Municipal budgetary preschool educational institution

Kindergarten No. 33 "Rodnichok" of the Oktyabrsky City District of the Republic of Bashkortostan

Project"Speech development of middle-aged children

preschoolage through play activities"

October 2016

Content

Introduction

Purpose and objectives of the project 3

Methods and forms of work 3

Methods of speech development 3

Play activities 4

Project implementation timeline 5

Content module (in the table) 7-11

Conclusion 12

References 13 Appendix

Photos 14-19

Parent Questionnaire 20 Lesson Notes 21-38

Introduction

The development of speech and language should underlie the entire system of education in kindergarten.

Tiheeva E.I.

Speech is a great gift of nature, thanks to which people get ample opportunities to communicate with each other. However, nature gives a person very little time for the appearance and formation of speech - early and preschool age. During this period, favorable conditions are created for the development of speech, the foundation is laid for written forms of speech - reading and writing, and the subsequent speech and language development of the child. The role of speech development of a child in preschool age cannot be overestimated. Mastering speech restructures the processes of perception, memory, thinking, improves all types of children's activities and the "socialization" of the child. In psychological, linguistic, psycholinguistic studies of children's speech by such scientists as Vygotsky L.S., Zaporozhets A.V., Lisina M.I., Shakhnarovich A.M., Zhukova N.S., Filicheva T.B., it was proved that any violation in the course of speech development is reflected in the activities and behavior of children. In a modern preschool educational institution, much attention is paid to the development of children's speech. The tasks of speech development continue to be the enrichment of the dictionary, the formation of grammatically correct speech, the education of a sound culture of speech, the development of coherent speech. All these tasks are quite successfully implemented in the preschool educational institution. But the ultimate goal is the mastery of speech as a means of communication.

Relevance: At the present stage of development, society needs an educated and educated person.In accordance with the "Concept of preschool education", the basis of education and training in preschool childhood is the acquisition of speech.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.

2. Purpose and objectives of the project

Target: To develop free communication with adults and children through play, to master constructive ways and means of interaction with others.

Tasks: Selection of the most effective methods, techniques, means that contribute to creating interest, motivation for speech activity among pupils;

Formation of skills and abilities in compiling stories - descriptions, retelling using chart cards, symbols;

Enrichment of the vocabulary and grammatical structure of children's speech with speech games and exercises.

Development of fine motor skills of hands through various types of games, exercises.

Subject of study: children of the middle group No. 2Project type: game, groupProject participants: middle group children, educators, parents

3. Methods and forms of work:

The work is carried out using didactic games, game exercises with the inclusion of speech material: tongue twisters, tongue twisters, sayings, nursery rhymes, poems, proverbs, riddles, stories in accordance with the program content in the native language. It is good to use speech with movement in this work. Such exercises activate the process of developing pronunciation skills.For the formation of expressiveness of speech, classes on retelling, memorizing poems are effective. Separate elements of intonation, speech hearing and breathing are also worked out by the method of exercises: memorizing and repeating familiar tongue twisters, the game exercise "Let's blow on fluffs", etc.Showing and explaining articulation in a group is often included in the game plot ("The Tale of the Merry Tongue"). Choral and individual repetitions are an active technique.

3.1. Methods of speech development:

1. Visual:

The method of direct observation and its varieties (observation in nature, excursions)

Indirect observation (pictorial clarity: looking at toys and pictures, telling about toys and pictures)

2. Verbal:

Reading and telling fiction

memorization

retelling

Summarizing conversation

Narrative without relying on visual material

3. Practical:

Didactic games

Dramatization games

dramatizations

Didactic exercises

round dance games

3.2. Types of gaming activities:

Didactic games

Outdoor games

Theatrical games

Story - role-playing games

- finger gymnastics

4. Terms of project implementation October-February (2015-2016)

1 . Preliminary :

Definition of the purpose and objectives of the project;

Studying the necessary literature;

Selection of methodological literature;

2 . Basic .

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

3. Final .

The period of reflection on one's own results. Open final lesson of the role-playing game "City of Masters". Project presentation.

Project structure

The implementation of this project is carried out through a cycle of games with children. 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. The main activity of preschool children is play. The creative activity of the child is manifested, first of all, in the game. The game that takes place in a team provides an exceptionally favorable condition for the development of language. Play develops language, and language organizes play. While playing, the child learns, and not a single teaching is possible without the help of the main teacher - the language. It is known that at preschool age the assimilation of new knowledge in the game is much more successful than in the classroom. A learning task posed in a game form has the advantage that in a game situation the child understands the very need to acquire knowledge and methods of action. A child, carried away by the attractive idea of ​​a new game, does not seem to notice that he is learning, although at the same time he constantly encounters difficulties that require a restructuring of his ideas and cognitive activity.

During the game, the child learns not only the world around him, but also himself, his place in this world, accumulates knowledge, masters the language, communicates. Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling.

5. Content module (in the table)

the date

Topic of the lesson

Targets

October

Conversation with children on the topic "Do I need to learn to speak?"

"House"

"The book is a man's friend"

Help children understand what and why they will do in speech development classes.

Introduce different houses, learn to describe houses; Practice using plural nouns.

To cultivate the desire to express their impressions in a figurative word, love for fiction and respect for books.

Didactic game "Choose a fabric"

Reading poems about autumn. Compilation of stories - descriptions of toys.

"Furniture"

Introduce children to the perception of poetic speech. Continue to teach to talk about the toy according to a certain plan (by imitating the teacher).

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

Word game "Call me affectionately"

R. N. S. "The Man and the Bear".

"Forest in autumn"

"Walking in the Forest"

Learn to listen to fairy tales, analyze the actions of heroes; develop memory, hearing and voice.

Help children perceive the poetic description of autumn nature; form an elementary idea of ​​the proposal; activate dictionary.

To teach children to distinguish by ear words with a certain sound. Practice changing words with suffixes. To consolidate the ability of children to use generalization words in speech. To consolidate the ability to solve riddles. To generalize and consolidate children's knowledge about wild animals. To cultivate love and respect for nature.

Sound culture of speech: sounds z and z.

Exercise in the pronunciation of an isolated sound z (in syllables, words); learn to pronounce the sound z firmly and softly; distinguish words with sounds z, z.

Memorizing Prokofiev's poem "On the Green Lawn"

November

Reading the fairy tale "The Three Little Pigs"

"Ground transport"

To acquaint children with an English fairy tale, help to understand its meaning and highlight the words that convey the fear of piglets and the suffering of a wolf scalded with boiling water.

Clarify children's knowledge of vehicles, replenish the dictionary with the names of vehicles. Get to know common words.

Sing the song "Naf-Nafa"

Sound culture of speech: soundc.

Exercise children in pronouncing the soundc (isolated, in syllables, words). Improve intonation expressiveness of speech. Learn to distinguish words that begin with a soundc focusing not on the meaning of the word, but on its sound.

Articulation gymnastics.

Repeat the poem and clap its rhythm. What sound is often repeated?

Like from our well

The whole day the water flows.

Flooded the street

Lost chicken.

Narration based on the painting "Dog with puppies". Reading poems about late autumn.

"Pets"

Learn to describe the picture in a certain sequence, name the picture. Introduce children to poetry.

Exercise in the use of plural nouns, learn to compare animals, describe them; develop children's speech

Didactic game: "Pets"

Writing a story about a toy.

"City"

To form the ability to compose a consistent story about a toy. Exercise children in the ability to form words by analogy.

