Using mnemonics in working with preschool children

Mnemonics for children: tables of numbers, letters, symbols

The simplest method for allowing a child to remember numbers, letters and symbols is a table. You can draw such tables yourself using our tips.

In order to remember numbers, make diagrams by placing numbers and associations to them. Example:

To memorize letters, make a similar diagram, only the essence here is slightly different. Place the letters in the first column, and in the second, draw images whose names begin with this letter.

Mnemonics in kindergarten based on fairy tales: methods for preschool teachers

You can train children’s memory and teach them to retell some texts on a variety of topics even in kindergartens. For this type of mnemonics, teachers, as a rule, use reference diagrams. Learning begins at the age of 1 or 2, when the child is already familiar with some fairy tales and tries to tell them, confusing characters and events. Special mnemonic tables for preschool children are compiled by teachers based on fairy tales known to them.

The images in the table cells are fairy tale characters. A fairy tale called “Kolobok” is quite convenient for such practice. In this table, events are repeated from time to time, and characters change. For children 2 years old, tables consisting of 4 – 9 cells, no more, are suitable.

The following tables are drawn by the teacher and the children. The children will take part in the compilation of such mnemonic tables with great pleasure. In the future, they will independently come up with tables for any fairy tale, complicating them a little, increasing the number of cells themselves.

Memory improvement in this case occurs due to the regular encoding of verbal information into pictures and vice versa. As a result, children scroll through the received material in their heads several times, memorizing it automatically.

For children over 5 years old the task becomes a little more complicated:

• Option 1. The table includes characters from completely different fairy tales. Then the children determine which characters in the table are superfluous.
• Option 2. Fairy tale characters are mixed in the table. Children must distribute these heroes into the correct tables.
• Option 3. The tables are cut, then the children restore them themselves. The cards are scattered, the teacher reads a fairy tale, and the children find the necessary image.

Rules for conducting classes

The process of working and learning with children should be comfortable and beneficial.

• You need to start with simple tasks. First, you can look at cards with single images.
• You should not immediately overload your preschooler; he will quickly get tired and will not absorb the information. You can show no more than two mnemonic tables per day.
• All images of didactic material must be bright and colorful. Children quickly remember colorful images. The grass is green, the carrot is orange, the pine cone is brown, the sea is blue.
• It is worth changing the topic of the lesson every time, otherwise the child will lose interest. Today we are learning poetry. Tomorrow - a fairy tale, wild animals, etc.
• It is important that classes take place only in a playful way.

Using mnemonics to help children memorize multiplication tables

The techniques for learning the multiplication tables are very similar to those used for learning a foreign language. Here you can also use cards by writing numbers on them anywhere.

Currently, the following mnemonics methods are considered quite common:

• Technique with 2, 3, 5. This type of mnemonic technique is used, as a rule, at the initial stage of learning the multiplication table. This counting is considered a basic technique that allows you to become familiar with the multiplication table. This method technologically corresponds to the method during which single-digit numbers and their composition are memorized. If your child can master the material, in the future he will be able to cope with the remaining numbers from the table, as well as more complex options, without any problems.

Learning the multiplication table

• Sequential addition. This method directly deals with the addition of identical terms. It is considered convenient even when multiplying 7 or 8, if, of course, the second factor is small. For example, 5x3=5+5+5.
• Adding a summand number to the previous result. This technique is used if the child has already learned something from the multiplication table. For example, 4. Let's continue the example given above. It's easy to remember. But, if you need 5x6, then you can add the missing 5 to the received answer of 15. 15+5+5+5. In addition, the child must also be able to correctly add and subtract up to 100 in his head.

Methodological development “Development of speech of preschool children using mnemonics”

Content:

1. Relevance of methodological development. Page 3-4

2. Features of speech development in children 3-4 years old. Page 5-6

3. The use of mnemonics for the development of children's speech. Page 7-13

3.1 Mnemonic tables for compiling descriptive stories

3.2 Mnemonic tables for memorizing poems

3.3 Mnemonics tables for retelling

3.4 Mnemonics tables for words

3.5 Mnemonics for composing sentences

4. Calendar-thematic plan for working with children of the second junior group. Page 14-19

5. List of references. Page 20

6. Appendix Page 21-35

Relevance

The role of speech in a child’s development cannot be overestimated. Speech contributes to the formation of intelligence, increases cognitive activity, and significantly expands the horizons of a small person. Today, figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon.

