Tasks of speech development in the senior group of kindergarten

Tasks of speech development in the senior group of kindergarten

Development of speech in children of senior preschool age in an organized pedagogical process Read more: Activating the dictionary

1.2 Tasks of speech development in the senior group of kindergarten

In the program of education and training in kindergarten, edited by A.M. Vasilyeva talks about the following tasks of speech development of children in the senior group of kindergarten [15].

Developmental speech environment

Continue to develop speech as a means of communication. Expand children's understanding of the diversity of the world around them. Offer for viewing handicrafts, mini-collections (postcards, stamps, coins, sets of toys made from a certain material), illustrated books (including familiar fairy tales with drawings by various artists), postcards, photographs with sights of the native land, Moscow, reproductions of paintings (including from the life of pre-revolutionary Russia).

Encourage the child’s attempts to share various impressions with the teacher and other children, clarify the source of the information received (TV show, story from a loved one, visiting an exhibition, children’s play, etc.) [15].

In everyday life, in games, suggest to children forms of expressing politeness (ask for forgiveness, apologize, thank, give a compliment). Teach children to resolve controversial issues and resolve conflicts with the help of speech: to convince, prove, explain.

Formation of a dictionary

Enrich children's speech with nouns denoting objects in their everyday environment; adjectives characterizing the properties and qualities of objects; adverbs denoting relationships between people, their attitude to work.

Exercise children in selecting nouns for the adjective (white - snow, sugar, chalk), words with a similar meaning (naughty - mischievous - prankster), with the opposite meaning (weak - strong, cloudy - sunny).

Help children use words exactly according to their meaning[15].

Sound culture of speech

Strengthen the correct, distinct pronunciation of sounds. Learn to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s-z, s-ts, sh-zh, ch-gu, s-sh, zh-3, l-r.

Continue to develop phonemic awareness. Learn to determine the place of a sound in a word (beginning, middle, end).

Practice intonation expressiveness of speech [15].

Grammatical structure of speech

Improve the ability to coordinate words in sentences: nouns with numerals (nyat pears, three guys) and adjectives with nouns (frog-green belly). Help children notice incorrect placement of stress in a word, an error in the alternation of consonants, and provide the opportunity to correct it themselves [15].

Introduce different ways of forming words (sugar bowl, bread bowl; butter dish, salt shaker; educator, teacher, builder).

Exercise in the formation of cognate words (bear - bear - bear cub, bear), including verbs with prefixes (ran - ran out - ran across). Help children correctly use plural nouns in the nominative and accusative cases; verbs in the imperative mood; adjectives and adverbs in comparative degree; indeclinable nouns.

Learn to form simple and complex sentences based on a model. Improve the ability to use direct and indirect speech.

Connected speech

Develop the ability to maintain a conversation.

Improve the dialogical form of speech. Encourage attempts to express your point of view, agreement or disagreement with a friend’s answer.

Develop a monologue form of speech.

Learn to retell short tales and stories coherently, consistently and expressively.

Teach (according to a plan and model) to talk about the subject, the content of the plot picture, to compose a story based on pictures with a sequentially developing action. Develop the ability to compose stories about events from personal experience, and come up with your own endings to fairy tales.

To develop the ability to compose short stories of a historical nature on a topic proposed by the teacher [15].

By the end of the year, children should be able to

• Participate in conversation.

• Evaluate the answer or statement of a peer in a reasoned and friendly manner.

• Compose stories based on a plot picture, based on a set of pictures; consistently, without significant omissions, retell short literary works.

• Determine the place of sound in a word.

• Select several adjectives for nouns; replace a word with another word with a similar meaning [15].

1.3 Conditions for speech development in children of senior preschool age

Speech is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people for cognition, self-organization, self-development, for building one’s personality, one’s inner world through dialogue with other individuals, other worlds, other cultures.

Dialogue, creativity, cognition, self-development - these are the fundamental components that are involved in the sphere of attention of the teacher when he addresses the problem of speech development of a preschooler. These are the foundations on which modern didactics of preschool age as a whole is built and which form the foundation of the basic development program for a preschool child.