To acquaint children with the city, with city buildings; find the difference between the city and the village; learn to describe the city

Didactic exercise "What from what?"

December

Reading r. n. With. "Fox - sister and wolf" (arr. M. Bulatova)

"A family"

Get to know R. n. s., to help evaluate the actions of the characters, to dramatize an excerpt from the work.

consolidation of the thematic dictionary, the grammatical structure of speech, the development of speech-thinking activity. Acquaintance with the sound [M].

Didactic game "Divide the pictures into groups."

Reading and memorizing poems about winter.

Christmas tree "K. Chukovsky

Introduce children to poetry. Help memorize and expressively read poems.

Help comprehend and memorize a new poem; to develop intonation expressiveness of speech.

Sound culture of speech: sound sh

Show children the articulation of the sound sh, teach them to clearly pronounce the sound (in isolation, in syllables, in words); distinguish words with sh sound.

Articulation gymnastics.

Mobile game "Geese - swans"

Learning tongue twisters:

Shu-shu-shu, whispered the mouse

Sleep soon, sleep, son!

And the mouse is naughty

He is in no hurry to sleep.

Teaching storytelling from the picture "This is a snowman!"

"New Year"

Learn to compose stories based on a picture without repetitions and omissions of essential information. learn to come up with a name for the picture.

Learn to describe a picture, fantasize, make a sentence using key words.

January

Reading r. n. With. "Zimovye".

The story of the painting "Winter entertainment"

Help remember famous rivers. n. fairy tales. Introduce the fairy tale "Zimovie".

Learn coherent speech, use complex sentences, describe changes in nature in winter.

Sound culture of speech: sound.

Exercise in the correct and clear pronunciation of the sound w (isolated, in onomatopoeic words); in the ability to identify words with the sound j.

Articulation gymnastics.

Memorizing tongue twisters

Ground beetle with ground beetle buzz and spin.

A ground beetle with a ground beetle on a flower will make friends.

Drawing up a story from a picture. "Snow on the Trees"

To teach coherent speech, the use of complex sentences, a description of changes in nature in winter, the characteristic features of the external structure of a tree.

Reading your favorite poems. Memorizing A. Barto's poem "I know what to think of"

Find out what program poems the children know. Help children memorize a new poem using the mnemotable method.

February

Mini - quiz based on the fairy tales of K. Chukovsky. Reading the work "Fedorino grief".

"Traffic Laws. Traffic light"

Help children remember the names and content of K. Chukovsky's fairy tales. Introduce the fairy tale

"Fedorino grief".

To acquaint with the designation of road signs, traffic signals; develop speech; activate children's vocabulary.

R. N. S. "The Fox, the Hare and the Rooster"

"Theatre, musical instruments"

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.

Introduction to theater and musical instruments. Continue to teach children to divide words into parts.

Sound culture of speech: sound h.

Explain to children how to pronounce the sound h correctly, exercise in pronouncing the sound (in isolation, in words, verses). Develop children's phonemic awareness.

Game "Clap your hands"

"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.

"Migratory birds"
Making up a story from a picture.

Learn to describe birds, compose a story from a picture; develop speech; to clarify children's ideas about seasonal changes in the life of birds.

Conclusion

Mastering the language, the child learns the world around him and himself, learns the norms of social interaction, absorbs the culture of the people created by generations. All this indicates the importance of working on the development of the speech of preschoolers, the culture of their communication. The culture of speech includes compliance with the norms of the literary language, the ability to convey one’s thoughts in accordance with the purpose and purpose of the statement, i.e. accurately (choose words that adequately convey the speaker’s thought), grammatically correct, coherently (combine words and sentences according to meaning), and also expressively (use figurative words and expressions). Mastery of the native language, the development of speech is one of the most important acquisitions of the child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children. In the work on the development of the speech of children of middle preschool age, not only the formation of the phonetic and grammatical aspects of speech, but also the formation of the child's vocabulary, on the basis of which work is carried out to develop correct oral speech, is of leading importance.

List of used literature

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

Arushanova A.G. Speech and verbal communication of children: A book for kindergarten teachers. - M .: Mosaic - Synthesis, 2011.

NOT. Veraksa, T.S. Komarova, M.A. Vasiliev. Program "From birth to school" M.-MOSAIC-SYNTHESIS 2010

The development of speech and creativity of preschoolers: Games, exercises, notes of classes. Ed. Ushakova O.S.-M: TC Sphere, 2011.

Sidorchuk, T.A., Khomenko, N.N. Technologies for the development of coherent speech of preschoolers. Methodological guide for teachers of preschool institutions, 2012.

Ushakova, O.S. Theory and practice of the development of speech of a preschooler: We develop speech.-M: TC Sphere, 2012.

Federal State Educational Standard for Preschool Education /http://www.rg.ru/2013/11/25/doshk-standart-dok.html

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

Application

"My family"

"Storytelling based on visual material"

Open final lesson of the role-playing game

" City of masters"

« Score» "Pharmacy, receptionist"

"Polyclinic"

"Construction site"

"Theatrical Games" « Zayushkina hut»

Theater "Bi Ba Bo"

"Construction"

"Private Lesson"

"Didactic games"

"Finger gymnastics"

Synopsis of a comprehensive lesson on speech development in the middle group.

"The book is a man's friend"

Program content:to teach children to emotionally perceive poetry, to understand the content of poetic texts; compose poems; to exercise children in the formation of the names of the cubs in the nominative and genitive plural; activate complex sentences in children's speech. Develop phonemic awareness; the ability to form a noun with the help of diminutive suffixes; the ability to pronounce tongue twisters with different volume (loudly, quietly, in a whisper). To cultivate the desire to express their impressions in a figurative word, love for fiction and respect for books.

Material: pictures from the "Birds" series, album sheets, colored pencils, watercolor, brushes, politra, water cups, colored crayons, ball.

Lesson progress:

Dunno comes to visit the guys with a book in his hand (very sad).

Hello Dunno, why are you so sad?

Yes, the whole book fell apart, and I got tired of it. I read it all from cover to cover. What else can you do with it?

Dunno, how could this happen?

Don't know…

Have you mistreated the book?

I don't know, how is it?

Guys, let's tell Dunno what it means to mistreat a book. (Inaccurately turning over the pages, bending the corners of the pages, bending the book on the flight, tearing out the pages, painting the sheets with a pencil and felt-tip pen, slobbering fingers, scattering books carelessly, etc.)

Just think, I just looked at the pictures in the book and read the poems, even learned them by heart. I'm tired of them, they are no longer interesting ...

The teacher takes a book from Dunno and looks through it.

Dunno, so you have the most wonderful book, and poems for children are here, and games, and tongue twisters. Do you know that you can compose interesting stories and play games based on poetry?

How is it?

Here, listen, guys, what a wonderful poem there is in Dunno's book. (Reads a poem by T. Volzhina “Where is whose house?”)

The sparrow lives under the roof

In a warm mink - a mouse house,

The frog has a house in the pond

Chiffchaff house in the garden.

Hey chick, where is your home?

He is under his mother's wing.

What is this poem about? Whose houses are you talking about? (Answers of children). Try to write a short story about this poem.

(If the children find it difficult, the teacher asks leading questions. We listen to 2-3 stories.)

The game "Who has whom?"- Together with the sparrow dad, kids live under the roof in ... robes (choral or individual arrangements). In the pond there are frogs and frogs ... stewing. Mom's chicken house under the wing. A hen has a lot of... chickens.

