Conditions for the speech development of young children in preschool educational institutions
The speech development of a young child and its effectiveness are determined by the creation of the following conditions in a preschool educational institution:
- Creating an environment that will become a source of shaping the child’s experience, i.e. through the use of its components, knowledge of the surrounding world, its objects, processes and phenomena will be realized, connections and dependencies between them will be established. The environment should be rich, safe and focused on establishing interaction between children and between a child and an adult.
- Selection of optimal games focused on the development of the child’s speech functions. Each game used in the educational process must be verbally reinforced, stimulate the child’s use of speech and expand his vocabulary. Therefore, each game should be based on the specific educational task of its use and excluded from the educational process if it does not fulfill its functional role.
- Conducting classes on speech development in an integrated form. It is expected to combine different types of children's activities in the classroom using different forms and methods of its implementation.
- Mandatory use of finger exercises in classes. It can be an integral component of a separate lesson, used during physical education sessions, or included in routine moments. At the same time, the form of its organization should be fun and exciting, arousing the interest of younger students.
- Creating a favorable atmosphere in the children's team. The child should be interested in being among his peers, and the teacher should inspire confidence in him. This stimulates his desire to use speech to build communication and interaction in a team.
- Maintaining a daily routine. It is very important because in this way it is possible to achieve a coincidence of the requirements and instructions of the teacher with the needs of the child, i.e. he is sent to bed when he is really tired and wants to rest, and classes are conducted during the period of his activity.
- Taking into account the level of speech development of each individual child when organizing speech and other classes. Children's speech develops differently and this requires the selection of varied tasks and exercises for children.
- Accompaniment of all actions of the teacher with words. This must be implemented throughout the child’s stay in the preschool educational institution.
Speech corner in the nursery group of a kindergarten
Dina Akhmetgalina
Speech corner in the nursery group of a kindergarten
Dear colleagues, each of you asked yourself and your colleagues the question: the speech corner in a group be filled with ?”
I bring to your attention an approximate
list of equipment for a speech corner in kindergarten groups . Equipment for the speech corner for the junior group . 1. Pictures on lexical topics. 2. Catalog of games: a) on the sound culture of speech; b) articulatory gymnastics exercises; c) breathing exercises; d) finger gymnastics. 3. Works of art according to the program, etc. 4. Verbal didactic games. 5. Pure sayings, poems, nursery rhymes, sayings, sentences. 6. Subject pictures. 7. Various types of theaters. 8. Pictures: a) depicting natural phenomena; b) household items; c) the main parts of transport 9 cabin, steering wheel, windows, doors, wheels); d) depicting the work of adults (the cook cooks, the nanny cleans, the mother sews)
; e) depicting the size, color, quality of objects (red, etc., clean-dirty, sweet-bitter, big-small, etc.); f) depicting actions (going to bed, sitting down, getting dressed, sweeping, washing, ironing, etc.
In our corner there are many developing games, aids for the development of speech and fine motor skills. To develop speech breathing, we have soap bubbles and balloons. We also have a magic box with various lids, with the help of which the motor skills of the fingers are stimulated, which leads to the activation of the speech center . There are also laces for finger motor skills. To develop fine motor skills, we have a dry pool, it strengthens and develops fine motor skills, massages the hands and fingers, and increases the sensitivity of the fingers. In the corner there is a tray with semolina where the kids and I do finger painting. To develop auditory attention, we have noise instruments in the corner . There are also many card files of nursery rhymes, rhymes, and finger games. Finger games promote the development of speech, creative activity, activate hand motor skills, and develop dexterity. in the speech corner . Theatrical play has a great influence on the child's speech development . Stimulates active speech by expanding vocabulary. the child masters the riches of his native language and its means of expression.
Prepared by the teacher of the junior group of the first category, Akhmetgalina D.K.
Speech corner in the junior group according to the Federal State Educational Standard. Speech development corner in the first junior group
Lyudmila Emelyanova
«
Creation of a subject-development environment in a preschool educational institution.
Speech corner
"
Govorush "
The purpose of the speech corner
“
Govorusha ”
of the middle
group is to ensure the timely and effective development of speech as a
means of communication
, cognition, self-expression of the child, and the development of various types of children’s activities.