Raising clear speech in preschool children is a task of great social significance, and both parents and teachers should be aware of its seriousness[16].

Communicative competence is considered as a basic characteristic of the personality of a preschooler, as the most important prerequisite for well-being in social and intellectual development, in the development of specifically children's activities - group games, construction, children's artistic creativity, etc.

In order for the process of speech development in children to proceed in a timely and correct manner, certain conditions are necessary. Thus, the child must: be mentally and somatically healthy; have normal mental abilities; have normal hearing and vision; have sufficient mental activity; have a need for verbal communication; have a full-fledged speech environment[12].

Normal (timely and correct) speech development of a child allows him to constantly learn new concepts, expand his stock of knowledge and ideas about the environment.

Thus, speech and its development are most closely related to the development of thinking.

Methods of psychological development of speech in preschool children are: communication with adults; communication with peers; didactic games and exercises; dramatization games; observation lessons; nature; material culture; pedagogically sound didactic environment; excursions; social environment; play and work.

So, let's consider all the psychological methods for developing the speech of children of senior preschool age.

An indispensable condition for the comprehensive development of a child is his communication with adults. Adults are the guardians of the experience accumulated by humanity, knowledge, skills, and culture. This experience can only be conveyed through language. Language is “the most important means of human communication.”

Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for literacy [ 16].

In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually.

Speech communication between a child and an adult is preceded by emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life.

The child responds with a smile to the smile of an adult, makes sounds in response to an affectionate conversation with him. He seems to be infected by the adult’s emotional state, his smile, laughter, and gentle tone of voice. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

In the general system of speech work in kindergarten, vocabulary enrichment, consolidation and activation occupy a very important place. And this is natural. The word is the basic unit of language, and improving verbal communication is impossible without expanding the child’s vocabulary. At the same time, cognitive development and the development of conceptual thinking are impossible without the assimilation of new words that express the concepts acquired by the child and consolidate the new knowledge and ideas he receives. Therefore, vocabulary work in kindergarten is closely related to cognitive development[16].

The “Program of Education in Kindergarten” includes a new special task in the range of tasks for the development of speech and teaching the native language in the preparatory group for school, the solution of which ensures the preparation of children for learning to read and write: “In the preparatory group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.” Children are taught how to compose sentences of 2-4 words, divide sentences of this composition into words, as well as divide words into syllables and compose them from syllables.

“From a psychological point of view,” writes O.I. Solovyova, “the initial period of learning to read and write is the formation of a new attitude towards speech. Speech itself, its external sound side, becomes the object of consciousness, whereas previously children’s cognition was directed to the objects designated in speech.” Further, O.I. Solovyova notes that the verbal composition of speech becomes the subject of consciousness, along with the sound side of the word; children practically become familiar with a sentence, a word, a part of a word - a syllable, a sound.

In the development of children's speech, the leading role belongs to adults: the teacher in kindergarten, parents and loved ones in the family. The speech culture of adults, how they speak to the child, and how much attention they pay to verbal communication with him, largely determine the success of a preschooler in language acquisition[16].

It is necessary that the teacher’s speech corresponds to the norms of the literary language, literary colloquial speech, both in terms of the sound side (pronunciation of sounds and words, diction, tempo, etc.), and in terms of the richness of the vocabulary, accuracy of word use, grammatical correctness, coherence.

Special attention should be paid to the sound side of speech, since its shortcomings are overcome by the speaker himself worse than, for example, shortcomings in word usage.

At senior preschool age, one of the most important periods of a person’s life (and, perhaps, the most important), his first “university” ends. But unlike a student at a real university, a child studies in all faculties at once. He comprehends (of course, within the limits available to him) the secrets of living and inanimate nature, and masters the basics of mathematics. He also takes an elementary course in public speaking, learning to express his thoughts logically and expressively. He also becomes familiar with the philological sciences, acquiring the ability not only to emotionally perceive a work of fiction and empathize with its characters, but also to feel and understand the simplest forms of linguistic means of artistic expression. He also becomes a little linguist, because he acquires the ability not only to pronounce words correctly and construct sentences, but also to realize what sounds a word is made of, what words a sentence is made of. All this is necessary for successful study at school, for the comprehensive development of the child’s personality[1]6.