Game "One - many" -And at the warblers, the chicks are called the same - warblers. If there is one chick, then ... warbler, if there are many ... warblers.

The names of what other chicks are the same as the names of adult birds? (Swallows, titmouse ...) One chick - la ... point, many ... swallows; one tit…nichka, many…titmouses; …

Fizminutka: outdoor game "Entertainers"(Dunno plays with children). Children walk in a circle, an entertainer in a circle, pronounce the words:

In an even circle one after another,

We go step by step

Stand still together

We do it like this.

The entertainer shows any exercise, the children repeat.

Guys, there is an interesting game in Dunno's book.

Ball game "Call it affectionately"Children remain in a circle, the teacher throws the ball to the child, says a word, the child forms a new word and throws the ball back:

Chair - chair

Table - table

ball - ball

House - house

flower - flower

Scarf - handkerchief

Ring - ring

Heart - heart

The sun is the sun

window - window

Dunno, and here is another interesting poem in which a sound familiar to you is very often found, listen to you guys and tell me which sound is most common:

The mouse whispers to the mouse:

"You're all rustling, not sleeping."

The mouse whispers to the mouse:

"I'll rustle quieter."

(Children's answers and name words that have the sound "sh")

And now come up with a story about a mouse that does not sleep (2-3 answers).

Well, Dunno, let's try to play with the guys ingame "Tell me a word."There are wonderful words in your book:

Ra-ra-ra - begins ... the game.

Ry-ry-ry - the boy has ... balls.

Ro-ro-ro - Masha has a new ... bucket.

Ru-ru-ru - we continue ... the game.

Re-re-re - there is a house on ... a mountain.

Ar-ar-ar - our ... samovar is boiling.

These tongue twisters can be spoken loudly, quietly, in a whisper. (Children pronounce one tongue twister at the choice of the teacher loudly, quietly, in a whisper).

Dunno, do you understand now what a wonderful book you have?

Dunno becomes ashamed that he carelessly handled such a wonderful book, promises the children to glue it, erase the dirt with an eraser, wrap it with a cover.

What are you, well done! You know everything, you know everything. May I visit you more often?

Of course, and the guys still want to show you something, and you will never be bored with books. Indeed, thanks to poems, interesting drawings can turn out. (Children, together with Dunno, go to the tables and begin to draw on the themes of poems)

After the class, an exhibition of children's drawings is arranged in the group. There is a photo session with Dunno. Say goodbye.

"Walking in the Forest"

Program content:

1. To teach children to distinguish by ear words with a certain sound.

2. Exercise in changing words with the help of suffixes.

3. To consolidate the ability of children to use generalization words in speech.

4. Strengthen the ability to solve riddles.

5.Summarize and consolidate children's knowledge of wild animals.

6. To cultivate love and respect for nature.

Material: snowflakes, soft toys (bunny, hedgehog, squirrel), picture of an owl, pictures of wild animals (squirrel, fox, hedgehog, bear, wolf, hare), modules, snowball.

Preliminary work: Consideration of the album "Wild Animals", didactic games "Who lives where?", What grows where?". Conversations about the seasons, about people's winter clothes. Reading fiction about animals.

The course of direct educational activities:

(Snowflakes are laid out in a circle on the floor in a group).

Educator:

"All the children gathered in a circle, (children stand on snowflakes)
I am your friend (hands to chest) and you are my friend (stretch hands to each other).
Hold hands tightly (hold hands).
And let's smile at each other" (smile)

Educator: Guys, look, a snowflake flew to us! (takes a snowflake) and something is written on it! Let's read!

Hello girls and boys of the middle group, the Golden Key kindergarten! We are forest dwellers: birds and animals, we invite you to visit us to get acquainted and play different games! We will be very glad to meet you!”

Guys, what's up? Are we accepting the invitation of our forest friends?

(children's answers)

Educator: Then we need to dress warmer, because it's cold in the forest, and hit the road! Guys, what clothes do people wear in winter?

(children's answers)

Educator: Well done! Correctly! Let's get dressed!

Motor exercise "Getting dressed for a walk."

Very cold in winter, (pat yourself on the shoulders)

But we will go for a walk with you. (steps in place)

I will put on a hat, (we imitate the “put on a hat” movement)

I will put on a fur coat (we show how to put on a fur coat)

I'll put on a scarf, tie it tight. (“tie” a scarf)

And then beautiful, warm, fluffy, (show hands)

Crumbs - I'll pull the mittens on the handles. (stroking the back of the palms)

And although I'm small (hands on the belt,)

I have felt boots. (legs alternately put on the heel)

I'll take a sled with me into the woods, I'll go. (steps in place)

I'll go up the hill (raise your hands up)

And I'll ride down the hill! Wu-u-u-uh! (quick hand movement down)

Educator: Guys, turn around one after another and go along the path. (on the way to the “clearing” “footprints” are laid out, the children must follow them one after another). Here is a beautiful clearing, sit down on the stumps (stools). Children, look who flew to us?

(An owl appears from behind a screen)

Owl: Hello guys, do you recognize me?

(children's answers)

Owl: Who am I?

(children's answers)

Owl: How glad I am that you recognized me! I've been waiting for you for a long time! I wanted to ask you, do you know the mosquito song?

Children: z-z-z-z

Owl: beetle song?

Children: w-w-w-w

Owl: wind?

Children: sh-sh-sh-sh,

Owl: some water?

Children: s-s-s-s

Owl: Now let's play. I will name the words, and you should clap your hands if you hear:
mosquito song (Z) - hare, car, goat, winter, snow; fence, bike.
beetle song (F) - belly, squirrel, giraffe, house, garage, apple, hedgehog, knife;
song of the wind (Ш) - hat, fur coat, candy, bump, paper, car;
song of water (C) - table, hand, chair, cabbage, pineapple, plane, tree.
- What you good fellows! I really enjoyed playing with you! Further on your way you will meet a squirrel, she is waiting for you! Walk the winding path! Goodbye, children.

Children: Goodbye, owl!

Educator: Look, here is a squirrel.

Squirrel: Hello guys! That's where we met!

Children: Hello, squirrel!

Squirrel: Let's play! I will name the words, and you have to say how they are called in one word.

Didactic game: "Name it in one word"

Squirrel: butterfly, beetle, mosquito, fly, bee, dragonfly

Children: insects;

Squirrel: birch, oak, spruce, maple, pine, cedar

Children: trees;

Squirrel: starling, bullfinch, owl, magpie, cuckoo, swallow

Children: birds;

Squirrel: cranberries, strawberries, raspberries, currants

Children: berries;

Squirrel: chamomile, bluebell, rose, lily of the valley, cornflower

Children: flowers;

Squirrel: fox, wolf, bear, hare, squirrel, hedgehog

Children: animals

Squirrel: Well done! Now play with me the game "small - big"
Squirrel: The hedgehog has small paws, and the bear has large paws.

Children: paws.
Squirrel: The hedgehog has a small nose, and the bear has a big one.

Children: wearer.
Squirrel: The hedgehog has small eyes, and the bear has large eyes.

Children: eyes.

Educator: Thank you, squirrel for the games, but it's time for us to move on!

Squirrel: I'm glad that we played and became friends! Now go through the snowdrifts and meet a bunny there! Goodbye!

Children: Goodbye!

(Different modules for obstacles are laid out along the road: crawling, stepping over).

