Speech therapist A.M. Sobinina
In our daily work, we are involved in the development of all basic aspects in children oral speech: sound pronunciation, vocabulary, grammatical structure, coherent speech. Many children have difficulty learning new words. This is expressed not only in the later appearance of words in the child’s speech and their small number, but also in the child’s difficulties in understanding the meanings of words and distortion of their sound-syllable structure.
Thus, examination of children's speech recent years revealed an insufficient number of generalizing words (vegetables, furniture, clothes, etc.). Children name a small number of words in each group of objects: some children name two or three names of vegetables, but generally find it difficult to name insects and fish. A preschooler's vocabulary is enriched mainly through play. In enriching the child’s speech with nouns, verbs, adjectives, generalizing words, in clarifying the words he already has, instilling in the child the simplest skills of forming new words great importance may have vocabulary development games conducted regularly by parents.
In game No. 1 (see below in the text) you can daily reinforce the use of generalizing words in children’s speech. Game No. 2, which is played individually, serves the same purpose. IN free time children willingly play these games. The topic “Animals” is a useful material for the development of children’s oral speech. Here we can offer games No. 3, 4, 5, 6 and 18. In game No. 3, children’s attention is drawn to various ways of word formation. It is advisable to divide words into three groups:
Words in which the basis of the word denoting an adult animal remains unchanged (for a goat - a kid, for a goose - a gosling).
Words with alternating consonants at the root (for a bear - bear cub).
Words with different stem words (for a sheep - lamb).
Another way to increase nouns in a child’s vocabulary is to add suffixes, which is reflected in ball game No. 7, where the presenter, having explained the rule for forming new words using diminutive suffixes, names the first word (for example, table), and the child names the second (table ). For this game, it is better to group the nouns according to the similarity of their endings.
The verb dictionary is the basis of phrases and human mental activity, and is grouped into the following sections:
Everyday verbs (dresses, washes, plays).
Verbs denoting the movements and calls of animals (sneaks, jumps, crows).
Verbs of movement (walks, runs, jumps), prefixed verbs (enters, leaves, enters).
Verbs expressing people's feelings (smiles, cries, rejoices).
Verbs related to professions (heals, builds, sells).
Verbs associated with processes occurring in nature (dawn, evening, dusk).
Verb vocabulary is well reinforced in ball games. Children often have great difficulty selecting words with opposite meaning(antonyms). Consolidating the opposite characteristics of objects in a child’s speech is also important for their orientation in space. For example, the presenter, throwing the ball, says an adjective, and the child, throwing the ball back, calls an adjective with the opposite meaning (hot - cold, sharp - dull, dirty - clean). Adjectives in children's speech are often of the same type and can be limited to the words “good - bad”, “small - big”. Leading specialist in the field of speech therapy L.G. Paramonova advises “working out” the characteristics of objects according to semantic groups:
Size - large (small), high (low), wide (narrow).
Shape - round, oval, oblong, square, quadrangular.
Color - basic + intermediate (orange, blue, gray).
Taste - bitter, sweet, salty, sour, sweet and sour, tasty, tasteless.
Smell: pleasant, unpleasant, resinous, floral.
Temperature - cold, hot, warm, cool.
The material from which the object is made is wood, glass, iron.
The item belongs to mother's, father's, fox's, and bear's.
Other signs are rough, soft, prickly, kind, evil, honest.
It is better to carry out work in these areas based on clarity (often natural), reinforcing the use of adjectives in speech. Children often make mistakes in education plural nouns. It is especially difficult for children to learn those forms of the plural, during the formation of which there is an alternation of consonants at the root of the word (ear - ears) or loss of vowels (day - days). To practice the formation of plural forms, you can use ball game No. 20, and work out the agreement of nouns with numerals in game No. 21. Game No. 22 helps to consolidate the correct use of prepositions in children’s speech.
Your communication with children must be structured in such a way that the child not only masters a certain amount of knowledge, but can also fantasize, think actively, and invent within reasonable limits. To do this, it is necessary to introduce children to TRIZ - solution theory inventive problems. The founder of the TRIZ direction, Genrikh Saulovich Alt-schuler, began to invent and compose his system back in 1945. At first, TRIZ was introduced into technology. In general, TRIZ pedagogy does not just develop imagination, but teaches you to think outside the box, systematically, with an understanding of current events. One of the directions of TRIZ is introducing children to contradictions. Game No. 23 was invented for this purpose. In this game we consider all phenomena, actions, objects, fairy tales, first from the good side, then from the bad side, and then we always return to the positive side. TRIZ includes ball games No. 24, 25, 31, 30 and 32. In these games, children independently find answers to the questions posed. In addition to those listed, TRIZ games include games No. 26, 27 and 28, thanks to which children expand their understanding of the world around them.
1. Ball throwing game “Throw the ball and name the animals”
Depending on the theme of the game, the following options are possible: “Throw the ball, clearly name the fruit” or “Throw the ball, quickly name the vehicle.”
Goal: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.
Option 1. Game progress
The adult names the general concept and throws the ball to the child. The child, returning the ball to the adult, must name the objects related to this general concept.
Adult: - Vegetables; Children: - Potatoes, cabbage, tomatoes, cucumbers, radishes, beets, carrots.
Adult: - Fruits; Children: - Apple, pear, lemon, tangerine, orange, apricot.
Adult: - Berries; Children: - Raspberries, strawberries, currants, lingonberries, blueberries, blackberries.
Adult: trees;
Children: birch, spruce, pine, oak, linden, poplar, etc.
Option 2. Game progress
The adult names specific concepts, and the child names generalizing words.
Adult: cucumber, tomato, turnip.
Child: vegetables.
2. Ball game “I know three names of animals (flowers)” or “I know three names of girls (five names of boys).”
Goal: expanding children's vocabulary through the use of generalizing words, developing reaction speed and dexterity.
Progress of the game
One, two, three, four, we know everything in this world.
The child, throwing or hitting the ball on the floor, says: “I know five names of boys: Sasha one, Vitya two, Kolya three, Andrey four, Volodya five.” The following types of movements can be used: throwing the ball on the floor with one or two hands and catching it with two hands; throwing the ball up with two hands and catching it with two hands; hitting the ball with your right and left hands on the spot.
3. Ball game “Animals and their babies”
Goal: to consolidate the names of baby animals in children’s speech, to consolidate word formation skills, to develop dexterity, attention, and memory.
Progress of the game
Human children know all the animals in the world. When throwing a ball to a child, the adult names an animal, and the child, returning the ball, names the baby of this animal. Basic movements: throwing the ball with a hit on the floor, throwing the ball; rolling the ball while sitting on the carpet. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs.
Group 1. Tiger, lion, elephant, deer, elk, fox.
Group 2. A bear has a bear cub, a camel has a camel cub, a wolf has a cub, a hare has a cub, a rabbit has a bunny cub, a squirrel has a cub, a cow has a calf, a horse has a foal, a pig has a piglet, a sheep - a lamb, a hen has a chick, a dog has a puppy.
Group 3. Tiger cub, lion cub, elephant calf, deer calf, elk calf, fox cub.
4. Ball game “Who talks like that?”
Goal: expanding vocabulary, developing reaction speed.
Progress of the game
Option 1. Catch the ball and quickly name the language of the animals. The adult throws the ball to the child, naming the animals. The child, returning the ball, must answer correctly how this or that animal gives its voice: cow, tiger, snake, mosquito, dog, wolf, duck, pig; moos, growls, hisses, squeaks, barks, howls, quacks, grunts.
Option 2. Parents, throwing a ball to the child, ask: “Who is growling?”, “Who is mooing?”, “Who is barking?”, “Who is crowing?” etc.
5. Ball throwing game “Give me a word”
Goal: development of thinking, speed of reaction.
Progress of the game
There is only one answer. Some people know, some don't. Parents, throwing a ball to a child, ask: The crow croaks, and the magpie? The child, returning the ball, must answer: The magpie is chirping.
Examples of questions: The owl flies, but what about the rabbit?
The cow eats hay, but what about the fox?
The mole digs holes, but what about the magpie?
The rooster crows, and the chicken?
The frog croaks, and the horse?
The cow has a calf, and the sheep?
The bear cub has a mother bear, and the baby squirrel?
6. Ball throwing game “Whose house?” or “Who lives where?”
Goal: to consolidate children’s knowledge about the homes of animals and insects. Consolidating usage in children's speech grammatical form prepositional case with the preposition “in”.
Progress of the game
Who is in the den, who is in the hole? Name it quickly!
When throwing the ball to the child, the parents ask a question, and the child returns the ball and answers.
Option 1.
Parents: Who lives in the hollow? Squirrel.
Who lives in the birdhouse? Starlings.
Who lives in the nest? Birds: swallows, cuckoo jays, etc.
Who lives in the booth? Dog.
Who lives in the hive? Bees.
Who lives in the hole? Fox.
Who lives in the den? Wolf.
Who lives in the den? Bear.
Option 2.
Parents: Where does the bear live? Where does the wolf live?
Child: In the den. In the lair.
Option 3.
Work on correct sentence construction. The child is asked to give a complete answer: “The bear lives in a den.”
7. Ball game “Say kindly”
Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.
Progress of the game
Parents, throwing the ball to the child, call 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.
A hat is a hat, a squirrel is a squirrel.
A book is a little book, a spoon is a spoon.
