Seminar in kindergarten for the development of speech. Workshop "Development of the speech of preschoolers by visual modeling. Sparrow, what are you waiting for

CGP "Nursery-Garden" Bee "

Seminar - Workshop

« Development of children's speech
preschool age »

Prepared an educator:

Gundareva O.A.

P. Deep, 2015.

Development of children's speech
preschool age

Purpose:

- improving the culture of the speech of children and professional competence of the teacher of the Dow.

Tasks:

Clarify and consolidate knowledge to educators of cultural and methodological requirements for the speech of children of preschool age and the speech of the teacher;

Promoting the formation of the professional communicative competence of teachers.

Seminar Plan:

1. Requirements for the quality of the speech of the teacher DOU.

2. Discussion, methods of developing the speech of children

3. Workshop "Check your literacy."

4. Reflection.

"Your success is your speech!"

Pedagogue Speech Requirements preschool institution

It is not by chance that a person's speech is his business card, since it is expressed on how correctly it is expressed, its success depends not only in everyday communication, but also in professional activities. This statement is particularly relevant to the speech of a teacher working with preschool children.

Preschool age is a sensitive period of the child's speech development, so one of the leading activities of the educator of a kindergarten is the formation of oral speech and speech communication skills based on the ownership of their own literary language.

One of the main mechanisms for mastering children by their native language is imitation.

MM Alekseeva notes that, imitating adults, the child adopts "not only all the subtleties of pronunciation, wording, building phrases, but also those imperfections and mistakes that are found in their speech".

That is why the speech of the teacher of the preschool educational institution today is given high demands, and the problem of improving the culture of the teacher's speech is considered in the context of improving quality preschool education.

The quality of the speech development of the preschooler depends on the quality of the speech of teachers and from the speech environment, which they create in preschool educational institution.

In modern studies of the problems of improving the culture of the teacher's speech, the components of its professional speech and the requirements for it are allocated.

TOcomponents of professional speech teacher belongs:

quality of language design of speech;

value-personal attitudes of the teacher;

communicative competence;

clear selection of information to create a statement;

orientation on the process of direct communication.

Among the requirements for the speech of the teacher Doe allocate:

Right - Compliance with language standards. The teacher needs to know and perform the main norms of the Russian language in dealing with children: orphoepic norms (Rules of literary pronunciation), as well as the norms of education and changes in words.

Accuracy - Compliance of the semantic content of speech and information that underlies it. Particular attention to the teacher should be paid to the semantic (semantic) side of speech, which contributes to the formation of the skills of the accuracy of typing in children.

Logic - expression in the semantic links of speech components and relations between parts and components of thought. Teacher should be borne in mind that it is in preschool age Presentations are laid by O. structural components Connected statement, the skills of using various methods of input communications are formed.

Expressive - Peculiarity of speech, exciting attention and creating an emotional empathy atmosphere. The expressiveness of the teacher's speech is a powerful instrument of influence on the child. Possession of a teacher with various means of expressive speech (intonation, tempo speech, strength, voice height, etc.) contributes not only to the formation of the arbitrariness of the expressiveness of the child's speech, but also a more complete awareness of the content of the speech of an adult, the formation of the ability to express their attitude to the subject of conversation.

Wealth - The ability to use all language units in order to optimally express information. The teacher should be borne in mind that in preschool age the foundations of the lexical stock of the child are formed, so the rich lexicon of the teacher itself contributes not only to the expansion of the child's vocabulary, but also helps to form the skill of the accuracy of color consumption, expressiveness and patterns of speech.

Relevance - Eating in the speech of units corresponding to situations and the conditions of communication. The relevance of the speech of the teacher assumes, above all, possessing a sense of style. Accounting for the specifics of preschool age is aiming the teacher to form a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, to focus on the situation of communication, interlocutor, etc.).

Of course, the knowledge of the teacher of the pre-school educational institution of these requirements, their observance and continuous improvement of the qualities of their speech is the key to the success of the work on the speech development of children in Dow.

Methods of speech development of children

The technique uses methods developed in didactics. Method of development of speechdetermined as a method for the activities of the teacher and children providing the formationspeech skills and skills.

Highlight threegroups of methods - Visual, verbal and practical. This divisionit is very conditional, since there is no sharp border between them. Visual methodsthey are accompanied by a word, and visual techniques are used in verbal. Practicalmethods are also associated with the word, and with a visual material. Calcution of some methods andreceptions to visual, others to verbal or practical depends on the prevalencevisuality, words or actions as the source and the basis of the statement.

Visual methods used B. children's garden More often. Used asimmediate and indirect methods. TOdirect refers methodobservations and its varieties: excursions, room inspections, viewingnatural items. These methods are aimed at accumulating speech content and provide a link between two signal systems.Mediated methods based on the use of thespilled clarity. This is a viewing of toys, paintings, photos, description of paintingsand toys, told toys and paintings. They are used to consolidate knowledge,dictionarying, the development of a generalizing function of the word, training of a connected speech. Mediated Me.todas can also be used to familiarizefrom objects and phenomena with whichit is impossible to get acquainted directly.

Slible methods in kindergarten apply less frequently: this is reading and takingartwork, memorization by heart, retelling, generalizing the conversation, racesbalance without support for visual material. All verbal methods are usedvisual techniques: showing objects, toys, paintings, viewing illustrations,since the age features of small children and the nature of the word itself requirevisuality.

Practical methods aims to apply speech skills and skills and their improvement. Practical methods include various didactic games, games-dramatic, Staging, Didactic Exercises, Plastic Etudes, Horovodnygames. They are used to solve all speech tasks.

The combination of the methods of speech development of children involves:

speech hold as a means of communication and culture; enrichment of the active dictionary;

the development of a connected, grammatically correct dialogic and monoological speech;

development of speech creativity;

development of sound and intonation culture of speech, phonderatic hearing;

acquaintance with book culture, children's literature, understanding of the texts of various genres of children's literature;

formation of sound culture as literacy learning background.

Creating conditions for the full development of the speech of children involves: the creation of a developing subject-spatial environment.

Speech development takes place more successfully in a favorable speech environment. The speech environment is a family, kindergarten, adults and peers, with whom the child is constantly communicating. The objective environment is of great importance for the development of small, not yet reading children, especially in their independent activities.

Subject - developing wednesday is a system of material objects of the child's activity, which is functionally simulating the content of its spiritual and physical appearance. The enriched medium involves the unity of social and natural means to ensure the diverse activities of the child. Equipment of the educational process is formed in direct dependence on the content of education, age, experience and the level of development of children and their activities.

The developing medium acts as a stimulator, 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.

Development of speech through fiction

Artistic literature serves as a powerful, effective means of mental, moral and aesthetic education of children, has a huge impact on the development and enrichment of the speech of the child.

Development of speech by means of didactic game

The didactic game develops the speech of children: replenishes and activates the dictionary, forms the correct sound, develops a coherent speech, the ability to correctly express his thoughts.

With the help of didactic games, the vocabulary of children is enriched. Also, they are used to secure the dictionary of children (nouns, adjectives, verbs, color names, spatial concepts, prepositions, etc.). It develops, memory, attention, logical thinking, visual memory. The culture of behavior, communication skills is fixed.

Excursions as a method for the development of children's speech

Excursion [LAT. Excursio - trip] - one of the forms of education - educational work with kids; It makes it possible to learn objects or phenomena in a natural setting.

The purpose of the excursions is, clarification and enrichment of the active and passive dictionary reserve of children, the development of a coherent speech of children, expanding the ideas of children about the world around. Development of curiosity and observation.

Scene-role game

Renders positive influence on the development of speech. During the game, the child speaks out loud with a toy, says for himself, and for her, he imitates the buzz of the aircraft, the voices of animals, etc. Dialogic is developing.

Through the game you can encourage children to communicate with each other. Scene-role game promotes:

Consolidate the skills of using the initiative speech,

Improving spoken speech,

Enriching the dictionary

The formation of the grammatical structure of the tongue, etc.

Theatrical activity

Makes the life of children of interesting and meaningful, filled with vivid impressions, the joy of creativity, introduces children with the world around his variety through images, paints, sounds, and skillful questions, encourage them to think, analyze, draw conclusions and generalizations, develop children, The possibility of self-realization appears.