A severe degree of speech delay speaks when a child speaks. A three-year-old child is at the speech level of a six-month-old child - he can only make equivalent sentences, and his vocabulary is at the level of a six-month-old child. A four-year-old child is at the speech level of a two-year-old child - he formulates simple sentences, the vocabulary is active at the level of a two-year-old child, i.e. uses about 300 words. A five-year-old child is at the speech level of a two-and-a-half-year-old - still simple sentences, vocabulary at the level of a two-and-a-half year old.
- The annual is at the level of a six-month child - a child of only baboons.
- The Biennale is at the level of speech of a one-year-old child - he pronounces a few words.
- A seven-year-old child is at the speech level of a three-year-old child.
According to Spionek, a small degree of speech delay occurs when a two-year-old child's speech is at the developmental level of a child and a half, or when a seven- or six-year-old develops speech in the seventh or sixth year.
The students are greeted by the owner of
“Hare-
Talker ”
corner . It is multifunctional. The children and I inspire him and, on his behalf, ask or answer questions, ask riddles, come up with interesting stories, invite friends to visit, and present unexpected surprises. talking
hare arouses keen interest in children and encourages
speech activity
.
Speech therapists distinguish between two types of speech delay. What do the words “spontaneous” and “non-parasitic” mean? Spontaneous delay in speech development is a normal form of development. This is only a fragmented delay in the development process and is of a transitional nature. The child has good hearing, he understands what he says, and is intellectually effective. He can pronounce almost all syllables in isolation, sometimes also syllables. But he can't put it into words or speak at the right pace. In 25-50% of cases, simple speech delay is hereditary.
Didactic equipment of our corner
corresponds to the structure of
speech disorders in children
, their individual and age characteristics.
When equipping the speech corner,
we focused on providing a richness of sensory sensations and multifunctionality.
The main task of the teacher in this age group is to make the child want to speak.
and express their thoughts, therefore they paid great attention to theatrical activities. Theatrical activity is the basis of each child’s independent creativity, his aesthetic sense, and the development of artistic abilities. During theatrical activities, the child develops play behavior, the ability to be creative in any task, and the ability to communicate with peers and adults.
At about 4-5 years the delay usually levels out, without the need for specialist intervention. Further development of speech continues without distortion or consequences for the future general development of the child. Unintentional delays in language development, in turn, are the result of a disorder rather than a disruption of the developmental process. It demonstrates the presence of clinically significant disorders such as hearing loss, mental retardation, speech impairment, or neurological disorders. May be accompanied by aphasia, dysarthria, dyslonia, stuttering, autism, hearing loss, cerebral palsy.
Theatrical activities play an important role in the development of articulatory gymnastics, speech
intonation expressiveness and facial expressions.
In theatrical activities with children we use different types of theater: tabletop, puppet, finger, glove, and also made with our own hands: theater on silicone blades, theater on plastic eggs, theater from knitted mittens. Every theater needs actors. And then it was decided to make not ordinary dolls, which are made of cardboard with holes for the legs. Our dolls walk, sit and dance. Such dolls develop the imagination and motor skills of pupils. In our fairytale house, new characters appear in the windows every week, based on the theme of the week.
The delay can be either active or passive. Speech develops on a pathological basis, and the observed symptoms of speech impairment develop along with other symptoms of psychomotor developmental disorders. Speech impairments are secondary to severe deafness, mental retardation, cleft palate or speech motor dysfunction, etc. More often than not, they are not the only symptom, but one of many, of developmental disabilities and are part of various symptomatic syndromes.
As a result of unplanned delays in speech development, changes can be temporary or permanent, rapidly changing or deepening. The type, range and potency of the pathogenic agent means that the resulting changes are permanent, meaning that speech in the final stages of development does not reach normal levels and that disturbances may lead to other additional problems such as emotional disturbance, etc. .d. If a friend or other child with whom you interact is not developing in the third year of life, and the baby speaks only simple, easy words, you should suspect delayed speech development and contact a speech therapist immediately!
When selecting didactic material as the basis for filling the speech corner
comprehensive thematic planning on lexical topics was initiated.