The head is a head, the picture is a picture.
Soap is soap, mirror is 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.
8. Ball throwing game “What happens in nature?”
Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.
Progress of the game
A person can easily find out what is happening in nature.
Parents, throwing the ball to the child, ask a question, and the child, returning the ball, must answer asked question answer.
It is advisable to play the game by topic. Example: Theme "Spring"
Parents: The sun - what is it doing? It shines and warms.
Streams - what are they doing? They are running and murmuring.
Snow - what does it do? It's getting dark and melting.
Birds - what are they doing? They fly in, build nests, sing songs.
Drops - what does it do? It's ringing.
Bear - what is he doing? He wakes up and leaves the den.
9. Game with throwing the ball “Make a sentence”
Goal: development of attention, speed mental operations.
Progress of the game
I'll make the ball jump, I'll make a proposal.
The mother throws the ball to the child, while uttering inconsistent words (for example: “Girl play”). The child, having caught the ball, pronounces a sentence from these words (“The girl is playing”) and throws the ball back.
10. Ball game “Who moves how?”
Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, dexterity.
Progress of the game
Who flies, who swims, who crawls, and who walks.
An adult, throwing a ball to a child, asks a question; the child, returning the ball, must answer the question asked. The game is played with throwing the ball in various ways.
Mom: They fly.
Child: Birds, butterflies, flies, dragonflies, mosquitoes, midges.
Swim: Fish, dolphins, whales, walruses, sharks.
Crawling: Snakes, caterpillars, worms.
Jumping: Grasshoppers, frogs, toads, fleas, hares.
11. Ball game “What actions do animals perform?” or “What do animals do?”
Goal: activation of children’s verbal dictionary, consolidation of knowledge about animals, development of imagination and dexterity.
Progress of the game
What can animals do - birds, fish, cats, snakes?
Parents, different ways, throwing the ball to the child in turn, they name an animal, and the child, returning the ball, utters a verb that can be attributed to the named animal.
Mom: dog;
A child stands, sits, lies, walks, runs, sleeps, eats, barks, plays, bites, caresses, serves;
Cat (purrs, meows, sneaks, laps, scratches, washes itself, licks itself);
Mouse (rustles, squeaks, gnaws, hides, stores);
Duck (flies, swims, dives, quacks);
Crow (flies, walks, croaks, pecks);
Snake (crawls, hisses, wriggles, stings, attacks).
12. Game “Who is doing what?”
Goal: consolidating children’s knowledge about professions, enriching children’s verbal vocabulary, developing attention and dexterity.
Progress of the game
Option 1. We will never forget what people can do.
When throwing or rolling a ball to a child, parents name their profession, and the child, returning the ball, must name a verb denoting what the person in the named profession does.
Mom: builder
Child: building;
cook (cooks (cooks));
porter (carries);
draftsman (draws);
worker (works);
cleaning lady (cleans);
artist (draws), etc.
Option 2. The parents name the verb, and the child names the profession (sells - seller).
13. Game “Who can make these movements?”
Goal: activation of children’s verbal dictionary, development of imagination, memory, dexterity.
Progress of the game
Who and what flies, runs, walks, swims, lies?
Parents, throwing the ball to the child, name the verb, and the child, returning the ball, names the noun that matches the named verb.
Parents: coming
Child: person, animal, train, ship, rain, snow, hail, time, road;
Runs (person, animal, stream, time);
Flies (bird, butterfly, dragonfly, fly, beetle, mosquito, plane, helicopter, rocket, satellite, time, telegram);
Swims (fish, whale, dolphin, swan, boat, ship, man, cloud).
14. Game "Hot - cold"
Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words.
The game is carried out after preliminary work with pictures and the child’s assimilation of words such as “same”, “similar”, “different” (“different”), “opposite”. From the pictures: The river is wide, but the stream is narrow. The bear is big, and the bear cub is small. The grandfather is old, and the young man is young.
Progress of the game
We will now open our mouths to say the opposite.
Parents, throwing a ball to a child, pronounce one adjective, and the child, returning the ball, calls another - with the opposite meaning.
Parents - Hot;
Child - Cold.
Good bad;
Smart - Stupid;
Cheerful - Sad;
Sharp - Dull;
Smooth - Rough;
Light heavy;
Deep - Shallow;
Light dark;
Kind angry;
Joyful - Sad;
Fast - Slow;
Frequent - Rare;
Soft - Hard;
Clear - Cloudy;
High Low.
Complication: you can invite the child to add a noun. For example: A sharp knife. Clear day. Deep lake.
15. Game “What is it made of?”
Goal: to consolidate the use of relative adjectives and methods of their formation in children’s speech.
It is first explained to the child that if an object is made of wood, then it is wooden, and if it is made of iron, then it is iron, etc.
Progress of the game
Here is an object, but what did people make it from?
Parents, throwing the ball to the child, say: “Boots made of leather,” and the child, returning the ball, answers: “Leather.”
Parents: fur mittens...
Child: fur;
copper basin... copper;
plush bear... plush;
mittens made of wool... wool;
glass glass... glass;
crystal vase... crystal.
You can invite children to make sentences with these word combinations. For example: Masha has a teddy bear.
16. Game “Catch and throw - name the colors”
Goal: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.
Progress of the game
What color we have - we will tell you about it.
Parents, throwing the ball to the child, name an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.
Parents: red –
Child: poppy, fire, flag
orange - 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.
17. Game “Third wheel” (“Fourth wheel”)
Goal: strengthening children’s ability to highlight common feature in words, develop the ability to generalize.
Progress of the game
We are now recognizing what is superfluous to us.
Parents, throwing a ball to their child, name three or four words and ask them to determine which word is the odd one out.
For example: Blue, red, ripe.
Zucchini, cucumber, lemon.
Cloudy, stormy, clear.
Autumn, summer, Saturday, winter.
Monday, Tuesday, summer, Sunday.
Day, night, morning, spring.
The child, throwing the ball back, names the extra word.
18. Game “Whose head?”
Goal: expanding children's vocabulary through the use of possessive adjectives. The correct use of all these various endings in speech is achieved by repeated repetition of words in game situations.
Progress of the game
Whose head does the beast have? Tell me the words quickly.
Parents, throwing the ball to the child, say: “A crow has the head...”, and the child, throwing the ball back, finishes: “... a crow.”
Examples: a lynx has a lynx's head
in fish - fishy
in a cat - feline
a magpie has a magpie
the hare has hare's
a rabbit has a rabbit's
camel's - camel's
in a horse - equine
duck - duck
the swan has swan
the deer has deer
the fox has a fox
in a dog - canine
in a bird - avian
in a sheep - ovine
the squirrel has squirrel
the bear has bearish
the tiger has tigerish
chicken - chicken
the pigeon has pigeon
the eagle has eagle-like
Complication. Make sentences with these adjectives.
19. Game “What is round?”
Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.
Progress of the game
Here, of course, everyone knows what things are like here.
When throwing the ball to the child in various ways, parents ask a question, which the child, having caught the ball, must answer and then return the ball.
1. What is round? (Ball, ball, wheel, sun, moon, apple, cherry...)
2. What is long? (Road, river, rope, thread, tape, cord...)
3. What is tall? (Mountain, tree, man, house, closet...)
4. What is green? (Grass, trees, bushes, grasshoppers, dress...)
5. What is cold? (Water, snow, ice, dew, frost stone, night...)
6. What is smooth? (Glass, mirror, stone, apple...)
7. What is sweet? (Sugar, candy, pies, cakes, waffles...)
8. What is wool? (Dress, sweater, mittens, gloves, hat...)
9. What is prickly? (Hedgehog, rose, cactus, needles, spruce wire...)
10. What is spicy? (Knife, awl, glass, scissors, dagger, blade...)
11. What is easy? (Fluff, feather, cotton wool, snowflake).
12. What is deep? (Ditch, ditch, ravine, well, river, stream...)
20. Game “One - many”
Goal: consolidation in children’s speech various types endings of nouns.
Progress of the game
We are little wizards: there was one, but there will be many.
Parents throw the ball to the child, calling singular nouns. The child throws the ball back, naming the plural nouns. You can throw the ball with hits on the floor, roll the ball while sitting on the carpet.
Examples: Table - tables
yard - courtyards
nose - noses
mountain - mountains
hole - holes
bridge - bridges
house - houses
eye - eyes
meadow - meadows
city - cities
wire - wires
cold - cold
day - days
stump - stumps
sleep - dreams
forehead - foreheads
ear - ears
chair - chairs
stake - stakes
leaf – leaves
feather - feathers
wing - wings
tree - trees
sock – socks
stocking - stockings
piece - pieces
circle - circles
buddy - buddies
jump - jumping
duckling - ducklings
gosling - goslings
chicken - chickens
tiger cub - tiger cubs
baby elephant - baby elephants
21. Game “Funny Counting”
Goal: to consolidate the agreement of nouns with numerals in children’s speech. Development of dexterity and reaction speed.
Progress of the game
We always know how many there are. Okay, we all think so.
Parents throw the ball to the child and pronounce a combination of a noun with the numeral “one”, and the child, returning the ball, responds with the same noun, but in combination with the numeral “five” (or “six”, “seven”, “eight”.. .). First, it is better to name combinations based on the similarity of the endings of nouns.
