Modern technologies for speech development of preschool children. educational and methodological material on speech development

Speech is one of the most important means of developing a child’s personality as a whole. Understanding the speech of others and one’s own active speech accompany all the child’s activities. The speech development of a child in the first years of life has an impact on his entire subsequent life, therefore speech development must begin from the first days of the child’s life. Timely and complete mastery of speech is the first most important condition for the formation (appearance) of a full-fledged psyche in a child and its further correct development. Timely means started from the very first days after the birth of the child; “full-fledged” means sufficient in terms of the volume of language material and encouraging the child to master speech to the full extent of his capabilities at each age level.

Every child must learn to express their thoughts meaningfully, grammatically correct, coherently and consistently. At the same time, children’s speech should be lively, spontaneous, and expressive.

The problem of speech formation in preschool children is relevant today. Formation of speech in preschoolers is an important and difficult task. The successful solution of this problem is necessary both for preparing children for the upcoming school education, and for comfortable communication with others. However, the development of speech in children in the present tense is a pressing problem, which is due to the importance of coherent speech for preschoolers.

Traditional methods of teaching preschoolers recommend using a teacher's story sample as the main teaching technique. But experience shows that children reproduce the teacher’s story with minor changes, the stories are poor in expressive means, the vocabulary is small, and there are practically no simple common and complex sentences in the texts. But the main disadvantage is that the child does not construct the story himself, but only repeats what he heard. During one lesson, children have to listen to several monotonous stories of the same type. For children, this type of activity becomes boring and uninteresting, they begin to get distracted. It has been proven that the more active a child is, the more he is involved in activities that interest him, the better the result. The teacher needs to encourage children to engage in speech activity, and it is also important to stimulate speech activity not only in the process of free communication, but, above all, in speech therapy classes.

It became obvious that it was necessary to change the way teachers work in classes on the development of speech of preschoolers. Such means are innovative methods and techniques for developing speech in preschoolers.

Currently, it is no longer possible to imagine the development of modern society and production without information and communication technologies. Today, ICTs are beginning to occupy their niche in the educational space of preschool educational institutions. This allows:

- present information on the monitor screen in a playful form, which arouses great interest in children, since this corresponds to the main activity of a preschooler - play; — present new material brightly, figuratively, in a form accessible to preschoolers, which corresponds to the visual-figurative thinking of preschool children; - attract children's attention with movement, sound, animation; - encourage children to solve a problem problem, using the capabilities of the curriculum, which is a stimulus for the development of their cognitive activity; — develop exploratory behavior in preschoolers; - expand the creative capabilities of the teacher himself.

Currently, teachers in educational institutions face the most important task: developing children’s communication skills.

The task of teachers is to create conditions for the practical mastery of spoken language for each child, to choose such teaching methods and techniques that would allow each student to demonstrate their speech activity, their word creativity. One of the most common techniques for developing a child’s speech is Mnemonics.

Mnemonics, or mnemonics, is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Such techniques are especially important for preschoolers, since visual material is absorbed better than verbal material.

Features of the technique are the use not of images of objects, but of symbols for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic animals.

Like any work, mnemonics is built from simple to complex. It is necessary to start working with the simplest mnemonic squares, sequentially move on to mnemonic tracks, and later to mnemonic tables, because children retain individual images in their memory: a Christmas tree is green, a berry is red. Later - complicate it or replace it with another screensaver - depict the character in graphic form.

Mnemonic tables - diagrams serve as didactic material in the development of coherent speech in children. They are used: to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

In older groups, any lesson begins with research activity, therefore the use of such pedagogical technology as research activity is one of the components of any lesson. Technology such as sign-symbolic activity (modeling) has become widely used in teaching children. This technique helps teachers visually identify elementary connections and relationships between objects and objects of reality.

It is recommended for children of younger and middle age to draw colored mnemonic tables, since the children retain separate images in their memory: the fox is red, the mouse is gray, the Christmas tree is green, and for older preschoolers - black and white. Older preschoolers can participate in drawing and coloring themselves.

Mnemonic table for memorizing the poem by E. Mikhailova “What is the New Year?”