A variety of practical material for organizing speech games and activities
:
Manuals for articulatory motor skills (articulation clock, fan, card index of articulatory gymnastics in pictures);
Didactic material promoting the formation of air flow and proper speech breathing
(
“Butterflies”
,
“Blow a snowflake into your mittens”
,
“Windmills”
,
“Gluttonous fruits”
,
“Mysterious sand”
,
“Miracles in a bottle” “What kind of vegetable, what kind of fruit” “We have a vegetable garden”
) made by the hands of adults;
Our children’s favorite aids are games for developing fine motor skills: “Colorful Pebbles”
,
“Laces”
,
“Smart clothespins”
,
“Dry pool”
,
“Massage balls”
, etc. Our children especially like the friends
“Hare-
talkers ”
"Funny little animals - potholders"
For the effectiveness of correctional work with children, a “Flanelegraph”
made from waste material, near which children can play didactic games, study in pairs, and conduct a dialogue based on a fairy tale.
Based on the individual characteristics of the children in our group, we prepared a manual “Funny Sounds”
for the formation and development of phonemic processes, and the game
“Sound Chamomile”
is aimed at developing the sound culture of speech, the ability to clearly and correctly pronounce
a certain sound in words
, and distinguish between hard and soft sounds by ear. We made pencil cases from matchboxes to create a diagram of the words that we use in the evening.
Thematic albums and games for enriching vocabulary, games and manuals for the formation of grammatical structure, as well as coherent speech, didactic material for the development of phonemic hearing and perception.
A selection of printed board games that promote speech development. We created a card index for many areas of activity
. This makes planning easier and helps students work.
Near the speech corner
There is a children's library.
Presented here
favorite children's fairy tales and stories on lexical topics, as well as illustrative material, photographs of children's writers.
Along with fiction, the book corner presents
educational literature and thematic encyclopedias in accordance with the age of children.
Working in kindergarten in this corner
contributes to the development of all aspects
of the speech system
: it enriches vocabulary, children learn to construct statements correctly, retell text, and write descriptive stories.
Publications on the topic:
“Creation of a subject-oriented development environment in the area of children of the senior group.” Type of project: information - design - presentation 1. Preparatory Information - design 2. Basic Practical.
Creation of a developing subject-spatial environment in an early age group “Creation of a developing subject-spatial environment in an early age group.” During early childhood, the child's environment should...
Analytical report “Creating a developing subject-spatial environment in the middle group” Characteristics of the group: the middle group is attended by 23 children, of which 9 are girls and 14 are boys. Group name: "Smeshariki". Educator: Fedoseeva.
Creation of a subject-development environment at the Project site. “Creation of a subject-development environment in the area of children of the senior group.” Head: senior teacher – Chernoraeva L.I.
We live in a steppe area, so in order to introduce the children to various relief objects, I decided to do it on the kindergarten site.
Creation of a subject-development environment for musical development in a preschool educational institution MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 274 KRASNOARMEYSKY DISTRICT OF VOLGOGRAD Methodological.
SVETLANA ZAMOTAEVA
Speech corners in groups
One of the tasks of a preschool institution is to prepare children for school.
It has already been proven that the development of a preschool child is greatly influenced by the surrounding space and its occupancy, therefore, great attention should be paid to the equipment in groups of special speech correction corners
.
Such speech corners should be in groups
, they should attract the attention of children, the desire to play, in this designated space.
As has already been tested in practice, when organizing this corner,
the following requirements must be met:
1. A necessary attribute of the speech corner is a mirror
, gaming, didactic, visual material.
2. Didactic equipment must correspond to the structure of children’s speech disorders
, their individual and age characteristics.
3. Based on how full the corner
It is advisable to take into account thematic planning on lexical topics.
3. Visual, didactic material in the speech corner
changes weekly, according to the lexical topic.
4. Speech corner
It is advisable to place it next to the book
corner
.
5. Decorating the corner
should be aesthetically pleasing, attractive to children, and evoke a desire for independent activity.
6. Game material must be accessible to the child.
7. Do not overload the corner with equipment
.
8. An integral attribute of the speech corner
there should be a toy - an “animate character” that helps solve such important correctional tasks as overcoming uncertainty, shyness, achieving emotional stability, self-regulation, arousing children’s
interest in speech
, encouraging
speech activity
.
9. Since our children have visual impairments, their existing speech
the material should take into account the requirements that you discussed at the previous consultation with defectologists.
10. Creating a developmental group
, it is very important that the environment surrounding children is comfortable and aesthetically pleasing.
Beauty shapes a child. Therefore, it is necessary to pay great attention to the aesthetics of the correction corner
.
Its design should be attractive to children and arouse their desire for independent activity. At the same time, it is necessary to teach children to maintain order in the corner
and cultivate a caring attitude towards toys.