Examples: one table - five tables
one elephant - five elephants
one cabinet - five cabinets
one goose - five geese
one swan - five swans
one crane - five cranes
one nut - five nuts
one T-shirt - five T-shirts
one cone - five cones
one duckling - five ducklings
one gosling - five goslings
one chicken - five chickens
one hare - five birds with one stone
one finger - five fingers
one dress - five dresses
one hat - five hats
one glove - five gloves
one can - five cans
one mitten - five mittens
one button - five buttons
one soap dish - five soap dishes
one hat - five hats
one book - five books
one candy - five candies
Option “And for me”
The parent throws the ball and says: “I have one table.” The child, throwing the ball back, replies: “And I have five tables.”
22. Game “Where is the ball?”
Goal: to consolidate the correct use of prepositions in children’s speech, to develop the ability to navigate in space and attention.
Progress of the game
Option 1. Ball, ball, where are you lying? You won't run away from us.
The child performs the task with the ball: “Raise the ball above your head, put the ball at your right foot, put the ball on the carpet in front of you,” etc.
Option 2. The child answers the question: “Where is the ball?” (on the table, on the floor, in the corner, near the table, under the table...)
23. Game “Good - bad”
Goal: introducing children to the contradictions of the world around them, developing coherent speech, imagination and dexterity.
Progress of the game
The world is neither bad nor good - I’ll explain it and you’ll understand.
Parents set the topic of discussion. The child, passing the ball around, tells what, in his opinion, is good or bad in natural phenomena.
Parent: rain.
Child: rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it is bad - it wets us, it can be cold.
Parent: city.
Child: it’s good that I live in the city: you can go by bus, there are a lot of good shops, the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.
Option “Like or dislike” (about the seasons).
Parent: winter.
Child: I like winter. You can go sledding, it’s very beautiful, you can build a snowman. It's fun in winter. I don’t like that it’s cold in winter and the strong wind blows.
24. Game “Yesterday, today, tomorrow”
Goal: strengthening children’s ability to navigate time, developing attention, dexterity, imagination, phrasal speech.
Progress of the game
Option 1. Everyone remembers what was, what will be, and will not forget.
Mom throws the ball to everyone playing in turn, asking questions: Answer me, be kind, What did you do yesterday?
Did you do everything you wanted?
What have you accomplished today?
I also wanted to know - what will you do tomorrow?
The players, returning the ball to the leader, answer questions.
Option 2. Sitting in a circle, we throw the ball to each other and talk about what happened to us yesterday, today and what we are going to do tomorrow. The content of stories can be both real and fictional.
25. Game “Morning, afternoon, evening, night”
Goal: strengthening children’s ability to navigate in time, fixing the names of the parts of the day, their sequence; development of attention, dexterity.
Progress of the game
Morning, evening, day and night are gone forever. Don’t rush to see them off, tell them what you did.
Throwing the ball in various ways (hitting the ball on the floor, rolling), the child answers the parents’ questions and tells what he did in the morning, during the day, and what they will do in the evening and at night.
What did you do this morning?
What did you do in the evening?
Option 1.
1. “Name the “neighbors” of the morning.”
2. “First it’s evening, and then?..”
3. “Name the missing word” (We have breakfast in the morning and lunch...)
26. Game “Catch, throw, name the days of the week”
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 parent says the child’s name: “Sasha!” The child picks up the ball and continues, throwing the ball on the floor. You can also call the days of the week in reverse order.
27. Game “Months and their sequence”
Goal: consolidation of temporary concepts in the child’s active vocabulary.
Progress of the game
Month after month rises - everyone will name them all.
Parents and children name the months by throwing a ball on the floor: “January, February, March...”. Instead of the next month, the parent calls the child’s name: “Masha!” The child picks up the ball and continues to name the months, slamming the ball on the floor.
28. Game “What for what?”
Goal: Consolidation of temporary concepts in the child’s active vocabulary, development of thinking.
Progress of the game
What do we get 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.
And 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?” 29. Game “It happens - it doesn’t happen”
Goal: expansion and consolidation of the child’s active vocabulary, development of logical thinking.
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 in given time of the year.
30. Game “Who was who?”
Goal: development of thinking, expansion of vocabulary, consolidation case endings.
Progress of the game
We, of course, have not forgotten who you were yesterday.
Parents, throwing a ball to a child, name an object or animal, and the child, returning the ball, answers the question of who (what) the previously named object was:
chicken - egg
horse - foal
cow - calf
oak - acorn
fish - eggs
apple tree - seed
frog - tadpole
butterfly - caterpillar
bread - flour
cabinet - board
bicycle - iron
shirt - fabric
boots - leather
house - brick
strong - weak
31. Game “Who will be who?”
Goal: development of thinking, imagination, speed of reaction, expansion of vocabulary.
Progress of the game
You and I know what happens to someone later.
The parent, throwing the ball, asks questions: “Who (what) will it be - an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, fabric, a student, sick, weak,” etc. Child, throwing the ball back can give several answers. For example: “An egg can produce a chick, a crocodile, a turtle, a snake, and even a scrambled egg.”
32. Game "Family"
Goal: to teach children to understand family relationships, to use words denoting kinship and relatives.
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 it cousins and sisters.
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.
List of used literature
1. Alyabyeva E.A. Final days on lexical topics. - M.: Sfera, 2006.
2. Arefieva L.N. Lexical topics on speech development of children 4-8 years old. - Moscow: Sfera, 2008.
3. Bogomolova A.I. Speech therapy manual for classes with children. - Moscow: St. Petersburg, Bibliopolis, 2004.
4. Vorobyova T.A., Krupenchuk O.I. Ball and speech. – St. Petersburg: Delta, 2001.
Teacher-speech therapist, MADOU “Kindergarten No. 203”, Perm
Shishmakova M. A.
FORMATION OF THE LEXICAL AND GRAMMATICAL ASPECT OF SPEECH.
The grammatical structure of speech is acquired by the child gradually, independently, by imitating the speech of adults, in the process of communication and various speech practices. The lexical and grammatical side of speech refers to the dictionary and its grammatically correct use.
A dictionary is words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality.
Grammatical structure is a system of interaction of words with each other in phrases and sentences. There are morphological and syntactic levels of the grammatical system. The morphological level presupposes the ability to master the techniques of inflection and word formation, the syntactic level presupposes the ability to compose sentences and combine words in a sentence in a grammatically correct manner.
Didactic game
Didactic games- this is a type of training sessions organized in the form of educational games, implementing a number of gaming principles, active learning and characterized by the presence of rules, a fixed structure of gaming activity and an assessment system, one of the methods of active learning.
Author's game- a game created by an author or a group of authors. An original game is characterized by an original concept and structure of content. Implementation into work practice educational institutions the author's game is preceded by its examination and testing.
Didactic games
"Christmas tree"
"Name the picture"
"Fun Fishing"
"Magic chest"
"Puppet theater on clothespins"
Game "Christmas Tree"
Goals:
To develop the skill of using nouns in the accusative and instrumental cases.
Develop fine motor skills.
Benefit- Christmas tree (a metal box in the shape of a Christmas tree), pictures-toys for the Christmas tree, which are attached with magnets.
(This is candy. Let's decorate the tree with candy. We'll hang candy on the tree.)
The game continues until the entire tree is decorated.
It is important to pronounce case endings clearly.
Game "Name the picture"
To reinforce in children the concepts of “living” and “non-living”, the ability to ask questions: who? So what? give children the concept of “a word denoting a living or inanimate object.”
Equipment: Pictures with animate and inanimate objects. A beautiful bucket with ice tongs.
Game description:
Option 1. The teacher puts pictures in a bucket and asks the children to take turns taking out the subject pictures with tweezers. Assignment: 1) name pictures depicting living objects, pose a question to these words; 2) name pictures depicting inanimate objects, pose a question. For example: table (what is it?), cat (who is it?).
Option 2. The game is played without relying on object pictures. Speech therapist selects different words(animate and inanimate) and names them mixed. Children should ask these words questions: “Who is this?” or “what is this?” The most active children are noted by the teacher at the end of the game.
Game "Fun Fishing".
Target: learn the names of the days of the week and their order.
Equipment: bucket, fishing rods, fish with numbers.
Progress of the game:
The child is asked to pull out one fish. The fish are located under the numbers. If a child takes out fish number 3, he is asked to name the third day of the week. And so with every fish. After the child has named all the days of the week, he is asked to lay them out and name them in a certain sequence, while pronouncing the text:
On Monday the fish is red, the fish is red - beautiful.
And on Tuesday it’s blue - it’s so beautiful.
On Wednesday - yellow for lunch, we will treat our neighbor to it.
We're not too lazy to fish on Thursday, because it's fish day.
On Friday they cooked fish soup and treated everyone to friends.
And on Saturday, a fat fish was caught on a burbot hook.
On Sunday - sleepy catfish, we take the catfish into the house.
We caught fish all week and learned the days of the week.
"Game "Magic Chest"
A game to coordinate pronouns with nouns in gender and enrich speech with words denoting the characteristics of objects.
Option 1.
Purpose of the game: name the objects correctly and answer the question "Whose? Whose? Whose?"
The child takes out a picture from the chest and answers: my cucumber, my doll, my apple.
For a correct answer, the child receives a chip.
Option 2.
Target games: use the appropriate word in speech: he, she, it.
Enrich your speech with words denoting the characteristics of objects.
This my ball . He airy, red.
This my pear . She juicy, yellow.