Educator: Guys, let's go one after another, stepping over snowdrifts.

Look how much snow has fallen! How can we get through? And here is the snow hole, let's crawl through it!

Look, some stumps, let's sit down and rest.

And who is that peeking out from behind a snowdrift? Yes, it's a bunny! Hello bunny!

Bunny: Hello guys!

Teacher: Why are you hiding?

Bunny: I'm afraid.

Educator: Don't be afraid, we won't hurt you. We've come to play with you.

Bunny: And then let's play the game "Call it affectionately." I will call you a word and throw a snowball, and in response you will call the word affectionately and throw a snowball at me!

Didactic game "Call it affectionately"
mushroom - mushroom, leaf - leaf, branch - twig, bush - bush, berry - berry, grass - grass, beetle - bug, tree - Christmas tree, flower - flower, rain - rain, cloud - cloud.

Word game "Big - small?"
Fox - fox cub, wolf - cub, bear - cub,
a squirrel is a squirrel, a hedgehog is a hedgehog, a tiger is a tiger cub, an elephant is a baby elephant, a lion is a lion cub, a hare is a hare, a mouse is a mouse.

Bunny: Well done! I enjoyed playing with you so much. Go further, bypassing the Christmas trees, a hedgehog lives under one of them. Bon Voyage!

Educator: Guys, look what kind of lump is under the tree?

(children's answers)

Hedgehog: Good morning, children! Do you like riddles? Do you even know who lives in the forest? Let's check.

Didactic game "Guess - Guess"

Red cheat
Hid under the tree.
The sly one is waiting for the hare.
What is her name?..
(Fox)

Red-fiery lump,
With a tail like a parachute
Jumping quickly through the trees
He was there...
Now it's here.
He's fast as an arrow.
So this is…
(squirrel)

Lying between the trees
Pillow with needles.
Lying quietly
Then she suddenly ran away.
(hedgehog)

Clumsy and big
He sleeps in a den in winter.
Loves cones, loves honey,
Well, who will call?
(bear)

The oblique does not have a den,
He doesn't need a hole.
Legs save from enemies
And from hunger - bark.
(hare)

Grey, scary and toothy
Made a stir.
All the animals ran away.
Scared the animals of those ...
(wolf)

Hedgehog: Well done! You know a lot!

Educator: We really liked you in the forest! Thank you very much, hedgehog for playing, but it's time for us to say goodbye. Goodbye hedgehog!

Hedgehog: Bye guys!

Teacher: Guys! You must be cold. It's time for us to go back to kindergarten.

Motor exercise "We ran through the snow."

(execution of movements in the text)

Snow, snow, white snow.

He sleeps us all. (Children wave their hands in front of them.)

Standing up one after another

And run through the snow! (run in place)

Educator: Well, guys, we are back in kindergarten. We undress. Tell me, where did we go?

(children's answers)

Educator: Who did we meet in the forest?

(children's answers)

Teacher: Did you enjoy the walk?

Who did you enjoy playing with the most?

(children's answers).

Abstract of a lesson on speech development in the middle group

Theme "Family"

Objectives: consolidation of the thematic dictionary, the grammatical structure of speech, the development of speech-thinking activity.

Acquaintance with the sound [M].

Visibility:

cards on the topics "Dishes", "Electrical appliances", "Tools", "Clothes", "Food";

Course progress.

I. Guys, look who came to visit us. (children's answers) (toys - Hedgehog and Fox cub)

Once, when adults and children were not at home, the Little Fox became sad. The hedgehog asked his friend why he was so sad.

“You see,” said the Little Fox, “our boy and girl have a family.

They all love each other, give gifts. And I don't have a family. Now, if there was one more fox among the toys, then we would have a fox family. “Fox families are only for real foxes,” the Hedgehog explained to him. “And you are not a real Fox cub, but a toy one. Each toy has its own family - these are its owners, other toys and the whole family of owners. “So I have a family too!” - the Fox was delighted. He immediately suggested that Hedgehog make a family album. The toys cut out photographs of the boy's and the girl's family members, pasted them on a piece of paper, not forgetting about the uncle, the father's brother, and the aunt, the uncle's wife.

- What was the fox happy about?

Today we will talk about family.

2. Didactic game "Divide the pictures into groups."

Cards are used on the topics indicated above.

The teacher suggests sorting out the pictures into groups according to male and female affairs in the family (for example: tools are put aside in the group of men's affairs, dishes and products - in the women's group, clothes (repair, washing, ironing) - women's, electrical appliances (repair) - men's. Approximately cards should turn out equally.At the end, the teacher asks which half to put the vacuum cleaner and mop, skis and skates (these things are for joint work)

II.1) (in the picture, the family is dad, mom, son, daughter, aunt, uncle, grandmother, grandfather)

- Name all the members of this family in order.

- Decide who is who.

- who is a girl for a boy (sister), for dad (daughter), for grandfather (granddaughter), for uncle and aunt (niece)?

- who is a boy for a girl (brother), for mother (son), for grandmother (grandson), for uncle and aunt (nephew)?

- who is a mother for dad (wife), for grandparents (daughter? Etc.

2) - Quiet! It seemed to me that someone flew through the door. I'll go take a look.

- It was the Wise Owl who flew by, she asked you to tell that, it turns out, the mother and father of your grandparents are great-grandfather and great-grandmother for you.

Who is great-grandmother?

- who is great-grandfather?

- Do you have a great-grandmother and great-grandfather?

The game "Call it affectionately"

- How can you affectionately call each member of this family? (son, daughter, brother, sister, mother, father, grandmother, etc.)

Do you call each other affectionately in your family? Why do people call someone affectionately?

Physical education minute

I have a brother

Such a funny boy!

He imitates me in everything

And in no way inferior.

If we play ball

I'm jumping, he's too... (jumping)

I am sitting - and brother ... (sitting),

I run and he... (runs).

I take the ball - and he ... (takes),

I put the ball - and he ... (puts)!

I cut the bush - and he ... (cuts)!

I burn a fire - he, too ... (burns)!

I pinch bread for birds - he ... (nibbles)

I scatter food - he too ... (scatters)

I'm riding a bike -

He is with me together ... (rides).

I want to - and he ... (laughs),

I want to eat - he too ... (wants)

Butter bread I smear - (smear)

I wave my hand - he ... (waving)!

Such a funny boy

My youngest ... (brother).

Say with the word family.

I will say the words, and you will repeat them, but only together with the word “family”: album - (family album), service, holidays, dinner, walk, game.

What family holidays do you know?

What are family games?

Sound analysis.

Listen to the words: mom, raspberry, tangerine, ice cream.

What sound do these words begin with?

What is this sound (children's answers)

Repeat the poem and name the words with the sound [M]:

My younger sister Marina

He loves tangerines very much.

IV. - What did we talk about today?

- Whose photos showed the Hedgehog and the Little Fox?

- Who flew to us in kindergarten?

- What did the Wise Owl tell about?

Synopsis of the open lesson "City of Masters"

Tasks:

1. To help create a game environment, to establish interaction between those who have chosen certain roles.

2. To form in children the ability to play according to their own plan, to stimulate the creative activity of children in the game.

3. To form friendly relations in the game, a sense of humanism, activity, responsibility, friendliness.

4. Consolidate previously acquired knowledge about the work of a doctor, honey. workers, seller, hairdresser, builder.

Goals:

To enrich knowledge about the work of a doctor, hairdresser, builder, seller.

to teach children how to care for the sick, and how to use medical instruments, to educate children in attentiveness, sensitivity,courteous treatment, respect for work.