Children becomes figurative, expressive. In the process of working on the expressiveness of the replicas of the characters, the child's own statements is inconspicuously activated, the sound culture of speech is improved, its intonational system. The executable role, especially the entry into the dialogue with another character puts the child before the need to clearly, clearly and understand it. Children improves dialogic speech, its grammatical system. Mimic and gestures become artistic, children appear self-confidence, the ability to keep attention in accordance with the plot of the performance; The logical of thinking is developing. By five years, children are easily played by Russian folk tales, stories of writers, poems, try to put poems.

Fingers

One of the indicators of the good physical and neuropsychic development of the child is the development of his hands, brushes, manual skills or, as they call, shallow finger motility.
Hand brush has the biggest "representation" in the cerebral cortex, so it is the development of a brush that owns an important role in the formation of a brain and the formation of speech. Games with fingers develop the baby's brain, stimulate the development of speech, creative skills, fantasy kid. Simple movements help to remove tension not only with the hands themselves, but also relax the muscles of the whole body. They are able to improve the pronunciation of many sounds. The better the fingers and the whole brush better baby He speaks.

The main goal of finger games is to switch attention, improving coordination and shallow motility, which directly affects the mental development of the child. In addition, when repetition of poetic lines and simultaneous movement, the kids are formed correct sound, the ability to quickly and clearly speak, the memory is improved, the ability to coordinate movements and speech.

Finger gymnastics:
- Mastering the skills of shallow motility;
- Has a child's speech;
- the performance of the cerebral cortex;
- Psychic processes in a child: thinking, attention, memory, imagination;
- Anxiety.

Small motorika - this is a combination of coordinated actions of muscle, bone and nervous systems A person is often combined with a visual system in performing small, accurate movements with brushes and fingers and legs. Often, such a term is used for the concept of "small motor" as "dexterity".

Scientists came to the conclusion that approximately one third of the entire surface of the motor projection of the brain occupies exactly the projection of the hand of hands, which is located next to the speech area. From this it follows the following conclusion: the development of the speech of the child and the development of small motility two interrelated inseparable process.

There are several effective ways Development of shallow motility:

games with small objects (mosaic, puzzles, beads, designers, etc.);

finger games;

modeling;

massage of fingers and brushes;

pyramids;

toys - lacing;

Cubes

dry pool.

Artistic creativity - A unique tool for the development of shallow motility and speech in their unity and relationships.

The more the child knows, wants and seeks to make hands, he is smarter and inventive. As the fine motility improves, speech function is developing. The function of the hand and speech are developing in parallel. In the process of productive activities, children learn to analyze forms, observe, compare, allocate similarities and differences in items in size.

stroll - This is not only an important regime, but also a wonderful way to develop a child's speech. The territory of the kindergarten is diverse: birch, lilac grow here. In the warm time of the year, the flower beds are filled with flowers. For walks, children celebrate everything they see around themselves and try to express their impression with words.

Movable game aims to achieve certain educational and training goals.

During the game, the teacher should strive to encourage children imitative speech activities, expanding the volume of understanding of speech and vocabulary. This is achieved by pronouncing together with the teacher of flowes, poems, verbal maintenance of mobile games.

Use of information and communication technologies

The use of computer equipment allows each occupation to be unconventional, bright, saturated, leads to the need to use various ways to feed educational material, provide a variety of techniques and methods in training.

Musical education children in kindergarten is of great importance for the development of children's speech.

The main task musical Education: to educate love and interest in music.

This task is solved by the development of musical perception and hearing. Fundamental principle of conduct musical training is the relationship of speech, music and movement. Music is the organizing and leading start.

A clear pronunciation of rhythmic text and poems to the music, develops musical hearing, imagination, sense of words. Each word, syllable, sound, are clearly pronounced, with a sincere attitude. The clearer pronounce, the better the children move. This technique helps to comprehend the speech culture, contributes to coordination.

Work with parents

Conversations are held, recommendations are given to memorize the houses of the poems, mysteries, proverbs, sweepers, readings, patterings, cleanrs; Consultations and advice What books should read children of different preschool age; Themed parent meetings are organized.

Workshop "Check your literacy."

Organization: Suggest choose the jury and divided into 2 teams, each participant of the game on the chair lies the letter (vowels and consonants in equal quantity). Participants of the game must be divided into two teams: the team of vowels and the command of consonant letters.

Task Workout: "Do not yawny questions, very quickly answer!".

(This task is estimated by one score for the correct answer).

Team members in turn quickly and without thinking finish offers and answer questions.

1. Figure sticks straight from childhood at ... (hedge).

2. In a pure water aquarium, you will float, splashing will be there ... (ÖRS).

3. Holds the mountains and forests to the edge of the native flying ... (Bird).

4. Remove, probably, cheekbones gnaw nuts at ... (proteins).

5. The chicken out a lot, the brave rose, brave ... (cock).

6. Discontinu the horseshoes on the hooves at ... (horse).

7. Career Cute, kind, good ... piglery? Answer: Rooster

8.Who gnawing on a bump branch? Well, of course, this is ... Bear? Squirrel

9.Who takes off from the flower here about? Multicolored ... Hippo? Butterfly

10.Who in the morning in Klelev might? I think so ... whale? cow

11. Rough web spllen skillfully ... Pinocchio? spider

12. In the smoke, a big fight! Who are instigators? Two…? Petush

13.Very slowly and quietly crawling ...? snail

14. In the morning, quiet, sings in a grove ...? Nightingale

15. In the river, I love to frolic in a glass, because I - ...? a fish

16. Kohigi gave a house Bowl Bowl - kind ... Gnome? hedgehog

17.Names with a key, but not a house of myself, a worm I am looking for me, here! Guess who I am? ... Mole? chick

18.Kva-kva-kva - what song! What could be interesting to be fun? And sings you ... nightingry? frog

19. ExecutiveGuiding a kindergarten. (Head).

20. When the Heron is on one leg, it weighs 3 kg. How much will the heron be weed, if you get on two legs? 3 kg

21. Group living together close relatives. (A family).

22. How far in the forest can run a hare? Answer: up to the middle. On, he will run out of the forest.

25. Where does chicken go, turning the road? Answer: On the other side of the road.

26. When the black cat is best to get into the house? When the door is open.

The task Govorun.

For the development of clear articulation and diction, we often use speaking in class. Let's try and we will speak some of them.

(Commands are invited to throw a cube and choose a patter. They are only 6.

It is necessary to say everything together to pronounce it quickly and harmoniously 3 times in a row.

3 minutes is given to the preparation. Maximum for this task you can get 3 points (coherence, speed, clarity).

Fluorography fluorography was a fluorography.

The ships were lavored, caught yes they were not caught, because they did not believe in the probability of catching out.

Check out the patter on the patter of the spelling spells.

The trajectory of the thausting desalt is laid on an off-road territory.

Partisans partisani in partisan zones, not partisani outside the borders.

Not that comrades, comrade Comrade,

Who on comrade comrade comrade

And the one, comrades, Comrade Comrade,

Who without comrade comrade comrade.

3. "Related (single) words."

On the easel, set 2 pictures with the image of the trees, in the root of which words are written on the cards. For example, forest and snow.

Rear: Players are invited to write single-handed words on cards and attach to the branches. (It is estimated at one point for the word

Forest - Lesk, Locus, Forester, Forestry, Leskewod, Forest, Pillage, Mount, Polesie. .

Snow - snowball, snowy, snowman, snowflake, snow maiden, snowballs, snowfall, snowy.

4. "Why is the so called?" (Etymology).

The task: Explain why the plants are so called.

Blackberry - Blackberry bush is covered with sharp spikes, like hedgehog.

Shipovnik - Spreads are covered with sharp spikes.

Raspberries - From the words "Small", "small." The raspberry berry consists of small parts, as if woven among themselves.

Currant - "SMRAD" - the smell, leaves and berries smell strongly.

5. Find similar sounds of the word:

The task: Choose a word similar to the sound in the fast pace. (who is faster and more correctly calls the word, that team score)

Matches - cinemas,

Doctor ball

Icon - hook,

Keys - bricks,

Table - floor,

Bathrobe - Salad,

Christmas tree - needle,

Protein - arrow,

Hares - fingers,

Egg - porch,

Cucumber - seller,

Palace - Singer,

Pie - cottage cheese,

Crow - Crown,

Ax - fence

Nora - hole.

