MBDOU "Combined kindergarten No. 67 "Nadezhda"

Speech development report

Preparatory group for school

Completed by: teacher

Maltseva M.K.

Naberezhnye Chelny, 2016

Report on children's speech development.

Preschool age is a period of active learning by a child spoken language, formation and development of all aspects of speech - phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition solving problems of mental, aesthetic and moral education children during the most sensitive period of development. The sooner training starts native language, the more freely the child will use it in the future.

We consider the development of cognitive and speech activity to be one of the most important sections of preschool pedagogy and that it is aimed at the mental development of the child. We are confident that the better the educational organization is - speech activity children, the higher the guarantee of school success.

Cognitive - speech development includes several areas:

• Cognitive development;
• Speech development;
• Social and communicative development;
• Artistic and aesthetic development.

Target : develop in children preschool age cognitive and speech abilities (perception, thinking, memory, attention, imagination), which represent different forms of the child’s orientation in the world around him, in himself and regulate his activities.

Tasks:

• Enrich the cognitive sphere of children with information through educational activities, observations, experimental activities, speech.

• Enrich the emotional and sensory sphere of children in the process of direct communication with objects, phenomena, and people.

• To help organize information about the world around us, to form ideas of its integrity.
• Shape careful attitude to the surrounding world, consolidate positive emotions, the ability to express them.
• Create conditions that facilitate the identification and maintenance of interests, the manifestation of independence and cognitive and speech activity.

We support the conditions for the development of cognitive and speech processes of preschoolers in all types of activities.

The educational field “Speech Development” involves:
- mastery of speech as a means of communication and culture; enrichment of the active vocabulary;
- development of coherent, grammatically correct dialogical and monologue speech;
- development of speech creativity;
- development of sound and intonation culture of speech, phonemic hearing;
- acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
- formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. (FSES DO)

Techniques and technologies that we use in the formation of cognitive and speech activity of children:

Visual - observations, viewing paintings, showing films, presentations, slides, etc.

Practical – exercises, games, experiments and experiences, modeling, project activities.

Verbal – story, reading, questions, conversations, use of literary words.

To achieve our goals, we use a series of paintings and story pictures:

Winter
Winter fun
Moms and babies
Wild animals
Pets
Animals on the farm
Tell children about bread
Automobile transport

Birds
Space

Sport equipment
Fairy tale heroes
Fruits
Visually - a didactic guide to artistic creativity.

We understand that the speech environment is a family, kindergarten, adults and peers with whom the child constantly communicates. Therefore, we always speak clearly and competently, so that our speech is an example for preschoolers.
The subject-development environment is of great importance for the development of young children who do not yet read, especially in their independent
activities. Therefore, we have enriched the environment and provided it with the means for a variety of child activities.

Methods of speech development.

Reading and storytelling
Didactic games
Observation in nature,
Dramatization Games

Dramatizations
Summary conversation
Storytelling without relying on visual material
Round dance games
Learning by heart

Observations

Excursions

Retelling

Development of coherent speech through learning to compose stories based on a picture and a series of plot pictures. Therefore, we set the following goals:

Formation of skills in composing stories based on paintings and plot pictures;
- Enrichment of vocabulary and formation of the grammatical structure of children’s speech in the process of working with paintings and plot pictures.

Speech development through fiction

Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children.
a huge impact on the development and enrichment of a child’s speech. In planning educational activities We include reading fiction every day.

Speech development through didactic and educational games

Affordable didactic game We develop children's speech: we replenish and activate their vocabulary, form correct sound pronunciation, develop coherent speech, and the ability to correctly express their thoughts.

Theatrical activitiesmakes children’s lives interesting and meaningful, filled with vivid impressions, the joy of creativity, introduces children to the world around them in all its diversity through images, colors, sounds, and skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations, children’s speech develops,
there is an opportunity for self-realization. Over the past academic year We showed the theater many times not only in the group, but also to other children. We plan theater activities once a week.

Role-playing gameprovides positive influence on speech development. During the game, the child talks aloud to the toy, speaks both for himself and for it, imitates the hum of an airplane, the voices of animals, etc. Dialogue speech develops.

Speech development while walking.

A walk is not only an important routine moment, but also a wonderful way to develop a child’s speech. The territory of the kindergarten is varied: birch trees and lilacs grow here. In the warm season, the flower beds are full of flowers. On walks, children note everything they see around them and try to express their impressions in words.

Walks and excursions.

IN preparatory group We conduct a lot of excursions, which is important in the development of a preschooler’s speech.

Working with parents.

We conduct conversations, give recommendations for memorizing poems, riddles, proverbs, nursery rhymes, counting rhymes, tongue twisters, and simple twisters with children at home;
consultations and advice on what books children of this preschool age should read; Thematic parent meetings are organized.

Software and methodological support.

1. “Program of education and training in kindergarten/Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova
2. Gerbova V.V. Classes on speech development with children 4-6 years old (senior mixed-age group): A book for kindergarten teachers - M.: Prosveshchenie 1987. -207p.
3. Gerbova V.V. Speech development classes in middle group kindergarten. Lesson plans – M.: MOSAIC - SYNTHESIS – 2010. – 80 p.
4. Gerbova V.V. Speech development in mixed age group kindergarten. Lesson plans - M.: Mozaika-Sintez - 2009.
5. O.S. Rudik Speech development of 6-7 year old children in free activity. Guidelines. –M.: TC Sfera, 2009. -176 p.
6. O.S. Rudik Development of speech in children 4-5 years old in free activity. Guidelines. – M.: TC Sfera, 2009. -192 p.
7. Volchkova V.N. Lesson notes in senior group kindergarten. Speech development.
8. Practical guide for educators and methodologists of preschool educational institutions. – Voronezh: TC “Teacher” 2005.-111 p.
9. Ushakova O.S. Classes on speech development for children 3-5 years old - M.: TC Sfera 2010. -192 p.
10. Ushakova O.S. Speech development 6-7 years. Program, methodological recommendations, lesson notes, games and exercises - M.: Ventana-Graf 2008.-288 p.
11. Expanded forward planning according to the program edited by M. A. Vasilyeva, V. V. Gerbova, T.
S. Komarova. / auto - comp. V. I. Mustafaeva and others - Volgograd: Teacher, 2010.- 87 p.