To form specific ideas about construction, its stages; consolidate knowledge about working professions; to form the ability to creatively develop the plot of the game.

To teach children to classify objects according to common characteristics, to cultivate a sense of mutual assistance. Expand vocabulary: "toys" "furniture" "food" "money"

Expand words knowledge: introduce the concepts of "hospital", "patient", "treatment", "drugs", "temperature", "hospital".

“hairdresser”, “master”, “scissors”, “comb”, “hairstyle”, “hair dryer”, “haircut”, “cut”, “bangs”, “shaves”, “refreshing cologne”, “styling foam” , “wind on curlers”, “pay money to the cashier”.

builder, bricklayer, driver, loader, crane operator, welder.

Equipment:

Attributes for games:

dolls, toy animals, medical instruments: a thermometer, a syringe, pills, a spoon, a phonendoscope, cotton wool, medicine jars, a bandage, a dressing gown and a bonnet for a doctor, registration cards, a pharmacy.

cash desk, baskets, packing materials, money, aprons for sellers, nameplates, bags, handkerchiefs, hats, doll utensils, telephones, wallets, money,scissors, hair dryer, comb, varnish, apron, cape.

a set of large building material, helmets.

Preliminary work:

1. Conversations about professions using illustrations, looking at pictures.

2. Reading fiction: Mayakovsky "What to be?", Mikhalkov "What do you have?" "Dr. Aibolit"

3. Games: "Who needs what?" "Superfluous word"

Working with parents:

On the part of the parents, assistance was provided in the design of the play areas "Shop", "Hospital", "Registration", "Hairdresser's", "Young Builder".

Game progress:

Introductory part..

Children enter the group, greet the guests and stand around the teacher.

Educator:

You, everyone is growing years

There will be seventeen.

Where should I work then?

What to do?

Children, let's talk with you about what professions you know (children call). But in order to work as a doctor, hairdresser, salesman, builder, you must first grow up, finish school, get a specialty. But how long to wait. And so I want right now to become an adult and work. Truth?

And let's go on a journey to a magical town. It is called "City of Masters". All children, getting there, immediately become adults and can choose a profession for themselves. Do you want to go there?

And we will go there on this bus. (There are chairs in a row of three in a group). You will be the passengers and I will be the driver.Please come in and make yourself comfortable. Boys be polite.

Kachu, I'm flying at full speed.

I am the driver and the motor itself!

I press the pedal

and the car sped away.

And so, let's go! (fasten seat belts)

To make the road more fun, turn on the music. (The song “Merry Travelers” sounds.)

Here we come! Come out, please. Here is our magical town "City of Masters". You look at each other. Everyone has grown up. That would work, right? And where you can work, I'll show you now.

Here we have a “Barbershop” (a verse is read by a child)

Give me scissors, a comb,

He will do your hair.

Hairdresser by all means

Gives you a modern cut

Educator. Do you know who works at the barbershop? What is he doing? Who comes to the hairdresser? How do you talk to a client? How do customers behave in the barbershop?(Children's answers.)

"Shop" (child reads)

And now we are in the store -

All products on display:

Tea, sweets, sausage -

Eyes pop up.

Come buy

Give money to the cashier.

Look, and here we have a “Hospital” (child reads)

Doctors help

Both adults and children

Like the kindest people in the world.

Doctors alleviate suffering around.

For this "thank you" tell them, my friend!

Educator. Children who work in the hospital? What is he doing? Can a doctor do the job alone? Who helps him? What does a nurse do? Who comes to the hospital? How do they talk to the patient? How do patients behave in the hospital?(Children's answers.)

And here we have a construction site. (child reads)

The whole area knows the builder,

He is an excellent master

With his team, he

Builds a brick house.

House among other houses

And leaner and taller.

They speak up to the clouds

The house will get a roof.

Educator. You see how many interesting things are in our town.

The teacher assigns roles that children like.

Listen, music. This means that a new day begins in the city and everyone starts working. Go to your workplaces, see what else you need to cook ... (the music is “Scarecrow-Meow”

During the game, the educator helps to create a game environment, to establish relationships between those who have chosen certain roles; helps to realize in the game the impressions received by children earlier.

Conclusion.

Music sounds.

Evening has come to our town, the working day is over. Shops, hospitals, barbershops are closing, work is being completed at the construction site as well. Everyone cleans up the workplace, as new children will come to this town who want to become adults.(Children clean up.)

Bus signal. Is everyone gathered? See that no one is left here alone. Get on the bus, sit back, relax, you are tired after a hard day's work. And I will turn on light music for you.(Soothing melody plays.)

Here is our kindergarten "Rodnichok". Come out, please.

Look at each other, you are children again.(I call by name.)

Did you like it in the “City of Masters”?

And if you guys liked the town, you and I will go there every day. (Praise the children who played together and quickly cleaned up their toys)

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."

Passport of the pedagogical project

	Leonovich Nadezhda Viktorovna Antonovskaya Elena Vladimirovna
	The development of speech of children of the middle group in play activities
Project name	"It's fun to play together"
Project type	Educational, game
Project participants	Children of the middle group (group 6) educators
Project duration
Problem	The development of speech of preschool children in play activities
Relevance Problems
	Develop children's speech, enrich vocabulary through play activities.
	The development of connected speech.
Project Hypothesis	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 actively accompany their activities with speech.
Project Methods	Visual, verbal, practical, game
Events	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" October 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" November Didactic games: "What are dishes made of" "Learn by description" Outdoor games: "Ocean is shaking" "Swan geese" "Toss - Catch" Theatrical games: Role-playing games: December 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" January 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" February 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" March 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" April 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 Figure" "Entertainers" "Birds on the Branches" Theatrical games: Game - dramatization of "Cat's House" Role-playing games: "Firefighters"

The main activity of preschool children is play. The creative activity of the child is manifested, first of all, in the game. The game that takes place in a team provides an exceptionally favorable condition for the development of language. Play develops language, and language organizes play. While playing, the child learns, and not a single teaching is possible without the help of the main teacher - the language.

It is known that at preschool age the assimilation of new knowledge in the game is much more successful than in the classroom. A learning task posed in a game form has the advantage that in a game situation the child understands the very need to acquire knowledge and methods of action. A child, carried away by the attractive idea of ​​a new game, does not seem to notice that he is learning, although at the same time he constantly encounters difficulties that require a restructuring of his ideas and cognitive activity.

The game is not just entertainment, it is the creative, inspired 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, masters the language, communicates.

Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling.

The project includes such types of gaming activities as:

didactic games,

Outdoor games,

theatrical games,

Story - role-playing games.

Project 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.

The purpose and objectives of the project

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.

Development of coherent 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 methodological literature;

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

Diagnosis of children.

2. Basic .

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

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 the play activities of children in a group and on a 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.