6. "Proverbs and sayings". Correct errors in proverbs.

The task: Find a mistake and fix.

After fighting a lot of chrome(Brave).

One head is good and two - ugly(It is better).

Do not postpone tomorrow what you can do the day after tomorrow(Today).

Came, saw, bought(Won).

Each has its own head on the neck(Shoulders).

Want a little - you need to poke(Be able to).

The sun paints the sun, and a man - a hairdresser(Work).

For every lesson(hour) mind do not fight.

Free cheese can only have a mouse (In a mousetrap).

Lettering of the century TV(Book) Grow a person.

7. "Check your literacy." Emphasis

The teams are distributed sheets with written in them the same set of hard words

It is necessary to put the emphasis in words. (This task is given for 4 minutes.

Then the commands change sheets and check, and the master reads the correct answers. If all the words are written correctly, the team gets 5 points 1 Error minus 1 point.)

Iconography

iron

quay

dyeing,

security,

concentration,

gas pipe

garbage chute.

catalog,

the loop.

While the jury counts points, commands are offered to distract a little.

We will see the presentation "Smile"

Announcement of results, awarding winners

Reflection. "Sun and Cloud".

If you liked the seminar - workshop, then stick the ray to the merry sun. If I did not like, then to the sad tucker a droplet.

The discussion of the seminar is a workshop with colleagues.

- to acquaint parents with the peculiarities of the development of the speech of children of the fourth year of life, with methods and means to contribute to the improvement of the speech of children;

- the creation of a positive emotional attitude, the formation of mutual understanding and potential for interaction;

- attracting parents to joint activities.

Workshop workshop:

Psychological training "Acquaintance" (training holds a parent).

Task: Each parent in turn calls its name and character line, characteristic of him and starting on the first letter of the name.

Exercise "General"

Task: Parents are divided into pairs. In each pair, parents take the partner with one hand, and the other, free hand, try to fold the scroll of paper and tie it with a bow. Wins steam, faster than all that completed the task. For victory, partners must understand each other with a half-clow. The game contributes to the cohesion of the parent team and improves the relationship.

Teacher:

Features of the development of the speech of children of the fourth year of life.

On the fourth year of life, special attention is paid to the formation of the need to speak independently.

The kids speak to inform something, explain, ask, and also accompany speech game actions. Their reports and third explanations consist of complex proposals, which makes it possible to improve the syntactic side of the speech of children.

Although the fourth year is a period of intense absorption of sounds, along with their proper pronunciation in the speech of children, there is a pass, replacement, approach and softening of sounds (pronunciation soft sounds It is lighter than solid).

In children 3-4 years old, breathing is intermittent, and the tempo of speech is accelerated (less often - slowed), so it is difficult to listen to them. In this regard, the content of work on the upbringing of sound culture of speech includes exercises to improve breathing, strength, voice heights.

The problem of the formation of a dictionary is also a lot aspect. It is known that on the third year of life, children will easily recognize individual items (vegetables, furniture, dishes, etc.), but they are not always called them correctly. By three years, the kids perceive objects, trying to characterize their signs, qualities, actions with them.

In the fourth year of life, the number of simple proposals is gradually increasing, complex offers appear. At this age, children ask questions not related to their direct experience. By four years, the number of questions aimed at clarifying causal relations is increasing.

With preschoolers of the fourth year of life, activities are organized on improving the sound culture of speech, the grammatical correctness of speech, on raising interest in the artistic word.

Education of sound culture speech.

In this age group with children work out a clear pronunciation of almost all sounds native language. Only hissing (w, sh, h, h) and sonorny (p, l) sounds are eliminated, the most difficult for pronunciation.

Most children in the fourth year of life clearly utter all the vowels and many consonant sounds. Then is it worth spending time to work out the pronunciation of these sounds? Of course, it is worth. First, when working out soundlessness, the ability to distinguish sounds, speech breathing, speech pace, strength and height of voice, diction, etc. All these tasks are easier to decide if you use sounds whose pronunciation is the child speaks well. Secondly, the clear pronunciation of the vowels and the simplest on the articulation of consonants in many cases contributes to the emergence of the child more complex on the articulation of sounds.

Soundwork formation:

Articulating gymnastics

Onomatopoeia

Using poetic string

Repetition of cleanbooks

The gaming situation "Bunny Visiting" (holds a parent).

A bunny comes to the guys, greets. Talking about where he lives (in the forest) than feeding on the grass, branches, leaves), who still lives in the forest (wolves, foxes, etc.), what kind of animals (wild), who is afraid of a bunny ( Fox, wolf).

- Today I found a bag in the forest, and in it pictures of birds, which I saw in the village, not far from the forest, in which I live.

Bunny takes out the queue of the birds of birds (duck, goose, turkey, pigeon, chicken, rooster), asks children, as they scream, and places on the carpet.

- Guys, I know the children's sweat, in which there are all these birds.

It welcomes the speech itself, then along with children:

Our clarops in the morning

"Varya-Krya-Kry! Varya-Varya-Kry! "

Our geese at the pond -

Ga-ga-ha! Ga-ga-ha!

And turkey among the courtyard -

Ball ball ball! Bald Bald!

Our gules at the top -

Grru-graro-y, grroy-y, grroy-y!

Our chickens in the window -

KKO-KKO-KKO! Ko-ko-ko!

And as a Pea Petushk

Early early in the morning

We will sing ku-ka-re-ku!

- And now imagine that pets saw a river on a garden and wanted to enjoy it.

Pooh with movements with elements of articulation gymnastics "On the Groke"

Goes to the garden chicken Cabusto admires:	Quietly moving a step, raising a high knee and waving his hands.
- Ko-ko! Ko-ko!	Children sweep their hands bent in the elbows.
Here is a goat coming, To carrot seabed:	Pointer fingers ("horns") and go in a handing step.
- Me Me-Me! Me-Me-Me!	Swing head right and left.
Here walks goose: - I will get to Rust!	Hiding hands behind the back and slowly step, having tricking each step.
- Sh-sh-sh!	Stop, take back hands, lean forward and hissing.
Doggy teeth showed And all the pluts punished!	Exercise "Fence". The teeth are closed. The lips are stretched in a smile, exposing the upper and lower teeth.
- R-R-R!	Spread the fingers ("claws") and growl, scaring.

Improving the syntactic side of speech.

For the speech of the child of the fourth year of life, a gradual complication of proposals is characterized: the number of words increases and the content is complicated. The basis of this process is the growth of the active dictionary. In order for the child to express a sentence in the form of a sentence, little storyHe must be learning to observe, allocate the main thing in the subjects and phenomena, to establish temporary and causal relations between them.

An effective means of developing a coherent speech is to consider plot paintings.

Working with a plot picture "Runs to look at the bullfight" (spends a teacher).

Games for the development of shallow motorcycles using non-standard equipment (conducts a parent).

"The origins of the abilities and admission of children are on the tips of the fingers" V.A.Sumlylinsky.

Finger games and exercises are a unique means for the development of shallow motility and speech in their unity and interrelation.

Game with handkerchief "Ball"

Children put a handkerchiefs on her knees.

Inflation quickly ball -

He becomes big.

Fingers of both hands collect handkerchiefs in both palms.

Suddenly the ball burst, the air came out,

Inflate cheeks. Let's produce air through the lips and open the palm.

The ball was thin and thin.

Place handkerchiefs.

Game with clothespins "Kyszy!"

Strong biting

Kitten-silly!

He thinks it

Not a finger, but a mouse!

But I play with you, kid!

And you will bite - I will tell you: "Kysh!"

Clothespin's clothespin kids climb nail phalange fingers right and then left hands for each shock syllable - OT thumb to the maizin

Game with hexagon pencil "Cheerful Songs"

Children ride a pencil over the palm surface.

Song has such a song:

Teak. Teak. Teak.

The bird-cinema is such:

Peak. Peak. Peak.

The piglet is like:

Hrew. Hrew. Hrew.

The hedgehog song is like:

Plume. Plume. Plume.

Utya is such a song:

Meow. Meow. Meow.

And what's the fish?

Make an index finger of any hand to the mouth - "Rotik on the lock".

Absorption of morphological means of language (different grammatical forms words).

Didactic exercise "What one, and what is a lot?"

