Problem The development of speech of preschool children in play activities Purpose To develop children's speech, enrich vocabulary through play activities. Causes In modern conditions, the main task of preschool education is to prepare for schooling. Children who have not received appropriate speech development at preschool age make up for lost time with great difficulty; in the future, this gap in development affects its further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling. Subject Communication. The name of the project is "Together it's fun to play!" Type of project Educational, game Problem Development of the speech of preschool children in the game activity Purpose To develop the speech of children, enrich the vocabulary through the game activity. Causes In modern conditions, the main task of preschool education is to prepare for schooling. Children who have not received appropriate speech development at preschool age make up for lost time with great difficulty; in the future, this gap in development affects its further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling. Subject Communication. The name of the project is "Together it's fun to play!" Project type Educational, game

Stage 1 - Preliminary: Stage 2 - Main. Stage 3 - Final. - putting forward a hypothesis; - definition of the purpose and objectives of the project; - study of the necessary literature; -selection of methodical literature; The inclusion of each child in play activities to achieve a high level of knowledge, skills and abilities. The period of reflection on one's own results. Project presentation.

Events: November. Didactic games: “Tell me which one?”, “Echo”, “Name as many objects as possible”, “Colorful chest”. Outdoor games: “At the bear in the forest”, “Traps”, “On a flat path”, “My cheerful sonorous ball”. Theatrical games: Game-dramatization "Mom's children". Role-playing games: "Barbershop", "Family", "Drivers".

December. Didactic games: "Gardener and flowers", "Who will name more actions?", "Kids and wolf", "Hide and seek". Outdoor games: "Mousetrap", "Bird flight", "Burn, burn clearly!", "Cunning Fox". Theatrical games: Game-dramatization "Teremok". Role-playing games: "Mail", "Shop", "Library".

Socialization: 1. Role-playing games. 2. Didactic games. 3. Outdoor games with words. 4. Theatrical games. Physical culture: Development of the need for physical improvement, development of physical qualities, education of a culture of movements. Cognition: 1. Conversations: “Who are writers?”, “Who are poets?” 2. GCD: “Journey to the past of clothes”, “Journey to the past of armchairs” Communication: 1. Conversation: “Should I learn to speak?” 2. GCD: “Compiling a story - a description of toys”, “Compiling a story based on the painting “Cat with Kittens”, “Retelling the story of Y. Tayts “Train””, etc. Plan for working with children through the integration of educational areas

Artistic creativity: 1. Drawing: “Little gnome” 2. Application “Basket with mushrooms” 3. Modeling: “Girl in winter clothes” Reading fiction: 1. Reading stories, poems, telling fairy tales. 1. Riddles. 2. Memorizing poems. 3. Reading stories, poems, telling fairy tales. Music: Listening to music, conversations. Safety: Conversations about the main sources of danger in kindergarten, on the street, at home. Health: Finger games, physical minutes. Labor: Formation of ideas about different professions, monitoring the work of employees of the kindergarten

Literature: M.A.Vasilyeva, V.V.Gerbova, T.S.Komarova "The program of education and training in kindergarten"; G.S. Shvaiko "Games and game exercises for the development of speech"; A.K. Bondarenko "Word games in kindergarten"; L.V. Artemova "Theatrical games for preschoolers"; V.V.Konovalenko, S.V.Konovalenko "Development of coherent speech"; E.A. Timofeeva "Mobile games"; A.E. Antipina "Theatrical activity in kindergarten"; M. Koltsova "A child learns to speak"; A.K. Bondarenko "Didactic games in kindergarten" M.A. Vasilyeva "Guidance of children's games in kindergarten"; "Game of a preschooler" ed. S.L. Novoselova; A.I. Maksakova, G.A. Tumakova "Learn while playing."

Project type: educational, creative, group.

Project participants: children of the middle group, educator.

Project duration: half a year.

Objective of the project: development of coherent speech of children of middle preschool age based on the use of compiling descriptive stories.

Project objectives:

Analyze scientific literature;

Formation of the grammatical structure of speech.

Vocabulary expansion.

The development of connected speech.

Project results:

1. Creation of a card file of games for the development of children's vocabulary.

2. Consultation for parents "Speech games at home".

3. Consultation for parents “We read and compose together with the child. Word games and exercises.

4. Creation of the "Wonder Tree" together with the parents.

5. Creation of the album "Beautiful words".

Project relevance:

Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling. Preschool children listen to poems with pleasure, sing songs, guess riddles, look at illustrations for books, admire genuine works of art and very often ask questions: how, why, and can I? And that is why the task of speech development of children and the development of their communicative abilities is so relevant today. By the beginning of preschool age, children begin to move from dialogic speech to various forms of monologue. This is a very long and laborious process that requires special speech education.

Working on the project, children gain knowledge, broaden their horizons, replenish passive and active dictionaries, learn to communicate with adults and peers.

Monologue speech is an organized and expanded type of speech that is more arbitrary, the speaker must consider the content of the statement and choose the appropriate language form (description, narration, reasoning).

The problem of the development of coherent speech was dealt with by many domestic teachers, psychologists, linguists (L. S. Vygodsky, S. L. Rubinshtein, D. B. Elkonin, A. A. Leontiev, L. V., V. V. Vinogradsky, K. D. Ushinsky, E. I., O. I. Solovieva, etc.). However, this problem is still very acute and has not been fully studied.

To teach monologue speech to preschool children, the following types of classes are usually used:

storytelling in a picture;

Retelling of literary works;

Compilation of descriptive stories about toys;

Writing narrative stories (creative storytelling);

Compilation of stories from personal experience;

Storytelling based on a series of plot pictures;

Compilation of stories according to mnemonic tables, picture and graphic plan.

Recent studies (O. S. Ushakova, A. A. Zrozhevskaya) in the formation of coherent speech on the material of toys proceeded from the fact that children should be taught not the types of storytelling, but the ability to build a monologue-description

Hypothesis:

As a result of work, children's vocabulary will increase, speech will be enriched, and the expressiveness of monologue speech will improve.

If the work plan for the project is implemented, then it is possible to develop cognitive activity in children, form an adequate self-esteem, increase their communication capabilities, develop activity, initiative, and independence.

Estimated result: With systematic work on this project, the vocabulary of children will increase significantly, speech will become the subject of children's activity, children will begin to accompany their activities with speech.

Project Methods: Visual, verbal, practical, game.

Implementation stages:

I. Design stage :

Putting forward a hypothesis;

Definition of the purpose and objectives of the project;

The purpose of this stage: increasing competence on the topic: "Development of coherent monologue speech by means of a descriptive story in children of middle preschool age."

Systematization of the material (summaries, memos, recommendations).

Creation of a subject-developing environment.

II. Creative and productive stage (practical).

The purpose of this stage: the search for effective forms of work with children.

Material selection;

Analysis of methods and techniques (open classes, didactic games and exercises, problem situations, etc.);

Planning, distribution of material;

Working with parents (consultation).

Speech at the teachers' council with the report "Modern forms and methods for the development of speech in kindergarten"

2.1 Mastering coherent monologue speech depends on many conditions:

speech environment;

social environment;

Family well-being;

Individual personality traits;

Cognitive activity of the child, etc.

This type of statement, as a description, is given special attention in the middle group, since it is at this age that the foundations are laid for developing the ability to independently describe toys. This is facilitated by a properly organized course of examining toys and thoughtful posing of questions, special exercises. Therefore, the teacher asks questions in a certain order, teaches children to think in what sequence they will describe the toy and leads to a clear structure when compiling a description:

1. Name of the object (what is it? who is it? what is it called). 2. Disclosure of micro-themes: signs, properties, qualities, characteristics of an object, its actions (what? What? what? what? what does it have? how is it different from other objects? what can it do? what can be done with it). 3. Attitude towards the subject or its assessment (did you like it? Why?).

The following types of toys are used to teach monologue speech:

Didactic (nesting dolls, turrets, pyramids, barrels);

Subject (figurative): dolls, cars, animals, dishes, furniture, transport;

Ready-made sets of toys, united by one content: a herd, a zoo, a poultry yard;

Sets compiled by a teacher or children - a boy, a girl, a sleigh, a dog; girl, house, chicken, cat, hare and dog, etc.

Making riddles.

Teach children to focus on the signs and actions of objects. For example, round, rubber, jumping (ball); red, cunning, lives in the forest (fox), etc.

Methods and techniques for mastering the coherent speech of preschoolers.

The choice of methods and techniques for each specific lesson is determined by its tasks. I consider the use of visual (observation, examination, display and description of objects, phenomena) and practical (dramatization games, tabletop dramatizations, didactic games, games-classes) methods to be the most effective. I use verbal methods in working with children of middle preschool age less often, because the age characteristics of children require reliance on visualization, therefore, in all verbal methods, I use either visual techniques (short-term display, examination of an object, toys, or demonstration of a visual object in order to defuse children ( the appearance of a clue-subject, etc.).Among the verbal methods, there are mainly those associated with the artistic word, although in some classes they use the method of the teacher's story and the method of conversation.

Each method represents a set of techniques that serve to solve didactic problems. In working with children, in order to achieve certain goals, in each specific lesson, I widely use a variety of speech development techniques:

Speech sample (I use it as a precursor to the speech activity of children, I accompany it with such techniques as explanation and indication;

Repetition (I practice repetition of the material by the educator, individual repetition by the child, or joint repetition);

Explanation, indication (I use it when clarifying the structure of descriptive stories);

Verbal exercise (preceding the compilation of descriptive stories);

Question (I use in the process of reviewing and in a consistent presentation of the description; I use reproductive, search, direct, suggestive, suggestive).

2.2. Planning for work with children.

Planning work with children to develop coherent speech is based on general didactic principles:

Educational character of education.

Any lesson on the development of speech is based on the trinity: education, development, training. The educational aspect of the development of speech is very wide.

Material availability.

All material offered to children should be accessible to their age and contain feasible difficulty.

Systematic training.

September: looking at toys. To form the ability to consider toys, to teach children to highlight the signs, qualities and properties of a toy. Develop concentration of attention, fix the rules for handling toys.

October:Open lesson on the development of speech "Journey to a fairy tale." Target: to form the ability to retell a work of art using the modeling method.

Tasks

1.Educational:

to teach children to answer with a full sentence, to activate the dictionary, to teach the ability to correlate iconic symbols with images, to name the distinguishing features of wild animals.

2.Developing:

to develop coherent speech of children, the ability to reason, imagination, thinking, logic, memory.

3.Educational:

to cultivate love for Russian folk tales, a good attitude towards books.

November: Working with the Miracle Tree. Performing various tasks on the formation of coherent monologue speech, compiling and solving riddles, learning nursery rhymes, jokes.

Working with didactic games:

Games with objects

Object games use toys and real objects. With their help, children get acquainted with the properties of objects and their characteristics: color, size, shape, quality.

Games with natural material (plant seeds, leaves, flowers, pebbles, shells, beans) are used in games such as “Which tree is the leaf from?”, “Who is more likely to lay out a pattern of leaves?”, “Who is more likely to make a pattern of beans?”, etc.

Board games

Board-printed games are diverse in types:

subject pictures, paired pictures, loto, dominoes.

During these games, memory develops

December compiling stories, using mnemonic tables, picture-graphic plans, and other modern forms and methods for the formation of coherent speech.

Formation of the ability to consider objects, highlighting their features, properties, qualities and actions. To form the ability to compose a descriptive story together with the teacher. Exercise in the use of prepositions, their agreement with the noun. Develop memory, auditory attention, speech.

January. Open lesson on the development of speech."In the world of professions".

Goals:

1) consolidate children's knowledge about professions (doctor, driver, seller, educator, postman, etc.), about tools; to form the ability to compose a coherent story using a diagram; learn the poem "My Bear" using a mnemonic table.

2) Develop speech, observation, ingenuity, the ability to correlate a picture with a symbol.

3) Raise interest in various professions.

preliminary work:

A conversation about professions with an examination of the poster "Professions",

The game "Who needs what",

Word game "Where we were, we will not say, but what we did - we will show"

Working with mimic tables

Consideration of the "Professions" scheme, c / r games "Drivers", "Shop". Continue to teach children to build their statement according to a certain plan. Develop memory, attention. Cultivate the ability to listen to each other, not to interrupt.

2.3. Interaction with the family on the issues of speech development of children.

One of the conditions for the normal development of the child and his further successful education at school is the full formation of speech in preschool age. The interaction of the kindergarten and the family on the full-fledged speech development of the child is another necessary condition.

Game breathing exercises aimed at the development of speech breathing;

Finger games and exercises;

Games aimed at enriching the vocabulary, developing the grammatical structure of speech;

Didactic games for the development of a coherent statement.

Consultations were held on the development of speech breathing and fine motor skills of the hands.

One of the main tasks of speech formation is the development of speech breathing, for this I recommend parents to include game breathing exercises: “Hit the gate”, “Snowflakes”, “Leaf fall”, “Whose leaf will fly away further?” etc. To improve speech breathing, I suggest parents together with the children, pronounce small “pure words”, riddles, proverbs, short counting rhymes on one exhale.

III. The final stage.

The period of reflection on one's own results. Diagnosis of children. Project presentation.

Work efficiency.

The examination of coherent speech was carried out according to the methodology developed in the laboratory for the development of speech and speech communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education and correlated with the implementation of the program for the development of speech.

Identification of the ability to describe an object (a toy, write a description) was carried out according to the following criteria:

1. Describe the doll. Tell me what she is, what can be done with her, how they play with her.

1) The child independently describes the toy;

2) talks about the questions of the teacher;

3) names individual words without linking them into a sentence.

2. Make a description of the ball: what is it, what is it for, what can be done with it?

1) The child describes the ball;

2) lists the signs;

3) names individual words.

3. Describe the dog, what it is, or think up a story about it.

1) The child makes a description (story);

2) lists qualities and actions;

3) names 2 words.

The responses were evaluated in the following way. For each match of answers under No. 1, the child receives three points; if the answers correspond to No. 2, then the child receives two points; if the answers fit under number 3 - one point. Thus, the levels of speech development were revealed:

9 or more points - high level;

6-8 points - average level;

3-5 points - below average level;

less than 3 points - low level.

The survey involved a group of children in the amount of 32 people.