Svetlana Borisova
Report of the middle group on cognitive and speech development

Middle group report No. 15 on cognitive and speech development

for 2015 – 2016.

The ability to communicate with peers and other people is one of the necessary conditions for normal personal and social child development.

IN middle group at the beginning of the year we delivered the following educational tasks:

Speech communication:

Establish communication across different different topics, including those that go beyond the clearly presented situation, about events in the life of a child, about objects and phenomena that interest him, objects of animate and inanimate nature;

Stimulate proactive statements, appeals to adults with requests and suggestions;

Learn to answer the teacher’s questions when examining toys, paintings, illustrations;

Involve in the dramatization of excerpts from familiar fairy tales;

Construct statements consisting of 2-3 sentences;

Help to establish play interaction with peers, during which children comment on their play actions, use words for toys, substitute objects, and conditional actions.

Dictionary:

Enrich the vocabulary in connection with the expansion of orientation in the environment;

Fill your vocabulary with words related to different parts speech (nouns, verbs, adjectives, adverbs, enriching words (toys, people, animals);

Activate antonyms;

Activate verbs. organizing the syntactic structure of a sentence.

Grammatical structure speeches:

Learn to change new names of objects and toys grammatically correctly, forming separate difficult forms of words;

- develop understanding and using prepositions (in, on, behind, under);

Encourage education diminutives names, perfective and imperfective verbs;

Learn to understand and correlate the names of animals and their babies in the singular and plural with toys and pictures;

Sound culture of speech:

Learn to speak loudly, slowly, and pronounce words clearly;

Develop the ability to listen to the sound of words;

Learn to correctly pronounce all vowel sounds, simple consonants and whistling sounds, improve articulation, encourage the correct use of intonation, and exhale slowly and smoothly through the mouth.

Learn to correctly and clearly pronounce all vowel sounds, simple, consonant and whistling, and improve articulation;

Prepare for correct pronunciation hissing sounds.

“So summer has passed”, "Say hello - say goodbye", "Polite words", "Friendship Never Ends", "Urban transport", "On the City Streets",

"The shops", , "Zina, the goat and the hare."

"Garden", “Bread and porridge.”, “Pancakes are hot from the oven”,

We also spent leisure time on informative speech development on the topic:

“How to help Kolobok save his ruddy side”, “What’s in the looking glass?”, "Winter", « Winter forest full of miracles", “The funny tires are rustling along the road.”

We conducted consultations for parents on topic: "Peculiarities development speech in children 4–5 years old", « Development coherent speech in preschoolers

45 years", « Vocabulary development in middle group children» .

In our group the following classes:

“So summer has passed”, Say hello – say goodbye,” "Polite words", "Friendship Never Ends", "Urban transport", "On the City Streets", "The shops", “Polya went to weed the parsley in the field”, "Garden", "Bread and porridge"“The pancakes are hot from the oven,” "Village", , "Seasons. Autumn", "Tit's Pantry", “How a goat built a hut”, "Furniture", "The gray ball is rolling", "Books", "Cloth", "Shoes", "Long live Tuflyandiya", “Parts of the day. Dream", « Winter's Tale, "Seasons, winter", "Toys. Present", “What kinds of gifts are there?”, “Get up in a round dance, meet New Year» , "Magic", "In defense of Santa Claus", "Guests", "White figures", "Felt boots and mittens", "Patterns in the Snow", "Nurse and Doctor", “Sea, I’m running to you”, "Drowning - not drowning".

We spend a lot of time reading fiction. literature:

For children of the fifth year of life

Small forms of folklore: riddles, counting rhymes, lullabies, nursery rhymes and jokes, tongue twisters, sayings and boring tales, proverbs and sayings. « Ladybug» , "Rain, rain, have fun", "Don! Don! Don!", "Knocking, strumming", "You are geese, geese", “Legs, legs, where have you been?”, "Shadow, shadow, shadow", “There lived a goat with my grandmother”, “One, two, three, four, five - the bunny went out for a walk” (according to F.B. Miller) and etc.

Poetry: A.K. Tolstoy "My bells"(excerpt, K. Balmont "Dewdrop", A. Pleshcheev "Autumn has come"(abbreviated as A. Blok "Dilapidated hut.", “The meadows are sleeping.”, S. Drozhzhin "He's walking in the street."(from poems. "In a peasant family", I. Surikov "Winter", A. Maikov “Blue, clean.”(from poems. "Spring", “The swallow has come rushing.”, « Lullaby» , A. Pushkin "A month, a month."(from "Tales of the Dead Princess.", "At the Lukomorye."(from the introduction to the poem "Ruslan and Ludmila", V. Bryusov "Sleep, my boy.", V. Mayakovsky "What is good and what is bad?", N. Matveeva "She can transform", M. Karem "Liars", "Wider circle", S. Mikhalkov “Where are the glasses?”, "Drawing", "Uncle Styopa is a policeman", S. Marshak "Poodle", poems from the cycle "Children in a Cage", "The Tale of a Smart Mouse", V. Berestov "Iskalochka", Z. Alexandrova "Tanya is missing", E. Serova "Praised", A. Vvedensky "Dreams", L. Kvitko "Stream"; I. Tokmakova "Plim", "Rain", “Where does the fish sleep?”; E. Blaginina "Rain, rain.", "Let's sit in silence", Sasha Cherny "Prestalka", K. Chukovsky "Confusion", "Zakalyaka", "Joy", "Fly Tsokotukha", "Cockroach", R. Seph “Everything in the world is similar to everything else.”, B. Zakhoder "Top", "Kiskino grief", D. Harms "Very scary tale» , N. Gernet and D. Harms "Very very tasty pie» and etc.