This my soap. It fragrant.
The one who selects the most adjectives wins
Target : to develop the skill of using prepositions in speech. Develop the skill of using prepositions with verbs formed by prefixes.
Benefit : house with a door, fairy-tale heroes or cartoon characters.
Children tell what actions the hero performs: he approached the house, entered the house, left the house, went behind the house.
Puppet theater on clothespins.
What is a puppet theater for?
Games with puppet theater develop a child’s curiosity, imagination, sociability, interest in creativity, help cope with shyness, promote the development of speech, memory, attention, perseverance, and expansion of vocabulary.
- Being a connecting link between concrete experience and visual thinking, play activity associated with conventions, acts as a means of understanding reality.
- Visual-game tools represent, on the one hand, a visual aid, on the other, a didactic game with its own content, organization and methodology.
- The proposed visual and gaming tools contribute to the development of the lexical and grammatical aspects of speech and the replenishment of vocabulary.
Inzilya Dusboeva
Didactic games for developing vocabulary for middle school children preschool age
The collection presents, activation dictionary, consolidation and clarification dictionary.
The collection is intended for educators working in preschool educational organizations.
1. Games to enrich your vocabulary with new words.
2. Vocabulary activation games.
3. Games for consolidation and clarification dictionary.
Games to enrich your vocabulary with new words
Subject: "Birds"
Didactic task: enrich the verb dictionary on the topic.
Game task: develop children's memory and speech.
Game material: cards with images of wild and domestic birds, a toy teddy bear.
Game rules:
Game actions: Educator: “Guys, a bear came to visit us from the forest. A magpie told him in the forest that our children don’t know what voices birds use. We know, right? Now I will give you pictures with birds. Teddy bear will come up to each of you, and you will each tell him how his bird talks.
Words to enrich your vocabulary:
o sparrow – tweets
o crow – croaks
o dove - coos
o tit – whistles
o duck – quacks
o nightingale - sings
o cuckoo – cuckoos
o rooster crows.
Subject: "Vegetables"
Di "Vegetables"
Didactic task: enrich children's dictionary plural nouns on the topic "Vegetables".
Game task: helping a friend match the pictures - some - many.
Game rules: find a picture by name (one vegetable, match this picture with a pair with a large number (a lot of) images of these vegetables, name the images.
Game material: Masha doll.
Game actions: The teacher shows the doll Masha, speaks: “Masha was given a game "One vegetable - many vegetables", she needs to find pictures with the same image of vegetables. For example: some onions - a lot of onions.”
Words to enrich your vocabulary:
Onions - a lot of onions;
Potatoes – a lot of potatoes;
Beets - a lot of beets;
Cabbage - a lot of cabbage;
Pumpkin – lots of pumpkin;
Zucchini – zucchini – lots of zucchini;
Carrots – carrots – a lot of carrots;
Tomato - tomatoes - a lot of tomatoes.
Subject: "Toys"
Di "Guess the toy"
Didactic task: enrich the subject dictionary, adjective dictionary, focusing on its signs and actions.
Game task: find out the toy by its description.
Game material: toys: bear cub, hare, fox, duckling.
Game rules: examine, listen, recognize the toy and say what it is called.
Game actions: The teacher brings a magic box of toys, shows the toys and names them. Then he talks about each toy, naming the external ones signs: “This is a soft toy. She's gray. The tail is short and the ears are long. He loves carrots and jumps smartly.” Other toys are described in a similar way; children name them.
Invite the child to describe one of the toys.
Subject: "Professions"
Di "Who's doing what?"
Didactic task: enrich the verb children's dictionary.
Game material: ball.
Game rules: catch the ball and say what a representative of this profession does.
Game actions: An adult throws a ball to a child and names a profession, the child returns the ball and says what a representative of this profession does.
Words to enrich your vocabulary:
The doctor is treating. The teacher teaches.
The seller is selling. Painter - paints.
The tailor sews. The janitor is sweeping.
The musician is playing. Hairdresser - cutting hair.
Educator - educates. Ballerina - dancing.
Subject: "Autumn"
Di "Trees and their fruits"
Didactic task: enrich children's dictionary pick the fruits of the trees, develop visual memory, attention.
Game task: find out the fruits of the trees.
Game material: tree illustrations (spruce, rowan, chestnut, linden, maple); Pictures (cone, rowan, chestnut, linden seed, maple lionfish).
Game rules: recognize the tree, name it and pick up the fruits.
Game actions
In the morning we go to the yard -
Leaves are falling like rain,
They rustle under your feet,
And they fly, fly, fly. (Autumn)
Educator: “Guys, what is this riddle about? What time of year? Would you like to know more about trees and fruits? I suggest you go to the garden where the trees grow.” They examine, pronounce the names of the trees, then find their fruits.
Words to enrich your vocabulary: spruce, rowan, chestnut, linden, maple, pine cone, rowan, chestnut, linden seed, maple lionfish.
Vocabulary activation games
Subject: "Birds"
Di "Tell one in a word»
Didactic task: activate dictionary on the topic, learn children define and name the generalized word.
Game task: develop dexterity, the ability to treat peers with respect.
Game material: ball.
Game rules: catch the ball, name objects as one in a word(to summarize, return the ball.
Game actions: An adult names 3 objects and throws the ball to the child. The child repeats words, names the generalizing word, returns the ball. The adult again throws the ball to the baby, offers from the three named words name the odd one out and explain why.
Wolf, hare, cow.
Sparrow, chicken, nightingale.
Chicken, eagle, goose.
Deer, elephant, squirrel.
Turkey, duck, pigeon.
Dog, crow, magpie.
Subject: "Vegetables"
Di "Say kindly"
Didactic task: activate dictionary diminutive form of nouns.
Game task: attentive attitude towards each other.
Game material: basket, vegetables (cucumber, tomato, potato, pumpkin, pepper, cabbage, carrot).
Game rules: recognize the vegetable, name it, form a diminutive form.
Game actions: The teacher comes dressed "Autumn" And speaks: “I’ve collected the harvest, do you want to know what I collected? Here is a cucumber, but what can we affectionately call a cucumber? How can we call one in other words, what did I collect?
Words to activate the dictionary:
Cucumber - cucumber;
Tomato - tomato;
Potato - potato;
Pumpkin - pumpkin;
Pepper - pepper;
Cabbage – cabbage;
Carrot is a carrot.
Subject: "Toys"
Di "Tell me which one"
Didactic task: activate adjective dictionary.
Game task: develop respectful attitude.
Game material: box - parcel, chips, toys made of plastic, rubber, plush, metal, clay, glass, paper, cardboard, leather.
Game rules: take out a toy, determine what it is made of, say For example: “The cube is made of plastic, which means the toy is plastic.”. Whoever says it correctly gets a chip. The one wins who has more chips.
Game actions: Educator: “They sent us a package from a toy store. Let's see what lies there? Tell me, what is the name of this toy? If a toy is made of wood, what is it? -... (wooden).
Words to activate the dictionary:
Made of plastic -... (plastic);
Made of rubber -... (rubber);
From plush -... (plush);
Made of metal -... (metal);
From clay -... (clay);
From glass - … (glass);
From paper - (paper);
From cardboard -... (cardboard);
Leather - (leather).
Subject: "Professions"
Di "Finish the sentence"
Didactic task: expand views children about professions, activate the subject dictionary on the topic"Professions".
Game task: help to finish sentences.
Game material: pictures on the topic "Professions".
Game rules: listen and finish the sentence.
Game actions: Educator: “Guys, I suggest you go to the art gallery, where there is an exhibition on topic: "Professions". We need to look at the picture, listen to the beginning of the sentence and finish it.”
Words to activate the dictionary:
The cook cleans with a knife...
A carpenter plans with a plane...
A painter paints with a brush...
The farmer mows with a scythe….
The hairdresser is styling with a hairdryer….
A tailor cuts with scissors...
A lumberjack cuts with an ax...
Subject: "Autumn"
Di "Autumn words»
Didactic task: expand and intensify dictionary on the topic"Autumn".
Game task: help find out words of autumn.
Game material: red and yellow leaves
Game rules: hear words, related to autumn and raise a leaf, the chips receive correctly raised leaves.
Game actions: Educator: “We’re going to play a game now "Autumn words» . Each of you has an autumn leaf. If you hear word, which refers to autumn, lift the leaf up.
Words to activate the dictionary: fall, ripen, bloom, gloomy, turn green, golden, hot, rainy, melting, getting warmer, turning yellow, drizzling, flying away, cloudy, windy, cold.
Games for consolidation and clarification dictionary
Subject: "Birds"
Di "Wintering and migratory birds"
Didactic task: consolidate skill children classify birds by species - migratory, wintering.
Game task: develop ability to work in a subgroup.
Game rules: children– arrange migratory birds in "summer forest", and wintering ones - in "winter forest".
Game actions: The teacher asks a riddle.
Blackwing,
Red-breasted,
And in winter it will find shelter:
He's not afraid of colds
With first snow,
Right here!
(Bullfinch)
Educator: “Who is the riddle talking about? What kind of birds are there? There are birds on the table. Your task is to place migratory birds in "summer forest", and wintering ones - in "winter forest".
How do you help birds survive the cold winter? (We can make feeders and hang them on trees. Put food in them every day.)
Words to consolidate and clarify dictionary: bullfinch, starling, tit, sparrow, owl, cuckoo, woodpecker, swallow, crow, nightingale.
