Speech development of preschoolers and speech therapy support in the conditions of the federal state educational institution

Eloquence is the art of speaking in such a way that those to whom we are addressing listen not only without difficulty, but also with pleasure, so that, captured by the topic and spurred on by pride, they want to delve deeper into it.
Pascal Blaise

Speech, what is it? Why do we need it? Many generations are tormented by these questions.

According to many scientists, speech is the most important communicative function of a person.

Speech, as a historically established form of communication, begins its development in preschool childhood. The path that a born child goes through in his first years of life is unique. The child needs speech in order to express his thoughts, feelings, i.e. influence the environment. The speech of a small child is formed, replenished in communication with others, and in a preschool institution, teachers conduct special classes on the development of speech. In the process of communication, his cognitive and objective activity is manifested. Mastering speech, the baby's psyche is rebuilt, allowing him to perceive phenomena more consciously and independently.

A preschool educational institution (DOE) is the first and most important link in the general system of public education. Mastering a child's native language is the most important knowledge in preschool childhood. Therefore, the process of speech development for modern preschool education is the general basis for the upbringing and education of children.

According to the introduced Federal State Educational Standard for Preschool Education (FSES DO): “Speech development of children includes mastery of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic 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 analytic-synthetic activity as a prerequisite for teaching literacy”.

Goal of the work a teacher in a preschool educational institution in the educational field "Speech development" is the formation of the child's initial communicative competence. To achieve this goal, the teacher helps the child by solving the following tasks in all age groups:

• mastering and developing the sound culture of speech,
• development and replenishment of the dictionary,
• mastering grammatically correct speech,
• development of connected speech,
• preparation for literacy.

To build the entire educational process of the kindergarten, the teacher is based on age-appropriate forms of work. The teacher has the right to choose her independently. When choosing forms, it is necessary to pay attention to the composition of the pupils, the equipment of the preschool educational institution, cultural and regional characteristics, the specifics and methods of the preschool educational institution and the creative approach of the teacher.

The main forms of work of the preschool educational institution in the educational field "Development of speech" are:

• a game;
• educational situation;
• communication situation;
• specially planned communication situation.

The main form of work on the development of the speech of preschool children is a game that encourages children to enter into communication and is a motive for communicative activity.

Author Bizikova O.A. offered games with ready-made texts: mobile "King", "Kite", "Snake", etc.; didactic “I was born a gardener”, “Paints”, “Smeshinki”, etc. (master the variety of initiative and response remarks, join the implementation of the basic rules of dialogue); didactic games that involve dialogic interaction, but do not contain ready-made replicas: “Instruction”, “Who will confuse whom”, “Like - not similar”, “Help yourself a pie”, games with the phone “Call the doctor”, “Call mom at work”, Bureau of Good Offices.

The next form of work on the development of the speech of preschool children is the educational situation. The term "educational situation" refers to the participation of a small subgroup of children (from 3 to 8 people). In the educational process, it is possible to organize several educational situations with one didactic tool (plot picture, toy, book, natural material), but with the aim of solving gradually more complex tasks of a cognitive-speech nature. The educator can organize many educational situations aimed at solving problems that are gradually becoming more complex: to teach ways of benevolent business communication with the interlocutor, to teach how to ask questions, arranging them in a logical sequence, to teach how to summarize the information received into a single story, to teach how to present the compiled text.

A. G. Arushanova believes that one of the forms of speech development for children is a game scenario that activates the communication of children, thereby developing their game (dialogical) communication. This form includes conversations with children, mobile, folk, didactic games, dramatizations, dramatizations, etc.

The next form of work on the development of the speech of preschool children is the "communication situation". The term "communication situation" is understood as a form of communication specially designed by the educator or arising spontaneously, aimed at exercising children in the use of mastered speech categories. Depending on the set speech task, communication situations are verbally evaluative, lexical, collisional, prognostic, descriptive.