Position the correction corner
It is advisable in a well-lit place and somewhat distant from the play area. The proximity of the play area will interfere with activities in
the corner
and distract the child from completing tasks.
This will create more comfortable conditions for studying there. Access to the corner should be convenient
so that children can approach it themselves and study. If there is insufficient lighting, additional lighting must be provided.
Work of a teacher in speech therapy groups
is mainly subordinated to the elimination of speech defects and the development of general qualities and properties of the child’s personality.
To create this corner
you can use a bright multifunctional board - “Goshi’s House - Govorushi”
Decorate the edges of the roof with multi-colored letters of the Alphabet, cut along the contour.
The attic window can be used as a place to place a plot picture (according to the lexical topic)
. Stretch a fishing line across the entire roof onto which you can attach pictures using clips.
Install a mirror in the window of the house, which is covered with a curtain.
Place three boards with pockets for pictures above the window. These boards can be used:
– for placing subject, subject pictures when compiling a story based on a series of pictures.
– when classifying pictures when practicing lexical topics, when differentiating sounds
- when conducting exercises to determine the place of a sound in a word (place pictures on the first board where the sound is at the beginning of the word, on the second - where the sound is in the middle, on the third - where the sound is at the end).
Liven up the log sections with bright yellow circles with pockets, where you can also place pictures and cards. (“Types of articulatory gymnastics exercises, “Facial massage”, “Finger gymnastics”, subject pictures to activate the dictionary on a given lexical topic, pictures with a certain sound).
The pipe is a glued pencil box in which you can place the “Breeze” manual.
To the right and left of the window, two cups are attached using a furniture nail, where plumes, all kinds of blowing toys, signal flags (Vowel-consonant, voiced-voiceless, hard-soft)
.
To make flags, juice tubes are used; the flags themselves are made of colored self-adhesive paper and attached at both ends of the tube: vowel - consonant, respectively, red, blue, green.
To the right and left of the house the wall is covered with peneplain, imitating a fence. Where, accordingly, you can place the magnetic board.
Using the various properties of these objects, it is possible to consolidate the visual image of a letter in children, train their motor skills, develop optical-spatial relationships, and instill an interest in written speech.
All the necessary attributes: magnetic letters, balls of woolen threads from which children construct letters, scissors, crayons, pencils are located here in tea boxes, also covered with colored self-adhesive paper and attached to the wall with double-sided tape.
In front of the house, a toy parrot Gosha - Govorusha sits on a perch.
He is a “friend”, a “partner” of children. His ability to move (with the help of an adult or child, ask questions, make riddles, depict the correct and incorrect pronunciation of sounds arouses keen interest and encourages speech activity
. In front, on the parrot’s belly, there is a pocket where the teacher or speech therapist inserts the next letter being studied, thereby unobtrusively drawing the children’s attention to its image and thereby facilitating its memorization.
In the background of the house you can place the sun, which also not only enlivens the picture, but also has a corrective function. The sun has seven braided rays, and each braid has a bow on it. Bows have a certain color spectrum. The teacher can practice the child in naming primary colors.
Or you can just set aside a place for a speech corner
, which will be a specially equipped space for playing alone or in small
groups
, as well as for individual work.
Its equipment includes: shelving located at different levels, a table, a chair, a large mirror or several small mirrors, gaming, didactic and visual material that stimulates speech activity and verbal communication in children
.
The selection of gaming and didactic material is carried out jointly by the speech therapist and the teacher, which makes their interaction not formal, but very close and fruitful.
Games should be selected in order of increasing complexity, aimed at the development and correction of speech and non-speech
mental processes that make up the psychological basis of speech.
An interesting material for a correction corner
maybe a game guide “
Speech Cube
”,
The manual consists of cubes of different sizes, made of lightweight materials (cardboard, plastic, foam rubber, fabric, polystyrene foam)
.
On each side of the cube there are transparent pockets designed for replaceable speech material
. This material is used when performing articulation exercises to develop children's gross and fine motor skills, lexical and grammatical structure and coherent speech. He changes with the speech therapist and educators as the children master various topics.
Class in the speech therapy corner
The teacher spends the afternoon on the instructions of the speech therapist. Children practice articulation of sounds and automation in words using object pictures. Sentences and short stories are made up with these words.
With a group
For children, a game can be organized to differentiate sounds or expand vocabulary.