Classes with older preschoolers also widely use didactic games and exercises, are based on communicative and gaming motivation, have entertaining elements, and include plastic exercises (physical education minutes). But they clearly use teaching techniques, especially when mastering the means and methods of constructing a coherent statement.

Communication between the teacher and children is democratic in nature. Lesson is an effective form of teaching the native language in older preschool age. The effectiveness of teaching depends not so much on the form, but on the content, methods used and style of communication between the teacher and children. Systematic classes accustom children to work with linguistic information, cultivate interest in solving problematic speech problems, and a linguistic attitude towards words [2].

In the fifth year of life, special attention is paid to encouraging word formation and word creation; in the sixth year - elementary analysis of sentence structure, formation of grammatical correctness (in inflection); in the seventh year - basic awareness of grammatical connections between derivative words, speech creativity, and arbitrary construction of complex syntactic structures.

Individual and group work with children, as a rule, is organized on the same program content as compulsory collective classes, and is aimed at consolidating what has been learned, taking into account individual characteristics. At the same time, sometimes you should conduct games and exercises on material that will only be included in the collective lesson. In such cases, two goals can be pursued: to prepare individual children for the upcoming work so that they feel more confident in the classroom, and to gradually introduce students to forms of work that are new to them.

In order for preschoolers to gain experience in speech creativity, games should include material that, although familiar to children, has not yet entered their active vocabulary [2].

Dramatization games based on fairy tales and literary works contribute to improving the syntactic aspect of speech. Older preschoolers willingly play fairy tales “The Fox, the Hare and the Rooster”, “The Cat, the Rooster and the Fox”, “The Clapping Fly”, “Geese and Swans”. They also like very children's fairy tales: “The Wolf and the Seven Little Goats”, “Turnip”, “Kolobok”. Children borrow figurative expressions, apt words, and figures of speech from fairy tales. This cycle of means includes making and guessing riddles, interpreting proverbs and sayings, folk games “Geese-Swans”, “Turnip”, “Colors”, “Where we were, we won’t tell”, etc.

The enrichment of speech with complex syntactic structures and the overcoming of formal compositional connections is facilitated by the situation of “written speech,” in which the child dictates his composition and the adult writes it down. Such dictation can be used in the production of children's books, an album of children's creativity, and in correspondence[2].

The methodology puts forward so-called observation lessons as the basis for the development of children’s speech in connection with the development of the world of their ideas. Their basic principle is this: each newly acquired idea must be directly attached to the corresponding word, enriching its active vocabulary. The word and the provision are indivisible: they should never be separated[18].

Observation lessons, understood in the sense of systematically conducted techniques tending to develop children's powers of observation and speech, should take place already in the first years of their life, when their speech begins to form. The outside world invades the child’s inner world mainly through the organs of vision and hearing. It largely depends on the mother and adults to ensure that the ideas that this world evokes are formed in that sequence, in that qualitative and quantitative selection that favors the clarity and digestibility of the image and corresponds to the age, interests and psyche of the child [18].

The material environment, as a rich source of educational material, should in turn be used by the teacher from three sides:

1) nature,

2) material culture and

3) pedagogically sound didactic environment.

Nature is the most natural and powerful setting in its educational impact. It strengthens the child’s health and strength, heals, refines the organs of perception, develops the conditions for perfect clarity, enriches with ideas and knowledge, provides everything necessary for the manifestation of the creative collective activity of children in play and work, i.e., it develops all the conditions for both children and the teacher , conducive to the enrichment and development of children’s language [18].

Raising a child in close proximity to nature is the best way to develop his feelings, strengths and abilities. Children should be brought closer to nature, if possible included in it according to the interests of a particular age, and nature should be brought closer to children. Objects of living nature should not be concentrated in one corner of nature, but should be scattered throughout the institution, presented in every room. Simplified conditions are required to observe children. They are often difficult to create in challenging outdoor natural settings, but indoors are always possible.

Children's work outdoors, in the garden and vegetable garden, gradual acquaintance with the world of animals, plants, insects, with all types of production and human labor, excursions and everything that they put forward should also serve to expand the world of children's perceptions, increase their stock of knowledge and systematization of the latter, as well as the development and enrichment of their language.