Subject: "Vegetables"
Di "Tops and Roots"
Didactic task: consolidate and clarify children's dictionary on the topic: "Vegetables", develop ability to classify vegetables (By principle: what is edible - the root or the fruit on the stem).
Game task: help determine whether the root or the fruit on the stem is edible.
Game material: pictures with vegetables and forfeits.
Game rules: name the vegetable, determine what is edible and answer "tops" this or "roots".
Game actions: At first games clarify with children what will they call "tops", And what - "roots". We will call the edible root of the vegetable "roots", and the edible fruit on the stem is "tops". Warn children to be careful, as some vegetables contain both edible ingredients. (for example, onion). Then they name the vegetable, and the children take turns answering: "tops" this or "roots". The one who made a mistake pays a forfeit, which at the end games are redeemed.
Words to consolidate and clarify dictionary: beets, carrots, turnips, peas, beans, beans, onions, parsley, tomatoes, zucchini.
Subject: "Toys"
Di "Why do we need toys"
Didactic task: fasten children's dictionary
in the use of verbs in speech, combine them with
nouns.
Game task: cultivate a respectful attitude towards peers and adults.
Game material: toys.
Game rules: The teacher names an object, the children say what can be done with this object.
Game actions: The teacher asks question: “Why do we need toys? Do you know what you can do with them? Now I’ll show you the toy, and you’ll tell me why it’s needed.”
Words to consolidate and clarify dictionary:
Teacher Children
Car You can roll it, carry it with a string, transport cubes, dolls on it...;
Constructor You can use it to build a house, gate, tower, bridge, road...;
Ball Throw, catch, roll, tap, throw, pass, play football...;
Pyramid Assemble, disassemble;
Tumbler Tilt, rock, listen to the ringing;
Dress a doll, play with it, dance, put it to bed, feed it, carry it in a stroller, in a sleigh...
Subject: "Professions"
Di “What does anyone need?”
Didactic task: consolidate and clarify in speech the forms of nouns in the instrumental case.
Game task: cultivate a respectful attitude towards professions.
Game material: Subject pictures depicting a cook, doctor, musician, teacher. Pictures depicting a knife, syringe, piano, toy; chips.
Game rules: learn objects answer questions: “What is shown in this picture? Who needs this item for work? How works: cook, doctor, musician, teacher?
Game actions: Invite your child to look at pictures of people. Ask them to identify and name professions. Then ask: “What is shown in this picture? Showing one by one the piano, the saucepan, the doctor's cap and ask:
“Who needs this item for work?”
Ask questions: How does a chef cut vegetables? (with a knife).
How does the doctor give the injections? (with a syringe).
What does the musician play? (on musical instruments).
Ask your child to name the profession of a person who needs a knife and a saucepan to work. (To the cook). Ask: “Who needs a syringe for work?” (To the doctor). “Who needs a piano for work?” (To the music director) . “Who works with children?” (Teacher).
Words to consolidate and clarify dictionary: cook, doctor, teacher, knife, syringe, piano, toys.
Subject: "Autumn"
Di "Find and name the tree"
Didactic task: fix and clarify the names of trees on the street area; develop visual memory, cultivate a love for nature.
Game task: help to find trees.
Game material: trees on the street area.
Game rules: recognize the tree, come say For example: "This is a birch tree".
Game actions: The teacher fails children to the trees and asks to remember the name of this tree.
Educator. Who will find the birch faster? One, two, three - run to the birch tree! Children must find a tree and run to a certain birch tree. The game continues until the children get tired.
Words to consolidate and clarify dictionary: birch, maple, rowan, lilac, spruce, pine.
Sections: Working with preschoolers
Successfully solving educational problems requires close attention to the problems of children's play.
Currently, specialists in preschool pedagogy unanimously recognize that a game is like a game. The most important specific activity of the child must perform broad general educational social functions.
Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.
The outstanding researcher in the field of psychology L. S. Vygodsky emphasized the unique specificity of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary submission to the rules occurs when they are not imposed from the outside, but arise from the content of the game, its tasks, when their implementation is its main charm. In preschool educational institutions Teachers widely use didactic games, which not only allow for the comprehensive development of preschoolers, but also contribute to the development of vocabulary skills in children.
The didactic game is a multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of education, and an independent play activity, and a means of comprehensive education of the child’s personality. It is in didactic play that the child gets the opportunity to improve, enrich, consolidate, and activate his vocabulary.
1. Role didactic games and lexical exercises to enrich, consolidate and activate the vocabulary
In preschool age, a child must master a vocabulary that would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, etc. Therefore preschool pedagogy considers the development of vocabulary in children as one of the important tasks of speech development.
As the preschooler masters the surrounding reality - objects, phenomena (their features, properties, qualities), he begins to make generalizations, guided by certain signs. Often these signs are insignificant, but emotionally significant for the child. A typical example is when a baby calls not only a cat “kitty,” but also objects made of fluffy fur.
The same feature is observed in older children. Thus, they often consider only carrots, onions, and beets to be vegetables, not including, for example, cabbage, cucumber, and tomato. Or, expanding the meaning of this word, children include in the concept of “vegetables” some types of fruits and mushrooms, citing the fact that “all this grows” or “everyone eats this.” And only gradually, as thinking develops, do preschoolers master the objective conceptual content of a word.
Thus, the meaning of a word changes for children throughout preschool childhood with the development of their cognitive abilities.
Another feature of a preschooler’s dictionary is its significantly smaller volume compared to an adult’s dictionary, since the volume of accumulated information about the environment is significantly inferior to the volume of knowledge of an adult.
These features in the development of the dictionary allow us to determine the tasks of dictionary work:
1. Ensure the quantitative accumulation of words necessary for meaningful communication.
2. Ensure the development of socially assigned content of words. The solution to this problem involves:
a) mastering the meaning of words based on their exact correlation to objects of the surrounding world, their characteristics and relationships;
b) mastering the general meaning of a word based on identifying the essential features of objects and phenomena;
c) penetration into the figurative structure of speech and the ability to use it.
3. Activation of the dictionary, i.e. not only knowledge of words, but also their introduction into communication practice.
When working with children to form, enrich and activate their vocabulary, teachers in preschool educational institutions widely use didactic games.
The content of didactic games is determined by the “Program of Education in kindergarten", it is related to the content of the lessons and observations. A didactic game is based on the knowledge that children already have, and often in one game they can use knowledge and ideas that were spoiled for classes in different “subjects”, different sections of the program. For example, in the game “Name Three Objects” you have to remember and name animals, vehicles, vegetables and fruits, furniture, and dishes.
Some didactic games have a plot and require role-playing. So, in the game “Toy Store” there is a seller and buyers. Among didactic games with a plot, we should highlight dramatization games - showing small scenes with the help of toys, in which children are given a didactic task (to guess which fairy tale the episode is shown from, and to continue the fairy tale, to notice the changes that have occurred on the stage). Some of these games present children with an ethical challenge. So, the game “What is good and what is bad” consists of showing scenes from works of art or from life, and children must determine which one characters some do good, some do bad. At the same time, the game not only improves ethical behavior skills, but also improves the child’s vocabulary.
Many didactic games do not have a plot and consist only of solving a specific problem. But even in these games, the content is drawn from children’s ideas about the environment and is related to the tasks of speech development. Sometimes an image is introduced into plotless games, for example, riddles, made by Parsley or another fairy-tale character.
The fact that the game task is set for children not by the teacher, but by the doll, greatly increases the mental and vocabulary activity of children. For example, Andryusha, a doll with the face of an attractive, lively boy, can come to visit children. His appearance always causes joy, anticipation of something new and interesting. Andryusha plays games that may have been previously known to children, for example, “What has changed?”, but these games become new meaning, cause surprise, make the imagination work. In a playful and entertaining form, the preschooler’s vocabulary is activated and enriched.
In the second and third years of life, the child masters the names of those items of clothing, furniture, dishes, as well as toys, etc., with which he acts in kindergarten and at home, which he often sees and in which he shows interest. He also masters the names of actions with these objects.
Vocabulary work at this stage is that children are taught to distinguish and name parts of objects (body parts of animals, humans; parts of household items: sleeves and pocket of a dress, lid of a teapot, etc.); contrasting sizes of objects; some colors, shapes; some taste qualities; some physical qualities (cold, smooth) and properties (breaks, tears). In the didactic games “What has changed”, “Name it correctly”, “Don’t be mistaken”, etc., the child improves his vocabulary, the child develops an interest in vocabulary activities.
At this age, children have the ability to denote in one word a group of the same objects, regardless of their size, color, position in space, and also to distinguish one group of objects from others that are similar. In the fourth year of life, the vocabulary of a preschooler continues to be replenished with the names of objects that children encounter and act in everyday life. Children find it difficult or make mistakes when naming many household items (dishes, furniture, clothing, shoes, linen, toys), vehicles, etc. These errors are caused by inaccuracy and undifferentiated perceptions and ideas of the child. Therefore, at this age stage, familiarization of children with the features of objects and vocabulary work in the process of deepening knowledge about objects become essential. Preschoolers are introduced to the names of objects, their purpose, and structural features. They learn to distinguish between materials (clay, paper, fabric, wood). Identify their qualities and properties (soft, hard, rough, thin; tears, breaks, breaks, etc.), Determine the compliance of the material from which the object is made with its purpose. To implement the vocabulary task, the teacher uses a didactic game, both in the classroom and in children’s independent activities. When examining an object with children, the teacher helps to determine and name its size and color; develops the ability to navigate in time and space, to use the appropriate vocabulary (forward, backward; morning, evening, first, then etc.) in the games “When It Happens”, “Make No Mistake”, “What First, What Then”.