Children come to the speech therapy corner
: do gymnastics for the tongue, blow in games to develop an air stream, take outlines, lacing, mosaics, puzzles, name pictures in sound albums, play speech therapist.
One of the main conditions for the quality of speech
influences are the teacher’s sincere interest in his results, the desire to help the child, constant readiness to provide him with the necessary help and support in cases of difficulty. If an adult wants it, a child will want it too.
Filling capacity of the correction corner
should be carried out in the following sections:
speech breathing
, phonemic hearing, articulatory motor skills, sound pronunciation, preparation for literacy, vocabulary and grammar, coherent speech and fine motor skills.
For younger children: mirrors, pictures with descriptions of exercises art. gymnastics, manuals for development. breathing, air flow, fine motor skills (e.g. massage balls, material on onomatopoeia, games and aids for automating sounds, games on vocabulary, grammar, plot pictures (by age)
.
Didactic material in the speech corner
senior and preparatory speech therapy
group
Objectives Didactic aids Didactic games
1. Consolidation of correct speech
exhalation and the formation of the ability to control the strength and duration of the air stream. Pinwheels, pipes, balloons for inflation, bubbles, air stream games, etc.;
"Fish"
;
"Insects"
;
"Transport"
;
"Leaves"
;
"Butterflies"
;
"Magic fluff"
;
"Slide"
;
labyrinths; "Multi-colored meadow"
;
multi-colored balls; sultans; paper snowflakes; pinwheels - pencils; foil bells on a string Storm in a glass”; “Whose boat will get there faster”
;
“Put the ball into the goal”
, etc.
2. Formation of phonemic perception and hearing Noise instruments; sound boxes; children's musical instruments: piano, accordion, drums, pipe, tambourine, rattle, bells, rattles; subject, plot pictures for expressing sounds and their automation; games with paired cards (sounds: R, L; S, 3, C; Sh, Zh, Shch)
;
sounds of vowels and consonants (houses for hard and soft sounds, pictures “stone”
,
“cotton wool”
);
individual aids for sound-letter analysis; word schemes; sound tracks, sound ladder; albums based on the syllabic structure of the word “Collect a bouquet”
;
"In the world of animals and birds"
;
“We divide words into syllables”
;
"Phonematics"
;
"Find yourself a match"
;
“Find what sounds”
;
"Sound Domino"
;
“Guess where the sound is coming from”
;
“Lay out the pictures”
;
“Repeat - make no mistake”
;
"Quiet - loud"
;
"General Sound"
;
“Come up with words with sound”
;
"Broken phone"
;
"Seller and buyer"
;
“Sound symbols”
, etc.
3. Development of articulatory motor skills Object pictures-supports; articulatory structures of the scheme; articulatory gymnastics in albums for a specific sound; diagram of the characteristics of sound articulation; articulatory gymnastics in poetry and pictures; forms of articulatory gymnastics for lips and tongue in symbols; albums with articulation gymnastics (authors T. A. Kulikovskaya, E. A. Pozhilenko)
; circuit for sound characterization; cotton swabs, cotton pads
4. Consolidating the skills of correct sound pronunciation of delivered sounds (in isolation, in syllables, words, in sentences, in connected speech)
“Speech therapy lotto”
,
“Speech therapy domino”
,
“Steam locomotive”
,
“Pick up and name”
, etc.);
Small toys; subject pictures; story pictures; various types of theaters; albums for every sound; speech therapy albums for automating various sounds (authors O. I. Lazarenko, L. A. Komarova)
;
pure sayings, poems, nursery rhymes, tongue twisters; sound characteristics diagram; word scheme; mirrors in the Lotto assortment for sounds C, 3; F, W; R, L; “We speak correctly”
;
"Speech therapy lotto"
;
"Fun Gymnastics"
;
“Sounds, I distinguish you (R, L)
”
5. Consolidating the skills acquired in literacy classes Diagrams of words, sentences, games: “Match the word to the diagram”
,
“Make a sentence according to the diagram”
,
“Add a word”
, crosswords, puzzles.