Didactic game "What happened"

Didactic exercise "Say gentle"

Working with noun, denoting young animals (in the parent and divergent case of a plural). Game "Give me kittens (Lisyat ...)"

Working with nouns denoting the titles of dishes (with suffics -ik, s): kettle, milkman, candlery, sugar bowl.

Acquisition of children to artistic literature.

Speech development is naturally integrated with fiction, so work on the development of speech is often built on artwork materials.

Reflection (holds a parent).

Parents are offered at Watman to portray the sun, symbolizing the team of participants, the center of the Sun from the occlued children's palms, and write their impressions and wishes for the event on the diverging rays.

Bibliography:

1. V.V.German "Development of speech in kindergarten", "Mosaic - Synthesis", 2014

2. N.V.Nishcheva "Our kindergarten 2", St. Petersburg, "Childhood - Press", 2008

3. Zagigina O.A. "Games for the development of shallow hands using non-standard equipment", "Childhood - Press" publishing house, 2012

4. M.Yu. Cartushina "Abstracts of logo classes with children 3-4 years old", Creative Center "Sphere", Moscow, 2008

Objective: Creating conditions for improving the professional competence of teachers of the Dow in the field of knowledge of the federal state educational standard for pre-school education.

Discuss the content of the educational area: the speech development of the child in GEF to;

Improving the work of teachers on the speech development of preschoolers;

In the game form to systematize theoretical knowledge of teachers to form a coherent speech from preschoolers, develop a horizon;

Develop in teachers ability to apply modern pedagogical technologies gaming methods and techniques for the formation of speech of preschoolers;

Increase the interest of teachers to the problem of forming the speech of preschoolers.

Agenda.

1. Theoretical part:

GEF to: speech development. Senior teacher.

The relevance of the problem of speech development of preschool children. Teacher speech therapist.

2. Practical part:

Using game forms and methods, elements of modern pedagogical technologiesaimed at developing the speech of preschoolers.

Gaming exercises TRIZ.

KVN (Business game) for teachers.

Draft solution.

Gaming exercise for teachers "My expectations today."

Theoretical part

The relevance of the problem of speech development of preschool children. GEF to: speech development.

Relevance. Almost everyone can speak, but only units of us can speak correctly. Talking with others, we use a speech as a means of transferring our thoughts. It is for us one of the main needs and functions of a person. It is through communication with other people a person sells itself as a person.

It is impossible to judge the beginning of the development of the child's personality of a child of preschool age without evaluating his speech development. IN mental Development The child is of exceptional importance. With the development of speech, the formation of both the personality in general and all mental processes is connected. Therefore, the definition of directions and the conditions for the development of speech in children are among the most important pedagogical problems. The problem of speech development is one of the relevant.

Causes of low speech development:

Half of the preschool children is not available enough formed by the skill of building a connected statement. According to the results of the analysis of observations in groups, the following shortcomings can be noted:

Connected statements short;

Differ inconsistency, even if the child conveys the contents of a familiar text;

Consist of separate fragments, logically unnecessary;

The level of informative statement is very low.

In addition, most children are actively sharing their impressions about experienced events, but reluctantly takes on drawing up stories according to a given topic. This is mainly not because the child's knowledge of this issue is insufficient, but because it cannot arrange them into connected speech statements.

During the classroom, the teacher sees itself and techniques, but does not see the child, i.e. In the class we sometimes see what one teacher says.

Insufficient training for the lesson. When viewing the picture, conducting a conversation it is necessary to carefully think about the questions.

A very important role in the development of speech is also played by the culture of the teacher's speech. Employees ask children samples of the right literary speech: the teacher's speech should be clear, clear, complete, grammatically correct; Speech should include a variety of samples of speech etiquette.

Parents do not understand their function - communication with the child must begin with birth and before its appearance on the light, in the perinatal period.

The concept of connected speech and its importance for the development of a child.

Under a coherent speech, a semantic deployed statement is understood (a number of logically combined proposals), providing communication and mutual understanding. Connectivity, considered S.L. Rubinstein, this is "adequateness of speech design of the thoughts of the speaker or writing from the point of view of its understandability for a listener or reader." Consequently, the main characteristic of a coherent speech is its understandability for the interlocutor.

A coherent speech is such a speech that reflects all the essential sides of its subject matter.

In the method, the term "connected speech" is used in several values: 1) the process, activity of the speaking; 2) product, result of this activity, text, statement; 3) the name of the section of work on the development of speech. As synonymic, the terms "saying", "Text" are used. The statement is both speech activities, and the result of this activity: a certain speech product, more than proposal. Its rod is the meaning (T.A. Ladyzhenskaya, M.R. Lviv et al.).

The main function of connected speech is communicative. It is carried out in two basic forms - dialogue and monologue. Each of these forms has its own characteristics that determine the nature of the methods of their formation.

Dialogic speech is a particularly bright manifestation of the communicative function of the language. Scientists call the dialogue of the primary natural form of language communication, the classical form of speech communication. The main feature The dialogue is the alternation of the speaking of one interlocutor with listening and the next speaking of the other.

Monological speech is a coherent, logically consistent statement flowing relatively long in time, not designed for the immediate response of listeners. It has an incomparably more complex structure, expresses the thought of one person who is unknown to listeners. Therefore, the statement contains a more complete formulation of information, it is more deployed. In the monologue requires internal preparation, a longer preliminary thinking of statements, concentration of thought on the main thing. Sneust funds are also important here (gestures, facial expressions, intonation), the ability to speak emotionally, alive, expressive, but they occupy a subordinate place. For the monologue, the literary vocabulary is characteristic; exploration of statement, completeness, logical completion; syntax design (deployed system of binding elements); The connectedness of the monologue is provided by one speaker.

These two forms of speech are distinguished by both motives. Monologic speech is stimulated by internal motifs, and its content and language means choose the speaker itself. The dialogic speech is stimulated not only by internal, but also by external motifs (the situation in which the dialogue occurs, the replica of the interlocutor).

Consequently, monologue is a more complex, arbitrary, more organized question of speech and therefore requires special speech education.

Obviously, the skills and skills of the dialogic speech are the basis of mastering the monologue. In the course of dialogic speech training, prerequisites are created for the mastery, description. The dialogue is also helped by the connectedness: the sequence of replicas caused by the topic of conversation, the logical-meaning of individual statements among themselves. In early childhood, the formation of a dialogical speech precedes the formation of monologic, and in the future work on the development of these two forms of speech flows in parallel.

The development of both forms of connected speech plays a leading role in the process of speech development of the child and occupies a central place in general System Work on the development of speech in kindergarten. Svyagnoy training can be considered as a goal, and as a means of practical mastering. The development of different sides of the speech is a prerequisite for the development of connected speech, and at the same time, the development of connected speech contributes to the independent use by the child of individual words and syntactic structures. The connected speech absorbs all the achievements of the child in mastering the native language, its soundtroke, vocabulary, grammatical system.

Psychologists emphasize that in a coherent speech, the close relationship of the speech and mental education of children is clearly acting. The child learns to think, learning to speak, but he also improves speech, learning to think (F.A. Savor).

The connected speech performs the most important social functions: it helps the child to establish connections with the surrounding people, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

Svyagnoy speech training affects the aesthetic education: retelling of literary works, independent children's compositions develop the imagery and expressiveness of speech, enrich the artistic and speech experience of children.

Concept standard. Disassembly with teachers concept "standard". GEFs to reflect the agreed socio-cultural, social and state expectations regarding the level of BE, which are landmarks for the founders of preschool organizations, specialists of the education system, families of pupils.

GEF pre-school education: speech development (on the slide comparison of GEF and FGT)

Speech hold as a means of communication and culture;

Enrichment of the active dictionary;

The development of a connected, grammatically correct dialogic and monoological speech;

Development of speech creativity;

Development of sound and intonation culture of speech, phonderatic hearing;

Acquaintance with book culture, children's literature, understanding of the texts of various genres of children's literature;

Formation of sound analytical synthetic activity as a literacy training background.

Key tasks of updating the educational process:

1. Fill the life of the child with an interesting content.

2. Creative approach to the selection of content based on integration, using a variety of methods and techniques.

3. Wide inclusion in the educational process of various games, gaming techniques and play situations.

4. Variationity in the selection of those, forms, means, methods (novelty and diversity).

5. Exception of formalism, template, excessive didactism.

6. Attentive, tactful attitude towards a child, its capabilities.

Practical part

Speech by teachers: the use of game forms and methods, modern pedagogical technologies aimed at developing the speech of preschoolers.