The problem of developing children's coherent speech is well known to a wide range of teaching staff. Knowledge of your native language is not only the ability to construct sentences correctly. Children master their native language through speech activity, through speech perception and speaking. That is why it is so important to create conditions for children’s well-connected speech activity, for communication, for expressing their thoughts. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, to be able to describe an object coherently and consistently, and to be able to talk about various events from the life around them.

Currently, for the development of coherent speech in preschool children, mnemonic techniques have found widespread use in pedagogical practice. Mnemonics is a system of methods and techniques that ensure effective memorization, storage and reproduction of information. The relevance of mnemonics for preschoolers is due to the fact that it is at this age that visual-figurative memory predominates in children. Most often, memorization occurs involuntarily, simply because some object or phenomenon came into the child’s field of vision. If he tries to learn and remember something that is not supported by a visual picture, something abstract, then he should not count on success. Mnemonics for preschoolers help simplify the memorization process, develop associative thinking and imagination, and increase attentiveness. Moreover, mnemonics techniques, as a result of the competent work of the teacher, lead to the enrichment of vocabulary and the formation of coherent speech. Mnemonics techniques facilitate memorization in children and increase memory capacity through the formation of additional associations.

All this determined the relevance of the problem of the insufficient level of development of coherent speech in children and made it possible to formulate the topic of methodological development: the development of coherent speech in children using mnemonics.

Problem:

insufficient level of mastery of coherent speech by children of the second youngest group.

Target:

the use of mnemonics technology in educational activities with children of the second junior group

Tasks:

· Promote the development of coherent speech;

· Expand and enrich children's vocabulary;

· Develop basic mental processes – memory, attention, imagination

thinking;

· Learn to recode abstract symbols into images (recoding information)

· Teach how to work with mnemonic tables.

2.Features of speech development in children 3-4 years old.

Junior preschool age (3 - 4 years), is characterized by high intensity of physical and mental development. The child’s activity increases and its focus increases; movements become more diverse and coordinated. The leading type of activity at this age is objective-effective cooperation. The most important achievement of this age is that the child’s actions become purposeful. Children of this age have a pronounced need to communicate with adults and peers. Throughout early preschool age, interest in communicating with peers develops. The first “creative” associations of children arise in games. In play, the child takes on certain roles and subordinates his behavior to them. At this age, significant changes occur in the development of speech, the formation and development of all aspects of speech: phonetic, lexical, grammatical.

By the end of the fourth year, the child's vocabulary reaches approximately 1500 - 2000 words. The vocabulary is also becoming more diverse in terms of quality. In the speech of children of this age, in addition to nouns and verbs, other parts of speech are increasingly found: pronouns, adverbs, numerals appear (one, two), adjectives indicating abstract signs and qualities of objects (cold, hot, hard, good, bad) . The child begins to use function words (prepositions, conjunctions) more widely. By the end of the year, he often uses possessive pronouns (my, yours) and possessive adjectives (daddy's chair, mommy's cup) in his speech.

Simultaneously with the enrichment of the vocabulary, the child more intensively masters the grammatical structure of the language. Three-year-old children speak in short phrases consisting of several words (usually 3-4). Gradually the phrase lengthens and becomes more complex. In a child of this age, a number of imperfections in phrasal speech can be noted: incorrect word order in a sentence, errors in word agreement.

The sound pronunciation of children of the second youngest group is also characterized by a number of features. For example, consonants are pronounced softly, a number of sounds are pronounced unclearly, are skipped or replaced. Many children have slurred, unclear speech. This is a consequence of sluggish, lackluster movements of the lips and tongue, and low mobility of the lower jaw. Special exercises (articulation gymnastics) are required for the muscles of the speech apparatus.

The development of coherent speech plays a leading role in the process of speech development of the child and occupies a central place in the overall system of work on speech development. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and literate structure.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. Purposeful teaching of coherent monologue speech begins in the second junior group. Children are taught to retell fairy tales and stories that are well known to them, as well as to tell stories based on visual material (descriptions of toys, stories based on a picture with a plot close to their childhood experience - from the series “We Play”, “Our Tanya”). The teacher, through dramatization of familiar fairy tales, teaches children to compose statements of narrative type. He tells the child the ways of connections in a sentence, sets the pattern of statements (“The bunny went... There he met... They became...”), gradually complicating their content, increasing their volume.

If monologue speech develops in teaching children, then one of the conditions for the development of dialogic speech is the organization of the speech environment, the interaction of adults with each other, adults and children, and children with each other.