Finally, a deliberately created pedagogical and didactic environment is distinguished by the fact that it is entirely the product of the teacher himself, subordinated to his pedagogical goals and the requirements of the pedagogical process [18].

Teachers must take care to replenish the rooms in which children live with pedagogically sound material content. First of all, we introduce objects of living nature into them. Children most of all love everything living and moving. We will do everything in our power to create corners of nature in the immediate vicinity of children's homes, within the walls of the latter. Children need toys, without which the joy of childhood fades; they need a wide variety of aids, materials, tools for games and work. We need special teaching material. Children must not only be provided with objects, but also the objects must be arranged so that their use is easy, convenient and expedient.

The environment of material culture also offers ample opportunities for a culture of observing children and developing their speech. The city in all the diversity of material values ​​represented in it, the village, any corner of the earth where the creative hand of man creates these values, generously provides the educational material we need[18].

Social environment as a preschooler’s speech development

Articulate speech is the main attribute of a person’s social essence and develops exclusively in a social environment. Its development depends on what the environment is and to what extent it contributes to this development.

We have already talked about the influence that the speech of others has on the formation of children’s language. Children are great masters of imitation, and the manifestations and features of adult speech quickly become features of children's speech. Teachers and educators should not forget this. Often they do not understand that before embarking on the responsible task of developing the speech of their pupils, they should take care of the development and streamlining of their own speech.

Excursions as a method of developing children's speech

How to develop the precious ability of observation in children, teach them to use their senses, their motor apparatus for the consistent accumulation of practical experience and the images, ideas and speech skills determined by it? There is only one way for this - organized acquaintance of children with the concrete reality around them and provision of systematic assistance to them in using it in the interests of their development. The external world, presented consciously, intelligently and systematically to children, is the arena in which the edifice of their perceptions is erected. Promoting the orderly growth of this building is the main goal of observation classes and excursions.[18]

Their second, no less important goal should be to reflect this world of perceptions in speech. The representation must precede the word, but the word must follow the representation. An idea that is not translated into clear, explanatory words loses a significant part of its value. The things and phenomena we know are colored by human speech, human concepts expressed in words. A person who is face to face with himself clarifies his thoughts with words.

Observation classes should be conducted in such a way that the word accompanies and reinforces what is being observed. This is one type of training. We know what a huge role self-education plays in the development of a child in the early stages of his life. Self-education of a baby already needs the help of an adult. As the child advances through the age stages, the role of the adult guiding his learning becomes more significant and complex.

There are two ways to methodically use the content of the environment in the interests of children’s development: the subject, included in pedagogical work as educational material, is brought closer to the children and presented to them. But this is not always possible. There are objects and phenomena that cannot be brought closer to children. In this case, the second path is inevitable - bringing children closer to the object, to the phenomenon. This second way is translated into a method known as excursions. Excursions with children are conducted outside the institution. But even in the institution itself, you can conduct a kind of excursion-inspection, because in any apartment, even a room, there may be objects that cannot be brought closer to children, but to which the children themselves should be brought close[18].

Play and work as the development of children's speech

Language and thinking have been and continue to be inextricably linked with labor processes and human activity.

The community in a child’s life is the group of children in which he lives and develops. His main activity is playing.

A child gains significant experience through play. From his play experience, the child draws ideas that he associates with the word. Play and work are the strongest incentives for the manifestation of children's initiative in the field of language; they should be primarily used in the interests of children's speech development.

The child comes into frequent repeated contact with the objects presented in the game, as a result of which they are easily perceived and imprinted in memory. Each object has its own name, each action has its own verb.

The word is part of reality for the child. It follows from this how important it is, in the interests of stimulating the activity of children and the development of their language, to thoughtfully organize their play environment, provide them with an appropriate selection of objects, toys, tools that will nourish this activity and, based on the enriched stock of specific ideas it enriches, develop their language[ 18].

