The development of coherent speech in children preschool age Speech education is considered as the interaction of a teacher and a child who masters his native language. This problem is closely connected with the teaching of the native language, i.e., the pedagogical process, during which the formation of the child's speech skills and abilities is carried out. On this basis, the development of his speech takes place: understanding the meaning of the word and enriching the dictionary, mastering the system of linguistic concepts and patterns in the field of morphology, word formation, syntax, mastering the sound culture of speech, the formation of coherent speech.
The relevance of the problem of speech development of preschool children: The development of coherent speech "All the tasks of developing the speech of preschool children (enrichment of vocabulary, the formation of the grammatical structure of speech, sound culture) will not achieve their goal if they do not find their final expression in the development of coherent speech." /Ushakova O.S./ Formation of the grammatical structure of speech vocabulary enrichment sound culture
The use of prims for teaching coherent speech in the pedagogical process: this is a special text that begins with a general thesis that defines and names an object or object; then goes the enumeration of signs, properties, qualities, actions; the description ends with a final phrase evaluating the subject. it is a story unfolding in time and in a logical sequence. this is a text that includes cause-and-effect structures, questions, assessment. Description Narration Reasoning
business game"Connoisseurs of Children's Fiction". to develop the communicative qualities of teachers, the ability to work in a team. Purpose: to improve the professional level of teachers, to intensify the use of oral folk art in working with children; unleash the creative potential of each teacher.
Warm-up: 1. Remember who said these magic words: 1. "Stove, stove, hide me!" 2. “Come, kumanek, come, dear! How can I feed you!” 3. “I see, I see! Don't sit on the stump, don't eat the pie! Bring it to grandma, bring it to grandpa!” 4. “Are you warm, girl, are you warm, red?” 5. “I served you a lot, Ivan Tsarevich,” said the gray wolf, “I will serve this service too ...” 7. "My light, mirror, tell me ..."
3. What kind of creativity does this refer to? 1. “You won’t recognize a friend without trouble” 2. “There is grass in the yard - firewood on the grass” 3. “A village was driving past a peasant, suddenly a gate barks from under the collar” 4. “Katya, Katya, Katyukha, saddled a rooster, and a rooster neighed, ran to the market” 5. “He lived, was in a certain kingdom, in a certain state ...” 6. “One-two-three-four-five, The bunny went out for a walk; Suddenly a hunter comes running, shoots him with a gun... Bang-bang! Oh oh oh! My bunny is dying! 7. - “How Ilya galloped from a good horse, He fell to mother damp earth: How mother earth cheese knocks Yes, under the same side as the eastern side ..…” 8. - “Soft paws, and in the paws - tsap-scratches "
4 Age features of the development of coherent speech of children JUNIOR AGE Listen to the story or reading of small works, memorize or recognize a familiar work when listening again, recognize the heroes of a fairy tale, story, verse in illustrations and toys, memorize the texts of works of small folklore. Develop the ability to answer the simplest questions of the educator.
MIDDLE AGE To develop the ability to listen carefully to fairy tales, poems, stories. Follow the development of the action in the fairy tale, sympathize with the positive characters. Learn to understand the meaning of the work; reproduce with the help of questions of the educator the content in correct sequence; expressively read small nursery rhymes and poems by heart. To improve the ability of children to coordinate adjectives with nouns in gender, number, case; use nouns with prepositions (in, on, under, behind, around). To help children get common sentences from uncommon simple sentences by introducing definitions, additions, and circumstances into them.
OLDER AGE To form the ability to talk about the subject, the content of the plot picture, to compose a story based on pictures with a consistently developing action. Help children use nouns correctly plural in the nominative and accusative cases, verbs in imperative mood, adjectives and adverbs in the comparative degree, indeclinable nouns.
PREPARATION AGE Continue to develop an interest and love for fiction. Learn to answer questions about the content of the work. To teach to evaluate the actions of heroes, to characterize some moral qualities (kind, evil, brave). Learn to expressively read poems, nursery rhymes. To cultivate sensitivity to the artistic word, to teach to listen to the rhythm of the poetic text. Encourage them to talk about their perception of a particular act of a literary character.