3.
The use of mnemonics for the development of children's speech.
Mnemonics is the art of memorization, a set of techniques and methods that facilitate memorization and increase memory capacity through the formation of artificial associations.

This technology is organically integrated into the educational process and is used to implement the tasks of all educational areas: “Speech development”, “Cognitive development”, “Social and communicative development”, “Artistic and aesthetic development”, “Physical development”.

Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves problems aimed at:

· development of basic mental processes - memory, attention, imaginative thinking and speech;

· recoding of information, i.e. transformations from abstract symbols to images;

· development of fine motor skills of the hands with partial or complete graphic reproduction.

How to use mnemonics in kindergarten? Mnemonics in kindergarten, as an effective method of memorization, are usually mastered using simple examples. To begin with, children are introduced to mnemonic squares - clear images that represent one word, phrase, its characteristics or a simple sentence. Then the teacher complicates the lessons by demonstrating mnemonic tracks - this is a square of four pictures, from which you can compose a short story in 2-3 sentences.

And finally, the most complex structure is mnemonic tables. The content of a mnemonic table is a graphic or partially graphic representation of fairy tale characters, natural phenomena, some actions, etc. by highlighting the main semantic links of the story’s plot. The main thing is to convey a conditionally visual diagram, depict it in such a way that what is drawn is understandable to children. Initially, the tables are compiled by educators and parents, then the child can be involved in this process, thus, mnemonics will affect not only the development of memory, but also imagination , visualization of images by a child.

When working with children, it is advisable to use mnemonic tables for:

· enrichment of vocabulary;

· when learning to write stories;

· when retelling fiction;

· when guessing and making riddles;

· when memorizing poetry.

Subject-schematic models of mnemonics used for the development of speech in preschoolers must meet certain requirements:

a) clearly reflect the basic properties and relationships that are the object of cognition, be similar in structure to the object being studied;

b) clearly and clearly convey those properties and relationships that must be mastered with its help;

c) be easy to understand and accessible to create and act with;

d) an atmosphere must be created, freedom of creativity, each child can have his own model - the one he thinks and imagines;

It is difficult for children of primary preschool age to grasp educational information immediately through a mnemonic table, so it is more convenient to work with them using mnemonic tracks. The mnemonic track also carries educational information, but in small quantities, which is very important in the early stages of a child’s education.

You can work with a mnemonic track using overlay techniques and applications (often used in working with children of primary preschool age), excluding at first the method of partial or complete graphic sketching.

Thus, with the help of mnemonic tables and model diagrams, it is possible to achieve the following results:

· children's knowledge about the world around them increases;

· there is a desire to retell texts and come up with interesting stories;

· there is an interest in learning poems and nursery rhymes;

· vocabulary reaches a higher level;

· children overcome timidity, shyness, learn to behave freely in front of an audience.

Mastering the techniques of working with mnemonic tables significantly reduces training time. Using supporting drawings to teach memorizing poems captivates children and turns the activity into a game.

Stages of working on a poem:

1. The teacher reads the poem expressively.

2. The teacher informs that the child will learn this poem by heart. Then he reads the poem again using the mnemonic table.

3. The teacher asks questions about the content of the poem, helping the child understand the main idea.

4. The teacher finds out which words are incomprehensible to the child and explains their meaning in a form accessible to the child.

5. The teacher reads each line of the poem separately. The child repeats it using a mnemonic table.

6. The child recites a poem based on a mnemonic table.

Mnemonic tables can be used when teaching children how to compose stories, retell fairy tales, learn riddles, and nursery rhymes in all age groups of preschool educational institutions.

For children of primary preschool age, colored mnemonic tables are best suited, since children retain individual images in their memory: a green Christmas tree, a yellow bun, etc. Later, the images become more complex or are replaced by a graphic image: a fox - orange geometric shapes (circle, square ) etc. For older children, the diagrams are given in one color.

The visual image that the child retains after listening, accompanied by viewing the drawings, allows him to remember the text much faster. To learn each poem, a mnemonic table is developed and compiled, and pictures are selected for the selected poem (preferably for each line). And so, step by step, a mnemonic table is created.

At a younger preschool age, mnemonic tables are given in a ready-made version, since children have insufficiently developed technical drawing skills, but at an older preschool age, an adult gives a plan diagram only at the initial stage; as they learn, children are actively involved in the process of creating their own diagram.

Thus, using mnemonic techniques, children learn:

1. Obtain information, conduct research, make comparisons, compile

a clear internal plan of mental actions, speech statements;

2. Formulate and express judgments, draw conclusions;

3. The use of mnemonic techniques has a positive effect

on the development of non-speech processes: attention, memory, thinking.