Games, fairy tales - Skuski using sociogenic technology.

Heating technology (sand therapy, finger games with water).

Schemes for the development of connected speech.

Gaming exercises TRIZ.

Methods and technologies of Technology Fesyukov L.B. "Raising a fairy tale."

Video "Articulation Gymnastics"

Using ICT in correctional educational process Dow.

Separation of teachers into two teams. Teachers represent their team.

Task 1. Gaming test for knowledge of GEF to: speech development (tasks on the slide)

Workshop on the development of speech "Development of speech activities of preschoolers in the organization of the pedagogical process"

The purpose of the seminar:
Creating an information space for the exchange of pedagogical experience and increase professional competence, mastery of teachers DW to develop the speech of children.

Tasks:
1. Development of speech activities in different types Activities.
2. Modify teachers of the Dow to mental and practical activities to master the design and modeling technologies of the pedagogical process on the implementation of comprehensive tasks of the speech development of preschoolers, ensuring the assimilation of generalized ideas about building a pedagogical process of teaching children by their native language.
3. To deepen the ideas about the content of speech development based on the modern paradigm of developing personally oriented education.

The course of the seminar.

Teachers are sitting on the chairs in a circle, in turns are represented and called personal quality, starting at the first letter of their name, for example, "I am Lena and I am easy."

K. D. Shushinsky - the founder of scientific pedagogy:
"Teach a child with someone unknown to him five words, it will be long and in vain to suffer, but tie twenty words with pictures, and he will be afraid on the fly"

What is mnemotechnics?
Mnemotechnology is a "memorization technique." These words come from the Greek "Mnemonikon" - the art of memorization.
The modern encyclopedic dictionary gives the following definitions of mnemonics.
Mnemonica is the art of memorization, a set of techniques and methods that facilitate memorization and increasing the amount of memory by forming artificial associations. MEMPER ENERGY Uses the natural mechanisms of the memory of the brain, allows you to fully control the process of memorization, save and remember information. Mnemotechnics is a system of methods and techniques that ensure effective memorization, saving and reproducing information, and of course the development of speech. A special place in working with children occupies the didactic material in the form of mpmotables and schemes - models, which significantly makes it easier for children to master the connected speech; In addition, the presence of a visual plan - the scheme makes stories (fairy tales) clear, connected and consistent. Mnemotable is a scheme into which certain information is laid. For children of the younger and mid-preschool age, it is necessary to give color mp. Since in memory of children, individual images remain in memory: Lisa-red, mouse-gray, the Christmas tree - the green essence of the mnemosham is as follows: for each word or small phrase, the picture is invented (image); Thus, the whole text is sketching schematically, looking at these schemes - the child's drawings easily reproduces text information.

1 Task Compile mnemotable for learning a poem:
1 There is a new dress with my pockets.
On the pockets of these camomile embroidery
Chamomile, chamomile, as if meadow
Chamomile, chamomile as if alive.
2. In the garden a lot is a lot. Here and turnip and salad
Here and swallows and peas, and the potatoes aren't it bad?
Our green garden we will feed us all year round
3.
We bought a cat,
By the holiday - boots.
Combed her mustache
She sewed new panties.
Just how to wear them,
The tail has nowhere to give.
Ira asks: "Hedgehog, Yozh,
Are you saving a dress?
Yozh answered from under the Christmas tree:
- No threads, alone needles!
At the Bazaar, the hedgehog bought boots.
Boots on the legs yourself
Smaller a little - wife,
With buckles son,
With the closhes daughter.
Conclusion: mnemotable schemes serve didactic material In the work on the development of the coherent speech of children.
We emphasize that all work on the development of connected speech in children is not limited to mnemotablis. It is primarily as an initial, "starting", the most significant and effective work, since the use of mnemotablits allows children easier to perceive and recycle visual information, save and reproduce it.
2. Task: Game: "Similar words."
Task: Choose nouns to adjective on the association.

There is a sweet word - candy,
There is a quick word - rocket,
There is a word with a window - a car.
There is a sour word - lemon!

And now do not yaw, the word for the word pick!
Quick words - (rocket, airplane, tiger, eagle).
Sweet words - (candy, cake, cupcake, sugar).
Merry words - (holiday, clown, gift, music).

Task: Name objects that simultaneously have two features.
Bright and yellow - (light, lemon, sun, cherry, lamp).
Sweet and lightweight - (wool, cherry, life, smell, victory).
One of these technologies are games for the development of fantasy and verbal creativity. To your attention, I want to offer you to play games and feel your children.

Game "Magic Wand"
Here is a magic wand, she can increase or decrease, all that you want.
So, the first team will tell you that they want to increase, and the other to reduce.
This is what the children answered: I want to reduce the winter, increase the summer;
I want to increase the candy to the size of the refrigerator, etc.
Game "Box with fairy tales"
In the box lie pictures of fabulous characters. Participants get out of the picture box, internship are invented using fairy-tale heroes their fairy tale.
The first participant said 2-3 sentences, the next pulls the picture and continues the fairy tale.
"Come up with an unusual creature" game
Draw and tell about the fictional character
Game "Nelpitsy"
Drain black and white pictures and color pencils. Task find and paint the misfortune. Who will call them faster and more.
Answers to Test
Picture to the test "Nelpitsy".
Note. Both parts of the instructions are performed sequentially. At first, the child simply calls all the misfortunes and indicates them in the picture, and then explains how it actually should be.
The exposure time of the picture and perform the task is limited to three minutes. During this time, the child should notice as much ridiculous situations as possible and explain that not so, why not how it should be.
Another direction for the development of speech is oral folk creativity. In children's folklore, it is necessary to distinguish the works of adults for children, the works of adults who have become children with time, and children's creativity in their own sense of the word.
Children's folklore of the Russian people is extremely rich and diverse. It is represented by heroic epic, fairy tales, numerous works of small genres.
Task: Show one finger gymnastics.
It is proposed to show one exercise from finger gymnastics (preferably with speech accompaniment).
Task: The presenter offers team members to choose cards with patter. Talk about the technique of telling the patter. The first patter need to quickly pronounce, and the second - quickly pronounce with defined intonation.

In the educational process for retelling literary works, learning to the toy and in the picture, all speech tasks are solved in the complex. However, the main is the task of learning to tell. Implementing this task already from 2 junior Group, I recommend educators, use various gaming methods and techniques, didactic exercises in working with children. For example: when viewed, you can use the picture gaming techniqueswho help to allocate the object carefully consider it: "windows"
Benefit. Picture closed with a white sheet with cut-out windows of different geometric shapes. Pictures similar in the plot.
1 option. One window (any form).
Option 2. The number of windows by the number of objects.
The course of the game.
- Who (what) are we visible in the windows? What picture hid?
"Magic Pipe"
Benefit. Picture, paper rolled into the pipe.
Stroke Game: Suggest to consider the picture through the pipe and call as many seen objects as possible. Suggest find an object on the description of an adult and a child.
"Who will call more?" Goals. Learning to distinguish the object on the "noisy" background.
Benefit. Picture, real images of painting objects. Name who you see in the picture.
The course of the game in the course of the name of objects is set by clarifying questions for clarification of color,
Spatial location, accessories, etc.) "Why?"
Purpose: develop logical thinking, establish links between objects,
Build proposals of a simple design. "WHAT DO YOU NEED?"
Objective: to develop speech initiative, intensify and expand vocabulary. In the middle group, you already use symbols, signs for drawing up a graphic plan as a kind of visual support that reflects the sequence of the story.