Literature:

1. M.A.Vasilyeva, V.V.Gerbova, T.S.Komarova "The program of education and training in kindergarten";
2. G.S. Shvaiko "Games and game exercises for the development of speech";
3. A.K. Bondarenko "Word games in kindergarten";
4. L.V. Artemova "Theatrical games for preschoolers";
5. V.V.Konovalenko, S.V.Konovalenko "Development of coherent speech";
6. E.V. Zvorygina "The first plot games of kids";
7. E.A. Timofeeva "Mobile games";
8. A.E. Antipina "Theatrical activity in kindergarten";
9. M. Koltsova "A child learns to speak";
10. A.K. Bondarenko "Didactic games in kindergarten"
11. M.A.Vasilyeva "Guiding the games of children in kindergarten";
12. Z.M. Boguslavskaya, E.O. Smirnov "Developing games for children of primary preschool age";
13. "Game of a preschooler" ed. S.L. Novoselova;
14. A.P. Usova "The role of play in the upbringing of children";
15. A.I. Maksakova, G.A. Tumakova "Learn while playing."

Kichy Irina Alexandrovna
Job title: educator
Educational institution: MKDOU Zdvinsky d / s "Sun" of a general developmental type
Locality: Zdvinsk village, Zdvinsky district.
Material name: methodical development
Topic: Pedagogical project on speech development "Talkers"
Publication date: 16.05.2016
Chapter: preschool education

MKDOU Zdvinsky kindergarten "Sun" of a general developmental type
Pedagogical project on speech development

1.Technological map of the pedagogical project……………………………………………………………. 3 2. Substantiation of the relevance of the problem…………………………………………………………………………………………………… 4 3. Practical significance……………………………… …………………………………………………………… 5 4. Theoretical significance……………………………………………………………… ……………………....... 5 5. Purpose…………………………………………………………………………………… …………………………… 6 6. Tasks…………………………………………………………………………………………… ………………. 6 7. Research hypotheses………………………………………………………………………………………… 6 8. Novelty…………………… ……………………………………………………………………………………….. 7 9. Targets………………………… ………………………………………………………………….. 7 ……………………………....... 8 …. 8 12. Stages of implementation…………………………………………………………………………………………....... 9 13. Technologies ……………………………………………………………………………………………………….. 9 14. Forms of work…………… ……………………………………………………………………………………. 10 15.Methods and techniques…………………………………………………………………………………………....... 11 16. Expected results…………………………………………………………………………………. 13 17. Perspective plan of the long-term group project “Govorushki”………………………………. 14 18. Productivity…………………………………………………………………………………………………. 16 19. Applications……………………………………………………………………………………………………. 17

Technological

th map of the pedagogical project

creative title

project
"Talkers" Project type Information-practice-oriented
4 Age of children Junior preschool age Performers Children of the first junior group, educators, parents Duration Long-term: 10/15/2015 - 05/30/2016 Section of the program Educational program of the MKDOU of the Zdvinsky kindergarten "Sun" of a general developmental type, developed on the basis of the Federal State Educational Standard, Educational Area "Speech Development ”, “Social and communicative development”, “Cognitive development”. Thematic field "Speech development". Formation of the foundations of mastering cultural speech communication and behavior. Relevance In the period of preschool childhood, the fundamental principles of speech development are formed. It is necessary to create conditions for the formation of elements of speech development in the child. Purpose To develop the speech of the child, to teach clearly and correctly to pronounce sounds, words, to develop memory, to develop fine motor skills of the fingers, the development of the articulatory apparatus. Tasks
Tasks

Possession of speech as a means of communication and culture. Owns active speech included in communication. The development of auditory attention, speech understanding, the development of the articulatory and auditory apparatus, onomatopoeia, the activation of the dictionary. Strives to communicate with adults and actively imitates them in movements and actions. The development of speech creativity. Education on the basis of oral folk art of a positive attitude to regime moments. Knows the name of surrounding objects and toys. Shows interest in poetry, songs and fairy tales.
5 Development of sound and intonation culture of speech, phonemic hearing. Can address questions and requests, understands the speech of adults. Stages of project implementation Stage 1 - organizational and diagnostic Stage 2 - forming Stage 3 - summarizing Result Photos; folders for parents; methodical piggy bank for nursery rhymes, finger gymnastics and articulatory gymnastics; didactic games. Presentation of the project Entertainment "Visiting a fairy tale".
RATIONALE FOR THE RELEVANCE OF THE PROBLEM
The work on the speech development of children occupies one of the central places in a preschool educational institution, this is due to the importance of the period of preschool childhood in the speech development of a child. The importance of the speech development of preschoolers is also confirmed by the Federal State Educational Standard for Preschool Education, in which the educational area "Speech Development" is highlighted. In accordance with the standard, the speech development of preschool children includes mastery of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear the texts of various genres of children's literature. The strategy of modern teaching of the native language lies in its focus not only on the formation of certain knowledge, skills and abilities, but on the upbringing and development of the child's personality, his theoretical thinking, linguistic intuition and abilities, on mastering cultural speech communication and behavior. Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech - phonetic, lexical, grammatical.
6 Full knowledge of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner the teaching of the native language is started, the more freely the child will use it in the future, this is the foundation for the subsequent systematic study of the native language.
PRACTICAL SIGNIFICANCE

Creation
in a group of saturated, transformable, variable, accessible and safe object-spatial environment
(clause 3.3. GEF DO)
to summarize the material on the formation of the foundations of speech development in younger preschoolers -
Raise
the quality of the educational process for speech development through the organization of GCD and the joint activities of children, teachers and parents. 
Activation
and enrichment of the educational skills of parents to introduce preschoolers to speech education through project activities. 
Creation
methodical piggy bank for nursery rhymes, finger gymnastics and articulatory gymnastics. 
Improvements
in the kindergarten group of conditions for generalizing the material on the formation of the foundations of speech development in preschoolers. 
strengthening
family and preschool ties.
THEORETICAL SIGNIFICANCE
It consists in the development of content, methods and forms that provide for the phased organization of introducing children to the basics of speech development.

GOAL
To develop the child's speech, to teach clearly and correctly to pronounce sounds, words, to develop memory, to develop fine motor skills of the fingers, the development of the articulatory apparatus.
TASKS

Tasks

Targets (clause 4.6. GEF DO)

7 Speech as a means of communication and culture. Owns active speech included in communication. The development of auditory attention, speech understanding, the development of articulation and hearing apparatus, onomatopoeia, vocabulary activation. Strives to communicate with adults and actively imitates them in movements and actions. The development of speech creativity. Education on the basis of oral folk art of a positive attitude to regime moments. Knows the name of surrounding objects and toys. Shows interest in poetry, songs and fairy tales. Development of sound and intonation culture of speech, phonemic hearing. Can address questions and requests, understands the speech of adults.

HYPOTHESES OF THE RESEARCH
I assume that the process of speech education will be more effective if:  To form ideas of speech development through teaching finger games, articulatory gymnastics and nursery rhymes.  Speech education will be based on material that is close, understandable and emotionally significant for the child, taking into account the interaction of teachers and parents.  The activities of children in the formation of speech development should be carried out systematically and systematically.  Develop a system of cooperation between teachers and families.
NOVELTY
It consists in the development of new strategic approaches to familiarize the child with speech development in a preschool educational institution.
8 In accordance with the new requirements, the role of parents in the implementation of the Federal State Educational Standard for Preschool Education (FSES DO) is increasing both at the level of each preschool educational institution and at the level of the municipal system of preschool education as a whole. The tasks facing the education system today increase the responsibility of parents for the effectiveness of the educational process in each preschool educational institution, since it is the parent community that is directly interested in improving the quality of education and development of their children (FGOS DO Part 1, paragraph 1.6, paragraph 9 ). Joint work on the speech development of children will create a single educational space for preschool educational institutions and families, as well as ensure the high quality of speech development.