We know what a big role adults play in children's language development. The teacher’s participation in children’s free play cannot be limited to organizing the environment and selecting play materials. She should show interest in the process of play itself, give children new words and expressions associated with new situations; talking to them about the essence of their games, influence the enrichment of their language. Guiding the observations of children when familiarizing them with the environment, the teacher must help ensure that the life observed by children stimulates them to reproduce in play, and therefore in language, their positive, best sides.

Today it is customary to identify four main tasks:

1. Enriching the dictionary with new words, children learning previously unknown words, as well as new meanings for a number of words already in their vocabulary. The enrichment of the vocabulary occurs, first of all, due to the vocabulary used.

2. Consolidation and clarification of vocabulary.

This task is due to the fact that in children the word is not always associated with the idea of ​​the object. They often do not know the exact names of objects. Therefore, it is necessary to deepen the understanding of already known words, fill them with specific content, based on an exact correlation with objects of the real world, further mastery of the generalization that is expressed in them, and the development of the ability to use commonly used words.

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GAMES ON THE SOUND CULTURE OF SPEECH Game “Replace the sound” Purpose: To teach children to mentally rearrange, replace sounds with given ones, and name the resulting new words. Material: Rows of words for transformation, object pictures with words that should be obtained. Progress of the game: The adult sets the sound with which the first or last sound in the word will need to be replaced. Then he lays out the pictures and pronounces the words, and with their help the child mentally replaces the sound in the original word with the given one and says the resulting word out loud. For example, you need to replace the first (porridge - cup, nut - seagull, suit - part) or the last sound (enemy - doctor, beak - key, chalk - sword) with [h]. As you practice, the game can be played by ear, without using pictures “What sound is missing?” Goal: To improve children's sound analysis skills. Material: Subject pictures for each word. Progress of the game: An adult selects pictures with words, lays them out on the table and names them, replacing the desired sound with a pause. The child must guess what the word is using the corresponding picture and identify the missing sound in it. For example, pi[ ]ama - the sound [zh] is gone, vocal[ ]al -sound [z], tarel[ ]a - sound [k], conf[ ]a - sound [t], mar-ty[ ]ka - [w], maka[ ]ons - [r], etc. An adult can select pictures with words for a specific sound, the pronunciation of which needs to be reinforced in the child. “Change the word” Purpose: To practice the formation of nouns with a diminutive meaning. Practice diction. Progress of the game: Children must change the words so that the sound [zh] appears in them: friend - friend, pie - pie, boot - boot, snow - snowball, horn - horn, meadow - meadow, cottage cheese - cottage cheese, flag - flag. “The third wheel” Goal: To develop the ability to hear a certain sound in a word. Progress of the game: From three pictures, children must remove the one whose name does not have the sound [w]: tire, lily of the valley, squirrel; hat, accordion, saw; dove, fur coat, tumbler; mice, banana, gun. “Name the picture and find the first sound” Purpose: To teach children to find the given first sound in a word at the stage of loud pronunciation of the word by the child himself. Material: Cards with drawn pictures. Progress of the game: Children have cards with drawn pictures. The teacher names any vowel sound, the children say the names of their pictures out loud and find the one they need. If the picture is named correctly, the presenter allows you to cover it with a chip. The one who closes their pictures first wins. “Trap” Goal: To develop the ability to hear a certain sound in a word. Progress of the game: The teacher invites the children to “open the traps”, i.e. place your elbows on the table, parallel to each other, straightening your palms, which are the “traps”. Educator: If you hear a given sound in a word, then the “traps” need to be slammed, i.e. clap your hands. Words are selected by the teacher depending on the topic of the lesson. “Chain of words” Purpose: To expand the stock of nouns in the active vocabulary of children. Material: Ball, badges, etc. How to play: In this game you need to create a chain of words so that the last sound of the previous word coincides with the first sound of the next one. The players sit in a circle. One of them throws a ball to someone and says a word (noun), such as “glass.” The person receiving the ball says a word that begins with the last sound of the spoken word, for example, “leg.” The next one says, for example, “April”, followed by “leaf”, etc. The one who does not completely leave the game wins. The winner is awarded a badge. “Which sound is heard most often?” Purpose: To train children in identifying the sound that sounds more often; develop mental operations, phonemic hearing. Progress of the game: The presenter gives the children the task: “I will read a poem, you listen carefully and determine which sound is heard most often.” I don’t buzz when I sit, I don’t buzz when