The results of the survey revealed the following:

No children were identified with a high level of speech development (0%);

No children were identified with an average level of speech development (0%);

21 children have a level below the average, which corresponds to 66%;

Low level in 11 children, accounting for 34%.

Based on the results of the survey, systematic work was begun to teach children's descriptive speech through classes, didactic games.

Analyzing the obtained data, the following was revealed:

With a high level of speech development, no children were identified;

With an average level, 4 children were identified, which corresponds to 12%;

A level below the average is possessed by 20 children, constituting 63%;

Low level in 8 children, i.e. 25%.

Thus, comparing the results of the survey, the conclusion follows: children gradually begin to master the skills of descriptive speech, that is, they name signs, list qualities and actions, talk about the teacher’s questions, express their attitude to the described subject. Although some of the children name only individual words, without linking them into a sentence, they hardly distinguish signs and qualities, and answer the teacher's questions in monosyllables. It should also be noted that 25% of children are at a low level of speech development.

PROJECT "Visiting a fairy tale"

Compiled by: Votintseva Lyudmila Iosifovna, teacher of the MDOU "Kindergarten "Ladushki", the highest qualification category.
The project "Visiting a fairy tale" is intended for kindergarten teachers to work with children of middle preschool age. The aim of the project is to create conditions for the development of cognitive and speech abilities in preschool children using mnemonics. The project is built taking into account the age characteristics of children of middle preschool age. For the development of cognitive and speech abilities, various types of activities are involved: gaming, motor, visual, musical, cognitive research, design.
Content
1. Introduction.
2. Relevance of the project.
3. Content of the project.
4. Stages of project implementation.
5. Entry into the project.
6. Action plan.
7. Work with parents.
8.Expected result.
9. List of references.
Introduction.
Project characteristics
Project type: informational and creative.
By timing: long-term - 9 months
In composition: group
Project participants: children of the middle group, parents of pupils, educators of the group, music director.
Theme origin: In the group appeared mnemonic tables with graphic images of fairy tales and a number of illustrations from books of Russian folk tales. The children became interested in what they mean, how it is displayed in the picture.
Concepts that can be learned during the implementation of the project: theatre, screen, theatrical performance, stage, auditorium, scenery, poster, bibabo theatre, life-size puppets, puppet show.
Motivation: Do you want to turn into heroes of fairy tales and get into them?
Object of study: cognitive-speech development of children of middle preschool age.
Subject of study: the process of memorizing and telling Russian folk tales using mnemonics.
Objective of the project:
To create conditions for the development of cognitive and speech abilities in preschool children using mnemonics.
Project objectives:
Tutorials:
-Create conditions for increasing the circle of children's knowledge about the world around them. Exercise in the ability to dramatize small fairy tales.
- Encourage them to get involved in the game image and take on the role.
- Create conditions for the development of skills to memorize and retell small works using mnemonics techniques.
Developing:
Continue to develop the articulatory apparatus, work on diction, improve the distinct pronunciation of words and phrases, intonation expressiveness of speech.
- Develop independence skills to overcome shyness, shyness, insecurity in children.
- To continue work on the formation of interest in Russian folk tales, to contribute to the accumulation of aesthetic experience, discussing literary works.
- To develop productive visual activity of children.
Educational:
-To form the skills of cooperation, cultivate a sense of friendship and collectivism.
-To educate the culture of speech, enrich and expand the vocabulary of children.
Working with parents:
- Increasing the competence of parents on the cognitive and speech development of children of middle preschool age.
- Active involvement of parents in the educational process.
Equipment and materials: Illustrations for fairy tales, different types of theater, mnemotables for fairy tales, attributes for musical and didactic games, musical accompaniment to dramatizations of fairy tales, costume elements for dramatization games based on the plots of fairy tales, materials for productive activities.
Intended product of the project:
Holiday "Visiting the Fairy of Fairy Tales", presentation on the results of the project.
The relevance of the project.
Currently, one of the main directions of the Federal State Educational Standard is to improve the quality of preschool education, the use of an effective activity approach in working with children, the use of effective technologies aimed at developing the cognitive and speech activity of preschool children.
The development of cognitive-speech activity of a preschool child develops children's curiosity, inquisitiveness of the mind, forms stable cognitive interests on their basis. The child, as early as possible, should get a positive social experience in the implementation of their own plans, because. the increasing dynamism of social relations requires the search for new, non-standard actions in a variety of circumstances.
The problem of increasing the cognitive-speech activity of preschoolers was widely studied in psychology by Vygotsky, Leontiev, Ananiev, Belyaev, in the pedagogical literature by Shchukina, Morozova and others.
The cognitive and speech development of a child is one of the main factors in the formation of a personality in preschool childhood, which determines the level of social and cognitive achievements of a preschooler - needs and interests, knowledge, skills and abilities, as well as other mental qualities. In preschool pedagogy, mnemonics can become a tool for cognition. Mnemonics helps to develop associative thinking, visual and auditory memory, visual and auditory attention, imagination
The relevance of the use of mnemonics in the development of cognitive and speech activity of preschool children is that:
firstly, a preschool child is very plastic and easy to learn, but most preschool children are characterized by rapid fatigue and loss of interest in the lesson, which are easily overcome by increasing interest through the use of mnemonics;
secondly, the use of symbolic analogy facilitates and speeds up the process of memorization and assimilation of the material, and also forms the skill of practical use of memory techniques;
thirdly, using a graphical analogy, we teach children to highlight the main thing, to systematize, analyze and synthesize the knowledge gained. In the studies of many psychologists (L.A. Wenger, D.B. Elkonin, etc.), the accessibility of mnemonic techniques to preschool children is noted. It is determined by the fact that it is based on the principle of substitution - a real object can be replaced in the activities of children by another sign, object, image. Preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols and signs (first of all, these are various visual models, diagrams, tables, etc.).
For a child, a fairy tale has always been and remains not only the first and most accessible means of cognition, but also a way of cognizing social relations, behavior in situations of his daily life. The fairy tale satisfies the child's craving for actions, for the unusual, forms and develops fantasy.
When working with children, teachers noticed that children without joy are included in developmental activities. Children have poor memory, attention is reduced, mental processes are not so mobile, they do not show interest in search activities and hardly plan any of its types, they are not ready to complete tasks, they are not distinguished by high efficiency.
It is very important to arouse interest, captivate them, liberate and turn overwork into a favorite and most accessible type of activity - GAME.
Our kindergarten works according to the program “From Birth to School”. ” allows you to develop visually - figurative thinking and imagination, curiosity and cognitive-speech activity. The child develops an interest in experimenting, solving various creative problems. But in this program there is no system of using mnemonics for the development of cognitive and speech abilities of preschool children.
Given the relevance and practical significance of the use of mnemonics in the development of cognitive speech activity of preschool children, we have compiled the "Visiting a fairy tale" project for the development of cognitive speech activity of preschool children using mnemonic techniques.
Content of the project.
For the development of cognitive and speech abilities, the project involves a variety of activities: gaming, motor, visual, musical, cognitive research, design. The work takes place throughout the entire educational process of finding a child in kindergarten. During the month, the content may change and be supplemented depending on the game situations.
In the middle group, we took fairy tales as a basis.
I start teaching the retelling of literary works with familiar fairy tales: “Turnip”, “Gingerbread Man”, “Ryaba Hen”, while using the method of a joint story.
The scheme of teaching the retelling of a fairy tale:
1. Telling a fairy tale with a simultaneous display of a table theater.
2. Repeated story of the teacher with the children. The teacher starts the phrase, the children continue. For example, Once upon a time there was a grandfather ... (and a woman) They had ... (pockmarked chicken) Children find subject pictures or me-squares with a color image of the heroes of a fairy tale on the table, lay them out in the correct sequence.
3. Showing illustrations, the teacher draws attention to the heroes of the fairy tale and the children learn to describe their appearance, actions. The technique of the artistic word is used: nursery rhymes, songs on the theme of a fairy tale are read.
4. Involving children in playing out a fairy tale
The work on the use of mnemonic tables consists of 3 stages:
Stage 1: Examining the table and analyzing what is shown on it.
Stage 2: Information is being recoded: symbols into images.
Stage 3: After coding, the fairy tale is re-told with the help of an adult ...
For children of middle preschool age, we give colored mnemonic tables, because children retain separate images in their memory: the chicken is yellow, the mouse is gray, the Christmas tree is green.
Stages of project implementation.
Preparatory stage.
1. Setting goals, determining the relevance and significance of the project.
2. Selection of methodological literature for the implementation of the project (magazines, articles, abstracts, etc.).
3. Selection of visual and didactic material.
4. Organization of the developing environment in the group.
5. Creation of conditions for productive activity.
6. Development of the script for the literary and musical festival "Visiting the Fairy of Fairy Tales"
Main stage.
Implementation of the action plan:
1. Work according to the action plan
2. Create a presentation.
3. Work with parents (active involvement of parents in the implementation of the project, individual and group counseling on the use of mnemonics techniques in working with preschool children).
The final stage.
1. Analysis of the results of the project, conclusions and additions to the project.
2. Plans to expand the project on the use of mnemonics techniques in working with children in the senior group.
Entry into the project.
The subject-developing environment is changing. There are mnemonic tables with a graphic image, illustrations with fairy tales familiar to children, different types of theater, attributes for dramatization of fairy tales.
Children are interested in what is shown on the mnemonic tables.
Conversation with children: What do we know about fairy tales and mnemonic tables?
What do we want to know? How can you portray a story?
What will we do to learn how to portray fairy tales in different ways?
Action plan.
September.
1. Telling the Russian folk tale "Ryaba the Hen".
2. Display of the table theater "Ryaba Hen".
3. Listening to the audio recording "Ryaba Hen".
4. Modeling of the fairy tale "Rocked Hen".
Visual activity: Drawing "Golden Egg" (finger painting).
Motor activity: Mobile relay race "Who is faster to the chicken", "Transfer the testicle"
Musical activity: Playing the elements of dramatization of a fairy tale to music.
October.
1. Telling the Russian folk tale "Teremok".

2. Display of the Teremok table theater.
3. Show flat theater "Teremok" on the carpet.

5. Telling children the fairy tale "Teremok" using a mnemonic table.
Productive activity: Drawing "Who lives in the little house?" (foam drawing.
Motor activity: Outdoor game "Who is faster to the tower?".
Musical activity: Staging based on the plot of a fairy tale.
November.
1. Reading the Russian folk tale "Turnip".

2. Display of the flat theater "Turnip" on the carpet.
3. N / printed game "Turnip".
4. Let's remember the fairy tale from the collage.
5. Telling children the fairy tale "Turnip" using a mnemonic table.
Productive activity: Modeling "Turnip big and small."
Motor activity: Outdoor game "Pull out the turnip".
Musical activity: Music. did.game "Harvest".
December.
1. Reading the Russian folk tale "Gingerbread Man".

2. Display of the table theater "Kolobok".
3. Puzzle game "Kolobok".
4. Let's remember the fairy tale from the collage.
5. Telling children the fairy tale "Gingerbread Man" using a mnemonic table.
Productive activity: Collective work on drawing "I left my grandmother."
Motor activity: Outdoor game "Cunning Fox".
Musical activity: Musical and theatrical performance based on the fairy tale "Gingerbread Man".
January.
1. Reading the Russian folk tale "Masha and the Bear".

2. Display of the table theater "Masha and the Bear".
3. "Guess the riddle" (guessing riddles about the heroes of a fairy tale).
4. Listening to an audio recording of the fairy tale "Masha and the Bear".
5. Modeling of the fairy tale "Masha and the Bear".
Productive activity: Drawing "Masha and the Bear" (stencil drawings) drawing up the plots of a fairy tale.
Motor activity: Outdoor game "Bear and bees".
Musical activity: Viewing and musical theatrical performance based on the plots of the cartoon "Masha and the Bear".
February.
1. Reading the Russian folk tale "Zayushkina's hut".

2. Display of the finger theater "Zayushkina hut".
3. N / printed game "Collect the figurine".
4. Let's remember the fairy tale from the collage.
5. Telling children the fairy tale "Zayushkina's hut" using a mnemonic table.
Productive activity: Drawing "Fox hut" (salty drawing).
Motor activity: Outdoor game "Fox and roosters".
Musical activity: Learning songs about a fox and a hare.
March.
1. Reading the Russian folk tale "The Cockerel and the Bean Seed".

2. Display of a finger theater based on the fairy tale "The Cockerel and the Bean Seed".
3. Familiarization with small folklore forms: nursery rhymes about animals.
4. Let's remember the fairy tale from the collage.
5. Telling children the tale "The Cockerel and the Bean Seed" using a mnemonic table.
Productive activity: Spray and palm drawing “The cockerel and hens peck at the grains.
Motor activity: Relay "Petushki".
Musical activity: Singing about a cockerel.
April.
1. Reading the Russian folk tale "The Wolf and the Goats".