Prose: "Tar Goby"(Russian fairy tale, "Zhiharka"(Russian fairy tale in the style of I. Karnaukhova, "Swan geese" "Bragging Hare"(Russian fairy tale in the style of A. Tolstoy, "Goat-dereza"(Russian fairy tale, "The Cockerel and the Bean Seed"(Russian fairy tale in the style of O. Kapitsa, "Fear has big eyes"(Russian fairy tale in the style of M. Serova, "Fox-sister and wolf"(Russian fairy tale adapted by M. Bulatov, "Snow Maiden"(Russian fairy tale, "Winter quarters of animals"(translated by I. Sokolov-Mikitov, "Three piglets" (English fairy tale adapted by S. Mikhalkov); "Pie"(Norwegian fairy tale, version by M. Abramova, "Two Greedy Bears"(Hungarian fairy tale in the style of A. Krasnova and V. Vazhdaev, C. Perrault "Little Red Riding Hood"(arranged by A. Vvedensky, edited by S. Marshak, S. Prokofiev "Great Cold", "Masha and Oika", L. Tolstoy “The cat was sleeping.”, “The dog walked along the plank.”, “The jackdaw wanted a drink.”, K. Ushinsky "Lisa Patrikeevna", V. Suteev "Mouse and Pencil", V. Bianchi "Forest bun - prickly side"; S. Kozlov "An Extraordinary Spring", "Such a tree", “How Donkey dreamed horrible dream» , "Friendship"; L. Panteleev “How a pig learned to speak”, E. Permyak “How Masha became big”; N. Abramtseva "Rain", "Miracles, and that's all", “Like a little bunny had a toothache”; E. Charushin "The Tale That Nikita Told Himself", "Tomka", “How Tomka learned to swim”, “Tomka got scared”, "Tomkin's Dreams", “How Tomka didn’t seem stupid”, Yu. Koval "Frost", "Grandfather, Grandmother and Alyosha", V. Bianchi "First Hunt", V. Berestov "How to find a path", V. Sakharnov “Who is the best hider?”, Yu. Dmitriev “There are all kinds of children”, M. Prishvin "Guys and Ducklings", D. Harms "Fairy tale", M. Zoshchenko "Stupid story", V. Dragunsky "It's alive and glowing.", G. Oster "Echo"; G. Tsyferov "In bearish hour", "Grad", "How the donkey bathed", "Don't fantasize"; N. Nosov “The Adventures of Dunno and His

friends", D. Radovich "Croco-Docodile", D. Bisset "About the Boy Who Roared at the Tigers"(translated from English by N. Shereshevskaya, A. Milne "Winnie the Pooh and all-all-all" (rewritten by B. Zakhoder) and etc.

As a result of the work done, children developed the ability to communicate with adults on various topics, the ability to establish interaction with peers with the help of speech in amateur plot-based activities. role-playing game. Children also learned to maintain a conversation, have a meaningful conversation, speak out proactively, ask questions, summarize their knowledge and ideas about the environment in speech, listen carefully to their partner in games and other activities.

Children's range of ideas about the world, themselves and the people around them has expanded. Children's ability to perceive fiction has also expanded. Children are now only able to perceive it emotionally and holistically artistic text, but also to highlight certain characters, individual episodes, to establish causally - investigative connections in the plot, evaluate the actions of the characters.

Used Books:

Adzhi A.V. Open events for children middle group kindergarten. (FSES) 2015

Alekseeva M. N. Methodology development speech and teaching the native language of preschoolers.

Vasyukova N. E., Rodina N. M. Complex - thematic planning educational process with children 4-5 years old. 2012

Paramonova L. A. Origins: Approximate basic general education program preschool education. 2011

Paramonova L. A. Developmental classes for children 4-5 years old. 2014

MBDOU "Combined kindergarten No. 67 "Nadezhda"
Speech development report
Preparatory group for school
Completed by: teacher
Maltseva M.K.
Naberezhnye Chelny, 2016
Report on children's speech development.
Preschool 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. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future.
We consider the development of cognitive and speech activity to be one of the most important sections of preschool pedagogy and that it is aimed at the mental development of the child. We are confident that the better the cognitive and speech activity of children is organized, the higher the guarantee of success in school education.
Cognitive - speech development includes several areas:
Cognitive development;
Speech development;
Social and communicative development;
Artistic and aesthetic development.
Goal: to develop in preschool children cognitive and speech abilities (perception, thinking, memory, attention, imagination), which represent different forms of the child’s orientation in the world around him, in himself and regulate his activities.
Tasks:
Enrich the cognitive sphere of children with information through educational activities, observations, experimental activities, and speech.
Enrich the emotional and sensory sphere of children in the process of direct communication with objects, phenomena, and people.
To help organize information about the world around us, to form ideas of its integrity.
Develop a caring attitude towards the environment, consolidate positive emotions, and the ability to express them.
Create conditions that facilitate the identification and maintenance of interests, the manifestation of independence and cognitive and speech activity.
We support the conditions for the development of cognitive and speech processes of preschoolers in all types of activities.
The educational field “Speech Development” presupposes: - mastery of speech as a means of communication and culture; enrichment of active vocabulary; - development of coherent, grammatically correct dialogical and monologue speech; - development of speech creativity; - development of sound and intonation culture of speech, phonemic hearing; - acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;- formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. (FSES DO)
Techniques and technologies that we use in the formation of cognitive and speech activity of children:
Visual - observations, looking at pictures, showing films, presentations, slides, etc. Practical - exercises, games, experiments and experiments, modeling, project activities.
Verbal - story, reading, questions, conversations, use of literary words.