During classes we use diverse st different types Children's activity, which can be integrated with each other, for example, dramatizing a fairy tale with design from a building material, pronunciation of the patter and drawing what is said in it. (Usa is not a mustache, do not cram, and the mustache). Integrated training contributes to the formation of the children's holistic picture of the world, makes it possible to realize creative abilities, develops communicative skills and skills to freely share their impressions. When using ICT in class development lessons, even younger preschoolers, significantly increases their interest, the level of cognitive opportunities increases. Multimedia presentations allow you to submit a training and developing material as a system of bright reference images. Assistant for the development of the speech of preschoolers are the websites of the Internet network: "Everything for kindergarten", the site "O8", http: //bukvar.edu.ru, etc. You can find an illustrated dictionary for the development of children's speech and plot albums that Basically designed to increase the dictionary reserve of children; Didactic games and exercises, abstracts of classes, diverse illustrative material, both static and dynamic (animation, video materials). In order to implement the tasks to form the components of oral speech, teachers, it is necessary to actively use the project method using the technology of talentherapy in the development of speech and communicative pupil skills.
Educators lead examples of various forms of work for the speech development of preschool children: literal music, folk fairs, dramatization games, different types of theaters, agitbrigada, social promotions, speech newspapers, homemade books, problem situations, gatherings, logos, interactive speech stands, calendar of events, etc.
Lego designers are widely used in pre-school educational institutions. They represent a variety of thematically series, designed based on basic building elements - multicolored LEGO bricks. Developing the recreation of preschoolers The educator can offer children to come up with a fairy tale about how one building turned into another, in the course of telling, carrying out this transformation
LEGO-Elements are used in didactic games and exercises. The teacher can develop various benefits and use them for exercises to develop speech and mental processes in children, the development of interest in the bag, "in which children develop tactile perceptions of learning, forming a communicative function. For example, the game "Wonderful shape and speech can be carried out with Lego.
The use of didactic exercises using lego elements is quite efficient when conducting training for training for literacy, correction of sound suspension, familiarization with the world and so on.
In the process of constructively gaming activities, the teacher, relying on the involuntary attention of children, activates them cognitive activity, Improves the sensory-tactful and motor sphere, forms and processes the behavior, develops communicative function and interest in learning. In the process of constructively gaming activity with Lego, the teacher can use a variety of forms: tasks gives teacher, children perform; tasks are formulated by a child and are performed by children and teacher; tasks give children to each other; Tasks gives teacher, parents are fulfilled with the child.
Pozdeev S.I. Notes that "in the organization of any educational situation, any classes in a preschool educational institution, teacher is important:
- First, think over the organization of various ways of adult-children's and children's compatibility,
- Secondly, to see the resources of different stages of classes for the development of the communicative competence of children "
In this way, various forms Works Resources in terms of development of preschoolers, the formation of the communicative competence of children, if: - Children jointly decide on an interesting and meaningful educational challenge for them, acting on assistants in relation to someone,
- enriched, clarify and activate their lexical stock, performing speech and practical tasks,
- The teacher acts as not a hard leader, but by the organizer joint educational activitieswho does not advertise its communicative superiority, and accompanies and helps the child become an active communicator.

Purpose:generalization of theoretical and practical material on the formation of monologue speech from preschoolers. Raising professional competence, the intensification of knowledge and skills of teachers in the field of speech development; Development of methods and techniques that contribute to the speech development of children.

Materials:paper, pencils, USB storage media, projector, computer presentation, texts for negotiating.

Plan:

1. I.Discussion part.

II.. Theoretical part.

1. Organization and methods of training connected speech, starting with younger age.

2. Training telling in different age groups.

Treating in the picture;

Toy tagging;

Talking from experience;

Creative told.

3. Training of retelling in different age groups.

4. Innovative methods for the formation of monologic speech.

III. Practical.

IV. Exhibition of games and manuals for the development of monologic speech in preschoolers. Informational resources.

1. TA Tkachenko. The big book of tasks and exercises on the development of children's speech.

2. TA Tkachenko. Teaching children creative telling about the pictures. M. 2006.

3. TA Tkachenko scheme for compiling preschoolers comparative and descriptive stories.

4. TA Tkachenko paintings with a problem story for the development of thinking and speech from preschoolers. Issue No. 2 Methodological manual and demonstration material for speech therapists, educators and parents Moscow Publishing Gnome and D 2003

5. Tkachenko T.A. Pictures with a problem story for the development of thinking and speech from preschoolers. Issue number 3. Toolkit and demonstration material for speech therapists, educators and parents. - M.: "Publishing House" Gnome and D ", 2006.

6. TA Bolshev "We learn from the fairy tale."

Discussion part.

Express survey to determine the competence of educators .

· Two or more conversation on the topic associated with any situation. (dialogue)

· Speech of one interlocutor facing students (monologue)

· The story of the plot, which is deployed in time (story narration)

· What is the name of the text in which the listed of the signs, properties, qualities, actions is being transferred? (description)

· What age group begins work on learning children of monologic speech? (middle group)

· What technique uses a teacher to relieve pauses and tensions in a child during retelling? (Reception of the reflected speech - the teacher repeats the phrase he said and slightly complements it)

· Leading reception in the middle group used in the preparation of a story in the picture (sample tutor)

· Leading reception to activate speech and thinking (teacher's questions)

· What forms of work are used when teaching children connected speech? (Retelling, description of toys and plot paintings, Talking from experience, creative told)

· Name the structure of the narrative (tie, climax, junction).

Theoretical part.

Organization and methodology for training connected speech, starting with younger age.

GEF to defines "speech development" as a priority direction.

The methods of learning a monologue are retelling and an essay. Children retell monologic texts, talk about real and imaginary events and subjects, compose.

Send the methods of learning monologic speech means for the educator:

1) Learning to listen to children.

2) learn to help them, retell, tell, compose.

For a child, the sample should be Speech teacher . Therefore, our speech should be a beautiful, rich, meaningful, shaped! Ask yourself a question: can your speech be a model for a child?

Before teaching children of connected speech, it is necessary that in the active speech of the child there are a variety of words: nouns, adjectives, verbs, adverbs, phraseological turns, comparisons, metaphors, etc.

For example, a word snow

Single words snowflake, Snowy, Snowmobile, Snowman,

Antonyms rain

Synonyms ice

Association winter, Cold, Frost, Sledge, Skiing, Skates, Hill

We continue to work with this word.

What kind of snow? (pick up as many adjectives as possible ) White, cold, wet, shiny, sparkling, beautiful, dirty, thawed ...

What can be done with snow? (Verbs) Dig, sculpt, throw, catch (snowflakes), melt, build (slide, buildings).

What can I compare snow? (comparison) With a swift, blanket, bedspread, etc. Why? Explain these options.

Let's remember the types of speech development classes, not integrated, and in pure form, traditional:

- retelling;

- story in a plot picture or on the picture of the famous artist;

- story on a series of plot pictures;

- descriptive story of the subject or animal;

- Creative story.

Work on the monologue in each age group is characterized by the complexity of the content of the picture, the size of the text for the negative, is determined by the "Program of Education in kindergarten". Need to remember O. speech activity In class (optimally, the teacher's speech refers to the speech of children 2: 3) to achieve choral answers and repetitions. At the class of development of Speech Each child must answer more than once. Pre-work is needed, daily conversations, work with parents, etc. There are methods that promote speech activation. What kind? (Choral responses. Please repeat the answer. Now when many are poorly developed in many, it is necessary to use such methods. Tell me exactly what happened? What will happen if, drop the glass on the floor? Visual speech activation methods - paintings, illustrations, schemes, pictograms, mnemotable).

There are questions direct, begin with the words "who", "that", "to whom", "when" and others, helping the child to replenish the dictionary. And there are questions of logical, beginners from the words "then", "why", "For what", "what do you think", helping to establish causal relationships.

Encourage the child for full, close to the text answers to questions, expressive intonations in the transfer of narration and replicas of heroes.

I suggest you consider the approximate structure of the Node for learning to tell the age group.

In all age groups, the main technique of learning a monologue is a support for a verbal sample. Additional receptions - support for real objects, support in the pictures, work with intonation.

The educators form knowledge about the text structure (beginning, middle, end) and on the ways of communication between proposals:

one). Chain connection with the help of pronouns (came running a bunny, he loves carrot and lives in the forest). (Multi-way).

2). Lexical repetition

3). Substitution synonym.

According to the method of transmission of information, the types of statements are distinguished:

Description, built according to plan: the name of the object, its signs, properties, quality, actions. (Descriptive Story Schemes).

The story is the story of the plot, which is deployed in time characterized by the use of styles: "Once", "somehow time."

The argument is distinguished by the establishment of causal relationships.