2. Display of the table theater "The Wolf and the Goats".
3. N / printed game "Collect the picture."
4. Imitation games "Wolf", "Kids".
5. Telling the fairy tale "The Wolf and the Goats" using modeling.
Productive activity: Drawing "Confusion for the wolf" (mysterious thread drawings)
Motor activity: Competition of kids with a wolf.
Musical activity: Musical performance based on the fairy tale "The Wolf and the Seven Kids"
May.
Holiday "Visiting the Fairy of Fairy Tales".
Solving riddles from fairy tales.
Didactic game "Our fairy tales".
Let's remember the collage story.
Staging fairy tales by children using a mnemonic table.
Presentation of the results of the project: Show the dramatization of the fairy tales “The Cockerel and the Bean Seed”, “The Wolf and the Seven Kids” to the children of the younger group.
Working with parents.
September: Information screen "Mnemonics for children of middle preschool age"
October: Seminar-workshop "How to work with mnemotables".
November: Folder-movement with samples of mnemonic tables compiled according to fairy tales.
February: Compilation at home by children together with their parents of a mnemonic table based on fairy tales.
March: Making crafts and drawings with children for the exhibition “Oh, these fairy tales!”.
April: Involving parents in the manufacture of costumes for the presentation of fairy tales "The Cockerel and the Bean Seed", "The Wolf and the Seven Kids".
May: Preparation for the holiday "Visiting the Fairy of Fairy Tales".
Expected Result.
In the process of implementing the project "Visiting a fairy tale":
- the interest of children in cognitive activity will increase, children will be willingly included in the educational process;
- the creative activity of children will increase: they will be happy to participate in the dramatization of fairy tales;
-children will increase the circle of knowledge about the world around them;
- there will be a desire to retell fairy tales, invent their own stories;
- children will watch theatrical performances of others with interest and will reproduce them with pleasure in their play activities;
-parents will be actively involved in the educational activities of the group, will be interested in developing technologies for working with children of preschool age.
Literature.
1. Bolsheva T. V. Learning from a fairy tale, ed. "Childhood - PRESS", 2001.
2. Veraksy N. E., Komarova T. S., Vasilyeva M. A. Program "From birth to school" - M .: mosaic synthesis, 2014.
3. Preschool Education Teaching Creative Storytelling 2-4/1991.
4. Poddyakova N. N., Sokhin F. A. Mental education of preschool children - 2nd ed., dorab. – M.: Enlightenment, 1998.
5. Rubinshtein S. L. Fundamentals of General Psychology - St. Petersburg, 2000
6. Smolnikova N. G., Smirnova E. A. Methods for identifying the features of the development of coherent speech in preschoolers.
7. Tkachenko T. A. Formation and development of coherent speech LLC "Publishing House GNOM and D", 2001.
8. Ushakova O. S., Sokhin F. A. Classes on the development of speech in kindergarten M .: Education, 1993.
9. Fomicheva G. A. Methods of speech development for preschool children. allowance 2nd ed., revised. – M.: Enlightenment, 1984.
10. Chernobay T. A., Rogacheva L. V., Gavrilova E. N. Assessment of the success of speech and physical development of preschoolers: method. Recommendations for kindergarten teachers; Ed. V. L. Malashenkova. - Omsk: OOIPKRO, 2001.

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Project for the development of speech of children of the middle group in the game

Activities "LEARN BY PLAY"

Relevance: In modern conditions, the main task of preschool education is to prepare for schooling. Children who have not received appropriate speech development at preschool age make up for lost time with great difficulty; in the future, this gap in development affects its further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling.

Objective of the project:

Develop children's speech, enrich vocabulary through play activities.

Project objectives:

Creation of conditions for the play activities of children in the group and on the site.

Formation of the grammatical structure of speech.

Vocabulary expansion.

The development of connected speech.

Project Manager: Kareva Olga Borisovna

Project participants:

Children of the middle group;

Educator;

Parents.

Project type: Educational, playful.

Project duration: 1 year.

Material and technical resources:

Methodical and fiction;

Attributes for games;

illustration material;

Project Methods : Visual, verbal, practical, game

Estimated results:

With systematic work on this project, the vocabulary of children will increase significantly, speech will become the subject of children's activity, children will begin to actively accompany their activities with speech.

STAGE 1. PREPARATORY.

Creating a problem:

If the work plan for the project is implemented, is it possible to develop cognitive activity in children, form adequate self-esteem, increase their communication capabilities, develop activity, initiative, independence

Motivation:

When conducting role-playing games, I noticed that children do not have enough vocabulary, they do not know how to actively accompany their activities with speech. This was the reason for the development and implementation of this project.

Definition of the purpose and objectives of the project;

Studying the necessary literature;

Selection of methodical literature;

Development of a thematic plan for the implementation of the project;

Diagnosis of children.

STAGE 2. BASIC

The inclusion of each child in play activities to achieve a high level of knowledge, skills and abilities.

The project includes such types of gaming activities as:

didactic games,

Outdoor games,

theatrical games,

Story - role-playing games.

The implementation of this project is carried out through a cycle of games with children, creating conditions for children's play activities in the group and on the site.

The implementation of the project involves various types of games with children: this is a cycle of didactic games with toys and objects, verbal, desktop-printed. Mobile games are included in the system of work. Theatrical games are also included, children listen to fairy tales, stage them. A significant place is given to role-playing games.

Project methods:

Visual, verbal, practical, game

September

Didactic games:

"What is he doing?"

"Pick a Pair"

"Say one word"

"Harvest"

Outdoor games:

"At the bear in the forest"

"Traps"

"On a flat path"

"My cheerful sonorous ball"

Theatrical games:

Game-dramatization "Turnip"

Role-playing games:

"Salon"

"Score"

Didactic games:

"Guess"

"What a sky"

"Hot - cold"

"Yesterday Today Tomorrow"

Outdoor games

"Sparrows and a cat"

"Birds in nests"

"Leaf fall"

"Day Night"

Theatrical games:

The game is a dramatization based on the Russian folk tale "The Mushroom War"

Role-playing games:

"Builders"

"Hospital"

Didactic games:

"What are dishes made of"

"Learn by description"

"Find the same"

Outdoor games:

"Ocean is shaking"

"Swan geese"

"Toss - Catch"

Theatrical games:

Role-playing games:

Didactic games:

"Find Your Color"

"Divide into groups"

"What season?"

"Finish the sentence"

Outdoor games:

"Traps with Ribbons"

"Turntables"

"Blizzard"

"Hit the target"

Theatrical games:

The game is a dramatization of the fairy tale "Spikelet"

Role-playing games:

"Aibolit"

Didactic games:

"Listen carefully"

"What is missing"

"Who lives in the house"

"What's extra"

Outdoor games:

"Zhmurki"

"Find Your Place"

"Aircraft"

"White Bunny sits"

Theatrical games:

Game - dramatization of "Teremok"

Role-playing games:

"Sailors"

Didactic games:

"Who's doing what"

"Who is bigger"

"Divide Equally"

"What changed"

Outdoor games:

"Shaggy dog"

"Interceptors"

"Sly Fox"

Theatrical games:

Game - dramatization "Who said meow?"

Role-playing games:

"chauffeurs"

"Bus"

Didactic games:

"Score"

"Choose a picture"

"Who is first"

"Good bad"

Outdoor games:

"Mousetrap"

"Empty place"

"Partridges and hunters"

"Grey Wolf"

Theatrical games:

Game-dramatization "Gingerbread Man"

Role-playing games:

"Studio"

Didactic games:

"Find an extra item"

"Who looks like"

"What is the name of"

Outdoor games:

"ball in a circle"

"Homeless Bunny"

"Catch me"

"Hunters and Hares"

Theatrical games:

Game staging based on the story In Bianchi "The First Hunt"

Role-playing games:

"Toy shop"

"Beauty saloon"

Didactic games:

"Find in the picture"

"One is many"

"As much as"

"Compare"

Outdoor games:

"Corners"

"Make a Shape"

"Entertainers"

"Birds on the Branches"

Theatrical games:

Game - dramatization of "Cat's House"

Role-playing games:

"Firefighters"

3 Stage final.

The period of reflection on one's own results.

Diagnosis of children.

Project presentation.

Literature:

1. G.S. Shvaiko "Games and game exercises for the development of speech";
2. A.K. Bondarenko "Word games in kindergarten";
3. L.V. Artemova "Theatrical games for preschoolers";
4. V.V.Konovalenko, S.V.Konovalenko "Development of coherent speech";
5. E.V. Zvorygina "The first plot games of kids";
6. E.A. Timofeeva "Mobile games";
7. A.E. Antipina "Theatrical activity in kindergarten";
8. M. Koltsova "A child learns to speak";
9. A.K. Bondarenko "Didactic games in kindergarten"
10. M.A.Vasilyeva "Guiding the games of children in kindergarten";
11. Z.M. Boguslavskaya, E.O. Smirnov "Developing games for children of primary preschool age";
12. "Game of a preschooler" ed. S.L. Novoselova;

Passport of the pedagogical project

Long-term planning for the development of speech in the middle group of kindergarten

• Nasybullina Natalia Talitovna , caregiver

Course objective: development of speaking and listening skills, enrichment of the active, passive and potential vocabulary of the child, development of the grammatical structure of speech, coherent speech skills based on the speech experience of the child - a native speaker.

Course objectives:

• development of interest and attention to the word, to one's own speech and the speech of others.
• development of the ability to operate with language units: sound, syllable, word, phrase, sentence.
• expansion of ideas about the world around, the phenomena of reality based on the life experience of the child.
• development of communication skills with adults, with peers, the ability to see the world through the eyes of another person;
• formation of learning motivation and interest in the learning process itself;
• the development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, justify one's judgments;
• formation of methods of mental actions: analysis, synthesis, comparison, generalization, exclusion, modeling, design;
• development of memory, attention, creativity, imagination, variability of thinking.

September	Getting to know our heroes. "Toys"	Teach children to write descriptions of toys. Develop cultural communication skills, activate vocabulary; use antonyms, the plural form of the genitive case of nouns.
	"Composing stories about toys" (Cat, dog, fox)	To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story about toys together with the teacher. Fix the rules for handling toys. Develop concentration.
	Learning by heart: "The ball" S.Ya.Marshak
	"Retelling of the tale" Turnip "	To form an idea of ​​what a folk tale is. To form the ability to retell a familiar fairy tale together, along the “chain”. Develop attention, memory. Cultivate the ability to listen to each other, carefully follow the story.
		To consolidate knowledge about the autumn months, about the signs of autumn. Develop attention, creativity, the ability to guess riddles; develop correct speech.
	The story of the painting "Autumn Day"	Exercise in a purposeful examination of the plot picture, in answering questions about its content;
		To acquaint with the name of vegetables, with the place of their cultivation; learn to describe vegetables; solve riddles; exercise in the use of diminutive affectionate words, as well as in the use of plural nouns.
		to introduce children to the name of fruits, to teach how to describe fruits, to compare; guess riddles, agree on definitions and nouns; develop speech
	"Fruits vegetables	To replenish the knowledge of children about how people store the harvest of fruits and vegetables, how they prepare food for the winter; activate dictionary; develop communication skills.
	"Change in Nature in October"	Learn to talk about changes in nature in October, describe nature in October; agree on nouns and definitions.
	"Forest in autumn" Did. Exercise "How many words in a sentence"	Help children perceive the poetic description of autumn nature; form an elementary idea of ​​the proposal; activate dictionary.
	Learning by heart: A. Pleshcheev "Autumn"	To learn to characterize the signs of late autumn when looking at paintings and illustrations, to recognize these signs in poems; help memorize the poem by A. Pleshcheev, expressively read it.
	"Riddle-Description"	To teach children to compose and guess riddles-descriptions; to cultivate the ability to compare, argue; develop creative imagination; improve communication skills.
	How the mouse outwitted the cat. Storytelling through a series of pictures with a common plot	Learn to compose a story based on a plot picture, answer questions about its content. Enrichment of the active vocabulary.
	"Late fall"	Learn to describe nature in November, build complex sentences with the word because
	"Furniture"	Exercise in the use of the pronouns MY, MY, as well as words in the plural; introduce the name of the furniture and its components; learn to compare individual pieces of furniture, describe furniture
		Introduce different houses, learn to describe houses; Practice using plural nouns.
	"Tableware"	Expand the vocabulary on the topic "Dishes"; to get acquainted with the constituent parts of objects; learn to use objects in the singular and plural in the nominative and genitive cases, describe the object
	Fairy tale "Rukovichka" retelling	Repeat a fairy tale already familiar to children, improve the ability to answer questions from the teacher; tell a story by roles.
	"Hats"	Introduce the name of clothing items, hats; to teach to compare objects, to acquaint with the constituent parts of objects; develop speech.
	"Clothing"	Learn to describe items of clothing, select clothes for the season. Improve verbal communication skills; enrich your understanding of the environment
	"Compilation of a story based on the painting "Dog with puppies"	To form the ability to carefully consider the characters in the picture, answer questions about its content. Encourage creativity when trying to understand the content of the picture. To form the ability to be included in a joint storytelling with the educator. Develop memory, attention. Cultivate the ability to listen to each other without interrupting.
	Learning by heart: I. Surikov “Winter	Help to feel the beauty and lyricism of the work of I. Surikov. Learn to expressively read a poem by heart.
	"Compilation of the narrative story" Masha's Adventure in the Forest ".	To form the ability to compose a joint narrative story using the utterance scheme set by the educator. To form the ability to adhere to the storyline when compiling a story. Exercise in the selection of signs for an animal, as well as select verbs denoting the characteristic actions of animals. Develop a sense of humor.
		Clarify and summarize children's ideas about winter, about the winter months. To consolidate knowledge about the signs of winter. Improve verbal communication skills
	The story of the painting "Winter entertainment"	Learn coherent speech, use complex sentences, describe changes in nature in winter.
	"New Year"	Learn to describe a picture, fantasize, make a sentence using key words.
	"Christmas tree" K. Chukovsky	Help comprehend and memorize a new poem; to develop intonation expressiveness of speech.
		Enrich children's knowledge about wild animals. To consolidate knowledge about the habitat of wild animals;
	Fairy tale "Spikelet" Retelling (excerpt)	To teach children to retell the text without gaps and long pauses, to convey direct speech; improve the intonational expressiveness of speech; develop a sense of language.
	"Pets"	Exercise in the use of plural nouns, learn to compare animals, describe them; develop children's speech
	The story of the painting "Cat with kittens"	To form the ability to carefully consider the characters in the picture, answer questions about its content. To promote the manifestation of elements of creativity when trying to understand the content of the picture. Fix in speech the names of animals and their cubs. Activate in speech the words denoting the actions of the animal. Cultivate a desire to help each other in case of difficulties; follow the rules of the game.
	"Animals of hot countries"	Give an idea of ​​the animals of hot countries. Activate children's vocabulary.
		Learn to describe poultry; introduce antonyms; to activate children's knowledge about the appearance of poultry, their habits. Cultivate interest and love for birds
	Drawing up stories from the picture on the topic "New Girl"	Exercise children in examining and describing individual pictures of a set and then compiling a holistic story; develop speech.
		Introduce children to fish and their habitat; learn to guess riddles; Practice using plural nouns.
	"bread products"	Introduce children to products made from flour; learn to describe one product; develop speech
	"Dairy"	To acquaint with dairy products, their benefits for the body; Practice using plural nouns.
	Retelling of the fairy tale "Teremok"	To form an idea of ​​such a feature of folk tales as observation. To form the ability to retell a familiar fairy tale with the help of models. To form the ability to select substitute items based on a distinctive feature (value) characteristic of the character's appearance. Exercise in the ability to guess riddles, based on the visual image of animals, to argue your answer.
	"Ground transport"	Clarify children's knowledge of vehicles, replenish the dictionary with the names of vehicles. Get to know common words.
	"Composing stories about toys" (car and truck).	To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story about toys together with the teacher. Exercise in the use of prepositions, their agreement with the noun. Develop memory, auditory attention. Fix the rules for handling toys. Cultivate respect for toys.
	"Water transport"	Introduce children to water transport, activate the appropriate words in speech. To consolidate the ability to combine objects in pairs according to the material.
	"Air Transport"	To acquaint with air transport, their components, describe them; exercise in the use of plural nouns, develop speech.
		To acquaint children with the city, with city buildings; find the difference between the city and the village; learn to describe the city
	"My city is Kazan"	Learn to talk about your city, introduce the history of the country; Practice using plural nouns.
	"Traffic Laws. Traffic light"	To acquaint with the designation of road signs, traffic signals; develop speech; activate children's vocabulary.
	"Theatre, musical instruments"	Introduction to theater and musical instruments. Continue to teach children to divide words into parts.
		Introduce different kinds of sports; develop the speech of children; Continue to acquaint with single-root words; activate children's vocabulary.
		Learn to describe spring, give knowledge about seasonal changes associated with the first months of spring; Practice using plural nouns.
	"Let's sit in silence" memorization	Exercise children in differentiating sounds ch-sh; learn to divide words into syllables. Sounds, improve expressive reading skills.
	"Professions"	Teach children to answer the teacher's questions with a full answer; to enrich and clarify children's ideas about the professions of adults; learn to guess riddles about professions; educate respect for the work of adults; activate children's vocabulary.
	Kindergarten"	Form the idea of ​​​​children about the employees of the kindergarten; labor processes performed by each of them; educate respect for the work of adults; exercise in the use of plural nouns, develop speech
	"Migratory birds" Making up a story from a picture.	Learn to describe birds, compose a story from a picture; develop speech; clarify children's ideas about seasonal changes in the life of birds.
	"Forest. Trees"	Introduce the name of some trees, the components of the tree, the benefits of trees; solve riddles; activate children's vocabulary.
	"Fruits, Seeds"	learn to describe the fruits of berries; introduce the fruits of trees and shrubs;
		Learn to describe mushrooms; exercise in the use of prepositions in speech; develop attention, logic; learn to classify into edible and inedible.
	"Houseplants" "Violet"	Introduce the name of indoor plants, how to care for them; learn to describe houseplants
	"Description of Trees"	To learn to compare trees, describing them, conveying the characteristic features of the external structure of different types of trees; activate children's vocabulary.
	"Favorite fairy tale character"	To develop attention, thinking, memory, the ability to convey the characteristic features of a fairy-tale hero.
	"Turtle"	Give an idea of ​​the appearance of the turtle; learn to describe a turtle, clearly pronounce words; activate children's vocabulary.
	"Victory Day. Military equipment"	Give an idea about the holiday Victory Day; learn to tell, answer questions; develop children's speech.
	"Garden flowers"	Introduce the name of garden flowers, their structure; Practice using plural nouns.
	"Wildflowers"	Introduce the name of wild flowers, their structure; exercise in the use of plural nouns; learn to describe flowers
	"Insects"	Introduce the name of insects, their features; use plural nouns.
		To acquaint with seasonal changes in nature in summer. Learn to describe a summer day; activate children's vocabulary.
		Introduce the name of the berries; learn to compare berries by color, size; Practice using plural nouns.
	"Letter to Friends" Composing stories.	To teach children to compose interesting stories about group mates (descriptions of appearance and character, some cases that are interesting and typical of a child’s behavior); cultivate interest and kindness towards each other.