To achieve our goals, we use a series of paintings and story pictures:
WinterWinter funMoms and kidsWild animalsPetsFarm animalsTell your children about breadCar transport
Birds Space
Sports equipment Heroes of fairy talesFruits Visual - didactic guide to artistic creativity.
We understand that the speech environment is the family, kindergarten, adults and peers with whom the child constantly communicates. Therefore, we always speak clearly and competently, so that our speech is an example for preschoolers. The subject-development environment is of great importance for the development of young children who do not yet read, especially in their independent activity. Therefore, we have enriched the environment and provided it with the means for a variety of child activities.
Methods of speech development.
Reading and storytelling Didactic games Observation in nature, Dramatization games
Dramatizations General conversation Storytelling without relying on visual material Round dance games Learning by heart
Observations
Excursions
Retelling
Development of coherent speech through learning to compose stories based on a picture and a series of plot pictures. Therefore, we set the following goals:
- Formation of skills in composing stories based on paintings and plot pictures; - Enrichment of vocabulary and the formation of the grammatical structure of children’s speech in the process of working with paintings and plot pictures.
Speech development through fiction
Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children and has a huge impact on the development and enrichment of a child’s speech. When planning educational activities, we include reading fiction every day.
Speech development through didactic and educational games
Using didactic games, we develop children’s speech: we replenish and activate the vocabulary, form correct sound pronunciation, develop coherent speech, and the ability to correctly express one’s thoughts.
Theatrical activities make children's lives interesting and meaningful, filled with vivid impressions, the joy of creativity, introduces children to the world around them in all its diversity through images, colors, sounds, and skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations, children's speech develops , the opportunity for self-realization appears. Over the past school year, we have shown theater many times not only in the group, but also to other children. We plan theater activities once a week.
Role-playing play has a positive effect on speech development. During the game, the child talks aloud to the toy, speaks both for himself and for it, imitates the hum of an airplane, the voices of animals, etc. Dialogue speech develops.
Speech development while walking.
A walk is not only an important routine moment, but also a wonderful way to develop a child’s speech. The territory of the kindergarten is varied: birch trees and lilacs grow here. In the warm season, the flower beds are full of flowers. On walks, children note everything they see around them and try to express their impressions in words.
Walks and excursions.
In the preparatory group we conduct a lot of excursions, which is important in the development of a preschooler’s speech.
Working with parents.
We conduct conversations, give recommendations for memorizing poems, riddles, proverbs, nursery rhymes, counting rhymes, tongue twisters, and simple twisters with children at home; consultations and advice on what books children of this preschool age should read; Thematic parent meetings are organized.
Software and methodological support.
1. “Program of education and training in kindergarten/Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova2. Gerbova V.V. Classes on speech development with children 4-6 years old (senior mixed-age group): A book for kindergarten teachers - M.: Education, 1987. -207p.3. Gerbova V.V. Classes on speech development in the middle group of kindergarten. Lesson plans – M.: MOSAIC - SYNTHESIS – 2010. – 80 p.4. Gerbova V.V. Speech development in a mixed-age kindergarten group. Lesson plans - M.: Mozaika-Sintez - 2009.5. O.S. Rudik Speech development of 6-7 year old children in free activity. Guidelines. –M.: TC Sfera, 2009. -176 p.6. O.S. Rudik Development of speech in children 4-5 years old in free activity. Guidelines. –M.: TC Sfera, 2009. -192 p.7. Volchkova V.N. Lesson notes for the senior group of kindergarten. Speech development.8. Practical guide for educators and methodologists of preschool educational institutions. – Voronezh: TC “Teacher” 2005.-111p.9. Ushakova O.S. Classes on speech development for children 3-5 years old - M.: TC Sfera 2010. -192p.10. Ushakova O.S. Speech development 6-7 years. Program, methodological recommendations, lesson notes, games and exercises - M.: Ventana-Graf 2008.-288 p.11. Detailed long-term planning according to the program edited by M. A. Vasilyeva, V. V. Gerbova, T.S. Komarova. / auto - comp. V. I. Mustafaeva and others - Volgograd: Teacher, 2010.- 87 p.

Attached files

speech verbal hearing vocabulary

Topic: Speech development in children of senior preschool age in an organized pedagogical process

Introduction

1. Study of the problem of speech development of a child of senior preschool age

1.1 Speech. Characteristics of speech development in children of senior preschool age

1.2 Tasks of speech development in the senior group of kindergarten

1.3 Conditions for speech development in children of senior preschool age

2. Study of the level of development vocabulary in children of senior preschool age

2.1 Description of the process of studying speech development in children of senior preschool age

2.2 Analysis of the results of a study of speech development in children of senior preschool age

Conclusion

Bibliography

8. Lisina M.I. Stages of the genesis of speech as a means of communication//Semenyuk L.M. Reader on developmental psychology: a textbook for students / Ed. DI. Feldstein: 2nd edition, expanded. - Moscow: Institute of Practical Psychology, 1996. - 304 p.