Magnetic board; sets of magnetic letters; boxes of letters and syllables; Alphabet in Pictures cubes
,
“Learn to read”
,
“Smart cubes”
,
“Syllable cubes”,
etc.;
“Carousel” (learning letters)
;
reading cards; album “Learning Letters”
;
manual "Talking ABC"
;
magic house “Learning to read”
;
“Primer”
by N. S. Zhukov,
“Living ABC”
,
“Reading by syllables”
,
“Native nature”
;
"Journey with Letters"
;
“Reading with Hints”
;
"Texts with tails"
;
“Snow White”
- read with hints;
baby books, etc. Name it, read it, check it”; "Learn to read"
;
“I am learning letters”
;
"Find the letter"
;
“Are you ready for school?”
;
"Syllable Lotto"
;
"Magic Braid"
;
“Find the place of the sound in the word”
;
“Read by first sounds”
;
“Syllabic piggy bank”
, etc.;
"Smart Games"
series , puzzles
6. Activation of vocabulary, general concepts and lexico-grammatical categories Pictures reflecting the lexical topic being studied (plot and subject)
;
educational puzzles, games: lotto, “Pick a Pair”
,
“Who Can Name More”
,
“Part and Whole”
,
“Big and Small”
games “Whose Tail?”
,
“One is many”
,
“Call me affectionately”
,
“What’s missing?”
and etc. ;
"What is made of what"
;
"Weather forecast"
;
"Dress the doll"
;
"In the animal world"
;
"Children's computer"
and others
7. Development of coherent speech Story pictures, “Guess by the description”
,
“When does this happen?”
,
“Playing in the profession”,
etc.;
Series of story pictures “Stories in Pictures”
; different types of theater; pure sayings, poems, nursery rhymes, tongue twisters; library of children's books, etc.
Mnemonic tracks, mnemonic tables, pictograms, etc. Homemade games “Make a story from the pictures”
(
“The Hawk and the Hen”
,
“Two Little Goats”
, etc.)
8. Development of fine motor skills Spinning tops, dry pool, lacing, mosaics, puzzles, stencils for shading, internal and external tracing, pencils,
massage rollers, balls, clothespins, stencils; finger games (memo diagrams on lexical topics)
;
“The world of your fantasies”
(various materials for composing letters: peas, threads of different colors, plasticine, etc.) Shading games;
“Drawing by cells”
; mosaics; lacing games, etc.
Thus, the use of speech corner
allows you to expand
the speech environment in the group
, create in children emotional responsiveness and a desire to participate in
verbal
communication with adults and independently, during the game, easily and naturally develop and improve their
speech skills
.
Passport of the speech development center in the second junior group “Solnyshko”
Speech Development Center Passport
in the second junior group "Sun"
Speech
– the most complex mental process, subject only to man! The issue of speech development in modern children is relevant, because every year the number of children with speech disorders increases.
Our group has created a corner for speech development “Rechevichok”
, according to the age and interest of the children.
The main character of the corner
is
“ Game character - Andrei doll ”.
The speech corner is based on gaming and didactic material aimed at developing:
1) Articulatory
motor skills
(object pictures-supports; articulatory gymnastics in verses and pictures, mirrors for a subgroup of children)
2)Correct breathing
– the key to success in mastering difficult to pronounce sounds. Using breathing exercises, you can prevent nervous overstrain, restore proper speech breathing, create a positive emotional mood, and also overcome the child’s speech disorders.
In this corner, to develop proper breathing, we have created didactic games: “Air football”, “Fishing”, “Feed the animals”, as well as turntables, cups, a simulator for developing the strength of the air stream, whistles, plumes, “Bottle with a blizzard” .
3)For the development of coherent speech,
we use sets of subject and subject pictures (based on the lexical topics of the week): “Animals of our forests”, “Pets and their babies”, “Furniture”, “Transport”, “Birds”, “Insects”, “Vegetables”, “Fruits” ", "Berries", "Mushrooms", "Professions", "Seasons", "Stories in Pictures" (part 1 and 2); didactic games and manuals: “Where is whose shadow”, “Seasons”, “Who lives where?”, “Who eats what”, “Whose tail?”, “Gather the harvest”, “Part and whole”, card index of didactic games on speech development; as well as baby books and works of art according to the program, cut-out pictures and different types of theater.
4) Benefits for developing fine motor skills:
finger games based on fairy tales, lacing tale “Kolobok”, lacing “Insects”, “Hedgehog”, insert games, su-jok, walnuts, cones, stencils, clothespins (“Sun”, “Hedgehog”), small toys (kinders)
5) Material on onomatopoeia:
“Noise instruments”, children’s musical instruments: drums, pipe, tambourine, rattle, rattles, musical and didactic game “Musical professions”.