The tasks of vocabulary work also include teaching children to distinguish similar objects based on significant differences and accurately designate them with a word (at the chair - back unlike a stool; at the cup - pen in contrast to a glass, etc.). Children find these differences in the games “What has changed”, “Name it, don’t make a mistake”, etc.
In the fifth year of life, an introduction to active dictionary the child's names of all objects (items included in the groups of vegetables, fruits; food products; all household items), materials (fabric, paper, wood, glass), etc., as well as words denoting the features of objects and materials familiar to him from personal experience, and methods of sensory examination. Under the guidance of a teacher, in didactic games, children learn to group objects according to one essential characteristic - their purpose. By the end of the year, they can master basic concepts and words that represent them (toys, food, clothing). Grouping objects according to a set of essential characteristics (two or three) is not yet available to them.
In older preschool age, work continues to expand the vocabulary. The main attention is paid to the introduction into the active dictionary of words denoting qualities and properties differentiated by degree of expression (light red, sour, bitter-salty, stronger, heavier, dense and so on.).
Children enter words denoting materials into the dictionary (metal, plastic, glass, porcelain and etc.). Work continues on the introduction of basic concepts (tools, utensils, vegetables, fruits, transport, wild and domestic animals, wintering and migratory birds, etc.). This knowledge is strengthened and vocabulary work is activated in didactic games “Who Lives Where”, “What is it made of”, “Find a pair”.
Older preschoolers are also taught to isolate subgroups from the composition of concepts according to certain characteristics (woolen and silk fabrics; kitchen and teaware or metal and glass; water, land, air or freight and passenger transport; metal and wooden or gardening tools, carpentry, tailoring and so on.).
Carrying out work on the formation and activation of the dictionary, preschool teachers effectively use didactic games: “Wonderful bag”, “Who will see and name more?”, “Paints”, “What has changed” and others.
Thus, in preschool institutions, teachers widely use didactic games as a common method of vocabulary work.
2. Types of didactic games for vocabulary development
Depending on the material, didactic games can be divided into three types: games with objects (toys, natural materials, etc.), printed board games and word games. It should be noted that all of these games can be successfully used to activate the vocabulary of preschoolers. Games with objects are most accessible to children, since they are based on direct perception, correspond to the child’s desire to act with things and thus get acquainted with them, in addition, the child willingly names the objects he sees.
The child begins to play these games at an early age and does not lose his interest in them throughout preschool childhood. In early preschool age, many games with toys are accompanied by movements, which corresponds to the characteristics of the child’s perception and thinking. For example, in games with the help of which children are taught to distinguish and correctly name colors, children run around with colored flags, roll colored balls, walk around the room, looking for toys of a certain color and name them. Printed board games, as well as games with objects, are based on the principle of visualization, but in these games children are not given the object itself, but its image. Content board games varied. Some types of lotto and paired pictures introduce children to individual objects (dishes, furniture), animals, birds, vegetables, fruits, their qualities and properties. Others clarify ideas about seasonal natural phenomena (lotto “Seasons”), about various professions (game “What does anyone need?”). Like a didactic toy, a printed board game is good when it requires independent mental work.
Verbal games are the most complex: they are not associated with the direct perception of an object; in them, children must operate with ideas. These games are of great importance for the development of a child’s thinking, since in them children learn to express independent judgments, draw conclusions and conclusions without relying on the judgments of others, and notice logical errors.
Verbal games are carried out mainly in older groups and are very important for preparing children for school, as they require and, therefore, develop the ability to listen carefully, quickly find the right answer to a question, accurately and clearly formulate their thoughts, and apply knowledge.
To form a vocabulary, verbal didactic games are widely used for children of older preschool age, for example, “Say the opposite,” “Colors,” “Gardener,” “Don’t take black, white, don’t say “yes” and “no,” “Continue on.” " The content of such a continuation may be the name various parts or the qualities of one object or the naming of objects included in a generic generalization, etc.
Independent use of a variety of vocabulary acquired in classes and in didactic games is carried out in everyday communication of preschoolers. The role of the teacher here is to organize meaningful communication, to pay attention to children’s speech, to its vocabulary, to ensure that the child uses all the wealth of accumulated vocabulary.
Some word games, including folk ones, are successfully carried out in junior groups Oh.
Thus, in modern preschool educational institutions, teachers actively use various types of didactic games to develop the vocabulary of preschoolers. It should only be noted that teachers should select game material in accordance with the individual and age characteristics of children and the tasks of vocabulary work.
3. Didactic games with visual material, their content and methods of implementation in different age groups
When implementing the tasks of vocabulary work, preschool teachers use didactic games with visual material, which allow preschoolers to improve and activate their active and passive vocabulary.
Playing with objects uses toys and real objects. By playing with them, children learn to compare and name, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about subject environment the tasks in the games become more complicated: the children practice identifying an object by any one quality, combining objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for the development of abstract, logical thinking, enriching the child’s vocabulary.
Children of the younger group are given objects that differ sharply from each other in properties, since kids cannot yet detect subtle differences between objects. When comparing objects, children name their identical parts, characteristics and distinctive features. In the middle group, the game uses items in which the difference between them becomes less noticeable. In the games “What has changed”, “Find and name” with objects, children perform tasks that require conscious memorization of the number and location of objects, and finding a missing object.
A variety of toys are widely used in educational games. They clearly express color, shape, purpose, size, and the material from which they are made. This allows the teacher to train children in solving certain didactic speech tasks, for example, selecting and naming all the toys made of wood (metal, plastic, ceramics), or toys necessary for various creative games: for playing family, builders, collective farmers , to the hospital, etc. Games improve knowledge about the material from which toys are made, about the items people need in various types their activities, which children reflect in their games.
Using didactic games with similar content, the teacher manages to arouse children’s interest in independent play and suggest to them the idea of the game with the help of selected toys.
The teacher uses games with natural materials (plant seeds, leaves, various flowers, pebbles, shells) when conducting such didactic games as “Whose children are these?”, “Which tree is the leaf from?”, “Who is most likely to lay out a pattern from different leaves? ", "Who would rather make a pattern from pebbles?", "Collect a bouquet of autumn leaves", "Arrange the leaves in descending order." The teacher organizes them during a walk, directly in contact with nature: trees, shrubs, flowers, seeds, leaves. In such games, children’s knowledge about the natural environment around them is consolidated, mental processes are formed (analysis, synthesis, classification) and the children’s vocabulary is enriched and activated.
Printed board games are an interesting activity for children, during which the teacher solves vocabulary problems with preschoolers. Printed board games come in a variety of types: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.
Selecting pictures in pairs allows the teacher to solve problems of vocabulary development in preschoolers. The simplest task in such a game is to find two completely identical ones among different pictures: two hats, identical in color and style, or two dolls, no different in appearance. Then the task becomes more complicated: the child “combines pictures not only by external signs, but also in meaning: for example, find two planes and two apples among all the pictures. Both the planes and the apples shown in the picture may be different in shape and color, but they are united by belonging to the same type of object, making them similar. During such tasks, the child analyzes his actions, justifying his choice.
Selection of pictures based on a common characteristic (classification) allows the teacher to improve children's vocabulary. This requires some generalization, establishing connections between objects. For example, in the game “What grows in the garden (in the forest, in the vegetable garden)?” Children select pictures with corresponding images of plants, correlate them with the place where they grow, and combine pictures based on this feature. Or the game “What happened then?”: children select illustrations for a fairy tale, taking into account the sequence of development of plot actions and explain why they made such a choice.
Memorizing the composition, quantity and location of pictures. Games are played in the same way as with objects. For example, in the game “Guess which picture was hidden,” children must remember the contents of the pictures and then determine which of them was turned upside down. This game is aimed at developing memory, memorization and recollection, and the formation of a child’s vocabulary.
The gaming didactic objectives of this type of games are also to consolidate children’s knowledge about quantitative and ordinal counting, the spatial arrangement of pictures on the table (right, left, top, bottom, side, front, etc.), the ability to talk coherently about the changes that have occurred with pictures and their contents. During such games, children's vocabulary is enriched and activated.
Making cut pictures and cubes. The purpose of this type of games is to teach children logical thinking, develop their ability to form a whole object from individual parts, and enrich the child’s speech. Complications in these games can be an increase in the number of parts, as well as a complication of the content and plot of the pictures. If in younger groups the pictures are cut into 2-4 parts, then in the middle and older groups the whole is divided into 8-10 parts. At the same time, for games in the younger group, one object is depicted in the picture: a toy, a plant, items of clothing, etc. For older children, the picture already depicts a plot from fairy tales and works of art familiar to children. The main requirement is that the objects in the pictures be familiar to children. Having the whole picture makes solving the problem easier. Therefore, for younger groups, it is necessary to give children a whole picture to look at before they are given the task of putting the whole picture together from its parts.