9. Luria A.R. Speech and thinking. – M., 1985.

10. Maksakov A.I. Is your child speaking correctly? –M.: Education, 1988

11. Matyukhina M.V., Mikhalchik T.S., Prokina N.F. Age and pedagogical psychology: Textbook. manual for pedagogical students. in - comrade according to special No. 2121 “Pedagogy and methods of beginning. training"/M. V. Matyukhina, T. S. Mikhalchik, N. F. Prokina and others; Ed. M.V. Gamezo et al.-M.: Education, 1984.-256p.

12. Speech impairment in preschool children/Comp. R.A. Belova-David – M.: Enlightenment. 1972.

13. Nishcheva N.V. Educational fairy tales: A series of classes on developing the lexical composition of the language, improving the grammatical structure of speech, and developing coherent speech in preschool children - an educational and methodological manual-summary. - St. Petersburg: Childhood-press, 2002. – 47 c.

14. The main stages of normal speech development of a child // Fundamentals of speech therapy work with children: Tutorial for speech therapists, kindergarten teachers, teachers primary classes, students of pedagogical schools / Under the general. ed. Doctor of Pedagogical Sciences, prof. G.V. Chirkina. – 2nd ed., rev. – M.: ARKTI, 2003. – 240 pages.

15. Program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova – M.: Mozaika-Sintez, 2007 – P.130 – 132.

16. Speech development for preschool children: A manual for kindergarten teachers. garden / Ed. F. Sokhina. - 2nd ed., rev. - M.: Education, 1979. - 223 p., ill., 4 l. ill.

17. Rubinstein S. L. Fundamentals general psychology- St. Petersburg: Publishing House "Peter", 2000 - 712 pp.: ill. – (Series “Masters of Psychology”)

18. Tikheyeva E.I. Children's speech development: A manual for kindergarten teachers. Sada / Ed. F. Sokhina. – M.: Education, 1981.

19. Fedorenko L.P. and others. Methods of speech development for preschool children. A manual for preschool teachers. schools M., "Enlightenment", 1977.

20. Elkonin D. B. Child psychology. - M., 1960.

Application

Diagnostic examination material

1. Methodology of F. G. Daskalova.

To test the concept of the meaning of a word, children are offered definition tasks - “What is...?” and “What does the word mean?” For diagnosis, a special dictionary test is used, consisting of four subtests for children three, four, five and six years old. It includes two types of nouns - concrete and abstract. The number of abstract words increases in tests designed for older children. The lists of words are compiled on the basis of data on 1000 words most often used in active speech by preschool children, and 1000 nouns from the semantic atlas of Charles Osgood.

List of words included in the test dictionary

The correct answer to each question is conditionally assessed as 1 point. The maximum number of points for three-year-old children is 20, four-year-olds - 40, five-year-olds - 60, six-year-olds - 80. If necessary, you can calculate the evaluation coefficient through the ratio between the number of points and the number of all given words. If the estimated coefficient approaches 1, this indicates both the richness of the vocabulary and the success of mastering the conceptual meaning of words.

2. Diagnostics of lexical development.

Task No. 1. Classification of concepts

Material: 30 pictures depicting animals, clothes, fruits, vegetables, transport, toys. The teacher names a concept that denotes a group of pictures, asks the subject to give a detailed definition of the concept, and then select the corresponding pictures, for example, depicting animals. In each task the number of correct elections pictures, each correct choice is worth one point. The highest score is 30 points.

Task No. 2. Selection of synonyms

It is carried out in the form of the game “Say it differently”. The child is asked to play with words and choose a word that is close in meaning to the named word. A total of 10 words are presented (gloomy, cheerful, old, big, cowardly; walk, run, talk, laugh, cry).

The highest score is 10 points.

1 point - if the selected word is a synonym of the named one;

0 points - if the selected word does not correspond to the given semantic field.

Task No. 3. Selection of definitions

It is carried out in the form of a word game. It is proposed to come up with as many definitions as possible for the named word. 5 words are presented: dress, birch, girl, apple, fox (“Dress. What is it? How can you say about it? What could it be??”).

The highest score is 10 points.

2 points - if more than 3 words are invented.

1 point - if less than 3 words are invented.

0 points – if the answer is absent or does not correspond to the semantic field of the presented word.

After completing all three tasks, the total score is calculated.

The highest score - 50 points - corresponds to a high level.

32-49 points – senior.

Less than 32 points - a low level of lexical development of children.

For ease of calculation, points are translated as follows:

1 point – low level of vocabulary development;

2 points - average level vocabulary development;

3 points – high level of vocabulary development.

3. Vocabulary test (word level)

Instructions to the subject: “We will now remember all kinds of items of clothing. Let's think about what we can wear. Think carefully. Name what men, women and children can wear - summer and winter - day and night - from the head to the feet.”

The first part of the instructions is pronounced normally, but starting with the words “name what they can wear...” the articulation becomes very clear. The experimenter speaks slowly, emphasizing the highlighted words in his voice (dashes correspond to short pauses). When pronouncing the last words, the adult makes a movement with his hand, pointing first to the head, then to the body and to the legs.

If the child does not begin to speak, then you can repeat the request: “Name something that they can wear...” When the subject, when listing items of clothing, makes a longer pause because he does not know more words, the experimenter helps him with the question: “What else do they wear? » The wording “what else” is especially good for motivating a child. You can also repeat the words: men, women and children, and after some time - in summer and winter, etc. If necessary, the task after 1.5-3 minutes can be repeated again.