Models are especially effective when learning poems. The bottom line is this: a key word or phrase in each line of poetry is “encoded” with a picture that has a suitable meaning, thus the entire poem is sketched automatically. After this, the child reproduces the entire poem from memory, relying on a graphic image. At the initial stage, I offer a ready-made plan diagram, and as the child learns, he is actively involved in the process of creating his own diagram.

In the process of speech development of children of senior and preparatory groups, special subject-based schematic models are used. When forming children's ideas about words and sentences, children are introduced to the graphic diagram of a sentence. The teacher says that without knowing the letters, you can write a sentence. Individual lines in a sentence are words. Children can be asked to construct a sentence (Cold winter has come. A cold wind is blowing).

Graphic diagrams help children more specifically sense the boundaries of words and their separate spellings. In this work you can use various pictures and objects.

For verbal analysis of sentences in preparatory groups, educators use the “living words” model. There are as many words in a sentence as the teacher calls the children. Children stand in order according to the sequence of words in the sentence.

To develop the speech of preschool children, teachers use a technique called fairytale therapy. Fairytale therapy is recommended to be carried out once a week. In the younger and middle groups, the duration of fairy tale therapy is 15–20 minutes. In the senior and preparatory groups 25 - 30 minutes. When conducting fairy tale therapy in junior and middle groups, the main methods used are verbal - director's play, psycho-gymnastics, verbal commentary, joint verbal improvisation - learning to continue the teacher's suggestions, complementing the description of the emotional state of the characters (children wake up Burenka). In older groups, they use the same methods, but complicate the tasks; children perform interesting tasks such as pantomime etudes, rhythmic exercises, etc.

The use of multimedia aids in the development of speech in preschool children significantly optimizes the educational process, expanding the possibilities of presenting material. Proper use of methods of presenting information allows you to simultaneously use all the student’s senses, activating his cognitive abilities.

The method we use to organize educational activities on the development of speech in preschoolers contributes to the formation of stable knowledge in students.

The use of articulatory gymnastics plays an important role in the development of children's speech. Articulatory gymnastics is a set of special exercises aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of organs involved in the speech process. Articulatory gymnastics is the basis for the formation of speech sounds - phonemes - and the correction of sound pronunciation disorders of any origin; it includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.

The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

The success of children's education at school largely depends on their level of mastery of coherent speech. Perception and reproduction of textual educational materials, the ability to give detailed answers to questions, independently express one’s opinions - all these and other educational activities require a sufficient level of development of coherent speech.

The development of children's speech and vocabulary, mastery of the riches of their native language is one of the main elements of personality formation, the development of developed values, national culture, is closely related to mental, moral, aesthetic development, and is a priority in language education and training of younger schoolchildren. We assume that the active introduction of various methods of work on speech development into the educational process will contribute to the formation of communication skills, the development of independent creative thinking, the emotional world of the child, and the formation of a positive attitude towards learning.

Speech is a human activity, the use of language for communication, to convey one’s thoughts, intentions, and feelings. Speech is varied. This is a conversation between friends, a monologue by an artist, a call from a speaker, a student’s response in class, and a scientific work. Work on speech development requires a variety of techniques and means. During classes, the learning situation and motives of speech change many times. Students either speak freely or perform a task that disciplines thought and directs their speech activity in a strict direction. When working on speech development, it is necessary to combine both. Well-developed speech is one of the most important means of human activity in modern society, and for a schoolchild it is a means of successful learning at school. Speech is a way of understanding reality. On the one hand, the richness of speech largely depends on the child’s enrichment with new ideas and concepts; on the other hand, good command of language and speech contributes to the successful knowledge of complex connections in nature and in the life of society.

References 1. Polat E.S. New pedagogical technologies. - M., 2000. 2.Robert I.V. Modern information technologies in education. - M., Shkola-Press, 1994. 3. Elkonin D.B. Psychology of the game. - M., Vlados, 1999. 4. Yakovlev A.I. Information and communication technologies in education. 2005

5. Bolshova T.V. We learn from a fairy tale. Development of thinking in preschoolers using mnemonics. St. Petersburg, 2005.