Learn to distinguish between genres literary works, emotionally convey the content of a small and expressive recitation of a poem. Develop poetic ear, intonational expressiveness of speech. Learn to understand the main idea of the work, correctly evaluate the actions of the characters. To improve the ability to compose stories about objects, about the content of the picture, based on a set of pictures with a consistently developing action. Help plan the story and stick to it.
Determine the name of the work of art and its author according to the proposed passage: 1. Over the mountains, over the forests, Over wide seas, Not in heaven - on earth There lived an old man in a village. The old woman has three sons: The older one was smart, The middle son was this way and that, The younger one was a fool at all. 2. Again eight days pass; People spend their days in fear; The cock crows again; The king calls the third army And leads it to the east, - Himself, not knowing whether to be of any use. 3. The hat crawled out into the middle of the room and stopped. The boys look at her and tremble with fear. Then she turned and crawled to the sofa. 4. The matchmaker arrived, the king gave his word, And the dowry is ready: Seven trading cities Yes, one hundred and forty towers.
Kasimova Lidia Aleksandrovna, teacher of the combined group MADOU No. 29, village Lesnaya
"The wisdom of the ancestors is a mirror for posterity" K.D. Ushinsky
Touch with reverence
To what you are armed
Create light and get drunk
Boundless Russian language
Airy, juicy, tasty,
Severe and gentle, many-sided,
Skilled in all melodies
Our amazing language.
S. Skachko
Today the topic is very relevant. While science is developing, computerization is being introduced into life, vernacular starts to lose emotion. It was filled with foreign words, and the language of the computer is devoid of color, imagery. Through oral folk art, the child not only masters his native language, but also, mastering its beauty, conciseness, joins the culture of his people.
In addition, the verbal creativity of the people is special kind art, that is, a kind of spiritual development of reality by a person with the aim of creatively transforming the world around "according to the laws of beauty"
Target:
The use of folklore works as an opportunity to develop children's speech, make their life interesting and meaningful, fill them with vivid impressions, the joy of creativity, the ability to know themselves, the world around them.
Receptions:
- reception of staging with the help of specially selected means;
- teacher's story using illustrations, pictures, slide shows, videos;
- the reception of effective participation is designed for the active entry of children into the action unfolding before their eyes;
- reception of a speech sample - the correct speech activity of the educator;
- choral and individual repetitions, which provide training for the speech motor apparatus of children;
- memorizing roles, writing riddles, fairy tales;
- accepting an evaluation of a response or action and correcting it;
- showing methods of action.
Fairy tales are an excellent material for teaching preschool children the development of speech.
The language of fairy tales is very beautiful: melodious and poetic, contains many metaphors, figurative comparisons, well-aimed and instructive proverbs and sayings. All these features make the fairy tale an indispensable means of speech development and education of children of different ages.
A journey into the world of a fairy tale develops the imagination, fantasy of children, encourages them to desire to retell it, stage it, and even try their hand at writing fairy tales.
The lullaby, as a form of folk poetry, contains great opportunities in the formation of phonemic perception, which is facilitated by a special intonational organization (singing out vowel sounds, slow tempo, etc.), the presence of repetitive phonemes, sound combinations, onomatopoeia. Lullabies allow you to memorize words and forms of words, phrases, master the lexical side of speech.
An urgent task of speech development in senior preschool age is the development of diction. An indispensable material for diction exercises is proverbs, sayings, songs, riddles, tongue twisters. Small forms of folklore are laconic and clear in form, deep and rhythmic. With their help, children learn clear and sonorous pronunciation, go through a school of artistic phonetics. According to the apt definition of K.D. Ushinsky, proverbs and sayings help to "break the child's language into the Russian way."
Conclusion:
Children from an early age should be taught the perception of folklore texts, to cultivate an interest in linguistic wealth, to form their ability to listen and hear oral folk art. Purposeful work to familiarize children with oral folk art will develop in children a cognitive interest in the knowledge of Russian culture. Then gradually the power of the people's word will be revealed to the children.