The subject is given 3 minutes to list the words. The experimenter writes down everything the child says. All items of clothing named by the child are taken into account when assessing. Repeated words not related to the topic “Clothing” ( wardrobe, tablecloth, etc.) are not taken into account when calculating the total number of named words. But they indicate developmental features: frequent repetitions may indicate insufficient concentration; inadequate, unrelated words indicate that the child cannot concentrate in order to build an associative series (logic is violated).

If a child first says the word hat and then hat with earflaps, then these are considered two different words. How one word is assessed if a child says red hat, blue hat. In some cases, the child says outerwear and underwear and then remains silent. Then the experimenter asks: “What about outer and underwear?” Some children cannot name a single item of clothing, but begin to say, for example, the following: “Mom bought me boots, and then we went to eat ice cream” or: “I have short pants and long blue ones, and also brown ones.” In this case, the experimenter stops the child and turns to him in a friendly manner with the words: “Quickly tell me everything you can wear.” Sometimes, while listing items of clothing, a child names completely inadequate items, such as a car. And in this case, the adult repeats to the child that he must name only items of clothing.

Vocabulary is assessed as follows. For children in the senior group of kindergarten, the result is considered unsatisfactory if 8 or less words. For first-graders, the result is unsatisfactory with 11 or fewer words.

When assessing, it is necessary to take into account different ages guys within the same group. So, if in the senior group of kindergarten a child aged 5 years 4 months names 10 items of clothing, then this result is rated higher than the same result for a child of the same group, but at the age of 6 years 1 month.

For ease of calculation, points are translated as follows:

1 point – low level of vocabulary development;

2 points - average level of vocabulary development;

3 points – high level of vocabulary development.

“CREATIVE REPORT ON THE TOPIC Experience on the topic “Development of speech of preschool children through theatrical activities"Introduction Mastering your native language, speech development -..."

CREATIVE REPORT ON

Work experience on the topic “Development of speech of preschool children through

theatrical activities"

Introduction

Mastering your native language and developing speech is one of the most

important acquisitions of a child in preschool childhood and is considered in

modern preschool education, as a general basis for education and

teaching children. L.S. Vygotsky wrote: “There are all factual and theoretical

reasons to assert that not only intellectual development child, but the formation of his character, emotions and personality as a whole is directly dependent on speech.”

While working with children, I was faced with the fact that they have poorly developed coherent monologue speech, they have difficulty talking about the events of their lives, they cannot retell literary works. Therefore, as the main topic of my activity, I chose: “Development of speech of preschool children through theatrical activities.”

Theatrical games are a constant favorite among children.

Preschoolers enjoy playing with familiar works, transforming themselves into their favorite characters. The child voluntarily accepts the character’s character traits, facial expressions and gestures. Children rejoice when good triumphs, and sigh with relief when heroes overcome difficulties and a happy ending occurs.

E.A. Flerina, a major teacher in the field of aesthetic education, saw the advantage of storytelling over reading in that the narrator conveys the content as if he were an eyewitness to the events taking place.

She believed that storytelling achieves a special immediacy of perception.

Children are especially fond of fairy tales; the language of fairy tales is very picturesque, it contains many apt comparisons, epithets, figurative expressions, dialogues, monologues, rhythmic repetitions that help the child remember the fairy tale and enrich his vocabulary. Theater arts is close and understandable to both children and adults, primarily because it is based on a game. Theatrical play is one of the brightest emotional means that shapes a child’s personality, independent creativity, and his emancipation. In the process of theatrical play, vocabulary is activated and improved, grammatical structure speech, sound pronunciation, tempo, expressiveness of speech. Participation in theatrical games brings joy to children, arouses active interest, and captivates them. Reflecting on the issue of increasing the level of children's speech, I came to the conclusion that theatrical activities could help.

Why theatrical activities? Theatrical activity is one of the most effective ways impact on children, in which the teaching principle is most fully and clearly manifested: learn by playing.

Studying psychological, pedagogical and methodological literature, I came to the conclusion that theatrical play has a great influence on the speech development of a child. Stimulates active speech by expanding vocabulary and improving the articulatory apparatus. The child learns the richness of his native language and its means of expression. Using expressive means and intonations that correspond to the character of the characters and their actions, he tries to speak clearly so that everyone understands him.

In theatrical play, emotionally rich speech is formed.

Children better assimilate the content of the work, the logic and sequence of events, their development and causality.

The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has a natural desire for acting. And we know that acquaintance with the theater occurs in an atmosphere of magic, festivity, and high spirits, so it is not difficult to interest children in the theater.

It is known that children love to play; they should not be forced to do so.

While playing, we communicate with children on their territory. By entering the world of childhood play, we can learn a lot ourselves and teach our children. And the thought said by the German psychologist Karl Gross, which is still popular: “We play not because we are children, but childhood itself is given to us so that we play.” All of the above determined final choice My topics for the work experience are “Developing the speech of preschool children through theatrical activities.”

Relevance of work experience.

The period of preschool childhood is considered the foundation for further development all sides of speech. The success of children's education for school largely depends on the level of mastery of coherent speech. Purposeful formation of coherent speech is of utmost importance in common system working with children. The formation of coherent speech of children in kindergarten is carried out both in the process of various practical activities during games, routine moments, observations of the environment, etc., and in the process organized activities children.

Preschool childhood is a special period of child development, the formation of general abilities necessary in any type of activity. The ability to communicate with other people, act together with them, learn new things, see and understand life in your own way - this and much more is inherent in preschool childhood.

Speech is one of the most important lines of child development. Thanks to his native language, the baby enters our world and receives ample opportunities to communicate with other people. Speech helps to understand each other, shapes views and beliefs, and also plays a huge role in understanding the world around us.

Speech, a wonderful gift of nature, is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

The development of coherent speech is the central task of children's speech education. This is due, first of all, to her social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Connected speech is the highest form of speech mental activity, which determines the level of speech and mental development child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinshtein, F.A. Sokhin, etc.).