MAGAZINE Preschooler.RF

MUNICIPAL PRE-SCHOOL EDUCATIONAL BUDGETARY INSTITUTION – CHILD DEVELOPMENT CENTER “KINDERGARTEN No. 12 “FIDGE”” Tynda, Amur Region

Getman T.I. teacher of the first qualification category, Tynda, April 2015.

The problem of speech development in preschool children is especially relevant today, because the percentage of preschoolers with various speech disorders remains consistently high. Children experience difficulties in sound pronunciation, in mastering lexical and grammatical forms, have a poor vocabulary and are unable to construct coherent statements.

According to the Federal State Educational Standard for Preschool Education (FSES DO): “speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write .

The requirements of the Federal State Educational Standard are the main guidelines for us. Full implementation of the goal is the formation by the end of preschool age of universal communication between the child and the people who surround him. An older preschooler should have no difficulty in talking with representatives of society different in age, social status, and gender.

The effectiveness of pedagogical influence depends on the child’s activity in terms of speech activity. The more active a child is, the more involved he is in activities that interest him. Traditional forms (a sample story from a teacher, memorizing a poem line by line, step-by-step examination and description) do not allow the child to sufficiently reveal his creative potential.

Today, the first priority is given to the task of child development, which will make the process of equipping preschoolers with knowledge, skills and abilities more effective. A development mindset can be considered a modern strategy for teaching the native language to preschool children.

It becomes obvious that it is necessary to change the way we work to develop the speech of preschoolers.

Of course, the choice of educational technology is determined by the age of the children, the goals and objectives that the teacher sets for himself and the children. Pedagogical innovations change and improve the learning process. Innovative technologies are aimed at developing creative abilities, developing a non-standard vision of the world, and new thinking.

In my teaching practice, I use pedagogical technologies aimed at developing mental abilities and creating a creative product in speech activity.

Mnemonics - “the art of memorization” - is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and, of course, the development of speech.

Drops are ringing in the yard, streams are running through the fields, and there are puddles on the roads. The ants will soon emerge from the winter cold.

A bear makes its way through the dead wood. The birds began to sing songs, and the snowdrop began to bloom.

The use of mnemonics in teaching preschoolers allows you to solve problems such as:

1. Development of coherent speech;
2. Converting abstract symbols into images (transcoding information);
3. Development of fine motor skills of the hands;
4. Development of basic mental processes - memory, attention, imaginative thinking; Mastering the techniques of working with mnemonic tables helps and reduces training time.

• Visual modeling method

Sun, rain. (Spring weather.) Birch. (The appearance of the first buds.) Thawed patch. (Primroses in thawed patches.) Flock. (Migratory birds.)

Jerzy. (Awakening animals from hibernation.) Butterfly. (Insects appear.)

I invite the children to look carefully at the diagram: what happened first? What then? Where will you start your story? (each child has support diagrams on the sole; individual work is carried out: check if everything is clear).

Children take turns telling a short story, placing their sign on the easel.

“Spring is coming. The sun is shining brighter, the icicles from the roofs are “crying. The snow is melting, and snowdrops appear in the first thawed patches. Migratory birds return in flocks from warm countries. They build nests and hatch chicks. Animals are awakened from hibernation. The first insects appear."

When teaching coherent speech, modeling can be used to work on all types of coherent utterances:

• retelling
• compilation of stories based on a painting and a series of paintings
• descriptive story
• creative story.

Thanks to working with models, children learn to analyze, generalize, and identify essential features. In children, thought processes and mental processes are activated: memory, attention, thinking, logic develops, and coherent speech develops.

Gaming technologies

In play and through playful communication, a growing person develops and develops a worldview, a need to influence the world, and adequately perceive what is happening.

In the educational process with preschoolers I use:

• didactic games and exercises
• “Bring the subject to life” (you are asked to choose an object in the picture for discussion). Children determine his character, talk about his possible actions and thoughts. For example, a landscape is considered; children choose and characterize the object - spruce: calm, sleeping, breathing quietly. Drawing up speech sketches on behalf of a humanized object.