Treating in the picture. In the younger group, children list objects, call their properties and actions. At this stage, the main thing is to teach children to consider the picture, to notice the most important thing in it and gradually translate them from this simple listing of items to connected statements (to learn to respond to the teacher's questions). The first paintings are pictures depicting individual objects, as well as uncomplicated plots close to the personal experience of children. Classes can be started with an introductory conversation, the purpose of which is to figure out the ideas and knowledge of children about the image. Main Reception: Educator Questions. They must be clear, laconic. For example, the picture "We ride on the sledes". What questions will help understand the content?

If a child makes it difficult to help him with explanations, clarifications. To ensure that children correctly correlate words with objects, their qualities, actions. After conversation, the teacher himself talks about drawn in the picture. You can make a riddle.

A variety of gaming techniques are used.

From the slides themselves go down,
And do not want to hide
It is necessary in a slide for the rope
Each time pull back.

Scheme of story. The teacher says: "Repeat after me" - it came ... there was a lot ... The children dressed ... took with them ... and became ... I saw the birds and said ... puppy ... And who can repeat himself? If no one wants, repeat the story again. Promotions are required to fix the situation of success. Follow the discipline is hard, so the presence of an assistant teacher is necessary. It controls hyperactive children, helps to investigate activities.

In the middle group, it is taught to compile descriptive stories on the subject and plot pictures. The told is held on matters and sample of the tavern story. At the end of the year, if the children learned to tell the sample, tasks can be more complicated, to bring children to an independent telling.

In the elders and preparatory for school groups - the story is independently drawn up in the picture. Higher requirements are imposed: accurate transmission of the plot, the use of various linguistic means. The educator manages the activities of children, analyzes the stories. The series of scene paintings is widely used. Drawing up a collective story. One child comes up with what happened with the characters before, the second describes the events depicted in the picture, the third is follow-up.

Teaching about toys. Junior Preschool Age - The lesson takes place in a lively emotional form. Of great importance is the right selection of toys. Preferably, toys are different in appearance, it ensures the activation of the dictionary of children and the development of a coherent speech based on the use of comparison. A description of the toy begins with thoughtful questions. The tagging story is a sample. Games are used: "Find out the description", "Guess who is it", "what is missing." Kids need encouragement for the correct answer (ribbons, pictures, flags). Description of toys - kitten, foal and mouse. Use the welcome telling: this is a kitten, what color, red, fluffy, he ...

In the middle group, children are suitable for independent compilation of small descriptive stories about toys. Supports support for the activation of the dictionary: Specifies more questions about appearance, as toys, actions with her. Children are summarized to compare and describe the toy objects according to the scheme:

The name of the subject

His signs, qualities, actions with him,

Child's attitude to the subject.

On this age stage The story-sample tag is widely used. Use didactic games with toys.

In the older group, the study of the development of connected speech using toys is diverse: drawing up descriptive stories, plot stories on one toy or toak toys. In class on plot telling, the educator can introduce the stage. Special attention is paid to the analysis of stories. The first assessment gives an educator, then children. Universal reception - the words "well done! Clear! You are doing great!". This contributes to the appearance of confidence in its abilities, forms self-esteem.

In the preparatory group you can make collective stories on the set of toys. First, children agree among themselves, what toys they choose, outlines the total line of the plot, and then there is improvisation.

Stories from experience. Talking out personal experience Entered in the middle group. At first, the educator organizes him after exploring the picture, toy. In the future, concrete, close topics are offered. The most appropriate collective told. The teacher introduces the topic of the story, the main storyline.

In the senior preschool age, the theme of the stories is complicated. The theme of nature is widely introduced, the following types of stories are offered:

• Scene story based on direct perception or labor in nature;
• Scene and descriptive stories based on conversations, reading books;
• A descriptive story based on the comparison of various seasons;
• A descriptive story about some time of the year;
• Descriptive story about a separate phenomenon of nature.

There are various options for creative telling:

1. Inventing the continuation and completion of the story. The educator reports the beginning of the story, and the main events come up with children.
2. Inventing the story or fairy tales according to the educator plan. Large independence is required, because The plan marks only the sequence of telling, and the development of the maintenance of children has to be carried out independently.
3. Inventing the story on the topic proposed by the educator (without a plan). The child acts by the author, chooses the content itself.

four). Inventing the story or fairy tales on your own chosen theme. This is the most difficult type of telling.

Free essay or initiative is the indicator of the child's speech development. This is not taught specifically, but the ability to free essay is prepared by the entire system of development of the child's speech in kindergarten and at home.

Training retelling. Texts for retelling can be:

1) domestic messages that the tutor transmits children, and they retell (from personal experience).

2) works of fiction that children retell on special training in monologue learning.

Helping children in the retelling of artistic works is carried out by verbal techniques, mainly all sorts of issues.

Distinguish the following types of questions that help retelling monologic text:

1) a question guiding joint renovation (question to the last word phrases),

2) prompting the question

3) leading question

4) direct question

5) chain direct questions (plan),

6) search questions,

7) Questions - instructions.

The retelling is preceded by reading this text.

In class with children of the third year of life, the educator enjoys issues guiding joint renovation (the question of the launch of the phrase spoken by the educator, prompting the question). The poem V. A. Zhukovsky "Cat and Kozlik" The educator proposes to retell it.

Educator. There Kitty Mustache wanders ... Who wanders on the garden?

Cathers mustache wandering?

Child. Kitty mustache wanders.

Educator. And the goat is driven by a cat walks ... who walks behind the cat?

Goat horns behind a cat goes?

Child. The goat horned behind the cat goes.

Training of retelling begins with reproduction of good familiar to children of fairy tales built on a repeat ("Kolobok", "Rack", "Teremok"). The educator helps to remember the sequence of the appearance of heroes, their actions with the help of visual schemes or desktop theater. If it is difficult, the teacher is included in the resetting process, resembles tex, and the narrator repeats one or two words or a whole sentence behind it. Gradually, children go to retelling on issues. Questions should be aimed at setting the event sequence, calling acting persons, reminder of the text of the song.

Children of the fourth year of life, the teacher helps direct issues, alleviating the retelling of the leading, and sometimes prompting issues. If the text is retelling, it is necessary that the children already knew the individual, most frequently used, easily memorable lines. Then, they can answer quotes from the text. Direct teacher's questions should help them as fully use the text dictionary. If the children have forgotten, the teacher suggests.

For example, a tale of L. N. Tolstoy "Three Bear" is retelling.
Educator. Where were the bears when Masha wandered into their house?
Child. The bears were not at home, they went to walk through the forest.

Educator. How many rooms were in a bear house and what?

Child. There were two rooms in the house: one - dining room, the other is a bedroom. (If the child has underwent the last part of the sentence, the educator will ask the prompting question.)

Educator. What room did the girl entered at first and what did she see there?

In the middle group, more complex tasks are solved: children are taught to tell short fairy tales and stories not only well acquaintances, but for the first time read in the class, expressively convey the conversation of the acting persons, listen to the retellings of other children and notice the non-compliance with the text. After reading, a brief conversation is held about the read. Questions are aimed at identifying the detention of works of works. If the child is hampered in the retelling, additional questions are asked, they are reminiscent of phrases from the text, words. Gradually, retelling requirements are increasing - the educator achieves accuracy and completeness of the reproduction of the content. Expressive transmission of dialogs. If the child retends the Tex in his own words, the teacher is following the author's thought accurately. Important methodical reception is the assessment of the child's retool. He holds an educator. Evaluating the retelling, it is necessary to briefly analyze it, noting the good side And the disadvantages, be sure to encourage the child's effort, to instill confidence in His forces. The educator helps retell by direct issues, but also offers a series of issues that develop the topic, i.e. Makes up a simple rendering plan. First, the plan can consist of only 2 - 3 questions. In the future, must complicate.
In the senior group, the work for the retold analyzing of quite large sizes. The first time the teacher reads the text entirely so that they perceive the essence of the work. It is possible to retell it in parts: the educator reads a small finished part of the work, then puts a series of issues that comprehend its content, and children retell this passage. At the same time, the educator ensures that they correctly uttered words and constituted proposals, and also expressively passed the conversation of the acting persons.

For example: K. D. Ushinsky's fairy tale can be divided into relating to such parts:

I. Lived - there were a brother and sister - a rooster yes chicken. Ran the cockerel into the garden and began to peck the green currant, and the chicken and he tells him: "Do not eat, Peter! Further, while smorodine will promote. " The cockerel did not obey, slander and slander and squeezed so that there was a nasil home. "Oh," the cockerel shouts, "My trouble!" Painfully, sister, hurt! " He drove the chicken with mint, attached mustard - and passed. What questions can be set by the content of the passage?