The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D.B. Elkonin, V.I. Yadeshko, etc.). At this age, there is a transition from situational to contextual speech (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinshtein, D.B.

Elkonin).

Problem.

During the study methodological literature and work experience, I came to the conclusion that it is necessary to solve the main problem, which is the need to develop the speech of preschoolers. This problem is a key problem in the course of my teaching career.

After analyzing the initial situation and conducting examinations of the children’s speech, I realized that they do not have a rich vocabulary, they cannot fully express their thoughts, they are constrained creative imagination, poorly developed skills of coherent speech, expressive speech, motor skills, and lack of communication skills. And I came to the conclusion that in addition to classes with a speech therapist, it is necessary to use in my work such methods and techniques that would contribute to the development of children’s speech. The child is longer time in a preschool educational institution together with peers and the teacher, and it is necessary to create such a situation, a problem, in order to direct the development of speech in the right direction. During the research, I came to the conclusion that it is necessary to develop children's speech through theatrical activities. Therefore, in the course of his innovation activity I decided to research this problem and create a series of activities aimed at developing coherent speech.

Presenter pedagogical idea work experience.

Interest in children's speech has not waned for many years. Huge contribution The following people contributed to the development of speech development methods: K.D. Ushinsky, F.A. Sokhin, E.A. Flerina, A.A. Leontiev, M.M. Konina and many others.

The development of coherent speech is the main task of speech education of children.

It is in it that the main communicative function language.

Coherent speech is the highest form of mental activity, which determines the level of speech and mental development of the child - this was noted in their works:

Vygotsky L.S., Leontiev A.A., Rudinshtein S.L. and others. Mastery of communication orally – the most important condition successful preparation for school.

Research conducted by psychologists, teachers, linguists, E.A. Tikheeva, E.A. Flerina, F.A. Sokhina, created the prerequisites for an integrated approach to solving the problems of speech development of preschool children.

In classical preschool pedagogy, the idea of ​​combining learning with play belongs to the German teacher F. Frebel. The theory of play learning was developed in the works of many foreign and domestic scientists - M. Montessori, A.P. Usov, V.N. Avanesov, E.N. Vodovozov and others. Influence vocabulary work for coherent speech are described in detail by Strunina E.M. and Ushakova O.S.. Shokhova O.A. presented two areas of work with preschoolers: fairy tale therapy and classes on the development of coherent monologue speech. Domestic pedagogy has accumulated sufficient theoretical, practical and methodological material on the study and development of the lexical and grammatical aspects of speech in preschool children.

Existing programs for teaching and raising children describe in detail the content and structure of frontal classes on the development of the lexicogrammatical aspect of speech.

Numerous studies have shown the importance of games as a form of learning that promotes the assimilation, consolidation and systematization of knowledge and the ability to use it in the speech development of preschool children.

To develop and experimentally test a model of children's speech development through theatrical activities.

In accordance with the purpose, object and subject of the study, a research hypothesis can be determined: the development of children’s speech in a preschool educational institution will be effective if:

The criteria, indicators and level of development of children's speech have been determined;

An education model has been developed taking into account age characteristics;

Subject to joint interaction educational institution and families.

Research objectives:

To study the state of work on the development of speech in children of the middle and older groups.

Study the literature on this issue.

Conduct a diagnosis of children in the “speech development” section at the beginning of the year and at the end of the year.

Develop and test a long-term plan for working with children and parents on speech development through theatrical activities.

Create a series of scripts, games and performances.

Practical significance.

A set of scenarios, leisure activities for children and parents on speech development, as well as a selection of developments for theatrical games can be used in the work of a preschool educational institution.

The leading pedagogical idea of ​​the work experience: the development of speech in preschool children through theatrical activities. The educational possibilities of theatrical activities are enormous: its topics are not limited and can satisfy any interests and desires of the child. Their speech becomes more expressive and literate. They begin to use new words, proverbs and sayings from the script, and in everyday situations that coincide with their semantic content.

The positive emotional charge received from the performance and the acquired belief in one’s own abilities increase children’s self-esteem. Many of them cope with their complexes, learn to think, analyze their behavior and the behavior of other people, and become more attentive and tolerant of each other. Their play activity is intensified and acquires creative nature, emotional intensity.

In the soul of every child lies the desire for free theatrical play, in which he reproduces familiar literary subjects. This is what activates his thinking, trains memory and imaginative perception, develops imagination, and improves speech. S.Ya. Rubinstein wrote: “What more expressive speech, the more the speaker, his face, himself appears in it.”

The educational possibilities of theatrical activities are enormous; its topics are not limited and can satisfy any interests and desires of the child.

Tasks:

Develop a sustainable interest in theatrical and gaming activities;

Enrich children's vocabulary, activate it;

Improve dialogic and monologue speech.

Bring up positive attitude to theatrical games, the desire to play with theater puppets, an emotionally positive attitude towards peers, education of will and self-confidence, respect for the traditions and culture of the people.

To promote the manifestation of independence and activity in playing with characters and toys.

Expected results:

Getting to know fiction, children learn to apply grammatical skills and abilities in dialogical (answering questions, conversations) and monologue (verbal creativity) speech, to use means artistic expression language and its grammatical means.

Parents.

Maintain the child's interest in theatrical activities. Whenever possible, try to attend children's performances. Celebrate achievements and identify ways for further improvement. Offer to perform the role you like at home, help act out your favorite fairy tales, poems, etc.

The development of theatrical activities in preschool educational institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of parents. It is important that parents participate in theme nights in which parents and children are equal participants.