TARGETS

Early Childhood Education Targets: (

clause 4.6. GEF DO)
In accordance with the federal state educational standard of preschool education, the following social and moral age characteristics of the child's possible achievements belong to the targets of the educational area "Speech development":  Speaks active speech included in communication.  Strives to communicate with adults and actively imitates them in movements and actions.  Knows the name of surrounding objects and toys. Shows interest in poetry, songs and fairy tales.  Can address questions and requests, understands the speech of adults.
PSYCHOLOGICAL AND PEDAGOGICAL BASES
1. Reader of the first junior group. .- M.: Enlightenment, 2014. 2. L. S. Kiseleva, T. A. Danilina "Project method in the activities of a preschool institution" 2014. 3. Development and education of young children in a preschool educational institution: Educational and methodological manual / compiled by Demina E. S. - M .: TC "Sphere", 2012 4. Kartushina M. Yu. "Fun for kids." - M .: TC "Sphere", 2012. 5. Holidays and entertainment in kindergarten. - M .: Education, 2012.
9 6. A. Barto "Toys" 2013 7. Open events for children of the first and second junior groups. Voronezh, 2014 8. Development of speech of younger preschool age. Moscow, "Mosaic-Synthesis", 2013 9. D.N. Koldin "Game activities with children 2-3 years old." Shopping center Sphere Moscow 2012. 10. Didactic games and activities with young children / ed. Novosyolova S. L. - M .: Education, 2012 11.E. A. Kosakovskaya "A toy in a child's life." Moscow: Enlightenment, 2012 12. Musical - didactic games for preschoolers. –M.: Enlightenment, 2011. 13. Kryazheva N. L. "Development of the emotional world of children." - Yekaterinburg: U-Factoria, 2011. 14. Raising children in the game. / ed. Mendzheritskoy D. V. - M .: Education, 2013 15.A.V. Shchetkin "Theatrical activity in kindergarten with children 2-3 years old", Moscow, "Mosaic-Synthesis", 2011.
PRINCIPLES OF CONSTRUCTION OF GENERAL DIDACTICS

The principle of child-centrism
in the center of speech activity is the pupil, who shows his activity. He has wonderful opportunities to realize himself, to feel success, to demonstrate his capabilities.
The principle of cooperation
in the process of working on the project, there is a wide interaction of pupils with the teacher, with parents and among themselves).
The principle of relying on the subjective experience of pupils
everyone, working on a task, has good opportunities to apply their own experience and knowledge that they already have.
The principle of taking into account the individuality of pupils
: their interests, pace of work, level of training.
The principle of connecting research with real life
there is a combination of knowledge and practical actions
The Hard Goal Principle
an easily achievable result is not a mobilizing factor for many pupils.
STAGES OF IMPLEMENTATION

Stage 1 -
organizational - diagnostic
10
Target:
Monitoring, diagnostic studies and determination of prospects. Establishment of partnerships between teachers, parents, children, creation of a single socio-cultural space. Drawing up a long-term plan of events, preparation for the events. Setting goals and objectives, determining directions, objects and methods of research, preliminary work with children and parents, selection of equipment and materials.
Stage 2 -
formative
Target:
searching for answers to the questions posed in various ways, directly implementing the project itself, within the framework of which work was carried out in three areas: the work of teachers with children, the work of children and parents, the work of teachers and parents. Classes were held with the children under the project, joint and independent activities of children were organized to familiarize them with the basics of speech education.
Stage 3-
generalizing
Target:
Questioning of parents and diagnostics of the level of formation of children's speech knowledge. Analysis and summarizing the work. The third stage includes the presentation of the project.
TECHNOLOGY

Personally-oriented training and education.
Student-centered learning proceeds from the recognition of the uniqueness of the subjective experience of the pupil himself, as an important source of individual life activity, manifested, in particular, in cognition.
Developmental learning.
Allows you to grow in the child's creative abilities and the need for creativity, orients the child to self-determination and self-actualization, supports the personal development of the child.
individual training.
Children work at their own pace. In addition, this technology allows the most effective development of independent work skills in preschoolers.
Information and communication.
In the classroom, in joint activities, multimedia presentations, musical accompaniment are often used, video screenings are organized.
Development of creativity.

11 Helps to form and develop in pupils the ability to improvise, to apply the acquired skills in new conditions, to look for non-standard solutions.
Game.
As a result of the development of play activities in the preschool period, readiness for socially significant and socially valued learning activities is formed. Children learn life and family values ​​- playing.
Problematic search engine
. It involves the creation of problem situations under the guidance of the educator and the active independent activity of children to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of mental abilities.
Design.
One of the modern interactive learning technologies. Forms in preschoolers the skills of planning joint activities, designing. Promotes self-organization, teaches to make choices and make decisions. Learning together is not only easier, but also more interesting.
FORMS OF WORK

with kids:
Conversations; lessons; viewing albums, paintings, illustrations; exhibitions of children's works on the project "Govorushki" in the preschool educational institution; didactic and plot-role-playing games according to the project: memorizing poems, proverbs, sayings; creative speech activity; matinees, entertainment; contests; speech activity; writing stories and fairy tales; video views.
with parents:
visual propaganda; conversations and consultations; questioning; open days; contests.
Methods and techniques for the development of speech
The methodology uses methods developed in didactics. The method of speech development is defined as a way of activity of the teacher and children, which ensures the formation of speech skills and abilities.
Three

method groups
visual, verbal and practical. (Visual methods are accompanied by a word, and visual methods are used in verbal methods. Practical methods are also associated with the word and visual material).
12
Visual

methods
(They apply both direct and indirect methods. The direct method includes the method of observation and its varieties: excursions, inspections of the premises, examination of natural objects).
Indirect Methods
based on visual representations. (examination of toys, paintings, photographs, description of paintings and toys, storytelling from toys and pictures. They are used to consolidate knowledge, vocabulary, develop the generalizing function of the word, and teach coherent speech).
verbal methods
- this is reading and telling works of art, memorizing, retelling, generalizing conversation, telling without relying on visual material. (All verbal methods use visual techniques: showing objects, toys, pictures, looking at illustrations, since the age characteristics of young children and the nature of the word itself require visualization).
Practical Methods
aimed at the application of speech skills and abilities and their improvement. (Practical methods include various didactic games, dramatization games, dramatizations, didactic exercises, plastic sketches, round dance games. They are used to solve all speech problems).
reproductive

methods
(based on the reproduction of speech material, ready-made samples). They are used mainly in vocabulary work, in the work of educating the sound culture of speech, less in the formation of grammatical skills and coherent speech. The reproductive methods can be conditionally attributed to the methods of observation and its varieties, looking at pictures, reading fiction, retelling, learning by heart, dramatization games according to the content of literary works, many didactic games, i.e. all those methods in which children learn words and the laws of their combination, phraseological turns, some grammatical phenomena, for example, the management of many words, master sound pronunciation by imitation, retell close to the text, copy the teacher's story).
Productive

methods
(they suggest the construction by children of their own coherent statements, when the child does not simply reproduce the language units known to him, but chooses and combines them each time in a new way, adapting to the situation of communication. This is the creative nature of speech activity). Depending on the task of developing speech, there are
methods of vocabulary work, methods of education of sound

culture of speech, etc.