I walk, I don’t buzz when I work, I buzz when I spin. The mosquito buzzed subtly: Z-z-z - he sings loudly, loudly, Repeats his story many times to the frisky midges. VOCABULARY DEVELOPMENT GAMES “Catch and throw - name the colors” Purpose: To practice selecting nouns for the adjective denoting color. Material: Ball. Progress of the game: What color we have - we will tell you about it. An adult, throwing a ball to a child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective. Adult: red – Child: poppy, fire, orange flag – orange, carrot, dawn; yellow - chicken, sun, turnip; green - cucumber, grass, forest; blue - sky, ice, forget-me-nots; blue - bell, sea, ink; purple - plum, lilac, twilight. “What object is this?” Purpose: To consolidate the agreement of an adjective with a noun. Material: Ball. How to play: An adult names the sign and throws the ball to one of the children. The child who catches the ball names the object that has this sign and returns the ball to the speech therapist. Next, the adult throws the ball to other children in turn. For example: Long - rope, fur coat, thread, street, elastic, braid, skirt, road, elastic, ribbon, shirt, curtain. Long - train, lace, cucumber, day, pencil, knife, jacket. Wide - street, river, ribbon, road, jacket, skirt, elastic band. Wide - scarf, alley, courtyard, corridor, window sill. Red - star, berry, ribbon, hat, shirt, T-shirt, raspberry. Red - ball, scarf, tomato, poppy, house, pencil. Round - ball, globe, petal, tomato. Round - sun, egg, apple, wheel. “Pick up a word” Goal: Expand children’s vocabulary, develop the ability to coordinate an adjective with a noun. How to play: This game can be played with a ball, throwing it to each other. What can you say about: “Fresh”... (air, cucumber, bread, wind); “old”... (house, stump, person, shoe); “fresh”... (bun, news, newspaper, tablecloth); “old”...(furniture, fairy tale, book, grandmother); “fresh”... (milk, meat, jam); “old”...(chair, seat, window). “Guess the object” Goal: Develop thinking, activate vocabulary. How to play: Guess the item by the name of its parts. Body, cabin, wheels, steering wheel, headlights, doors (truck). Trunk, branches, twigs, leaves, bark, roots (tree). Bottom, lid, walls, handles (pan). Deck, cabin, anchor, stern, bow (ship). Entrance, floor, stairs, apartments, attic (house). Wings, cockpit, tail, engine (airplane). Eyes, forehead, nose, mouth, eyebrows, cheeks (face). Sleeves, collar, cuffs (shirt). Head, torso, legs, tail, udder (cow). Floor, walls, ceiling (room). Window sill, frame, glass (window). “Family” Purpose: To teach children to understand family relationships, to use words denoting kinship and relatives. Material: Ball. Progress of the game: Who are you to me and who am I to you if you are my family? An adult, throwing a ball to a child, asks a question, which the child must answer when returning the ball. Sample questions: • How are you related to mom and dad? • Who are you to your grandparents? • Do you have a sister or brother? • Name your cousins. • Who are your cousins' parents to you? This concludes our review of games. Once again we would like to draw the attention of parents to the fact that games for developing a child’s vocabulary are varied and the content depends only on your imagination and desire to work. “What grows in the forest?” Goal: To activate children’s vocabulary of nouns on the topics: “Plants”, “Animals” Material: Chairs according to the number of children. Progress of the game: The teacher selects three children and invites them to name what grows in the forest. For example, one says: “A mushroom grows in the forest,” the second says “raspberries,” the third says “spruce,” and then the first one continues again. The teacher warns that you cannot think for long. When the players break the rules, they sit down and choose a replacement. A new group of children is given a different task, for example, to list what grows in the garden or who lives in the forest. The winner is the one who names the most plants and animals. He receives a prize. “Whose home is this?” Purpose: To consolidate children’s knowledge about animal homes. Material: Pictures of animals and pictures depicting animal homes. Progress of the game: There are pictures on the board. On the left are pictures depicting animal homes, on the right are images of animals (not near their homes). The teacher explains that Dunno mixed up the animal houses. We need to help them find theirs. Children rearrange the images of animals, placing them near their homes, and then name whose homes they are: a hole - for a fox, a mouse; den - for a bear; hollow - for a squirrel, for an owl; nest - for a bird; birdhouse - for the starling; barn - for cows, calves; stable - for horses, foals; pigsty - for pigs and piglets; rabbitry - for rabbits. Before completing this task, children fix the names of the dwellings of domestic and wild animals and birds from the pictures. “Months and their sequence” Purpose: To consolidate temporary concepts in the child’s active vocabulary. Material: Ball. Progress of the game: Month after month rises - everyone will name them all. An adult with children names the months by throwing a ball on the floor: “January, February, March...”