During the course of work, the following changes were noticed:
Children have increased interest in oral folk art, they use proverbs, sayings in their speech, nursery rhymes in role-playing games, independently organize folk games- fun with counting rhymes.
After the work done, parents also noticed an increased interest in the use of small forms of folklore in the speech development of children. With pleasure they learn with children and select proverbs and sayings, explain to children their meaning.
In the course of the work carried out, one can see how much the knowledge of children of small forms of folklore has grown.
Coherent speech is a semantic detailed statement (a number of logically combined sentences) that provides communication and mutual understanding. This is not just a sequence of words and sentences, but a sequence of related thoughts, which are expressed in exact words in well-formed sentences.
Functions: Main function: communicative Social features 1. Helps the child to establish connections with people around him 2. Defines and regulates the norms of behavior in society, which is a decisive condition for the development of the individual. Forms of connected speech: dialogic (dialogue) monologue (monologue)
Types of coherent speech Situational (associated with a specific visual situation and does not fully reflect the content of thought in speech forms) Contextual (the content is clear from the context itself. The difficulty lies in the fact that it requires the construction of an utterance without taking into account the specific situation, relying only on linguistic means) In most cases, situational speech has the character of a dialogue, and contextual speech has the character of a monologue.
Dialogic speech Dialogue is a complex form of social interaction. Participating in a dialogue is sometimes more difficult than building a monologue. Thinking over your remarks, questions occurs simultaneously with the perception of someone else's speech Dialogic skills Self-speech skills (engage in communication; listen and hear the interlocutor; take the initiative in communication, ask again; prove your point of view; agree or object, ask, answer) Skills speech etiquette(appeal, acquaintance, greeting, attracting attention, invitation, request, consent and refusal, apology, complaint, sympathy) Ability to communicate (planning joint actions, discussion) Non-verbal (non-verbal) skills (use of facial expressions, gestures)
Monologue speech This is a coherent, logically consistent statement that proceeds for a relatively long time, not designed for an immediate reaction of the audience. Required: internal preparation, longer preliminary reflection on the statement, focusing thoughts on the main Types of monologues Description is a characteristic of the subject Narration is a coherent story about what - or events Reasoning is a logical presentation of the material in the form of evidence Retelling is a meaningful reproduction of a literary sample in oral speech A story is an independent detailed presentation by a child of a certain content
Methods of formation Dialogic speech The main method of formation in everyday communication: the conversation of the educator with the children. The teacher must educate with his speech. “Method of verbal instructions” (ask the teacher’s assistant for a rag to wash the cubes, go to the next group for a book, etc.) Joint activity (showing the ability to communicate, negotiate) Didactic, theatrical game (acting out situations. Plots for scenarios are taken from the nursery life, from works of art familiar to children) The use of "speech situations" (aimed at developing the ability to negotiate during communication, question the interlocutor, engage in someone's conversation, follow the rules of speech etiquette, express sympathy, convince, prove one's point of view) games containing dialogues (“Geese-swans”, “Paints”, “Kite”, etc. They consolidate the ability to address speech to the interlocutor, think about what the partners said, express their point of view, formulate the question correctly.) Conversation (the child learns to remember, analyze, compare, express judgments and draw conclusions, conclusions)
Classification of conversations (according to E. A. Flerina) 1. An introductory conversation that organizes children for one or another type of activity (the goal is to identify disparate experiences and create interest in upcoming activities. They are short, emotional, conducted in a relaxed atmosphere, do not go beyond children's experience, and a number of questions remain unresolved, for example, "Let's see what happens next...") provide the most complete perception, help children get clear, distinct ideas, supplement their knowledge) 3. Final conversation (The goal is to clarify and expand the experience of children) M. M. Konina distinguishes two types of conversations that complement the classification of E. A. Flerina (based on material on which the conversation is being conducted)
Monologue speech teaching storytelling (from a picture, from a toy, creative storytelling, stories of children from experience) retelling of literary works (a complex activity in which the child’s thinking, memory and imagination are actively involved conversation didactic game Auxiliary techniques Use of mnemonics, namely mnemotables (Mnemotechnics - this is a set of rules and techniques that facilitate the process of memorizing information, a mnemonic table is a picture or diagram containing certain information) Clarification of unfamiliar words Presentation of a verbal plan Selection of synonyms and antonyms
Book corner (convenient placement, content of books appropriate for the age of children) Theatrical activity zone (screen, flannelgraph, different kinds theaters) Didactic games educational activities, the presence of illustrations on the topic, thematic exhibitions Visual information for parents
Reference on the results of the control "The state of the subject-developing environment for the development of coherent speech of preschoolers" Purpose: to determine the state of the subject-developing environment in groups that contribute to the development of coherent speech of children of primary and senior preschool age. Evaluation criteria: 1. Availability and equipment of a book corner 2. Availability of thematic exhibitions 3. Equipment for theatrical activities 4. Availability of didactic games 5. Manuals for GCD 6. Visual information for parents Conclusion: the state of the subject-developing environment in groups is at an average level .