6) Games and tutorials for automating sounds:
album on automation of sounds, pure sayings, poems and nursery rhymes, subject and plot pictures, different types of theater: finger, table, cone table theater, “Bi-Ba-Bo”-mitten doll, glass table theater, flannelgraph, multifunctional screen for theatricalization , theater masks; small toys.
7) Games for vocabulary and grammar:
subject pictures on lexical topics.
The content of the speech corner is determined in accordance with the program and age of the children.
In the speech corner we use objects from the theater and music corner, since dramatization promotes the development of coherent speech.
Thank you for your attention!
Patterns of speech development of a young child
Definition 1
Speech development is the process of gradual mastery of linguistic means and the skills of their use in the system of communicative interaction.
Speech development is a gradual process. Speech begins its formation from an early age and actively develops in the preschool age period. The child begins to pronounce his first words at the age of one. Gradually, the vocabulary expands and becomes more complex, and by the end of early childhood the child speaks about 1,500 words. Naturally, this development dynamics is normal and optimal. Different children may experience deviations from these indicators, both for the better and for the worse.
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It should be noted that the speech development of young children has a number of patterns. They are:
- The need to influence speech processes to activate them. In other words, it is necessary to develop the child’s skill in using his speech apparatus.
- Lack of content of speech activity. To begin speech activity, the child needs the accumulation of speech content, i.e. formation of vocabulary and the basics of its use.
- Ignorance of verbal forms of speech in the early stages of development. These forms must be shown to the child and mastered by him.
- The connection between the speech apparatus and thinking. Speech development is based on mental operations.
- Language development in the context of child social interaction. And this requires establishing the child’s social contacts, i.e. his immersion in society.
These patterns determine the need for special events and activities with a young child, focused on his speech development. And, first of all, it is necessary to introduce the child to the social environment and form the foundations of interaction with it. It is carried out in the conditions of a preschool educational organization, which creates special conditions for the general development of the child and the formation of his speech activity.
Finished works on a similar topic
Course work Development of speech of young children in preschool educational institutions 480 ₽ Abstract Development of speech of young children in preschool educational institutions 260 ₽ Test work Development of speech of young children in preschool educational institutions 250 ₽
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Developmental subject-spatial environment in a nursery group
Galina Sarafanova
Developing subject-spatial environment in a nursery group
Developmental subject-spatial environment in a nursery group.
Corner for speech development
Equipment and materials: didactic visual materials, subject and plot pictures , book corners with age-appropriate literature; "Wonderful bag"
with various
objects .
Equipment and materials: smooth and ribbed boards, mats, massage paths with tracks (for the prevention of flat feet, a gymnastic stick, balls, a basket for throwing swords, hoops, a skipping rope, skittles, cubes, a bench, a long and short cord, bags with weights (150 -200 gr., ribbons, flags.
Art activity corner
Equipment and materials: easel, sets of colored pencils, sets of felt-tip pens, gouache, watercolors, colored wax crayons, thin and thick brushes, bristly, squirrel brushes, jars for washing brush lint from paint, drawing paper of various formats, napkins made of highly absorbent fabric water to dry the brush; foam sponges, hand wipes; plasticine, boards for modeling, oilcloth for covering tables, crayons
Equipment and materials: plastic construction sets with various methods of fastening parts (it is advisable to use 2-3 new ones during the year), construction kits with parts of different shapes and sizes, soft modules, large and small boxes, drawers, waste material: logs, cylinders, cubes, blocks with drilled holes, small toy characters (kittens, dogs, etc., cars, for playing with. Materials for manual labor: various types of paper (colored, corrugated, napkins, cardboard, postcards, etc.)
;
cotton wool, foam rubber, textile materials (fabric, ropes, laces, ribbons, etc.)
; wire in a colored sheath; natural materials, tools: scissors with blunt ends, brush, glue.
Equipment and materials: tabletop theater, screen and sets of puppets (finger, flat, etc., theater made by the teacher (cones with nozzle heads, masks, scenery, dramatization theater - ready-made costumes, masks for acting out fairy tales, homemade costumes
Equipment and materials: a bookcase, a table and two chairs, a soft sofa, a screen separating the corner from the areas of outdoor games, books according to the program, children’s favorite books, baby books, toy books, albums for viewing: “Professions”, “ Seasons”, “Kindergarten”, etc.