The tasks of a child’s speech development in kindergarten are solved as part of all educational activities with children. When children, in the process of mathematical development, become familiar with the “more” - “less” between numbers, with the dependence of the more - less relationships, complexity is created for them. I introduce the following game technique: “What do the numbers and figures say?” (4 -5-6), (7-, etc.: (I display magnetic numbers on the easel, the guys conduct a dialogue by reviving the numbers, numbers: example, number 5 - I am more than 4, but less than -6 and so on further).This technique activates cognitive and speech activity.

• Game exercise “Compare and name” . Goal: development of thinking, imagination, activation of speech activity, enrichment of vocabulary.

The sun is yellow like... (dandelion, chicken, lemon). The sun is round, like... (ball, orange, bun). The sun is gentle, like... (grandmother, mother, breeze, warm sea). The sun is cheerful, like... (song, clown).

The sun is warm, like... (stove, mittens, sweater) The sun is bright, like... (light bulb, lantern, star) The sun is hot, like... (fire, fire).

K. D. Ushinsky: “Exercises most of all prepare the child for learning grammar. Exercises are preferable with children of senior preschool and primary school age .

• Game exercise “Find relatives” . The goal is to highlight the properties of objects, find comparisons, expand vocabulary (author's development).

Thus, children learn mental operations (analysis, synthesis, comparison, generalization, etc.), with the help of which meaningful knowledge is acquired, systematized and used, which is effective both for the development of speech and for mental development in general.

Traditionally, in preschool childhood, working with riddles is based on guessing them. When developing a child’s mental abilities, it is more important to teach him to compose his own riddles than to simply guess familiar ones. In the process of composing riddles, all the child’s mental operations develop, and he receives joy from verbal creativity.

For this purpose, I use exercises such as “Description is a riddle” . Assignment: make a sentence about an icicle, knowing its signs and properties. Example: She is tearful, but not the Laughing Princess. It is long, but not a carrot, etc.

• discussions with children “What I wished for looks like (bow.) “can be associated with a flower, a butterfly, a helicopter rotor, with the number 8” ;
• warm-ups - divergent tasks: “What is common between...?” , "What does it look like?" , “Good - bad” (is the snow melting quickly?).
• Game exercise: “For what reason did two events happen?” Goal: to teach children to find a common cause, teach them to reason, and develop coherent speech. Integration of educational areas: cognitive and speech development.

1. All passers-by got wet. – Finally, the first shoots came out of the ground.
2. All the ice cream was sold out. – The boy’s back was burned.
3. Many children got sick. - The windows are covered with frost.

• Speech game "Too much" . Goal: to teach children to reason and draw conclusions.

1. If you eat one piece of candy, it’s delicious and pleasant. What if there is a lot?
2. One tablet helps relieve pain, but what if you eat a lot of tablets?

• Tasks:

1. How to brew tea?
2. How to prepare cookie dough?
3. Tell me how your mother cooks soup (borscht) at home?

By organizing such tasks with children, I solve the following tasks: teach children to plan the stages of their actions, justify their choices, develop and intensify speech activity.

Mastering one's native language is closely related to the development of a child's consciousness, knowledge of the world around him, and the development of all aspects of his personality.

The purpose of such tasks and game exercises is the development of a creative personality, capable of understanding the unity and contradiction of the surrounding world, and solving their small problems through communicative activities.

Play is one of the best ways to develop children's speech and thinking. It gives the child pleasure and joy, and these feelings are the strongest means of stimulating the active perception of speech and generating independent speech activity. They are so captivating and bring so much benefit!

• When using such tasks “Draw arrows with a pencil from what happened before to what will happen later” ; “Draw what will happen next” is integrated with visual activity: completing the task, the child pronounces the algorithm presented in the picture, thus, the problems of educational areas are solved in an integrated way: cognitive and speech development.
• board-printed games

Among pupils with problems in speech development, there is a high percentage of those who have problems with the development of gross and fine motor skills, memory, attention, and thinking.