ALLA LUKASHOVA
Project for the development of coherent speech of middle-aged children

Pedagogical project.

The development of coherent monologue speech by means descriptive story at children of middle preschool age.

Completed by the teacher of the MDOU kindergarten of the combined type No. 4

Lukashova Alla Vyacheslavovna

Vyksa, 2009

Target:development of coherent speech of children of middle preschool age based on the use of compiling descriptive stories.

Tasks:

Analyze scientific literature;

Diagnose the level of speech development when compiling descriptive stories;

Analysis of work on this problem;

-design promising direction, improvement and restructuring of work in this direction.

Problem: under what pedagogical conditions develops coherent speech of children of middle preschool age.

Members project:children middle preschool age.

Expected results:

Build descriptive skills speeches of children of middle preschool age.

Relevance project:

By the start of preschool age in children a transition is planned from the dialogic speeches to various forms of monologue. This is a very long and laborious process that requires special speech education.

Dialogic speech is involuntary; it is poorly organized. A huge role here is played by habitual remarks and habitual combinations of words.

Monologue speech is an organized and expanded form of speech. This kind speech is more arbitrary the speaker must think about the content of the statement and choose the appropriate language form (description, narration, reasoning).

problem development of coherent speech many domestic teachers, psychologists, linguists were engaged in (L. S. Vygodsky, S. L. Rubinshtein, D. B. Elkonin, A. V. Zaporozhets, A. A. Leontiev, L. V. Shcherba, A. A. . Peshkovsky,

A. N. Gvozdev, V. V. Vinogradsky, K. D. Ushinsky, E. I. Tiheeva, E. A. Flerina,F. A. Sokhin, L. A. Penkovskaya, A. M. Leushina, O. I. Solovieva, M. M. Konina, and others). However, this problem is still very acute and has not been fully studied.

For teaching monologue speech of preschool children the following types are commonly used classes:

storytelling in a picture;

Retelling of literary works;

Compilation of descriptive stories about toys;

Composing narrative stories (creative storytelling);

Compilation of stories from personal experience;

Storytelling based on a series of plot pictures.

Our kindergarten works according to the “Kindergarten Education and Training Program”, ed. M. A. Vasilyeva (updated version, in accordance with the requirements of the program being implemented, in middle preschool age laying the foundations for development the ability to independently describe toys and write a story about them.

Research in recent years (O. S. Ushakova, A. A. Zrozhevskaya) in the formation coherent speech on the material of the toy proceeded from the fact that children it is necessary to teach not the types of storytelling, but the ability to build a monologue-description, based on the categorical features of the text.

This work does not affect the education of sound culture. speeches,development of figurative speech, there may not be enough attention paid to the formation of grammatical structure speeches, since my main task was an attempt to create a system of work aimed at learning children 4-5 years of monologue coherent speech.

The development of speech is closely related to the development all mental processes and with the success of the child's education at school. Ownership is especially important connected speech. Through the test “Sequential pictures” appears:

General story structure (beginning, middle, end);

Grammar orientation;

Use of grammar funds;

Sound side speeches(tempo, fluency, intonation).

Implementation stages:

Stage 1 design:

Research phase (theoretical).

Target:increasing competence in topic:”Development of coherent monologue speech by means descriptive story at children of middle preschool age”.

The study of scientific literature (Alekseeva M. M., Yashina V. I. "Method of development speeches and teaching the native language of preschoolers”, Borodich A. M. (1984, Ushakova O. S., Strunina E. M. “Methodology speech development of preschool children”, Bondarenko A. K. "Didactic games in kindergarten", Ushakova O. S. ” Development of speech of preschoolers”, Zeitlin S. N. ”Language and the child. Children's linguistics speech, etc..).

Systematization of the material (summaries, memos, recommendations).

Creation of subject- developing environment.

2. Project activities:

Creative-productive stage (practical).

Target: search for effective forms of work with children.

Material selection;

Analysis of methods and techniques (classes, didactic games and exercises, environment, problem situations, quizzes, exhibitions, etc.);

Planning, distribution of material;

Working with parents.

3. Intermediate result:

Information and diagnostic stage (analytical).

Target: identifying indicators of achievement in working with children.

Surveillance cards ped. process;

Comparative pedagogical analysis of the level of speech development.

4. Deadline.

During 2008-2010.

Strategy and tactics project activities:

1. Research stage:

1.1. Psycholinguistic aspects development of monologue speech.

Psychologists note the relationship of speech skills of varying degrees of complexity and identify several stages:

situational speech;

Contextual speech;

Awareness of one's own speeches;

Extraction of components speeches;

Dialogic speech;

monologue speech.

Monologue speech arises in the depths of the dialogic speeches so it is important to start building an understanding speech from an early age. Development of active speech occurs in the process of conversation, looking at toys and pictures, and the period of preschool childhood is considered the foundation for further development of all aspects of speech, including her connectivity.

In preschool childhood, the child first of all masters dialogic speech, since it is in dialogue that develops the ability to listen to the interlocutor, ask a question, answer depending on the surrounding context. It is also important develop the ability to use the norms and rules of speech etiquette, which is necessary for the education of a culture of speech communication. Most importantly, all the skills and abilities that developed in the process of dialogue speeches, necessary for the child and for development of monologue speech.

Ownership liaison monologue speech is one of the tasks of speech development of preschoolers. Her successful development depends on many conditions:

speech Wednesday;

social environment;

Family well-being;

Individual personality traits;

Cognitive activity of the child, etc.

Particularly distinctly tight connection speech and intellectual child development acts in the formation coherent speech,t. e. meaningful speech, logical, consistent, organized. To connected tell about something, you need to clearly represent the object of the story (subject, event, be able to analyze, select the main properties and qualities, establish different relationships (causal, temporary) between objects and phenomena. In addition, it is necessary to be able to build simple and complex sentences, and to select the most suitable words for expressing a given thought.

Ownership liaison monologue speech is the highest achievement of the speech education of preschoolers. It incorporates the development of the sound side of the language, vocabulary, grammatical structure speeches and takes place in close connection with the development of all aspects of speech-lexical, grammatical, phonetic.

1.2. Description as a type of monologue speeches.

Description is a special text that begins with a general definition and naming of an object or object; then comes enumeration of features, properties, qualities, actions; the description is completed by a final phrase that evaluates the subject or expresses an attitude towards it.

This type of statement, like a description, in middle The group is given special attention. to. in this age laying the foundations for development the ability to describe toys independently. This is facilitated by a properly organized course of examining toys and thoughtful posing of questions, special exercises. Therefore, the teacher asks questions in a certain order, teaches children think, in what sequence they will describe the toy and leads to a clear structure when compiling descriptions:

1. Name of the subject (what is it? who is it? what is it called). 2. Disclosure microthemes: signs, properties, qualities, characteristics of the object, its actions (what? what? what? what? what does it have? how is it different from other objects? what can it do? what can be done with it). 3. Attitude to the subject or its assessment (like? what).

For teaching monologue speeches the following types are used toys:

Didactic (matryoshkas, turrets, pyramids, barrels);

Story (figurative):dolls,cars,animals,dishes,furniture,transport;

Ready-made sets of toys, united by one content: herd, zoo, poultry yard;

Sets compiled by a teacher or children - a boy, a girl, a sleigh, a dog; a girl, a house, a chicken, a cat; a hare and a dog, etc.

Since each new toy causes joy, pleasure, and a desire to talk to the child, therefore, new or updated toys should be used for classes. (doll in a new dress, apron, hat; a bear sitting in a car, etc.).This will cause the child to have new thoughts, an emotional attitude to the toy, a speech reaction.

The description of toys can be carried out in the form of a didactic game (“Toy store (dishes, clothes)“”, “Wonderful bag”, “Who is it?”, “The postman brought the package”, etc.).

One of the types of toy description is guessing and making riddles by children. First, children learn to guess riddles, and then make up riddles-descriptions.

So, classes with toys are creative in nature, on them thinking develops, imagination, observation, they have an impact on sensory education children. The toy creates an opportunity to consolidate and activate the dictionary, serves as a source of new words, causes positive emotions, a desire to speak out. Therefore, she is one of description learning tools.

2. Creative and productive stage.

2.1. The use of TRIZ techniques in development of coherent speech.

The success of any training and education largely depends on what methods and techniques the teacher uses to convey to children certain content, encourage them to creative activity, arouse interest, contribute to development of independence, initiatives.

AT development of coherent speech of children I use TRIZ techniques and methods.

Currently, in modern pedagogy, the most pressing issue today is the question of developmental education. That is why methods and techniques in working with children should be worn developing character.

The TRIZ theory was developed on the basis of the sciences of development, education and training of a person and provides for a system funds, methods and techniques development of thinking, imagination, fantasy, creative work skills.

Speech creativity is given to children very difficult. The problem lies in next:

Preschoolers have little experience with monologue speeches;

Poor active vocabulary;

Children do not know the compilation algorithm coherent statement.

Today, TRIZ pedagogy allows solving problems development of speech by a problematic method. Its essence lies in the fact that the child does not receive knowledge in a finished form, but is drawn into the process of active search, a kind of “discovery” of new phenomena and patterns for him. The use of TRIZ pedagogy elements in the game process helps to teach children analyze everything that is happening around, see phenomena and systems not only in structure, but also in temporal dynamics.

It is advisable to start work with games. In the first step I use the following: “What does it look like?”, “Draw.” The features of these games are that children develops creative imagination, they learn to draw from imagination, make up short stories using their drawings.

So the game data develop speech, fantasy, observation, teach to reason, help children analyze phenomena, their actions and their comrades.

For speech development preschoolers widely use TRIZ methods.

Trial and error method.

This is a method of searching for a new one (What if you do this? Or maybe it is, it stimulates the cognitive activity of the child and is the first initiation into independent mental activity, the first step into creativity.

Method of focal objects. Its essence lies in the fact that the image being improved is kept in the field of attention, as in a “focus”, and the properties of others are “tried on” to it, not at all related with the original object, subject. Combinations of properties sometimes turn out to be completely unexpected, but this is what arouses interest and allows you to come up with not only new toys, objects, but also expands vocabulary, exercises in the selection of adjectives for nouns.

brainstorming method (MSh).

For the first time, a collective discussion of a problematic situation, i.e. e. Brainstorming, was suggested by A. Osburn. MSH can be used as the main method in organizing a lesson. In this case, I offer the children a problem situation, then I listen to the answers. children, the most unexpected and original solutions are encouraged.

The MS method is good to use when working with a fairy tale. Children learn to compose descriptive stories from memory, signs, without naming fairy tales, to recognize characters. At the same time, they have speech develops. Children listen with pleasure and learn better those works where they, together with the characters, actively participated in all events.

directory method.