. Instead of the next month, the adult calls the child’s name: “Masha!” The child picks up the ball and continues to name the months, slamming the ball on the floor. “Catch, throw, name the days of the week” Goal: To consolidate temporary concepts in the child’s active vocabulary. Material: Ball. Progress of the game: It was not in vain that we looked at the calendar - we all remember the days of the week. The players stand in a circle. The presenter, throwing the ball to someone, can start on any day of the week: “I’ll start, you continue, name the days of the week!” Wednesday…” Everyone takes turns throwing the ball to each other and sequentially calling out the days of the week. Complication. The child and parents stand in a circle and, naming the days of the week, slam the ball on the floor for each word: “Monday. Tuesday..." Instead of the next day of the week, the adult calls the child's name: "Sasha!" The child picks up the ball and continues, throwing the ball on the floor. You can call the days of the week in reverse order. "What why?" Goal: To consolidate temporary concepts in the child’s active vocabulary. Develop thinking. Material: Ball. Progress of the game: What do we look for every year and all year round? The players stand in a circle. The presenter throws the ball to the players one by one and asks questions. For example: “Winter. And what’s behind it?” The player answers: “Spring,” and throws the ball to the leader. Question options: “Winter. And what’s behind it?” - "Spring. “What’s behind it?” “How many months are there in a year?” “Name the summer months.” “Name the first month of spring.” “Name the last month of winter.” “What month does autumn begin from?” “What month does autumn end in?” “It happens - it doesn’t happen” Goal: Expand and consolidate children’s active vocabulary. Develop logical thinking. Material: Ball. Progress of the game: What will happen, what won’t? Give me an answer quickly! The players stand in a circle. The presenter calls the seasons. For example: "Summer". And then, throwing the ball to someone, he names a natural phenomenon. For example: “Ice drift”. The child who caught the ball must say whether this happens or not. The game goes in circles. Whoever makes a mistake leaves the game. Variants of natural phenomena and seasonal changes: frost, ice drift, drops, leaf fall, blizzard, frost, rain, snow, hail, thunderstorm, etc. Complication. The child gives complete answers, explaining the possibility or impossibility of this or that natural phenomenon at a given time of year. “Say the opposite” Goal: Expand the vocabulary of antonyms in children. Material: Ball. How to play: Throw the ball to the child and say the word. The child, returning the ball, names a word with the opposite meaning. Now you and I will turn into stubborn people who do everything the opposite. I throw you a ball and say a word, and you say the opposite. For example: dark, but vice versa - light. Friend...enemy Day...night Joy...sadness (sadness) Ceiling...floor Heat...cold Evil...good Truth...lie Fast...slowly Speak...silent Buy...sell Raise...lower Throw...raise (catch) Hide...look Light...extinguish Dress... undress Lose...find Put...remove Give...take Pour...pour out Good...bad Hard...easy High...low Far...close Possible...impossible Difficult...easy Beginning...end. GAMES FOR FORMING THE GRAMMAR STRUCTURE OF SPEECH “Say kindly” Goal: To consolidate the ability to form nouns using diminutive and affectionate suffixes. Develop agility and reaction speed. Material: Ball. Progress of the game: An adult, throwing a ball to a child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball). Words can be grouped according to similar endings. Table - table, key - key. Hat - cap, squirrel - squirrel. A book is a little book, a spoon is a spoon. The head is the head, the picture is the picture. Soap - soap, mirror - mirror. A doll is a doll, a beet is a beet. Braid - braid, water - water. Beetle - beetle, oak - oak. Cherry - cherry, tower - turret. A dress is a dress, an armchair is an armchair. A feather is a feather, glass is a piece of glass. A watch is a watch, panties are panties. "Who is this?" Goal: To activate children's vocabulary on the topic “Sports”. Form the sound-syllable structure of a word. Develop grammatical structure of speech. Progress of the game: Plays sports (who?) - athlete, female athlete practices gymnastics - gymnast, female gymnast practices figure skating - figure skater, female figure skater practices tennis - tennis player, female tennis player practices wrestling - wrestler practices acrobatics - acrobat, female acrobat skis - skier, female skier runs on skates - a speed skater, a female skater plays football - a football player, a soccer player plays hockey - a hockey player, a female hockey player plays chess - a chess player, a female chess player shoots from a rifle - an archer shoots from a bow - an archer, an archer rides a bicycle - a cyclist, a female cyclist rides a motorcycle - a motorcyclist, a motorcyclist high jumps, a long jumper - a jumper, a female jumper jumps with a parachute - a parachutist, a parachutist swims - a swimmer, a female swimmer. “Name the professions” Goal: Develop analysis and synthesis. Material: Pictures depicting different professions. Progress of the game: An adult invites children to answer the questions: Who carries the luggage? Porter. Who welds the pipes? Welder. Who installs the glass? Glazier. Who works on the crane? Crane operator. Who lays the stones? Mason. Who sharpens knives? Grinder. Who repairs the clock? Watchmaker. Who works on an excavator? Excavator operator. Next, the adult asks the question: - What is the common part in the words porter, welder, glazier, crane operator, mason, grinder, watchmaker, excavator operator? When pronouncing these words, the adult emphasizes the suffix -schik- in intonation and voice.