Description, story about the picture showing actions, movements. In such games, the teacher sets a teaching task: to develop not only children’s speech, but also imagination and creativity. Often, in order for the players to guess what is drawn in the picture, a child resorts to imitating the movements of, say, a worker, or imitating the movements of an animal or its voice. For example, in the game “Guess who it is?” the child, who took the card from the driver, carefully examines it, then depicts the sound and movements (cats, dogs, rooster, frogs, etc.). This task is given in a game with children of the younger group. In older groups, more complex problems are solved: some children depict the action depicted in the picture, others guess who is depicted in the picture, what people are doing there, for example, pioneers are marching, firefighters are putting out a fire, sailors are sailing on the sea, builders are building a house, an orchestra is playing on different instruments. In these games, such valuable qualities of a child’s personality are formed as the ability to prove one’s point of view, the ability to transform, and to creatively search for the creation of the necessary image.
Thus, in preschool institutions, to solve vocabulary problems, teachers effectively use didactic games with visual material, during which the vocabulary of preschoolers is enriched, consolidated and activated.
4. Verbal didactic games, their specifics, methods of implementation
Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics; find illogicalities in judgments, etc.
In junior and middle groups, games with words are aimed mainly at developing speech, cultivating correct sound pronunciation, clarifying, consolidating and activating vocabulary, and developing correct orientation in space.
In older preschool age, when children begin to actively develop logical thinking, verbal games are often used to develop mental activity and independence in problem solving. These didactic games are held in all age groups, but they are especially important in the upbringing and teaching of children of senior preschool age, as they help prepare children for school: they develop the ability to listen carefully to the teacher, quickly find the right answer to the question posed, accurately and clearly formulate their thoughts, apply knowledge in accordance with given task.
With the help of verbal games, children develop a desire to engage in mental work. In play, the thinking process itself is more active; the child easily overcomes the difficulties of mental work, without noticing that he is being taught. For ease of use of word games in the pedagogical process, they can be conditionally divided into four main groups. The first of them includes games with the help of which they develop the ability to identify the essential (main) characteristics of objects and phenomena: “Guess it,” “Shop,” “Radio,” “Where was Petya?”, “Yes - No,” etc. The second group consists of games used to develop children’s ability to compare, contrast, notice illogicalities, and make correct conclusions: “It’s similar - it’s not similar,” “Who will notice more fables?” and etc.
Games, with the help of which the ability to generalize and classify objects according to various criteria are developed, are combined in the third group: “Who needs what?”, “Name three objects”, “Name in one word”, etc. In a special, fourth group, games based on development of attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “It flies - it doesn’t fly”, “Don’t name white and black”, etc.
Of the word games, guessing games are very interesting for vocabulary development. Guessing games “What would happen..?” or “What would I do...”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the title itself: “What would happen..?” or “What would I do...”. Play actions are determined by the task and require children to perform expedient intended actions in accordance with the set conditions or created circumstances.
Starting the game, the teacher says: “The game is called “What would happen..?” I will start, and each of you will continue. Listen: “What would happen if the electricity suddenly went out in the whole city?”
Children make assumptions that make statements or generalized evidence. The first include assumptions: “It would become dark,” “It would be impossible to play,” “It would be impossible to read, draw,” etc., which children express based on their experience. More meaningful answers: “The factories would not be able to work, for example, bake bread,” “Trams and trolleybuses would stop, and people would be late for work,” etc.
These games require the ability to correlate knowledge with circumstances and establish causal relationships. They also contain a competitive element: “Who can figure it out faster?” Older children love such games and consider them “difficult games” that require the ability to “think.”
Games like “What would I do if I were a wizard” are games that encourage dreams to come true and awaken the imagination. They are played similarly to the previous game. The teacher begins: “If I were a wizard, I would make sure that all people were healthy.”
Children are different, and they have different dreams: some want to be astronauts, others want to be doctors so that everyone is healthy (apparently following the example of the teacher), others, paying tribute to their love for the teacher, want to be teachers too. The special value of these games is that children’s vocabulary is activated and enriched during the game.
Riddle games are widely used as word games for vocabulary work with children. Currently, riddles, guessing and guessing, are considered as a type of educational game when organizing vocabulary work. The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven); this description is concise and often takes the form of a question or ends with one. The content of the riddles is the surrounding reality: social and natural phenomena, objects of labor and everyday life, plant and animal world. With the development of society, the content and themes of riddles change significantly. They reflect the achievements of science, technology, and culture. The main feature of the riddles is the logical task. Construction methods logical problems are different, but they all activate the child’s mental activity. Older children enjoy riddle games. The need to compare, remember, think, guess - brings the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions. During riddle games, children develop an active vocabulary and their vocabulary is enriched.
Thus, when forming and enriching the vocabulary in preschool institution teachers successfully use verbal didactic games, both in the classroom and outside of educational activities.
Conclusion
A didactic game as a form of teaching children contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn.
If in the classroom knowledge about the world around them expands and deepens, then in didactic games (in games-activities, actually didactic games), children are offered tasks in the form of riddles, sentences, questions; during play activities, children’s vocabulary is enriched and activated.
The didactic game as an independent gaming activity is based on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been mastered by them. Children love games that are familiar to them and enjoy playing them. This can be confirmed by folk games, the rules of which are known to children: “Colors”, “We won’t tell you where we were, but we’ll show you what we did”, “On the contrary”, etc. Each such game contains the potential for the development of vocabulary activity. For example, in the game “Paints” you need to choose a color, name it, and justify your choice. The teacher’s task is to arouse children’s interest in the game, to select game options where children could actively enrich their vocabulary. Thus, the didactic game is a widespread method of vocabulary work with preschool children.
Used Books
1. Alekseeva M.M., Yashina V.I. Methods of speech development and learning native language preschoolers. - M.: 2000
2. Artemova L.V. The world around us in didactic games for preschoolers. -M.: 1992
3. Bondarenko A.K. Didactic games in kindergarten. - M: 1991
4. Bondarenko A.K. Word games in kindergarten. - M.: 1974
5. Borodich A.M. Methods for developing children's speech. - M.: 1981
6. Kolunova L.A., Ushakova O.S. Work on words in the process of speech development of older preschoolers // Preschool education. 1994 No. "9.
7. Sorokina A.I. Didactic games in kindergarten. - M.: 1982
8. Sokhin F.A. Speech development in preschool children. - M.: 1984
9. Udaltsova E.I. Didactic games in the education and training of preschool children.-M.: 1976.
10. Ushakova O.S. Speech development classes in kindergarten. - M.: 1993
11. Ushakova O.S., Strunina E.M. The influence of vocabulary work on speech coherence // Preschool education. - 1981 No. 2.
12. Shvaiko T.S. Games and play exercises for speech development. - M.: 1983
Play is the main activity of a child in preschool age; by playing, he learns about the world and people; by playing, the child develops. In modern pedagogy, there are a huge number of educational didactic games that can develop the sensory, motor, and intellectual abilities of a child.
Before talking about educational didactic games, it should be recalled that the concept of “development of intelligence” includes the development of memory, perception, thinking, i.e. all mental abilities. By concentrating your attention on only one indicator, you cannot talk about the development of children's intelligence as a whole.
It is better to conduct educational didactic games with a group of children, since group games are able to much better develop not only the child’s intellectual abilities, but also the collective spirit.
As numerous studies in this area show, preschool children learn any material better in a group setting. Therefore, children's parties, games, and competitions can become a good tradition. Moreover, the educational process in such conditions proceeds not only in line with the development of various mental and creativity children, but also in line with children's and adult friendships.
For the most part, adults who want to teach a child to speak correctly use one method - they ask them to repeat the word they just said. However, this method is not the most successful for speech development. Adults who really want not only to teach the child to imitate them, but also to ensure that he perceives through these words the world, you can use simple didactic exercises in your practice.
Role-playing play plays a special role in the life of a child, especially a preschooler; it allows the child to imagine himself as a doctor, hairdresser, mom or dad, and allows him to develop imagination, thinking, and fantasizing. If at two or three years old a child plays alone or with his parents, imagining himself as a bus driver, he rushes around the apartment with a terrible growl of the engine, holding a homemade steering wheel in his hands, then by the age of four or five years special meaning purchase role-playing games. Everyone participates here: friends, brothers, sisters, and parents; Everyone has their own role, their own, albeit toy, unreal, but life.
In role-playing games, the child tries to express himself as clearly as possible, to apply all his accumulated experience, all his knowledge and skills.
The main activity of a preschooler, allowing him to understand the world of things and human relations, is exactly the game. In it, he learns to understand the purpose of various things and objects, to find connections with adults and other children.
Under no circumstances should a child be deprived of the opportunity to play and develop. Instead of prohibiting and punishing, parents should develop their own individual behavior policies regarding the game. This must be done so that the game does not occupy all the child’s time, but only complements and replenishes his intellectual development.
Lexical exercises that help enrich children’s speech can be divided into the following types:
1. Exercises that develop children’s understanding of the general meaning of words.
The teacher sits at a low, wide table on which there is a “poultry yard” (options: “collective farm pasture”, “beekeeper”). Children sit in front of the table so that they can see everything “in the poultry yard.”
We came with you to the poultry yard to see what the birds were doing. Here comes the rooster, it makes an important appearance and crows. How does he scream?
Ku-ka-re-ku! - one of the children willingly shows.