This method solves the problem of creative writing. It was developed by Professor E. Kunze of Berlin University in 1932. Its essence is to build liaison text of fabulous content through a sequence of questions. depending on age of children questions become more and more detailed, the characters are given more detailed characteristics, new characters are introduced. This method is effective when working with a small group.

To successfully solve problems in development of coherent speech I also use the creative system assignments:

Making riddles.

Learn children focus on the signs and actions of objects. For example, round, rubber, jumping (ball); redhead, cunning, lives in the forest (Fox) etc.

Fantasy techniques.

Widely used in observations e. learning to “revive” inanimate objects, phenomena, etc. For example, “revive” clouds (What news do they carry? What do they dream about? Why do they melt? What will they tell about).

Acceptance of empathy.

Children pretend to be observable: "What if you turn into a bush?" (What would you think and dream about? Whom would you be afraid of? Whom would you make friends with)

The universal reference table is an aid to the child in acquiring storytelling skills. By looking at the symbols and knowing what they mean, children can easily compose a story about any subject. (Table depending on age becomes more complex and includes the following symbols: family (where does it live? grows); components of the described subject (size, color, shape); what is necessary for life?; what is it made of?; harm-benefit.

I use pictogram schemes when memorizing poems and nursery rhymes.

Thus, TRIZ activates children, liberates, teaches to communicate, hear each other, gives confidence, helps to open up, makes it possible to think and make decisions.

2.2. Methods and techniques for mastering connected speech of preschoolers.

The choice of methods and techniques in each specific lesson is determined by its tasks. I consider the most effective use of visual (observation, consideration, display and description of objects, phenomena) and practical (dramatization games, tabletop dramatizations, didactic games, activity games) methods. Verbal methods in working with children middle preschool age use less frequently,t. to. age characteristics of children require reliance on visibility, therefore, in all verbal methods, I use either visual techniques (short-term display, examination of an object, toys, or demonstration of a visual object in order to defuse children(the appearance of a clue-subject, etc.).Among verbal methods, I single out mainly those that connected with artistic expression. Although in some classes I use the method of the teacher's story and the method of conversation.

Each method represents a set of techniques that serve to solve didactic problems. In working with children, in order to achieve certain goals, in each specific lesson, I widely use a variety of techniques. speech development:

Speech sample (I use it as a precursor to speech activity children, I accompany with such receptions as the explanation and the instruction;

Repetition (I practice repetition of the material by the educator, individual repetition by the child, or joint repetition);

Explanation, indication (I use it when clarifying the structure of descriptive stories);

Word exercise (prior to writing descriptive stories);

Question (I use in the process of reviewing and in the sequential presentation of the description; I use reproductive, search, direct, suggestive, suggestive).

In one lesson, I usually use a set of techniques, among which I use and indirect tricks: reminder, advice, hint, correction, remark, remark.

Through the use of methods and techniques speech development the closest meeting of the educator and the child takes place, whom the first induces to a certain speech action.

2.3. Planning for work with children.

Planning for work with children development of coherent speech based on general didactic principles:

Educational character of education.

Any activity for speech development based upon trinity: education, development, training. The educational aspect of speech development is very wide.

Availability of the material.

All material offered to children must be available to them. age and contain feasible difficulty.

Systematic training.

It involves the complication of the material from simple to complex, from close to distant, from concrete to abstract, to return to previously studied problems from new positions.

Systematic.

Any training should take place regularly, only then the result will be achieved. We train children in accordance with the curriculum, which involves middle group 18 lessons per year.

Integrity.

Means the achievement of unity and interconnections all components of the pedagogical process.

Forward planning of training sessions

children of connected speech in the middle group.

Month Topic Purpose

September Examination of toys. To form the ability to consider toys, teach children highlight signs, qualities and properties of the toy. , to fix the rules for handling toys.

October Visiting Katya's doll. To form the ability to consider a toy, highlighting its features, qualities, actions. To form the ability to compose a descriptive story about a toy-doll together with the educator. . Cultivate respect for toys.

November Compilation of stories about toys (cat, dog, fox). To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story about toys together with the teacher. Fix the rules for handling toys. Develop focus.

December Storytelling

about toys (car and truck). Formation of the ability to consider objects, highlighting their signs, properties, qualities and actions. To form the ability to compose a descriptive story about toys together with the educator. Exercise in the use of prepositions, their agreement with the noun. Develop memory, auditory attention, speech. Cultivate respect for toys.

January Toy store. To form the ability to consider objects, highlighting their signs, qualities, actions. Learn children choose a toy. To form the ability to compose descriptive stories jointly with the teacher, using the proposed plan. Cultivate a desire to help each other in case of difficulties. Fix the rules for handling toys.

February Compiling stories about toys based on subject pictures. To form the ability to consider objects, highlighting their features, qualities and purpose. Formation of the ability to compose a descriptive story about toys together with the educator. Exercise in the use of nouns in the genitive case. Cultivate a desire to help each other in case of difficulties.

March Drawing up a story based on the painting “Cat with Kittens”. To form the ability to carefully consider the characters in the picture, answer questions about its content. To promote the manifestation of elements of creativity when trying to understand the content of the picture. To form the ability to be included in a joint storytelling with the educator. Develop memory, Attention. Cultivate the ability to listen to each other.

April Drawing up a story based on the painting “Fox with cubs”. To form the ability to carefully consider the characters in the picture, answer questions about its content. Pin in speeches names of animals and their cubs. Activate in speech words denoting the actions of the animal. Cultivate a desire to help each other in case of difficulties.

May Compiling a story about your favorite toy. To form the ability to compose descriptive stories about your favorite toy, highlighting signs and qualities. actions. keep learning children build your statement according to a certain plan. Develop memory, Attention. Cultivate the ability to listen to each other. do not interrupt.

2.4. Interaction of the preschool educational institution and the family on issues of speech child development.

Preschool age- stage of active speech development. In formation speeches The child's environment plays an important role, namely, parents and teachers. The success of a preschooler in learning the language largely depends on how they speak to him, how much attention they pay to verbal communication with the child.

One of the conditions for normal development the child and his further successful schooling is a full-fledged formation speech in preschool age. Interaction between the kindergarten and the family on issues of full-fledged speech development a child is another necessary condition.

Our group was formed from children who moved from the nursery group (60%) and newcomers (40%) .When in contact with children, it was obvious that speech children fuzzy, understandable, many children had only a small vocabulary (mom, dad, give, na, cook, bibika, etc., so I started working on speech development with a condition survey children's speech four times- affairs:- sound pronunciation;

Grammar speeches;

-coherent speech.

Survey results children told her parents in an individual conversation. During the interviews, it turned out that for some parents developed speech is the ability to read and write, at least recite poems, so they try to teach this to their child as early as possible, not paying attention to many other aspects of formation speeches. I faced the problem of conveying to parents that the formation speeches cannot be reduced to literacy and writing skills. speeches. It was important to convince the parents that their role in a full-fledged speech development the child is very large and all the efforts of the educator without their help will be insufficient.

The work with parents began with a questionnaire. Based on its results, I developed the necessary recommendations on speech child development and placed in the "corners for parents", and exactly:

Game breathing exercises aimed at development of speech breathing;

Finger games and exercises;

Games aimed at enriching the vocabulary, development grammatical structure speeches;

Didactic games for development of a coherent utterance.

Theater and dramatization games as a way to diversify speech development. I recommended to start with the simplest thing - playing a fairy tale with substitutes. The training was carried out in the process of game training, where parents acted as children and the educator as a parent. For example, we are playing the fairy tale "Mitten" - we depicted all the animals in multi-colored circles that differ in size, and the mitten is the largest circle. An adult tells a fairy tale, and a child, acting with circles, tells a story.

The task becomes more complicated - with the help of substitute circles, an adult “guesses” any scene from a fairy tale, and the child must guess it. The next step is to invite the child to show the scene and at the same time tell about it. After such training, it is easier for parents to organize a similar game with children at home. Therefore, I advise parents to organize a “home” theater.

tricks development speech breathing and fine motor skills of hands.

One of the main tasks of the formation speech is the development of speech breathing, for this I recommend parents to include game breathing exercises: “Get into the gate”, “Snowflakes”, “Falling leaves”, “Whose leaf will fly away further?”, etc. To improve speech breathing, I suggest that parents, together with their children, pronounce small “pure words”, riddles, proverbs, short counting rhymes.

task for development we solve the strength of voice and intonation at game trainings, using a speech sample and cards with the image of an exclamation point, question marks and a dot. I exercise my parents at trainings, and they, in turn, train later children in pronouncing the same phrases with an intonation of fright, joy, grief, requests, surprise.

Since the formation children's speech is closely related to the development fine motor skills of the hands, I include parents in the systematic work on training the fine movements of the fingers of babies, which I carry out systematically. To do this, at game trainings I teach parents various finger games and exercises, for further use with their children at home. (“Building a house”, Rope”, “Bell”, “Bird”, “I am an artist”, etc.).In addition, I conduct open viewings for parents, where they observe joint finger games and breathing exercises of the educator and children.

When interacting with the family, not only tasks are distributed between parents and educator, but I also carry out “reverse connection". I carry it out unobtrusively, tactfully. For example, about how parents used information about the need fine motor skills development, I recognize from the crafts from which the exhibition “Our helper fingers-tongue” is organized.

I also practice homework (shared for children and parents) .So, I recommend making the traditional game “New word” in the family, the purpose of which is to expand the vocabulary. On the day off, parents “give” the child a new word, necessarily explaining its meaning. Then, drawing together with an adult a picture explaining this word, and writing it on the other side of the sheet, the children bring it to the group and introduce it to their comrades. These “picture-words” are placed in the “Box of buzzwords” and from time to time we play various games with them.

I also organize exhibitions “My Favorite Book”. Children bring their own book from home. At the same time, everyone should know well its name, author,

Thus, together with parents, trying to find different forms of introducing them to speech child development, I step by step overcome the complex process of forming the correct figurative speeches which begins in preschool years and improves throughout life.

3. Information and diagnostic stage.

3.1. Work efficiency.

Survey coherent speech was carried out according to the methodology developed in the laboratory speech development and speech communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education and correlated with the implementation of the program for speech development.

Identification of the ability to describe an object (toy, write a description) was carried out according to the following criteria:

1. Describe the doll. Tell me what she is, what can be done with her, how they play with her.

3) names individual words, not tying them into a sentence.

2. Write a description ball What is it, what is it for, what can be done with it?

1) The child describes the ball;

2)lists signs;

3) names individual words.

3. Describe the dog, what it is, or think of a story about it.

(story);

3) names 2 words.

The responses were evaluated in the following way. For each match of answers under No. 1, the child receives three points; if the answers correspond to No. 2, then the child receives two points; if the answers match No. 3, one point. Thus, the levels of speech development:

9 or more points - high level;

6-8 points - average level;

3-5 points - lower level middle;

less than 3 points - low level.

The group involved in the study children in the amount of 24 people. The results of the examination were recorded in the protocols (Attachment 1.).

After examining the results of the survey, it was revealed following:

With a high level of speech development - no children detected(0%) ;

So average level of speech development - no children were identified(0%) ;

One level down average have 17 children, which corresponds to 71%;

Low level at 7 children, constituting 29%.

Based on the results of the survey, a systematic work was started on teaching descriptive children's speech through classes, didactic games, games with elements of TRIZ pedagogy, etc., using various methods and techniques. After that, an interim examination was carried out (November, the results of which were recorded in the protocols (Annex 2).

Analyzing the obtained data, it was revealed following:

With a high level of speech development - no children detected;

So medium level revealed 10 children, which corresponds to 42%;

One level down average possess 10 children, constituting 42%;

Low Level 4 children,t. e. 16%.

Thus, comparing the results of the survey, one should conclusion:children gradually begin to master the skills of descriptive speeches,t. e., name signs, list qualities and actions, talk about the teacher's questions, express their attitude to the described subject. Although part children name only a few words linking them in a sentence, with difficulty distinguish signs and qualities, answer the questions of the teacher in monosyllables. It should also be noted that 16% children are at a low level of speech development. This is due to the frequent non-attendance of preschool educational institutions for various reasons. (NWB, vacation, passes).

Survey results.

September November

Comparative chart.

3.2. Conclusion. Modeling like means of developing coherent speech older preschoolers.

After analyzing my work with children, I came to the conclusion that it is necessary to look for newer teaching methods. children to a coherent statement, telling, retelling close to the text, without missing the main details of objects. First of all, these are techniques that help the child to understand the process of constructing the text and comprehend its content. Of all the existing techniques that help in mastering coherent speech, the most effective, in my opinion, is the method of modeling, so I determine for myself the topic of self-education -“ The development of coherent speech of children through the use of modeling techniques”, and I set myself the following tasks:

Learn children retell the text sequentially, observing the structure;

-develop thinking and imagination, emotional responsiveness, memory when using schemes, substitutes;

Be able to create imaginary images and select substitutes for designating the character of a fairy tale, recognize fairy-tale situations according to the scheme;

-develop the ability to select substitutes for color, size, shape, character of a fairy tale character;

-develop understanding of the text based on the construction of a visual model;

Be able to use diagrams, substitutes when retelling not only the entire text, but also individual episodes.

I believe that children in the older group should master the following skills.

1. When retelling:

Consistently retell literary works without the help of a teacher;

Expressively convey the dialogues of the characters, the characteristics of the characters.

2. When telling a story through a series of plot pictures, toys:

compose narrative stories: indicate the time and place of action, develop the plot, observe the composition and sequence of presentation;

Invent previous and subsequent events in stories in one picture.

In order to properly build my work, I consider it necessary to first conduct a pedagogical analysis children on speech development according to the following criteria.

1. The ability to retell and tell familiar works.

2. The ability to compose descriptive stories on a visual basis.

3. The ability to compose stories from personal experience.

4. Participation in games, dramatizations based on literary works.

Based on the results of the survey, I consider it right to outline long-term plans for speech development, enrich subject- developing environment, make

albums of poems, sayings and proverbs, riddles, nursery rhymes, as well as didactic games on various topics.

-On the description of toys:”What kind of object?”,”Tell me what?”,”Who will recognize and name more?”,”Find out from the description?”,”Find out what kind of animal?”,”Recognize the toy. ” (I believe that these games will help teach children name signs, qualities, actions; encourage the active participation of each child to express their opinion, compare; enrich the vocabulary and the corresponding understanding of the subject; connected, consistently describe its appearance.