Another form of work on the development of the speech of preschool children is a “specially planned communication situation”. These include quiz games such as “Who knows their city better” (an exercise in perceiving and compiling descriptive stories about the places and monuments of the city), “From what fairy tale things” (an exercise in the development of explanatory speech), “Shop of magical things” ( exercise in using the means of language expressiveness), “Come up with a riddle” (exercise for children in describing objects, inventing riddles).

Many authors, such as L.S. Kiseleva, T.A. Danilina, T.S. Lagoda, M.B. Zuykov, distinguish project activity as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of the educator and the pupil, a phased practical activity to achieve the goal.

To implement the educational area "Speech Development", you can use the method of projects. The purpose and objectives of which are aimed at a comprehensive solution of the problems specified in the Federal State Educational Standard for Education: “How a book is born” (goal: development of children's speech creativity. The product of the project is author's children's books of fairy tales, riddles, limericks); “Is it better by yourself or all together?” (goal: development of regulatory and communicative skills (jointly solve everyday and educational problems, trust, support partners in activities); "Dispute good and bad" (goal: mastering the etiquette of persuasion and dispute).

Thus, various forms of work in terms of the development of the speech of preschoolers, the formation of the communicative competence of children, if:

• children jointly solve an interesting and meaningful educational and game task for them, acting as assistants in relation to someone,
• enrich, clarify and activate their vocabulary by performing speech and practical tasks,
• the teacher does not act as a rigid leader, but as an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.

Logopedic support of MBDOU in the conditions of GEF DOU.

In recent years, the percentage of poorly speaking children has increased. This is due to many reasons such as endogenous and exogenous factors.

The goal of the work of a teacher - a speech therapist of a preschool educational institution - is to timely identify violations of oral speech and assist pupils with disabilities in mastering educational programs.

The GEF DOE refers to the variability of the content of educational programs. The organization of the preschool educational institution independently, taking into account the Exemplary Programs of the Preschool Educational Establishment, develops and approves the Educational Program of the Preschool Educational Establishment, determines the volume, content and planned results in the form of targets for preschool education.

Each teacher - a speech therapist, when switching to the Federal State Educational Standard, thinks over his own forms of work, techniques, methods, means of cooperation between children and adults to form the prerequisites for universal educational activities (UUD) during the transition to the school level of education, and also takes into account the individual characteristics of each child.

A teacher - a speech therapist, when switching to the Federal State Educational Standard, should pay attention to creating conditions for the development of the child, opening up opportunities for positive socialization, personal development, development of initiative and creative abilities; on the creation of a developing educational environment as a system of conditions for the socialization and individualization of children.

New for GEF DO is the concept of "educational environment". The external, social components of the educational environment determine and influence the development of the child's personality. The internal components of the educational environment presuppose the child's understanding of his place in social relations with peers and adults, and develop the child's attitude to the surrounding reality.

Five educational areas have been identified in the Federal State Educational Standard. For the work of a teacher-speech therapist, these areas of development run in parallel.

For socio-communicative development of the child must be led to the fact that he was able to communicate, negotiate, justify and defend his point of view.

For cognitive development It is necessary for the child to know a lot and be developed.

For speech development Children need to be able to express their thoughts.

For artistic and aesthetic development Children need to see the beauty of the world around them.

For physical development it is necessary that the child be healthy, have developed articulatory, fine and general motor skills.

The Federal State Educational Standard defines the Preschool Education Program as a program of psychological and pedagogical support, positive socialization and individualization, and development of the personality of children. For a teacher-speech therapist, this may mean the removal of a regulated time frame to eliminate a speech defect. Now, relying on the Federal State Educational Standard, you can work with the child as much as necessary to eliminate the identified speech disorder.

Teacher speech therapist:
Butsan Anna Sergeevna
MBDOU "Alenka"
MBOU Krulyanskaya secondary school
Rostov region, Azovsky district,
S. Kruloe