MAGAZINE Preschooler.RF

Prepared by: teacher 1KK Virt Lyubov Andreevna MB preschool educational institution Pavlovsk kindergarten “Mosaic”

Goal: to update the topic of speech development in the senior group of kindergarten.

Tasks:

• It is accessible to convey the material to the reader,
• It is clear to explain some principles of working with children on speech development in the senior group of kindergarten.

Of particular importance for the development of a child is role-playing play, which requires children to be able to negotiate roles, prepare conditions for the game, communicate appropriately, follow the rules, and coordinate their actions with the actions of other participants. Expanding a child’s horizons helps enrich his vocabulary.

In older preschool age, the child continues to become familiar with the various properties of objects, spatial, temporal and other relationships. Comparing objects by color, shape, size, material, quantity, spatial arrangement of parts and meaning requires a sufficient number of nouns, adjectives, and verbs in the vocabulary.

In addition to the objective environment, the child masters the social world: his ideas about the family, family relationships, kindergarten, students and workers, his hometown, country, public holidays, the work of adults, and people of different professions expand.

Vocabulary and grammatical structure reflect the maturity of cognitive processes and the degree of formation of various types of activities: gaming, visual, constructive, musical, theatrical, etc.

In the sixth year of life, all aspects of speech are improved: vocabulary, grammatical structure, speech hearing and skills of sound analysis, coherent speech, and intonation expressiveness. The level of speech development reflects the characteristics of a preschooler’s visual-figurative thinking. The child has sufficiently developed active speech, uses detailed phrases during communication, answers questions accurately and clearly, and is able to talk about the events he witnessed.

The grammatical correctness of a child’s speech largely depends on how often adults pay attention to his mistakes, correct them, and show the correct example. In conversational speech, the preschooler uses both short and extended answers, in accordance with the topic of the conversation. Children actively use nouns with general as well as specific meanings, denoting objects, their individual parts and details, qualities and properties;

Adults need to pay attention to the expressiveness of the child’s speech, his ability to use different intonations, breathing, and voice. A common flaw is very fast, emotional speech. Special exercises will help normalize speech rhythm and tempo and improve diction. The pronunciation of six-year-old children differs little from the speech of adults.