Equipment and materials: indoor plants with wide dense leaves, watering can, sticks for loosening the soil
Corner of role-playing games
Equipment and materials: doll furniture for the room and kitchen, attributes for playing “House”
,
“Shop”
,
“Hairdresser”
,
“Hospital”
, sailors, drivers, large dolls (35-40 cm,
medium (25-35 cm, dolls girls and boys, toy wild and domestic animals, sets of kitchen and tea utensils, set vegetables and fruits, large and medium-sized cars, trucks and cars, telephone, steering wheel, scales, bags, buckets, iron, hammer, doll strollers, fun toys with effect depending on the action (tumbler, pecking chickens, fighting sheep, jumping frogs and etc., clothes for dressing up.
Corner of educational games
Equipment and materials for sensory and mathematics:
1. Large mosaics, volumetric inserts of 5-10 elements, prefabricated toys, pyramids (of 6-10 elements, lacing, games with modeling and substitution elements, lotto, paired pictures, printed board games.
2. Non-traditional material: closed containers with slots for filling with various small and large items , large buttons or abacus seeds for stringing.
3. Carpet, typesetting, magnetic board.
4. A set of geometric shapes, objects of various geometric shapes, counting material with Velcro
5. Various small figures and non-traditional materials (cones, acorns, pebbles)
for the account.
6. Matryoshka dolls (of 5-7 elements, insert boards, insert frames, a set of colored sticks (5-7 of each color)
.
7. Split (folding)
cubes with
subject pictures (4-6 parts)
.
8. Sectional subject pictures , divided into 2-4 parts (vertically and horizontally)
.
Materials on the development of speech and cognitive activity:
1. Sets of pictures of domestic animals, wild animals, animals with babies, birds, fish, trees, flowers, vegetables, fruits, food, clothing, dishes, furniture, transport, household items .
2. Sets of subject pictures for sequential grouping according to different characteristics (purpose)
3. A series of 3-4 pictures to establish the sequence of events (fairy tales, social situations)
.
4. Series of 4 pictures: parts of the day (activities of people in the immediate environment)
.
5. Series of 4 pictures: seasons (nature and seasonal activities of people)
.
6. Large format narrative pictures with various themes
Equipment and materials: a set of noise boxes, sounding toys, contrasting in timbre and nature of sound production (bells, drum, rubber tweeters, rattles, musical educational games.
Equipment and materials: traffic lights, canvas depicting roads, pedestrian crossings, transport, models of houses, trees, road signs, figures of people and animals
This is a place where a child can sit, think, dream, remember pleasant feelings, communicate with loved ones and family, look at something, listen to something pleasant and useful, play with toys.
Locker room and booth materials in the locker room
Equipment and materials: lockers with identification (bright pictures, benches, “algorithm”
the process of dressing, stands for parents, a constantly updated exhibition of children's work, information, recommendations for parents on organizing children's leisure time
Developing subject-spatial environment in the first junior group The issue of organizing the subject-development environment of a preschool educational institution is particularly relevant today.
What is connected with the introduction of the new Federal State Educational Standard for Educational Education? B. Developing subject-spatial environment in an early age group “ “ List of components of the RPPS:: 1 Tambourine 2 Noisemakers 3 Drum 4 Rattle. Subject-spatial developmental environment in a group Organization of a developmental subject-spatial environment in light of the requirements of the Federal State Educational Standard Educational environment is a set of conditions, purposefully. Subject-spatial developmental environment in the group Subject-spatial developmental environment in the group. The group environment is designed to provide opportunities for the child.
Developmental subject-spatial environment in the preparatory group In our kindergarten it is very interesting!
We would like to conduct a tour for you all together. We open the doors to a fairy tale, And invite you to our group. Developing subject-spatial environment in the middle group of preschool educational institutions The term subject-developing environment denotes a methodically well-organized system of material objects involved in activities. Developing subject-spatial environment in the senior group Developing subject-spatial environment in the senior group. A developing environment is needed in order to raise a successful, independent person. Developing subject-spatial environment in the second junior group Developing subject-spatial environment in the second junior group by educational area “There is no such aspect of upbringing, understood. Developing subject-spatial environment in the senior group Authors: Barinova V. P., Chernyavskaya N. F., Slobodyanskaya E. I., Bronnikova O. L. Developing subject-spatial environment in the senior group .
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