It follows that the child (under the guidance of adults) after analyzing the new

material and graphic designation, learns independence, perseverance,

visually perceive your action plan. His feeling increases

interest and responsibility, satisfaction with the results of one’s work appears, mental processes such as memory, attention, thinking are improved, which has a positive effect on the effectiveness of all work.

3.1
Mnemotables for compiling descriptive stories
A visual diagram acts as a plan for a speech utterance. The child knows where to start, how to continue and refine his story, and how to complete it. This is achieved by using certain symbols indicating various characteristics of objects. For example:

– color

– children draw color spots;

– form

- name what shape the object itself or its parts have;

– magnitude

– draw two objects of contrasting size;

– Human

– why a person needs an object, how a person takes care of it (if it is a living creature or plant), or how a person uses it (if it is an inanimate object);

– contour from the details of an object

– the details of the object are indicated, the child must name what parts the object consists of;

– hand

- what actions are performed with this item, what can be prepared, for example: from apples you can make apple compote, jam, bake an apple pie;

– question mark

– name of the item or object;

– Exclamation point

– emotions and feelings that this object evokes.

Stages of working with a mnemonic table to compile a descriptive story:

1. Consideration of the mnemonic table.

2. Conversation on the content of the symbols, each point of the plan.

3. Drawing up a descriptive story using a mnemonic table for adults.

4. Compiling a descriptive story using a mnemonic table by a child.

3.2.Mnemonic tables for memorizing poems

Using supporting drawings to teach memorizing poems captivates children and turns the activity into a game. This method is especially effective for children of preschool age, since in preschoolers visual-figurative memory predominates, memorization is mainly involuntary. The visual image that the child retains after listening, accompanied by viewing the drawings, allows him to remember the text much faster. First, the adult selects a poem and supporting pictures for it (preferably for each line). Pictures should be bright and recognizable. When reading a poem, pictures are placed on the board. Then, after reading the poem to adults, children reproduce this poem using reference pictures.

When memorizing poems at later stages, the work is carried out in the following sequence: first, an adult selects a poem, encodes it using symbols, reads it expressively to the children, and while reading, schematically depicts the text using drawings. Then the text is reproduced based on the drawings of an adult together with the children, then the children read the poem in chorus, in groups, one at a time, at will. The picture table hangs in a visible place in the group room during the day so that children can tell the text to each other if they wish.

Stages of working with a mnemonic table for memorizing a poem:

1. An adult explains to the child the meaning of difficult words. The child repeats them.

2. An adult reads the poem expressively.

3. The adult says that the child will learn this poem by heart. Then he reads the poem again using the mnemonic table.

4. An adult asks questions about the content of the poem, helping the child understand the main idea.

5. An adult reads each line of the poem separately. The child repeats it using a mnemonic table.

6. The child recites a poem based on a mnemonic table.

3.3
Mnemonic tables for retelling
At the initial stages of teaching retelling, you can use illustrated panels and supporting pictures, then the illustrations should be replaced with conditional diagrams that help children learn to draw up a retelling plan. At later stages, you can use simple drawings and diagrams that preschoolers themselves draw up.

Stages of working with a mnemonic table for retelling text:

1. An adult explains to the child the meaning of difficult words. The child repeats them.

2. Reading the text to adults with a demonstration of the plot picture.

3. Conversation on the content of the text.

4. Repeated reading of the text by adults with a focus on retelling based on a mnemonic table.

5. Retelling the story by a child based on a mnemonic table.

3.4
Mnemonics for words
Children are offered a mnemonic table for a specific word on a lexical topic. This technique serves not only to expand the associative vocabulary, development of logical thinking and memory of preschoolers, but also promotes the development of coherent speech, since children need to explain why this or that object is drawn in a given cell, the development of fine motor skills, because it is necessary to quickly diagram his. At the initial stages of work, an adult fills out a table together with children (an adult on the board, children in their notebooks); at later stages of learning, children fill out the table independently. When this task has been mastered, you can invite preschoolers to create a mnemonic table for one of the words on a lexical topic on their own.

Stages of working with a mnemonic table for a word:

1. Consideration of the mnemonic table.

2. Recoding of information.

3. Reproducing the table from memory.

3.5
Mnemonics for composing sentences
A special feature of the mnemonic track is that a picture is selected for each word of the sentence. A child, answering an adult’s question with the help of a mnemonic track, learns to use the correct word order in a sentence, form it grammatically correctly, and also answer the question in a complete sentence.