Questions:
1. Which berry began to peel the root in the garden? What did he not wait for? (Did not wait until the berry matures.)

2. What did the chicken warned the brother? (What you have to wait until the currants promote.)

3. What fell ill from a rooster from green currant?

4. How did the cockerel chicken cured?

II. Cockerel recovered and went to the field; run, jumped, warmed up, sweat and ran to the stream to drink cold water, And the chicken shouts him: "Do not drink, Petya, root, so far cool." I did not obey the cockerel, got drunk cold water - and immediately began to beat his fever. The chicken joined the doctor, prescribed Dr. Pethe Gorky Medication, and Long lay down the cockerel in bed.
The educator must explain the expression "began to beat the fever" - "His shiny, because the temperature rose."

Questions:
1. Why did the cockerel laughed and sweat, why did he run to the creek? What did he not wait for?

2. What did the chicken warn him? (That you can not drink cold water, warming up.)
3. Who treated the cockerel from the cold? How long was he drilled?
III. The cockerel recovered to winter and sees that the river was covered with a glacier; I wanted a cock on skates to ride, and the chickey and tells him: "Oh, go, Petya! Give the river to freeze, now there are still ice very thin, drown. " The cockerel of the sister did not obey: rolled down the ice, the ice broke the ice, and the cockerel - the bunk in the water! Only Cockerel and saw.

Questions:

1. What was the ice on the river? What did not wait for the cockerel?
2. What did the chicken warned the brother? (What is impossible to skate on thin ice.)

3. Why did Cockerel died?

The children of the fifth year of life begin to gradually teach the search questions, i.e. Questions helping to reason. Usually these questions include question words: why? What for? For what? as? How? Contrary to what?

Retelling the content of the fairy tale "Clea", children will be able to answer questions that emphasize the edge of the work:

1. How did the chicken relate to the brother?

2. Will the advice gave the chicken?

3. Why didn't the cockerel wanted to wait until the currant ripens? ... until it cools, so that cold water drink without harm? ... while the ice on the river is not strengthened to safely ride it?

4. Do you have a rooster?

5. Do you know the smart chicken?

Children of the sixth and seventh year of life, an educator can help retell artworks, formulating questions as an indication that what should be said in what order to describe objects or express events.

For example, to retelling the fairy tale "Zayats-Mislav" (in processing A. Tolstoy) such instructions can be given:

1. First, tell me where the hare lived and why it was bad in the winter. Then tell me how he met with other hares on the gum and how to boast.
2. Tell me how the Voron's aunt learned about the grip and why went to search for him. What did the crow, when the hare told her how he boasted?
3. Now tell me how the corners got into teeth and how the hare helped her out of trouble.

When teaching retelling, the teacher must remember that children, passing a dialogic speech, learned to change intonation in accordance with the experiences of the actors. After the reconnaissance of this fairy tale, this is a search for such a search question: "Why did the crow say that the hare is not Misk, and the brave?" It is necessary that first children answered this question as can. Then the educator summarizes everything said: "In a difficult moment, the hare acted very bravely. He diluted his dogs, himself exposed his danger to save the other - a little confusion. He probably was scary, but he did not. So, the hare turned out to be a bravery. " Anyone from children repeats this conclusion.

In the preparatory group, the sessions for retelling texts consists of the following parts:

1. An introductory conversation that configures the work of the work (questions, viewing artistic illustrations)
2. Reading a literary work. Before primary reading, you should not make installation to memorize text. It is very important to read the text to expressively.
3. Conversations for the content and shape of the read work. Questions are carefully thought out. This part Classes should not be long, 4-5 questions are enough.
4. Repeated reading of literary text with installation for memorization and retelling.
5. Retelling the work by children. Build grammatically correct proposals, connected and consistently transmit content. If a small text, then the child retells it entirely. A longer story - a chain. If it is difficult - questions ask. Children are involved in assessing the stories of comrades.

Visual modeling is an innovative method of development of speech.

It is necessary to start working with the simplest mnemoksmocks, then move on to mertodasklogs, and later - to mnemotables. Mnemotablik is a means that helps children allocate in subjects or their relationships that essential signs that must be included in the content of the story. She teaches to fix the result obtained in a schematic form available to children. Another visual method Development of monologic speech - collages. The use of collages encourages children to call signs of objects, to tell about them, remember the texts, poems, consolidate the grammatical forms of the native language. When using pictograms, schemes, tables, collages in children increases interest, attention, speech activity. They get used to self-control.

Practical part.

Exercise 1. Prepare questions on the last word phrase (i.e. prepare for joint retelling of fun in the younger group): Bay-Bay-Binky, Kyonuk-Muryonka, Petushok (Pestechka).

Task 2. Prepare prompting questions (i.e., prepare for reflected retelling fairy tales with the children of the younger group): K. Chukovsky "Chicken".
Task 3. Prepare direct and leading questions for learning retelling the story of children of the middle group: "Train" I. Thai. (What is said in the story? How starts? What time is it talking about the year? Why do you think it was winter? How did the children get a train? Who was a driver? Who is the controller? Who is a steam locomotive? And you played in Such a train? What dictionary work.

Task 4. Prepare a series of direct questions to the story for children. senior group, Sharing the texts of works on the semantic passages of L. Tolstoy "Fire Dogs". Why do dogs engage in rescue people? Why bob ruled not only a girl, but also a doll? Corrected people when they started laughing? How do you feel about such a dog? What feelings cause a story? Who can be called brave in the story?

Task 5. Prepare questions-guidelines for the fairy tale "At my eyes are great" for learning retelling the children of the sixth year of life (why is this work called a fairy tale? How did you understand his name? What tells about in a fairy tale? Remember how grandmother's tales, granddaughter, chicken and a tale Mouse? What were they buckets? What animals imagined? What did you like?) Collages.

Task 6. Prepare search questions for learning how to reasoning the children of the preparatory group, when retelling M. Prishvin "Golden Luga". (What did I read you? Why do you think this is a story? Why did the meadow called gold? Why in the evening the meadow became green? What is the saying about it? How did the author named the meadow? What is the sewer compares a dandelion?

Express survey Final:

1. What do you understand under the term "monologic speech". List the types of statements. (Description, narration, reasoning).

2. Types of study on learning to tell.

3. What is the difficulty of absorption of monologic speech for a child?
4. When do special monologue development classes begin? What types of monologic speech teach children?

5. What are the main techniques of learning children of monologic speech?

6. How is the training of monologic speech children in free speech communication?

7. How to organize assistance to parents in developing in children of monologue skills?

8. What does it mean for the teacher to master the method of learning retelling? (learn how to formulate questions on the content, apply the methods of activating speech, be able to understand the meaning of the work, allocate the main thing in the text, to own the skills of a connected speech).

9. Why does the recreation training contribute to the development of the monologue form of the speech of children?

10. How does the educator assist children when retelling artistic works?

1. Use modern efficient technologies for preschoolers in practice.
2. Use the creation of problematic situations in the Node and in the free time that encourages the revitalization of the speech activities of children.
3. For the development of speech activity of children, use excursions, games, forms of elementary search activity, etc.
4. Reflect in calendar plans individual work For the development of a coherent speech of children.
5. Create conditions for the development of speech, develop and encourage all forms of speech activity of children during NOD and everyday life.
6. Conduct special exercises and games for the formation of a connected monologic speech.
7. To demonstrate to children the right speech pace, a sample of saying spoken speech, passages from literary works, fairy tales of poetic forms, proverbs, mysteries, patterners, clean paintings, etc.
8. Stimulate the child's appeal to adult, peers with questions, messages, motivations.
9. We systematically acquaint with artwork, teach children to tell. Special attention is paid to the development of creative telling.
10. Promote speech development in the game and reflection of literary images in scene-role-playing games Children.
11. Organize dramatization games in literary works.
12. To systematically work with parents for organizing effective communication with the child, satisfying his curiosity.
13. Move parents to create conditions for communicating with other children, for the development of small motility hands, to organize joint adult and child games, for reading fiction, learning of poems.
14. In working with parents to use individual approach, Considering personal features Each family.