13
methodical

tricks

development

speeches

traditionally

share

main groups:
verbal, visual and playful.
Verbal tricks:
these include a speech pattern, repeated pronunciation, explanation, instructions, assessment of children's speech, a question. A speech pattern is a correct, pre-thought-out speech activity of a teacher, designed to be imitated by children and their orientation. The sample must be accessible in content and form. It is pronounced clearly, loudly and slowly. . Repeated pronunciation is a deliberate, repeated repetition of the same speech element (sound, word, phrase) in order to memorize it. In practice, different repetition options are used: for the teacher, for other children, joint repetition of the teacher and children, choral. Explanation - disclosure of the essence of certain phenomena or modes of action. (It is widely used to reveal the meanings of words, to explain the rules and actions in didactic games, as well as in the process of observing and examining objects). Instructions - explaining to children the course of action to achieve a certain result. (They allocate teaching, organizational and disciplinary instructions). Evaluation of children's speech is a motivated judgment about the child's speech statement, characterizing the quality of the performance of speech activity. Evaluation should be not only ascertaining, but also educational. Evaluation has a great emotional impact on children. A question is a verbal appeal that requires an answer. Questions are divided into main and auxiliary. (The main ones can be ascertaining (reproductive) - "who? what? what? what? where? how? where?" and search, requiring the establishment of connections and relationships between phenomena - "why? why? how are they similar?". Auxiliary questions are leading and hints).
Visual tricks
- showing illustrative material, showing the position of the organs of articulation when teaching the correct sound pronunciation.
Game tricks -
may be verbal or visual. (They arouse the child's interest in activities, enrich the motives of speech, create a positive emotional background for the learning process and thereby increase the speech activity of children and the effectiveness of classes).
14
SUGGESTED RESULTS:

The expected results correspond to the targets of preschool education (clause 4.6. GEF

BEFORE)
For kids:
1.
Creation of favorable conditions for revealing the personality of the child, his individuality, speech potential through introducing children to nursery rhymes, finger gymnastics and articulation gymnastics
.
2. Development of speech, facial expressions, gestures. 3. Development of initiative, activity, independence. For educators: 1. Increasing professionalism. 2. Introduction of new methods in work with children and parents. 3. Personal professional growth. 4. Self-realization. For parents: 1. Increasing the level of personal consciousness. 2. Strengthening the relationship between children and parents. 3. Self-realization.
Perspective plan of the long-term group project "Young Actors"

In the second junior group 09/15/2013-05/31/2014

Month

Topic

Organized

i activity

with kids

Joint activities of teachers and

children

Interaction

parents with

children

Advisory

information for

parents

15
September

Questioning of parents and diagnostics of children

October

travel

group

room.

"Introduction to

finger

gymnastics"
Reading nursery rhymes: "Ladybug". Pal. Gim.: "Friendly fingers." Reading the fairy tale "Kolobok". Art.gym.: "Chain". Fairy tale conversation. Fizmin .: "The sparrows flew into the garden." Creation of a speech corner. Parent meeting "Development of speech education in children."
november

Golden

autumn.
NGO "Speech Development" "Cognitive Development"
"Visiting

autumn"
Invitation of children to the "Autumn Forest". Pal. Gim.: "Leaves in the garden." The game is a warm-up for the voice of "Birds". A conversation about what they saw in the "Autumn Forest". Physmin.: "Ladybug". Reading nursery rhymes: "Our ducks in the morning." Round dance: "Like our name days." Making "Table theater by the hands of parents." Advice for parents "Playing with children for a walk in the fall"
December

came

cold
NGO "Speech Development" "Cognitive Development"
"That's how I

I can"
Winter talk. Warm-up game "Chill". Art. Gim.: "How the wind howls." Rhyme "Like a little white snow fell on thin ice." Pal.hym.: "We are snowflakes." Puppet theater: "Bunny and Matryoshka". Physmin.: "Sunshine". Round dance: "Matryoshka". Exhibition of crafts "Zimushka winter". Consultation for parents "Exercises for the development of imagination and attention"
January
new year adventure
OO
"Cognitive development" Conversation about the New Year's holiday. Respiratory gym.: "Blow off snowflakes." Journey to visit the Snow Maiden. Making Christmas costumes. Visual information "Music in
16th "Speech development"
"Characters

fairy tales"
The game "Squirrel dance". Gifts from the Snow Maiden. Rhyme "You are frost, frost, frost." Round dance: "The bunny walked." fairy tale."
February

Visiting

fairy tales
NGO "Cognitive Development" "Speech Development"
"The Tale of

fingers"
Conversation on the topic: "Finger Theatre". Art. Gim.: "Cup". Conversation on the fairy tale "Teremok". Dolls and scenery for the fairy tale "Teremok" Game: "Warm-up - guests have come to us." Puppet theater: "Chicken and duckling". Physmin.: "Roosters - hens." Making "Finger theater by the hands of parents." Consultation for parents "Child and finger theater"
March
Doll Katya has a birthday NGO "Social and communicative development"
"Best

friends"
On a visit to the doll Katya. Pal. Gim.: "The hostess and guests." Reading nursery rhymes: "Chicken - ryabushka." Art. Gim.: "Delicious jam." Dance - the game "Flower Waltz". Physmin.: "Clumsy bear." Shared tea. Advice for parents: "Why play."
April

Jokes and

nursery rhymes
NGO "Speech Development"
"Funny

animals"
We learn to speak clearly. Physmin.: "My pens are gone." Pal.hym.: “Fox cubs walked along the path”, Song - the game “Ladushki”. Dramatization of the Russian folk joke "A fox walked through the forest." Round dance: "Top - top - boot." Puppet theater: "Three Bears". Making Russian folk costumes. Advice for parents: "What fairy tales we read to children."
May

Remember

fairy tale
NGO “Artistic and Aesthetic Journey to the Fairy Tale “Masha and the Bear”. Pal. Gym.: "Baranki" "Call of Spring", Round dance games. Exhibition of drawings "Recall Visual information - exhibition
17 development "" Speech development "
"Visiting

fairy tales"
Reading poems about spring is work on expressiveness. Art. Gim.: Steamboat. Reading nursery rhymes: “Ay, swing - swing - swing!”
Table theater: "Teremok".
fairy tale" of fiction: "Visiting a fairy tale"
PERFORMANCE

The work contributed to:

(Compliance with GEF DO)
 Implementation of the project provided optimal conditions for children to study the basics of speech culture, and interest in speech activity increased. (Targets for preschool education, which are social and normative age characteristics of the possible achievements of a child in preschool education: clause 4.6. GEF DO) - Self-realization of parents as subjects of educational activities, the possibility of constructive cooperation between preschool educational institutions and the families of pupils, the creation of a favorable microclimate in children's parent team.  Activation and enrichment of pedagogical knowledge and skills of parents.  Improving the psychological and pedagogical culture of parents in the field of speech education  Development of the creative abilities of children and parents in joint activities. (The conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age include: interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family on the basis of identifying needs and support for educational initiatives of the family.: Clause 3.2.5. GEF DO)
Methodical piggy bank

18
19 development of articulatory motor skills development of fine motor skills speech culture skills 0 10 20 30 40 50 60 30 20 24 30 52 43 40 28 33
The level of assimilation of the program

start of the project
low average high development of articulatory motor skills development of fine motor skills speech culture skills 0 10 20 30 40 50 60 70 80 0 3 10 25 25 22 75 72 68
The level of assimilation of the program

end of the project
low medium high

table theater

20

Finger theater

Exhibition "Zimushka winter"

21

Christmas costumes

"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 have difficulty making 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 methodological 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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