On the formation of ideas about the sequence of actions of the characters by laying out the corresponding pictures: “Who can do what?”, “Where, what can I do?”, “Tell me what first, then what. ”,”Add a word”,”What would happen if…” (such games contribute to connected learning, a consistent description of the plot picture, which is based on the original imitation of a speech pattern.

On the formation of the concept that every statement has a beginning, middle, end, that is, it is built according to a certain scheme. (I consider the following effective games: “Who knows, he continues further”, “Cook compote”, “We cook venigret”, “We start on duty”.

I consider it necessary to continue this direction in the preparatory group, while complicating the tasks of development of coherent speech,t. e.:

Learn to build different types of texts (description, narration, reasoning) respecting their structure and using different types of intratext connections;

Compose plot stories based on toys, paintings, on topics from personal experience;

In creative stories, show individual abilities for creative speech activity;

Learn children analyze and evaluate stories in terms of their content, structure, connectivity.

Thus, I consider the use of schemes (models) makes it much easier for preschoolers to master coherent speech, since the presence of a visual plan makes statements clear, connected and consistent.

Bibliography.

1. Alekseeva M. M., Yashina V. I. Methods speech development and teaching mother tongue to preschoolers. -M. ,1997.

2. Antsiferova A. A., Vladimirova T. A., Gerbova V. V. and others. Education children in secondary kindergarten group. -2nd ed. ,corr. -M.: Enlightenment, 1982.

3. Bondarenko A.K. Didactic games in kindergarten. -M. ,1985

4. Borodich A. M. Methods. -2nd ed. -M. ,1984.

5. Education and training in middle kindergarten group. Program and guidelines / comp. V. V. Gerbova. -M. ,2006.

6. Gerbova V.V. Speech development in kindergarten. -M. ,2005.

7. Journal "Educator" No. 2/2009.

8. Journal "Educator" No. 7/2009.

9. Classes for speech development in kindergarten / ed. O. S. Ushakova. -M. ,2001.

10. Karpova S. N., Stepanova M. A. Features coherent speech preschoolers when interacting with adults and peers. -1984#4.

11. The development of speech of preschool children / ed.. F. A. Sokhina. -M. ,1984.

12. Speech development and speech communication / ed. O. S. Ushakova. -M. ,1995.

13. Reference book of the senior teacher of a preschool institution. No. 11/2008.

14. Ushakova O. S. The development of speech of preschoolers. -M. ,2001.

15. Ushakova O. S., Strunina E. M. Methods speech development of preschool children. -M. ,2004.

16. Zeitlin S. N. Language and child. Children's linguistics speeches. -M. ,2000.

APPLICATIONS.

Attachment 1

Pedagogical analysis by development of coherent speech of children of middle preschool age at the beginning of the year(September).

Criteria Roma A. Dasha A. Nastya B. Dima B. Vera B. Irina B. Nikita G. Polina G. Dima G. Andrey D.

1. Describe the doll:

2) Talks about the teacher's questions;

3) Names individual words, not tying them into a sentence

2. Write a description ball:

1) The child describes the toy;

2)Lists signs;

3) Names individual words.

3. Describe the dog, or make up a story about it.

(story);

2)Lists qualities and actions;

3) Names 2-3 words.

I. Olya M. Yura O. Polina P

Matvey P. Yura P. Vika R. Vanya R. Ksyusha S. Sasha S. Karina S. Matvei S. Vadim S. Natasha F.

Appendix 2

Pedagogical analysis by development of coherent speech of children of middle preschool age(intermediate result, November).

Criteria

Roma A. Dasha A. Nastya B. Dima B. Vera B. Irina B. Nikita G. Polina G. Dima G. Andrey D.

1. Describe the doll:

1) The child independently describes the toy;

2) talks about the questions of the teacher;

3) names individual words without linking them into a sentence.

2. Write a description ball:

1) The child describes the ball;

2)lists signs;

3) names individual words.

3. Describe the dog or think about it story:

1) The child makes a description (story);

2)lists qualities and actions;

3) names 2-3 words.

Liza I. Olya M. Yura O. Polina P. Matvey P. Yura P. Vika R. Vanya R. Ksyusha S. Sasha S. Karina S. Matvey S. Vadim S. Natasha F.

Larisa Baltina

I bring to your attention a long-term project on the development of speech using mnemotables.

Everyone knows how to speak confusedly,

few speak clearly.

Galileo Galice.

Introduction

Speech is a form of communication that has developed in the process of human historical evolution and is mediated by language. Speech arises as a necessary and sufficient means for solving those problems of communication that confront the child at a certain stage of his development.

Every child in kindergarten needs to be taught how to express their thoughts correctly. The speech of children should be lively, direct, expressive. The coherence of speech is the coherence of thoughts, which reflects the logic of the child's thinking, his ability to comprehend what is perceived and express it in coherent speech.

In the practice of my work, I use various methods and techniques for the development of speech. This is an artistic word, questions, a conversation, a story, drawing up a plan, re-reading with an agreement, didactic games, etc. But all of the above was not enough to solve the problem. Having studied the literature, I came to the conclusion that mnemonics can help me in solving the problem of developing coherent speech in preschool children.

Relevance

The study of the problem of the development of coherent speech is due to the fact that in the activities of people there is no such area where speech would not be used, it is needed everywhere, and especially at the stage of learning. The success of learning depends on the quality of speech. With the help of speech, communication, the child easily and imperceptibly enters the world around him, learns a lot of new, interesting things, can express his thoughts, desires, requirements. Speech is an activity in which people communicate with each other through their native language. The development of coherent speech - the highest form of mental activity - determines the level of speech and mental development of the child (L. S. Vygotsky, A. A. Leontiev, S. L. Rubenshtein, F. A. Sokhin, etc.). It is in coherent speech that the main, communicative, function of speech is realized.

But, unfortunately, at present, speech disorders are increasingly observed in children, which drastically limit their communication with people around them. Figurative, rich in synonyms, additions and descriptions, speech in preschool children is a very rare phenomenon.

There are many problems in the speech of children:

Insufficient vocabulary and, as a result, the inability to make a common sentence;

Poor dialogical speech: inability to formulate a question correctly and in an accessible way, to build an answer;

Poor monologue speech: inability to compose a plot or descriptive story on the proposed topic, retell the text.

According to modern teachers and psychologists, the number of children with a low level of speech development is increasing every year. In view of the close relationship between speech and thinking, the development of evidence-based content and effective methods aimed at increasing the level of related speech development is of great importance and is a complex pedagogical problem.

Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developing for them.

There are factors that facilitate the process of becoming a coherent speech.

One of these factors, according to S. L. Rubinshtein, A. M. Leushina, L. V. Elkonin and others, is visibility. Examination of objects, pictures helps children name objects, their characteristic features, actions performed with them.

The second auxiliary factor is the creation of an utterance plan, the significance of which was repeatedly pointed out by the well-known psychologist L. S. Vygotsky. He noted the importance of sequential placement in the preliminary scheme of all the specific elements of the statement.

K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly.”

Mnemonics - translated from Greek - "the art of memorization." This is a system of methods and techniques that ensure the successful memorization, preservation and reproduction of information, knowledge about the features of natural objects, about the world around us, effective memorization of the structure of the story, and, of course, the development of speech.

I believe that if in the work of teaching children coherent speech to use the techniques of mnemonics, then this will help the child to be more sociable, his vocabulary will expand, the child will learn to speak coherently, tell, express his thoughts.

the main objective of my project: To create conditions for the development of cognitive and speech abilities in preschool children using mnemonics.

Project objectives:

Tutorials:

To create conditions for increasing the circle of children's knowledge about the world around them.

Exercise in the ability to dramatize small fairy tales.

Create conditions for the development of skills to memorize and retell small works using mnemonics techniques.

Developing:

Continue to develop the articulatory apparatus, work on diction, improve the distinct pronunciation of words and phrases, intonation expressiveness of speech.

Develop self-reliance skills to overcome shyness, shyness, insecurity in children.

To continue work on the formation of interest in Russian folk tales.

Educational:

To cultivate a culture of speech, enrich and expand the vocabulary of children.

Working with parents:

Increasing the competence of parents on the issues of cognitive and speech development of children of middle preschool age.

Active involvement of parents in the educational process.

Project type: information - creative

Project type: long-term

Expected Result:

The interest of children in cognitive activity will increase, children will be willingly included in the educational process;

Increase: accuracy, coherence and expressiveness of speech;

Creativity develops;

The creative activity of children will increase: they will be happy to participate in the dramatization of fairy tales;

Children will watch theatrical performances of others with interest and will reproduce them with pleasure in their play activities;

Parents will be actively involved in the educational activities of the group, will be interested in developing technologies for working with children of preschool age.

Mnemonics develops not only coherent speech, but also contributes to the psychological emancipation of the child, eliminates the fear of speaking, develops courage and self-confidence.

Annotation to the project

For the development of cognitive and speech abilities, the project involves a variety of activities: gaming, motor, visual, musical, cognitive research. The work takes place throughout the entire educational process of finding a child in kindergarten. During the month, the content may change and be supplemented depending on the game situations.

Learning to retell literary works begins with familiar fairy tales: “Turnip”, “Gingerbread Man”, “Ryaba Hen”, while using the method of a joint story.

The scheme of teaching the retelling of a fairy tale:

1. Telling a fairy tale with a simultaneous display of a table theater.

2. Repeated story of the teacher with the children. The teacher starts the phrase, the children continue. For example, Once upon a time there was a grandfather (and a woman) They had a (pockmarked chicken) Children find subject pictures or me-squares with a color image of the heroes of a fairy tale on the table, lay them out in the correct sequence.

3. Showing illustrations, the teacher draws attention to the heroes of the fairy tale and the children learn to describe their appearance, actions. The technique of the artistic word is used: nursery rhymes, songs on the theme of a fairy tale are read.

4. Involving children in playing out a fairy tale

The work on the use of mnemonic tables consists of 3 stages:

Stage 1: Examining the table and analyzing what is shown on it.

Stage 2: Information is being recoded: symbols into images.

Stage 3: After coding, the fairy tale is re-told with the help of an adult.

For children of middle preschool age, it is necessary to take colored mnemotables, because the children retain separate images in their memory: the chicken is yellow, the mouse is gray, the Christmas tree is green.

Project executors: Children of the middle group, their parents and educators of the group.

Stages of project implementation:

1. Setting goals, determining the relevance and significance of the project.

2. Selection of methodological literature for the implementation of the project.

3. Selection of visual and didactic material.

4. Organization of the developing environment in the group.

Literature.

1. Bolsheva T. V. Learning from a fairy tale, ed. "Childhood - PRESS", 2001.

2. Veraksy N. E., Komarova T. S., Vasilyeva M. A. The program "From birth to school" - M.: mosaic synthesis, 2014.

3. Preschool Education Teaching Creative Storytelling 2-4/1991.

4. Poddyakova N. N., Sokhin F. A. Mental education of preschool children - 2nd ed., dorab. - M .: Education, 1998.

5. Rubinshtein S. L. Fundamentals of General Psychology - St. Petersburg, 2000

6. Smolnikova N. G., Smirnova E. A. Methods for identifying the features of the development of coherent speech in preschoolers.

7. Tkachenko T. A. Formation and development of coherent speech LLC "Publishing House GNOM and D", 2001.

8. Ushakova O. S., Sokhin F. A. Classes on the development of speech in kindergarten M.: Education, 1993.

9. Fomicheva G. A. Methods of speech development for preschool children. allowance 2nd ed., revised. - M .: Education, 1984.

10. Chernobay T. A., Rogacheva L. V., Gavrilova E. N. Assessment of the success of speech and physical development of preschoolers: method. Recommendations for kindergarten teachers; Ed. V. L. Malashenkova. - Omsk: OOIPKRO, 2001.

Implementation of the action plan:

1. Work according to the action plan

2. Create a presentation.

3. Work with parents (active involvement of parents in the implementation of the project, individual and group counseling on the use of mnemonics techniques in working with preschool children).

Activity plan with children

(responsible for the implementation of the plan - group educators)

The story of the Russian folk tale "Ryaba the Hen". (work according to the scheme)

The story of the Russian folk tale "Teremok". (Work according to the scheme)

Reading the Russian folk tale "Turnip". (Work according to the scheme)

Reading the Russian folk tale "Gingerbread Man". (work according to the scheme)

Reading the Russian folk tale "Masha and the Bear." (work according to the scheme)

Reading the Russian folk tale "Zayushkina's hut." (Work according to the scheme)

Reading the Russian folk tale "The Cockerel and the Bean Seed" (work according to the scheme)

Reading the Russian folk tale "The Wolf and the Goats." (Work according to the scheme)

Working with parents

1. Parent meeting: The development of children's speech in the fifth year of life: "Mnemonics for preschool children" - November.

2. Consultation for parents "How to teach a child to describe what he sees?" - December.

3. Moveable folders "What is mnemonics?", "Mnemonics for middle preschool children" - December.

4. Workshop "How to work with mimic tables" - January.

5. Folder shift "Compiling and using mimic tables at home" - February.

6. Consultation for parents "We develop and enrich the vocabulary of children" - March.

7. Making drawings for the exhibition with parents: “Oh, these fairy tales!” - May.

8. Involving parents in making costumes for the presentation of the fairy tale - June.

9. Results of the work on the project: presentation of the fairy tale "The Wolf and the Seven Kids" - July.

The final stage: July 2018

Analysis of the results of the project, conclusions and additions to the project.

Solving riddles from fairy tales.

Didactic game "Our fairy tales".

Let's remember the collage story.

Staging fairy tales by children using mnemonic tables.

Presentation of the results of the project: Show the dramatization of the fairy tale "The Wolf and the Seven Kids" to children of other groups and parents.

Monitoring children for speech development.

Drawing up a plan for expanding the project on the use of mnemonics techniques in working with children in the older group.