To do this, I use health-saving technologies:

— articulatory warm-up: at the beginning of each lesson, I definitely organize a warm-up in order to get the children ready to work and train their articulatory organs, which is necessary for the correct pronunciation of sounds. I select warm-ups in accordance with the topic of the educational activity itself. Here, for example, on the topic “Spring” is the following warm-up:

Spruce-spruce-spruce - the ringing drops are ringing, Whose-whose-whose - fast streams are running, Ew-whew-whew - I'm making my own owl's nest, Wey-wey-wey - you're welcome, nightingale.

To do this, I have a selection of such warm-ups.

- finger gymnastics (mosquito song - s-z-z; water song - s-s-s; snake hissing - sh-sh-sh). In this case, finger gymnastics is carried out together with articulation (while pronouncing sounds, children perform finger gymnastics: the thumbs alternately meet with other fingers).

Systematic exercises to train finger movements stimulate the child’s speech development. S.A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips. From them, figuratively speaking, come the finest streams that feed the sources of creative thought. The more skill in a child's hand, the smarter the child.

— physical education minutes (if fatigue occurs, decreased performance, or loss of interest and attention, we include physical education minutes in the structure of the lesson). This form of physical activity is a necessary condition for maintaining high performance and maintaining the health of students. Each teacher has a selection of dynamic pauses and warm-ups in his arsenal. I also try to use them in accordance with the theme and type of GCD, thus, the selected dynamic pauses relieve children’s fatigue in the process of cognitive activity, and at the same time they do not lose interest in further work, and the logical chain is not interrupted. For example, a dynamic pause to the GCD on the theme “Spring - the morning of the year .

“The drops dripped loudly (light jumps) All the icicles cried (shaking their heads) We icicles are hot (waving their hands on our faces) Water is flowing from us (tilt down) We will melt forever (straightened up).

One of the health saving technologies is breathing exercises.

In my practice I use a variety of playful breathing exercises. So, during the “Spring Awakening of Nature” , they looked at the creative work of children done in a drawing class and included breathing exercises.

Breathing exercises: - Let's breathe in the aroma of snowdrops. (Take a deep breath through your nose; as you exhale, say “Oh, how wonderful the flower smells” ). Children say the phrase while exhaling 2-3 times.

In modern pedagogy there are still many technologies that can be used to develop the speech of preschool children. But there are certain rules for their use:

1. Visual material offered to children should be accessible and understandable.
2. You should strive to ensure that the material used (visual or demonstration) has an impact on the maximum possible number of senses.
3. Obligatory reinforcement of the demonstration with speech. Speech explanation, combined with clarity, deepens comprehension and understanding of the subject of explanation.
4. In the process of GCD, comprehensively solve the problems of speech development: the formation of sound culture, lexical and grammatical structure of speech, enrichment and activation of the dictionary.

It is impossible to solve the problems of speech development of a preschooler only in the process of direct educational activities. This work is carried out within the framework of all educational activities during the day.

Here I use TRIZ technology when working with children

The PURPOSE of use is to instill in a child the joy of creative discovery.

THE MAIN CRITERION in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation.

In the educational activities of the regime moments, I organize such a game “Guess the substance” (with models of aggregate states of substances).

Rule of the game: (organized when children are familiar with diagrams-models of aggregate states of substances). During the game, children's activities are integrated: cognitive-speech, play, and motor activities.

Competition games such as “WHAT IS MADE OF WHAT?”

Rules of the game: the winner is the one who correctly and quickly - in 1 minute (I set an hourglass) names the materials from which the objects are made, and says what they are all called in one word (example: ball - rubber, car - metal, cube - wooden , pyramid - plastic - these are toys)

Material: cards with images of all kinds of objects.

Option 1: (show items made from fabric, metal, glass, wood, plastic, rubber, etc.)

Option 2 (complication): (The child describes the object and names the material from which it is made, and then names what other materials such an object can be made from).

Thus, as a result of educational activities using the above educational technologies, children’s feelings of constraint are relieved, shyness is overcome, and the logic of thinking, speech and general initiative gradually develops.