It is important for parents to participate in such evenings as role players, text authors, scenery and costume makers, etc. In any case collaboration educators and parents promotes intellectual, emotional and aesthetic development children.

Work experience on the topic “Development of speech in preschool children through theatrical activities” was implemented at the MKDOU “Kindergarten No. 4 of a combined type” in the middle group in two areas:

joint activities with children, interaction with parents.

The work was carried out in three stages: preparatory, main, final.

Stage 1 - preparatory.

At the first preparatory stage of my work, I studied the basic program of a preschool educational institution, methodological material, and the subject-developmental environment of the group. During all this work, some shortcomings were identified.

Not enough methodological developments on the development of children's speech and little information and visual material for working with parents.

Therefore, I conducted a survey of the state of formation of coherent speech, the purpose of which was to identify the level of development of children’s coherent speech.

Analysis of the results for the middle group showed that they mainly correspond to the low and average level.

Simultaneously with diagnosing the children, I conducted a survey of parents in order to identify their pedagogical knowledge and problems in communicating with children.

Prepared: selection of games for the development of hearing, onomatopoeia, subject matter

– game actions, speech formation, fingering, articulation and breathing exercises; scenarios of fairy tales, theatrical games, sketches.

After analyzing the survey, I came to the conclusion that many parents do not consider the problem important enough; they are convinced that children will eventually learn to speak on their own and learn everything as they grow up.

So, the results of the diagnostic stage allowed me to determine the following stages of work:

1.develop a system of theatrical games for children.

2.optimize work with parents this issue using a variety of methods and techniques.

To implement main goal work and solve the assigned problems, I developed a long-term plan for conducting theatrical games and entertainment and leisure with parents, which includes a variety of forms and methods.

She developed and selected games for hearing development, onomatopoeia, speech formation, finger exercises, articulation and breathing exercises.

She developed scenarios for joint entertainment and leisure activities for children and their parents, “Journey to a Fairy Tale”, “Spring Tale”.

Prepared and conducted parent meetings on the topics “The role of the family in the speech development of a 3-4 year old child”, “Theater is our friend and helper”, a report to parent meeting on the topic: “Speech development in preschool children.”

Prepared questionnaires for parents on the topics “Speech development of the child”, “Theater activities of children”, “Your child”, “Speech development of children”, developed a memo “Word games”, “ Useful tips for parents”, consultations “The importance of theatrical activities on the development of a child’s speech”, “Home education tool - puppet show", "Theatrical games as a means comprehensive development child”, “How to spend leisure time interestingly with your family”, “What is theater?”, “Development of children’s speech in the family”, KVN on theatrical activities for parents.

I collected a number of proverbs and sayings, tongue twisters, and a selection of fairy tales.

Stage 2 is the main one.

Techniques and methods for organizing the educational process. Widely used in organizing theatrical games practical methods learning: game, method game improvisation(serving as a bridge between a child’s games in everyday life and the art of an actor), exercises, a method of effective analysis (sketch technique), staging and dramatization.

Of the verbal methods, she used storytelling, reading, children's stories, conversations, and learning works of oral folk art.

I used all the methods and techniques in combination, developing attention, memory, imagination, and creative imagination.

1.Reading works of fiction, fairy tales, poems.

2. Playing out sketches and theatrical games.

3. Showing fairy tales in the middle group: “Zayushkina’s hut”, “Fox-sister and the wolf”, “Turnip”, theatrical performance of the fairy tale “Teremok”

Dramatization of “Telephone” by K Chukovsky.

4. Showing fairy tales for parents: ““ New Year's adventure Kolobok", "The Frog Princess".

In this case, the process of education turns out to be natural. The children's interest intensifies when strangers (teachers, parents and children of other groups) took part in the skits. Great importance also uses a variety of technical means. These are video and audio recordings.

Requirements for conducting theatrical games, I built them so that each subsequent one was based on the previously acquired experience and knowledge of the children.

A fairy tale must be present in a child’s life. A fairy tale that educates, entertains, calms and even heals. Therefore in Everyday life I often used fairy tales to raise my children.

To improve teaching skills:

1. Developed a long-term plan for working with children and working with parents in the middle group.

2. Developed and selected games for children to develop speech, finger exercises, articulation and breathing exercises.

3. She took part in the work of the teachers’ council on the development of children’s speech, where she presented a report from her work experience “Theatrical games for works of art, as a means of developing the speech of preschool children."

Stage 3 is the final stage.

At the end of the main stage, children were re-diagnosed and parents were surveyed.

Repeated diagnosis of children showed a higher level of their knowledge.

In the middle group.

Level of development First Second diagnosis diagnosis High - 24.2% Average 44.2% 75.8% Low 55.8% General diagnostic indicators for the middle group high level increased by 24.2%, average by 31.6%, with low level At the end of the year, no children were identified.

My hypothesis was confirmed, as the children’s speech improved. I'm in my work, in joint activities children and the teacher, systematically conducted a theatrical game. Theatrical games are games of performance. In them, with the help of such expressive means like intonation, facial expressions, gesture, posture and gait, specific images are created.

Thanks to theatrical games, children develop their emotional sphere, their experience of cooperation in both real and imaginary situations expands and enriches. In addition, theatrical activities contain enormous opportunities for the development of children’s speech.

In my work experience, I achieved my goals and objectives. I have shown in my work that through theatrical games you can improve

UDC 37.011.31 BBK 74.00 Garkusha Natalya Sergeevna candidate pedagogical sciences, Associate Professor of the Department of Pedagogy Belgorodsky State University Belgorod Garkusha Natalia Sergeyevna Candidate of Pedagogics, Assistant Profession..."

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