The relevance of the problem of speech development
Almost everyone can speak, but only a few of us speak correctly. When we talk to others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes man from other representatives of the animal world. It is through communication with other people that a person realizes himself as a person.
It is impossible to judge the beginning of the development of the personality of a preschool child without assessing his speech development. In the mental development of the child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all the main mental processes. The problem of speech development is one of the most urgent.
Speech development involves:
Ø possession of speech as a means of communication and culture; enrichment of the active dictionary;
Ø development of coherent, grammatically correct dialogic and monologue speech;
Ø development of speech creativity;
Ø development of sound and intonation culture of speech, phonemic hearing;
Ø acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
Ø Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Download:
Preview:
To use the preview of presentations, create an account for yourself ( account) Google and sign in: https://accounts.google.com
Slides captions:
Speech development of preschool children Municipal budgetary preschool educational institution"Kindergarten No. 39 "Cornflower" preparatory group No. 3 Author of the presentation Educator: Gulyaeva L. A.
Techniques and technologies used in the preschool educational institution in the formation of children's speech activity Visual Verbal Practical The method of direct observation and its varieties: observation in nature, excursions Indirect observation (pictorial clarity): looking at toys and pictures, talking about toys and pictures Reading and telling works of art Memorizing by heart Retelling Narrative without relying on visual material Summarizing conversation Didactic games Dramatization games Dramatization Didactic exercises Round dance games
The development of speech for children proceeds more successfully in a favorable speech environment. The speech environment is a family, a kindergarten, adults and peers with whom the child constantly communicates. The subject-developing environment has great importance for the development of non-reading children, especially in their independent activity. The subject - developing environment is a system of material objects of the child's activity, functionally modeling the content of his spiritual and physical appearance. An enriched environment presupposes the unity of social and natural means of ensuring the diverse activities of the child. Equipment educational -educational process is formed in direct proportion to the content of education, age, experience and level of development of children and their activities. The developing environment acts as a stimulator, a driving force in the holistic process of the formation of the child's personality, it enriches personal development, contributes to the early manifestation of versatile abilities.
The development of coherent speech through the compilation of stories based on the picture and a series of plot pictures. Formation of skills and abilities in compiling stories based on the picture and plot pictures; Enrichment of the vocabulary and the formation of the grammatical structure of children's speech in the process of working with a picture and plot pictures.
Development of children's speech and thinking through mnemonics "Teach a child some five unknown words - he will suffer for a long time and in vain, but connect twenty of these words with pictures, and he will learn them on the fly." KD Ushinsky Mnemonics is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.
Development of speech by means of a didactic game A didactic game develops the speech of children: replenishes and activates the dictionary, forms the correct sound pronunciation, develops coherent speech, the ability to correctly express one's thoughts.
The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose. Proper speech breathing ensures normal sound formation, creates conditions for maintaining normal speech volume, strict adherence to pauses, maintaining speech fluency and intonation expressiveness. When conducting games aimed at developing a child’s breathing, it must be borne in mind that breathing exercises quickly tire the child, can even cause dizziness. Therefore, such games must be limited in time (you can use hourglass) and be sure to alternate with other exercises. Games and exercises for the development of speech breathing
Card files for speech development