Conclusion:

Having done this work, we can conclude that the implementation of the developed methodology of mnemonics in practical work with children of primary preschool age leads to positive changes in the speech and general mental development of children. Children develop a high culture of speech, increase the accuracy, coherence and expressiveness of speech. The child begins to appropriately use the means of artistic expression in his own speech. At the same time, the clarification of the means of forming and expressing thoughts becomes an important stimulus for the development of higher speech forms of his thinking. Replacing text with symbols is an effective means of developing children's creative abilities, the ability to generalize the information received, to speak coherently and figuratively. Mnemonics develops not only coherent speech, but also contributes to the psychological emancipation of the child, eliminates the fear of speaking, develops courage and self-confidence.

In the future, I plan to continue using the techniques of mnemonics in the development of coherent speech, while expanding their range with my own developments.

Olga Turkina
Project in the middle group No. 1 on "Speech development". Theme: "Little Dreamers"

Project in the middle group No. 1 in« Speech development» . Topic: « Little dreamers»

Relevance project:

Preschool children enjoy listening to poems, singing songs, guessing riddles, looking at illustrations for books, admiring genuine works of art and very often ask questions. questions: but how, why, but can I? And it's no secret that nowadays more and more children have speech problems. And why not combine the desire of the child to try to come up with something on his own, to do it with the desires of adults - to teach the child to speak beautifully and competently. And that is why the task is so relevant today speech development of children and development his communication skills.

Problem:

Low level of active vocabulary of children.

The reasons:

1. Insufficiently high level of use of various forms of work with children to expand the active vocabulary.

2. The lack of interest of parents in the initiative of children to engage in word creation.

Hypothesis:

As a result of the work, children's vocabulary will increase, speech will be enriched, expressiveness of speech will improve, children will learn to compose short poems, compose stories, and invent fairy tales.

Target project:

Enhance children's active vocabulary through stimulation and development preschoolers have writing skills, speech creativity.

Tasks project:

Develop children's active vocabulary.

Develop the ability of children to invent narratives, rhyming words, word formations, select synonyms, antonyms, homonyms.

Support speech initiative and creativity of children in communication.

Type of project: creative, group.

Duration project: medium term(January February)

Members project: pupils middle group, educator, parents.

Resource support project: laptop, printer, file cabinet speech games, toys, paints, brushes, drawing paper, fairy tales, poems, illustrations for fairy tales, cartoon discs, discs with children's songs.

Idea project:

All activities and games project« Little dreamers» are interconnected, encourage inclusion in other types of activities - both independent and collective, so that the teacher, children, and parents retain a particle of joy, emotional charge, and most importantly - the desire to continue working on the implementation of this project.

Expected results:

Active vocabulary was 70% at a high level.

Various forms of work with children are used to expand the active vocabulary.

Parents have increased knowledge of development of speech creative abilities of children.

results:

1. Creation of a card index of games for children's vocabulary development.

2. Consultation for parents « Speech games at home» .

3. Consultation for parents .

4. Create an album with parents "Our Children Speak".

5. Create an album "Beautiful words".

6. Wall newspapers "We - dreamers» , "Composers", "Our Kindergarten".

Presentation project:

Exhibition of wall newspapers and albums on children's word creation.

Implementation stages project:

Tasks Implementation activities

Stage 1 organizational and preparatory

A selection of software and methodological support for implementation project.

Learning from experience development of speech creativity in preschoolers. Development of the content of consultations with parents Compilation of an information bank of technologies for development of speech creativity in preschoolers.

Development of a file cabinet. Development of consultation texts.

2nd stage evaluative-diagnostic

Determining the level of active vocabulary of children 4-5 years old at the initial stage. Diagnostics.

3rd stage - practical

Definition of the content of the work development children's writing Making a plan for development of creativity.

Active implementation developing forms of work with children Implementation of educational activities with children.

Determination of the intermediate result of the level of active vocabulary of children. Diagnostics.

Interaction with parents of pupils Involving parents in joint writing with children

Organization of the participation of parents in the collection of interesting children's statements, word creation.

4th stage - generalizing

Determination of the final result of the active vocabulary of children. Diagnostics.

Analysis of the achievement of goals and results children's vocabulary development, advice for parents.

Preparation of an information note on the implementation project.

Task Implementation Plan:

implementation Content of activities Responsible Deadlines Exit

Preparatory Selection of software and methodological support for implementation project.

educator I week of January file cabinet development of children's speech creativity.

Learning from experience development of speech creativity in preschoolers. teacher II week of January

Determination of the level of active vocabulary of children 4-5 years old at the initial stage. educator II week of January Texts of consultations

Development of the content of consultations with parents Educator III week of January Diagnosis

Practical Advice for Parents « Speech games at home» , “We read and compose together with the child. Word games and exercises». teacher IV week of January Text

Creating a wall newspaper "Our Kindergarten" Educatorchildren IV week of January wall newspaper

Create an album with parents "Our Children Speak". caregiver

parents

I – II week of February album

Visual activity “Journey to the country of Imagination”. caregiver

children II week of February Drawings, stories of children.

Determination of the intermediate result of the level of active vocabulary of children. Educator II week of February Diagnostics

Creating a wall newspaper "We - dreamers» caregiver

III week of February wall newspaper

Create an album "Beautiful words" caregiver

children III week of February album

Creating a wall newspaper "Composers" caregiver

children IV week of February wall newspaper

Generalizing Systematization material for parents speech creativity of children. educator consultation

Determination of the final result of the active vocabulary of children. educator IV week of February Diagnosis

Analysis of the achievement of goals and the results obtained Educator

parents Albums, wall newspapers, implementation help project.

Result Criteria:

1. Availability

2. Aesthetics.

3. Mobility.

Key competencies:

Ability to navigate in a new non-standard situation;

Ability to think through ways of action and find new ways to solve problems;

Ability to ask questions;

Ability to interact with systems"child-child", "adult child".

Ability to obtain the necessary information in communication;

Ability to communicate with adults and peers;

Literature:

1. Streltsova L. E. "Literature and fantasy»

2. Preschool Pedagogy No. 7/2012 p19.

3. Lombina T. N. Backpack with riddles: a good book on speech development. Rostov-on-Don 2006

4. Miklyaeva N.V. Development language ability in children 3 - 7 years old M. 2012

5. Sidorchuk T. A., Khomenko N. N. Technology development connected speech of preschoolers. Ulyanovsk 2005

6. Fesyukova L. B. Education with a fairy tale M. 2000

7. Alyabyeva E. A. Poetic exercises for development speech of children 4 - 7 years old. M. 2011

8. Belousova L. E. Amazing stories. S-P "Childhood - press". 2003

9. Meremyanina O. R. Development social skills of children 4 - 7 years old Volgograd 2011

PROJECT "Visiting a fairy tale"

Compiled by: Votintseva Lyudmila Iosifovna, teacher of the MDOU "Kindergarten "Ladushki", the highest qualification category.
The project "Visiting a fairy tale" is intended for kindergarten teachers to work with children of middle preschool age. The aim of the project is to create conditions for the development of cognitive and speech abilities in preschool children using mnemonics. The project is built taking into account the age characteristics of children of middle preschool age. For the development of cognitive and speech abilities, various types of activities are involved: gaming, motor, visual, musical, cognitive research, design.
Content
1. Introduction.
2. Relevance of the project.
3. Content of the project.
4. Stages of project implementation.
5. Entry into the project.
6. Action plan.
7. Work with parents.
8.Expected result.
9. List of references.
Introduction.
Project characteristics
Project type: informational and creative.
By timing: long-term - 9 months
In composition: group
Project participants: children of the middle group, parents of pupils, educators of the group, music director.
Theme origin: In the group appeared mnemonic tables with graphic images of fairy tales and a number of illustrations from books of Russian folk tales. The children became interested in what they mean, how it is displayed in the picture.
Concepts that can be learned during the implementation of the project: theatre, screen, theatrical performance, stage, auditorium, scenery, poster, bibabo theatre, life-size puppets, puppet show.
Motivation: Do you want to turn into heroes of fairy tales and get into them?
Object of study: cognitive-speech development of children of middle preschool age.
Subject of study: the process of memorizing and telling Russian folk tales using mnemonics.
Objective of the project:
To create conditions for the development of cognitive and speech abilities in preschool children using mnemonics.
Project objectives:
Tutorials:
-Create conditions for increasing the circle of children's knowledge about the world around them. Exercise in the ability to dramatize small fairy tales.
- Encourage them to get involved in the game image and take on the role.
- Create conditions for the development of skills to memorize and retell small works using mnemonics techniques.
Developing:
Continue to develop the articulatory apparatus, work on diction, improve the distinct pronunciation of words and phrases, intonation expressiveness of speech.
- Develop independence skills to overcome shyness, shyness, insecurity in children.
- To continue work on the formation of interest in Russian folk tales, to contribute to the accumulation of aesthetic experience, discussing literary works.
- To develop productive visual activity of children.
Educational:
-To form the skills of cooperation, cultivate a sense of friendship and collectivism.
-To educate the culture of speech, enrich and expand the vocabulary of children.
Working with parents:
- Increasing the competence of parents on the cognitive and speech development of children of middle preschool age.
- Active involvement of parents in the educational process.
Equipment and materials: Illustrations for fairy tales, different types of theater, mnemotables for fairy tales, attributes for musical and didactic games, musical accompaniment to dramatizations of fairy tales, costume elements for dramatization games based on the plots of fairy tales, materials for productive activities.
Intended product of the project:
Holiday "Visiting the Fairy of Fairy Tales", presentation on the results of the project.
The relevance of the project.
Currently, one of the main directions of the Federal State Educational Standard is to improve the quality of preschool education, the use of an effective activity approach in working with children, the use of effective technologies aimed at developing the cognitive and speech activity of preschool children.
The development of cognitive-speech activity of a preschool child develops children's curiosity, inquisitiveness of the mind, forms stable cognitive interests on their basis. The child, as early as possible, should get a positive social experience in the implementation of their own plans, because. the increasing dynamism of social relations requires the search for new, non-standard actions in a variety of circumstances.
The problem of increasing the cognitive-speech activity of preschoolers was widely studied in psychology by Vygotsky, Leontiev, Ananiev, Belyaev, in the pedagogical literature by Shchukina, Morozova and others.
The cognitive and speech development of a child is one of the main factors in the formation of a personality in preschool childhood, which determines the level of social and cognitive achievements of a preschooler - needs and interests, knowledge, skills and abilities, as well as other mental qualities. In preschool pedagogy, mnemonics can become a tool for cognition. Mnemonics helps to develop associative thinking, visual and auditory memory, visual and auditory attention, imagination
The relevance of the use of mnemonics in the development of cognitive and speech activity of preschool children is that:
firstly, a preschool child is very plastic and easy to learn, but most preschool children are characterized by rapid fatigue and loss of interest in the lesson, which are easily overcome by increasing interest through the use of mnemonics;
secondly, the use of symbolic analogy facilitates and speeds up the process of memorization and assimilation of the material, and also forms the skill of practical use of memory techniques;
thirdly, using a graphical analogy, we teach children to highlight the main thing, to systematize, analyze and synthesize the knowledge gained. In the studies of many psychologists (L.A. Wenger, D.B. Elkonin, etc.), the accessibility of mnemonic techniques to preschool children is noted. It is determined by the fact that it is based on the principle of substitution - a real object can be replaced in the activities of children by another sign, object, image. Preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols and signs (first of all, these are various visual models, diagrams, tables, etc.).
For a child, a fairy tale has always been and remains not only the first and most accessible means of cognition, but also a way of cognizing social relations, behavior in situations of his daily life. The fairy tale satisfies the child's craving for actions, for the unusual, forms and develops fantasy.
When working with children, teachers noticed that children without joy are included in developmental activities. Children have poor memory, attention is reduced, mental processes are not so mobile, they do not show interest in search activities and hardly plan any of its types, they are not ready to complete tasks, they are not distinguished by high efficiency.
It is very important to arouse interest, captivate them, liberate and turn overwork into a favorite and most accessible type of activity - GAME.
Our kindergarten works according to the program “From Birth to School”. ” allows you to develop visually - figurative thinking and imagination, curiosity and cognitive-speech activity. The child develops an interest in experimenting, solving various creative problems. But in this program there is no system of using mnemonics for the development of cognitive and speech abilities of preschool children.
Given the relevance and practical significance of the use of mnemonics in the development of cognitive speech activity of preschool children, we have compiled the "Visiting a fairy tale" project for the development of cognitive speech activity of preschool children using mnemonic techniques.
Content of the project.
For the development of cognitive and speech abilities, the project involves a variety of activities: gaming, motor, visual, musical, cognitive research, design. The work takes place throughout the entire educational process of finding a child in kindergarten. During the month, the content may change and be supplemented depending on the game situations.
In the middle group, we took fairy tales as a basis.
I start teaching the retelling of literary works with familiar fairy tales: “Turnip”, “Gingerbread Man”, “Ryaba Hen”, while using the method of a joint story.
The scheme of teaching the retelling of a fairy tale:
1. Telling a fairy tale with a simultaneous display of a table theater.
2. Repeated story of the teacher with the children. The teacher starts the phrase, the children continue. For example, Once upon a time there was a grandfather ... (and a woman) They had ... (pockmarked chicken) Children find subject pictures or me-squares with a color image of the heroes of a fairy tale on the table, lay them out in the correct sequence.
3. Showing illustrations, the teacher draws attention to the heroes of the fairy tale and the children learn to describe their appearance, actions. The technique of the artistic word is used: nursery rhymes, songs on the theme of a fairy tale are read.
4. Involving children in playing out a fairy tale
The work on the use of mnemonic tables consists of 3 stages:
Stage 1: Examining the table and analyzing what is shown on it.
Stage 2: Information is being recoded: symbols into images.
Stage 3: After coding, the fairy tale is re-told with the help of an adult ...
For children of middle preschool age, we give colored mnemonic tables, because children retain separate images in their memory: the chicken is yellow, the mouse is gray, the Christmas tree is green.
Stages of project implementation.
Preparatory stage.
1. Setting goals, determining the relevance and significance of the project.
2. Selection of methodological literature for the implementation of the project (magazines, articles, abstracts, etc.).
3. Selection of visual and didactic material.
4. Organization of the developing environment in the group.
5. Creation of conditions for productive activity.
6. Development of the script for the literary and musical festival "Visiting the Fairy of Fairy Tales"
Main stage.
Implementation of the action plan:
1. Work according to the action plan
2. Create a presentation.
3. Work with parents (active involvement of parents in the implementation of the project, individual and group counseling on the use of mnemonics techniques in working with preschool children).
The final stage.
1. Analysis of the results of the project, conclusions and additions to the project.
2. Plans to expand the project on the use of mnemonics techniques in working with children in the senior group.
Entry into the project.
The subject-developing environment is changing. There are mnemonic tables with a graphic image, illustrations with fairy tales familiar to children, different types of theater, attributes for dramatization of fairy tales.
Children are interested in what is shown on the mnemonic tables.
Conversation with children: What do we know about fairy tales and mnemonic tables?
What do we want to know? How can you portray a story?
What will we do to learn how to portray fairy tales in different ways?
Action plan.
September.
1. Telling the Russian folk tale "Ryaba the Hen".
2. Display of the table theater "Ryaba Hen".
3. Listening to the audio recording "Ryaba Hen".
4. Modeling of the fairy tale "Rocked Hen".
Visual activity: Drawing "Golden Egg" (finger painting).
Motor activity: Mobile relay race "Who is faster to the chicken", "Transfer the testicle"
Musical activity: Playing the elements of dramatization of a fairy tale to music.
October.
1. Telling the Russian folk tale "Teremok".
2. Display of the Teremok table theater.
3. Show flat theater "Teremok" on the carpet.

