired knowledge. At different stages and depending on the individual abilities of children, you can use various visual modeling techniques:

— A pictogram is a symbolic image that replaces words, it is a picture with which you can write down words and expressions, it is a picture that will help you remember a given word.

— A mnemonic table is a diagram that contains certain information. For each word or phrase, a picture (image) is created. Thus, the entire text is sketched out schematically, looking at these diagrams - the child easily remembers the information from the drawings.

— Substitution is a type of modeling in which some objects are replaced by others, which are actually conditional. It is convenient to use paper squares, circles, and ovals that differ in color and size as substitutes. Substitution is based on any difference between objects and their characteristics.

Children who master the means of visual modeling are subsequently able to independently develop speech in the process of communication and learning, which is what the Federal State Educational Standard for Education requires from the teacher.