4. Calendar-thematic plan for working with children of the second junior group.

Bibliography:

1. Bolsheva T.V. We learn from a fairy tale. Development of thinking in preschoolers using mnemonics. St. Petersburg: “Childhood-Press”, 2001.

2. Omelchenko L.V. Cognitive and speech development of preschool children using mnemonics. M.-Uchitel, 2019

3. Omelchenko L.V. The use of mnemonic techniques in the development of coherent speech // Speech therapist. M., 2008.-No.4.-P.102-115.

4. Polyanskaya T.B. Using the mnemonics method in teaching storytelling to preschool children. St. Petersburg. - Childhood-Press, 2010.

5. Potashko I.A. The use of mnemonic tables in the development of primary natural science concepts in preschoolers.//Preschool pedagogy. M, 2006.- No. 7.- P. 18-22.

6. Shirokikh T.T. Learning poetry - developing memory // Child in kindergarten. - 2004. - No. 2. - P. 59-62.

The use of mnemonics in speech therapy sessions with children

Preschool age is considered the most favorable, since during this period of a child’s life the foundations of literacy, clear pronunciation of words, and beautiful speech are laid. These are very important conditions that influence the mental education of a child. A child with speech impairment has the following problems:

• Minimum set of words.
• Inability to form sentences from words.
• Impaired pronunciation of certain sounds.
• Disturbed attention.
• Broken logic.

When faced with such a problem, you can use mnemonics. Thanks to it you will achieve the following results:

• The child’s connected speech and associative thinking will improve.
• The child will be able to better assimilate the material using visual and auditory memory.
• The child’s imagination will work better and the process of memorizing sounds will speed up.

Mnemonic squares are an ideal method, a symbol of any successful lesson. Thanks to such schemes, you will quickly teach your child to learn poems, riddles, and tongue twisters.

Mnemonics in the classroom

The stages of study are:

• Read the poem expressively to your child.
• Ask your child to learn the verse with you.
• Read the poem again, focusing on the mnemonic table.
• Ask your child questions about the verse. Help him if necessary, clarify with him the main idea of ​​the work.
• Find out from your child exactly which words seemed incomprehensible to him. Explain what they mean.
• Read each line of the verse separately. Ask your child to repeat the verse.
• At the very end, the child will have to recite a poem.

In the mnemonic table that you will use, enter all the characters in the verse. Thanks to this, your baby will learn to concentrate, construct sentences correctly and express his own speech.

Mnemonics for learning vocabulary words: techniques, word associations

To study vocabulary words, the following types of mnemonics are used:

• Visual associations.
• Sound associations.
• Mnemonics of “connections” and many others.

Children like visual associations the most. While memorizing a certain word, invite your child to look at a picture that will represent the word, plus he will be able to play with a letter that is difficult to remember. For example, draw the word “Magnet” and the letter “A” in the picture. When choosing other words, focus on those letters that your baby cannot say or write.

Also, in other words, depict the letters that cause difficulties for the child while writing with pictures, taking into account the meaning of the word itself. In the word “Kopeyka” the second letter is very similar to a penny. Therefore, draw her instead.

The next technique is sound associations. For example, the word “Breakfast” is similar to the word “Cancer”. By combining these words into one single phrase, you can get the sentence: “ There will be boiled crayfish breakfast .” Your child will learn this word using sound association. And the phrase itself sounds more melodic, therefore, it is remembered without problems.

From what age is it used?

Teaching children using mnemonics can begin from a very early age. Getting to know exercises for children starts with simple techniques.

First, they use mnemonic squares, which can be introduced to children at the age of three. In the first lessons, children study simple images that represent one word, phrase or simple phrase. You can place pictures in a square and learn poems with movements.

Later, at 4-5 years old, children become familiar with mnemonic tracks - systematized pictures of four drawings. With the help of such images, the concept of sequences is formed. Thanks to group illustrations, you can easily tell a short story, remember the steps of washing your hands, the process of dressing or washing your face.

Children aged 6-7 years begin to study mnemonic tables that allow them to perform more complex actions:

• retell various works;
• memorize poems and complex words;
• guess and make riddles;
• find rhymes for words;
• invent fairy tales or stories;
• distribute objects into groups according to certain characteristics;
• study numbers;
• become familiar with the basic rules of life safety and behavior in various places, and methods of self-service.

Children learn to express their thoughts correctly and beautifully and use new words in speech. Attention and intelligence develop, the ability to highlight the main thing and compare improves.