5. Telling children the fairy tale "Teremok" using a mnemonic table.
Productive activity: Drawing "Who lives in the little house?" (foam drawing.
Motor activity: Outdoor game "Who is faster to the tower?".
Musical activity: Staging based on the plot of a fairy tale.
November.
1. Reading the Russian folk tale "Turnip".
2. Display of the flat theater "Turnip" on the carpet.
3. N / printed game "Turnip".

5. Telling children the fairy tale "Turnip" using a mnemonic table.
Productive activity: Modeling "Turnip big and small."
Motor activity: Outdoor game "Pull out the turnip".
Musical activity: Music. did.game "Harvest".
December.
1. Reading the Russian folk tale "Gingerbread Man".
2. Display of the table theater "Kolobok".
3. Puzzle game "Kolobok".
4. Let's remember the fairy tale from the collage.
5. Telling children the fairy tale "Gingerbread Man" using a mnemonic table.
Productive activity: Collective work on drawing "I left my grandmother."
Motor activity: Outdoor game "Cunning Fox".
Musical activity: Musical and theatrical performance based on the fairy tale "Gingerbread Man".
January.
1. Reading the Russian folk tale "Masha and the Bear".

2. Display of the table theater "Masha and the Bear".
3. "Guess the riddle" (guessing riddles about the heroes of a fairy tale).
4. Listening to an audio recording of the fairy tale "Masha and the Bear".
5. Modeling of the fairy tale "Masha and the Bear".
Productive activity: Drawing "Masha and the Bear" (stencil drawings) drawing up the plots of a fairy tale.
Motor activity: Outdoor game "Bear and bees".
Musical activity: Viewing and musical theatrical performance based on the plots of the cartoon "Masha and the Bear".
February.
1. Reading the Russian folk tale "Zayushkina's hut".

2. Display of the finger theater "Zayushkina hut".
3. N / printed game "Collect the figurine".
4. Let's remember the fairy tale from the collage.
5. Telling children the fairy tale "Zayushkina's hut" using a mnemonic table.
Productive activity: Drawing "Fox hut" (salty drawing).
Motor activity: Outdoor game "Fox and roosters".
Musical activity: Learning songs about a fox and a hare.
March.
1. Reading the Russian folk tale "The Cockerel and the Bean Seed".
2. Display of a finger theater based on the fairy tale "The Cockerel and the Bean Seed".
3. Familiarization with small folklore forms: nursery rhymes about animals.
4. Let's remember the fairy tale from the collage.
5. Telling children the tale "The Cockerel and the Bean Seed" using a mnemonic table.
Productive activity: Spray and palm drawing “The cockerel and hens peck at the grains.
Motor activity: Relay "Petushki".
Musical activity: Singing about a cockerel.
April.
1. Reading the Russian folk tale "The Wolf and the Goats".
2. Display of the table theater "The Wolf and the Goats".
3. N / printed game "Collect the picture."
4. Imitation games "Wolf", "Kids".
5. Telling the fairy tale "The Wolf and the Goats" using modeling.
Productive activity: Drawing "Confusion for the wolf" (mysterious thread drawings)
Motor activity: Competition of kids with a wolf.
Musical activity: Musical performance based on the fairy tale "The Wolf and the Seven Kids"
May.
Holiday "Visiting the Fairy of Fairy Tales".
Solving riddles from fairy tales.
Didactic game "Our fairy tales".
Let's remember the collage story.
Staging fairy tales by children using a mnemonic table.
Presentation of the results of the project: Show the dramatization of the fairy tales “The Cockerel and the Bean Seed”, “The Wolf and the Seven Kids” to the children of the younger group.
Working with parents.
September: Information screen "Mnemonics for children of middle preschool age"
October: Seminar-workshop "How to work with mnemotables".
November: Folder-movement with samples of mnemonic tables compiled according to fairy tales.
February: Compilation at home by children together with their parents of a mnemonic table based on fairy tales.
March: Making crafts and drawings with children for the exhibition “Oh, these fairy tales!”.
April: Involving parents in the manufacture of costumes for the presentation of fairy tales "The Cockerel and the Bean Seed", "The Wolf and the Seven Kids".
May: Preparation for the holiday "Visiting the Fairy of Fairy Tales".
Expected Result.
In the process of implementing the project "Visiting a fairy tale":
- the interest of children in cognitive activity will increase, children will be willingly included in the educational process;
- the creative activity of children will increase: they will be happy to participate in the dramatization of fairy tales;
-children will increase the circle of knowledge about the world around them;
- there will be a desire to retell fairy tales, invent their own stories;
- children will watch theatrical performances of others with interest and will reproduce them with pleasure in their play activities;
-parents will be actively involved in the educational activities of the group, will be interested in developing technologies for working with children of preschool age.
Literature.
1. Bolsheva T. V. Learning from a fairy tale, ed. "Childhood - PRESS", 2001.
2. Veraksy N. E., Komarova T. S., Vasilyeva M. A. Program "From birth to school" - M .: mosaic synthesis, 2014.
3. Preschool Education Teaching Creative Storytelling 2-4/1991.
4. Poddyakova N. N., Sokhin F. A. Mental education of preschool children - 2nd ed., dorab. – M.: Enlightenment, 1998.
5. Rubinshtein S. L. Fundamentals of General Psychology - St. Petersburg, 2000
6. Smolnikova N. G., Smirnova E. A. Methods for identifying the features of the development of coherent speech in preschoolers.
7. Tkachenko T. A. Formation and development of coherent speech LLC "Publishing House GNOM and D", 2001.
8. Ushakova O. S., Sokhin F. A. Classes on the development of speech in kindergarten M .: Education, 1993.
9. Fomicheva G. A. Methods of speech development for preschool children. allowance 2nd ed., revised. – M.: Enlightenment, 1984.
10. Chernobay T. A., Rogacheva L. V., Gavrilova E. N. Assessment of the success of speech and physical development of preschoolers: method. Recommendations for kindergarten teachers; Ed. V. L. Malashenkova. - Omsk: OOIPKRO, 2001.

"MBDOU" KINDERGARTEN "ROMASHKA" PROJECT FOR THE DEVELOPMENT OF SPEECH OF CHILDREN OF THE MIDDLE GROUP IN GAME ACTIVITY "WE HAVE FUN TO PLAY" Passport of the pedagogical project The author of the project ... "

MBDOU "KINDERGARTEN "ROMASHKA"

SPEECH DEVELOPMENT PROJECT FOR INTERMEDIATE CHILDREN

GROUPS IN GAME ACTIVITIES

"WE HAVE FUN TO PLAY"

Topic The development of speech of children of the middle group through

didactic games

The name of the project is "We have fun playing"

Project type Educational, game

Project participants Children of the middle group Educators Duration One year of the project Problem The development of the speech of preschool children in play activities Relevance The main task of preschool education is the problem of preparing for schooling. Children who have not received appropriate speech development at preschool age hardly make up for lost time; in the future, this gap in development affects its further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling.

Purpose To develop the speech of children, enrich the vocabulary through didactic games, educate the sound culture of speech.

Tasks - Creating conditions for the play activities of children in the group and on the site.

Vocabulary expansion, vocabulary activation.

The development of coherent monologue and dialogic speech.

Project hypothesis If the work plan for the project is fulfilled, then the development of cognitive activity in children, speech activity, expansion of vocabulary, increase in their communication capabilities, development of activity, initiative, and independence are more possible.

Expected result With systematic work on this project, the children's vocabulary will increase significantly, speech will become the subject of children's activity, children will begin to actively accompany their activities with speech, their vocabulary will be enriched, the sound culture of children's speech will become better.

Project methods Visual, verbal, practical, play Activities September

Didactic games:

"Vegetables in Riddles"

"Little Artists"

"Who can praise?"

"For mushrooms"

Outdoor games:

"At the bear's borough"

"Traps"

"On a flat path"

"My cheerful sonorous ball"

Theatrical games:

Game-dramatization "Turnip"

Role-playing games:

"Score"

Didactic games:

"What are needles?"

"Why do we need toys?"

"Tell me about the squirrel"

"What common?"

Outdoor games "Sparrows and a cat"

"Birds in nests"

"Leaf fall"

"Owl-owl"

Theatrical games:

The game is a dramatization based on the Russian folk tale "Teremok"

Role-playing games:

"Salon"

"Hospital"

Didactic games:

"What's extra?"

"What are we wearing?"

"How can you know?"

"Guess what kind of bird?"

Outdoor games:

"Shaggy Dog"

"Ocean is shaking"

"Swan geese"

"Edible - inedible"

Theatrical games:

Game - dramatization "Gingerbread Man"

Role-playing games:

Didactic games:

"Score"

"Lost Children"

"Remember the picture"

"Who lives in the forest?"

Outdoor games:

"Traps with Ribbons"

"Hares and the wolf"

"White Bunny sits"

"Hit the target"

Theatrical games:

The game is a dramatization of the fairy tale "The winter hut of animals"

Role-playing games:

"Aibolit"

Didactic games:

"Magic blots"

"Choose a Word"

"What is the subject?"

"I will start and you will continue"

Outdoor games:

"Zhmurki"

"Find Your Place"

"Aircraft"

Theatrical games:

Game - dramatization "Fox-sister and wolf"

Role-playing games:

"Score"

Didactic games:

Olya's helpers

"Error"

"Multicolored box"

"Name the Parts"

Outdoor games:

"Shaggy dog"

"Fox in the chicken coop"

"Sly Fox"

Theatrical games:

Game - dramatization "Fox and Kozel"

Role-playing games:

"chauffeurs"

"Bus"

Didactic games:

"Magic Cube"

"Guess the object by the name of its parts"

"Choose a word"

"Who can do what?"

Outdoor games:

"Mousetrap"

"From bump to bump"

"Mice dance"

"Grey Wolf"

Theatrical games:

Game-dramatization "Telephone"

Role-playing games:

"Hospital"

Didactic games:

"Is this true or not?"

"What, what, what?"

"Which word got lost?"

"Where are the vegetables, where are the fruits?"

Outdoor games:

"ball in a circle"

"Horses"

"Catch me"

"Hunters and Hares"

Theatrical games:

Game dramatization "Cockerel and the bean seed"

Role-playing games:

"Toy shop"

"Beauty saloon"

–  –  –

The main activity of preschool children is play. Any activity of the child is manifested in the game. The game taking place in the team provides favorable conditions for the development of speech.

The game develops speech, and speech organizes the game. While playing, the child learns, and not a single teaching is conceivable without the help of the main teacher - speech.

At preschool age, the assimilation of new knowledge in the game is much more successful than in the classroom. A child, carried away by the idea of ​​a new game, does not seem to notice that he is learning, although at the same time he encounters difficulties.

The game is not just entertainment, it is the work of the child, his life. During the game, the child learns not only the world around him, but also himself, his place in this world, accumulates knowledge, skills, masters the language, communicates, his speech develops.

The project includes such types of gaming activities as:

didactic games,

Outdoor games,

theatrical games,

Story - role-playing games.

Relevance of the project In modern conditions, the main task of preschool education is to prepare for schooling. Children who have not received appropriate speech development at preschool age, then make up for lost time with difficulty; in the future, this gap in speech development affects their further education. Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling.

Purpose and objectives of the project Purpose of the project: Develop children's speech, enrich vocabulary through didactic games.

Project objectives:

Creation of conditions for the play activities of children in the group and on the site.

Formation of the grammatical structure of speech.

Vocabulary expansion.

The development of coherent speech, the education of a sound culture of speech.

Stages of project implementation

1. Preliminary:

Putting forward a hypothesis;

Definition of the purpose and objectives of the project;

Studying the necessary literature;

Selection of methodical literature;

Development of a thematic plan for the implementation of the project;

Diagnosis of children.

2. Main.

The inclusion of each child in play activities to achieve a high level of knowledge, skills, and development of speech activity.

3. Final.

The period of reflection on one's own results. Diagnosis of children.

Project presentation.

Project structure The implementation of this project is carried out through a cycle of games with children, creating conditions for children's play activities in the group and on the site.

The implementation of the project involves various types of games with children: this is a cycle of didactic games with toys and objects, verbal, desktop printed. The work system includes outdoor games, theatrical games, children listen to fairy tales and stage them. A lot of time is devoted to role-playing games.

Literature:

M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova “Education program 1.

and education in kindergarten”;

G.S. Shvaiko "Games and game exercises for the development of speech";

A.K. Bondarenko "Word games in kindergarten";

L.V. Artemova "Theatrical games for preschoolers";

V.V.Konovalenko, S.V.Konovalenko "Development of coherent speech";

E.V. Zvorygina "The first plot games of kids";

E.A. Timofeeva "Mobile games";

A.E. Antipina "Theatrical activity in kindergarten";

A.K. Bondarenko "Didactic games in kindergarten"

M.A.Vasilyeva "Guiding the games of children in kindergarten";

Z.M. Boguslavskaya, E.O. Smirnova "Educational games for children 11.

younger preschool age";

"Game of a preschooler" ed. S.L. Novoselova;

A.P. Usova "The role of play in the upbringing of children";

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