Right! - But the rooster not only crows: he looks for grains and, when he finds them, he calls the chickens to give them the found grain. Look (and the teacher acts out a scene like in a puppet theater): a rooster walks and walks, raking and raking the grass with its feet. He sees: the grains are lying. "Found it! Found it!" - he rejoices. But he himself does not peck at these grains; he saves them for his friends, for the chickens. And so he calls them: “Here-here-here-here.” When the hens hear this call, they all rush towards the rooster as fast as they can. And the hen runs with her chicks too. Everyone is biting. And the rooster walks around them and says: “That’s it! Eat to your health!” Which good friend our cockerel!
So what can our cockerel do?
The child to whom the teacher turns must name all the actions and states of the rooster at the prompting of the teacher.
Vitya,” says the teacher, “now you get up, come closer to the table.” Our cockerel will again do everything he can, and you will say what he does.
Here he is, important... he’s coming,” says Vitya.
So he entered the grass and... raked it. - What is this?
I found a grain! Rejoices!
The teacher adds; “He doesn’t peck himself, he saves it for his friends, he calls, the chickens hear, rush to him, run, peck; and the rooster walks around, talking.”
2. Exercises that develop an understanding of the relationship “the whole and its part (detail)”:
a) “Name the whole.” Children must name (guess) a word denoting a whole thing that consists of these things (parts).
b) "Name complex action". Children must name (guess) a word denoting an action, consisting of a number of actions detailing it.
c) “Name the parts.” The child must, knowing the name of the whole, list its parts. This lesson is structured similarly to the one described above - “Name the whole”; when performing it, you can also use didactic material, but, naturally, the work proceeds in the reverse order: first the whole (object or action) is named, and then its parts or its constituent actions.
In conversations, the teacher relies only on the children’s verbal representations, without substantive clarity.
3. Exercises that develop understanding of the meaning of a word with a generic meaning:
a) “Specify the word.” Children learn to understand words second and most simple words third degree of generalization. The child is required to name words denoting generic concepts for these species.
b) "Give me a general name." The task, as in the previous exercise, is to master generalizing words; but the work proceeds in the reverse order: the teacher names words denoting some general generic concepts, the children must name words that specify this.
c) “Give three names or more.” Samples of didactic material:
1) clover - grass - plant;
2) table - furniture - thing;
3) porridge - dish - food - nutrition.
Exercises with data didactic material can be built like the previous two, but, of course, they have less reliance on real objects.
For exercises of this type it is necessary that the child has sufficient speech development: so that he understands the general meaning of even the most specific (common) words, understands the meaning of words of the first degree of generalization, such as tree, grass, furniture, toy, vegetables and the like.
In kindergarten, one should not rush to interpret words of higher than second degrees of generalization, although it is unacceptable to artificially delay the assimilation of such words by children who are capable of this regardless of age.
4. Exercises for the development of linguistic sense in the field of morphology.
Preschool children have an intuitive understanding of the abstract meaning of morphemes: they themselves are capable of word creation. Experience shows that if, through special exercises, you help children understand (a little) the morphological structure of a word - not every word, but only one whose structure is completely clear - then their development is significantly accelerated, and their abstraction abilities are strengthened.
Didactic material for elementary etymological analysis can be the words: blueberry, strawberry, garden, vegetable garden, snowdrop, Tuesday, Wednesday, Thursday, Friday, boletus, boletus, spruce forest, aspen forest, oak forest and other similar words.
Already in the third year of life, children pick up emotional coloring words with diminutive suffixes. Of course, while understanding and remembering words with these suffixes, they cannot identify them on their own. This should not be done prematurely. The teacher must be content with the fact that the children understand the meaning of the spoken word, and they grasp the emotion of affection and tenderness unmistakably. Children also understand the meaning of words with magnifying (-ish-) and dismissive (-ish-) suffixes, but the latter is interpreted as expressing a feeling of pity and compassion.
“Little wolf,” said the girl, “this is a poor little wolf.”
It is useful to draw children's attention to some (very few) semantic suffixes: - Onok-, - yonok: bear - little bear, duck - duckling; - its-a: she-bear, lioness, she-wolf, camel.
At preschool age, children should learn the meaning of most prefixes.
Work on the structure of words is organized in connection with the acquisition of grammatical forms.
5. Exercises for mastering antonyms. ( For children from five years old).
The work of matching antonym words is extremely useful for intellectual development children. It helps children learn the meaning of abstract words (since most antonyms are abstract concepts), remember these words, i.e. enrich the individual vocabulary of each child, strengthen the ability to compare at the level of abstraction, i.e. without reference to real objects. In itself, matching antonym words is extremely exciting for children; almost no special techniques are required to make it interesting for children to learn. But special vocabulary exercises are also possible.
a) Mastering antonyms big - small.
Children must characterize the size (large - small) of pairs of objects: animals in the pictures; volumetric geometric bodies- cubes, balls, pyramids, rings, etc.; planar images of geometric shapes.
b) Learning the antonyms low - high, narrow - wide, shallow - deep can begin while walking down the street, to the park, to the pond, etc. Children, with the help of a teacher, compare pairs of trees and bushes; fences, houses, windows, doors; puddle and pond, etc.
Additional didactic material for special classes on mastering these antonyms can be:
1) sets building materials for home, yard, garden;
2) sets of pictures, geometric bodies;
3) dishes.
c) Mastering the antonyms down (below) - up (above), forward (in front) - back (behind), far (far) - close (close) should also begin on a walk, during an excursion into nature, when getting acquainted with city transport (“a car, a tram, a bus is walking far or close”; “who is running in front and who is behind”, “the ball flies up and down”, etc.).
Additional didactic material may be:
1) flannelgraph with a set of any pictures;
2) cartoon,
3) any games where you can seat children or dolls in front and behind.
d) Mastering antonyms - verbs with the same root: enter - exit, run in - run out, drive in - leave...; tie - untie, bend - unbend, block - unblock...; run up - run away, bring - take away, bring - carry, swim up - swim away, drive up - drive away...; resort - run away, bring - take away, fly in - fly away, come - leave; run up - run up, spill - drain, untie - tie, unscrew - unscrew, etc.
Working on such antonyms is at the same time work on developing a linguistic sense in the field of morphology: children learn the abstract meaning of the prefixes e - and you-, once - and s-, when-and y -, etc.
To study the influence of didactic games and lexical exercises on the development of children's vocabulary, classes were developed using these exercises. These classes were held in senior group kindergarten.
Taking into account modern psycholinguistic ideas about the word, the structure of its meaning, and the patterns of vocabulary formation in ontogenesis, I built my work in the following areas:
expansion of the vocabulary in parallel with the expansion of ideas about the surrounding reality;
formation of cognitive activity;
clarifying the meanings of words;
improving the processes of searching for a word, translating a word from a passive to an active dictionary.
Classes were conducted based on the step-by-step organization of semantic fields in ontogenesis:
including the meaning of a word in the meaning of phrases;
mastering the semantic connections of words that have a situational, figurative connection;
formation of concepts, classification processes;
highlighting synonymy relations.
Based on psychological and pedagogical research on the topic, I suggested that the development of children’s vocabulary will occur most effectively if one adheres to the ontogenetic sequence in the formation of vocabulary and associative connections, uses the thematic organization of lexical games and exercises, carefully selects lexical material, conducts lexical games in all types of activities.
Games and exercises were built into a system of sequentially repeated and gradually more complex speech categories. The tasks were aimed at developing variability of thinking, interest in words, and creative abilities. Lexical material used both with the use of real objects, pictures, diagrams, and without clarity, relying only on verbal abilities children. She used word formation tasks, the purpose of which was to clarify the structure of the meaning of a word, master the meaning of morphemes, and the system of grammatical meanings. The thematic organization made it possible to vary the number and complexity of work. Topics correspond to those accepted in speech therapy practice: “vegetables”, “winter”... I conducted games as part of the lesson, in subgroup and individual work, and also outside of class - in regime moments, during the walk, involved educators in the work.
Chapter 2 Conclusions
For a child, language is an integral, inseparable element between a person and the world around him. At a small preschool age, a child is not able to distinguish a word from a thing, since the word coincides for him with the object he denotes. It is during this period that the child’s language develops in a visual, effective way, through practical knowledge of the world. Because to designate and name an object, it is important for a child to see these same objects. The word and the thing must be offered to the human mind at the same time, but the thing comes first as an object of knowledge and speech. John Amos Komensky spoke about this.
Expanding the range of children's ideas is closely related to the organization of their environment. The teacher must organize the environment so that children can easily and freely draw ideas, concepts, images; create conditions in which they would have the desire and need to speak, to transform what they perceive and observe into speech. An organized environment is the foundation on which the entire education process should be built and which determines the development of language.
It is necessary to adapt the existing, ready-made environment to the interests of children’s development, work on it, change, update it, and thereby expand the range of children’s ideas and the stock of their speech forms. To assist the child in mastering space, in the accumulation of specific ideas and concepts, to guide, with the support of the word, the process of his orientation in the environment, to teach him observation and language in inextricable unity - these are the requirements that must be presented to the educator.
The functions and forms of speech during preschool age become extremely diverse. The child masters all the basic forms of oral speech characteristic of adults. New needs for communication and activity, leading to the development of new forms of speech, inevitably lead to intensive mastery of the language, its vocabulary and grammatical structure, as a result of which the child’s speech becomes more and more coherent. The degree of coherence of speech primarily depends on its tasks, on the situation in which communication occurs, and on its content.
By solving the problems of introducing children to nature, the teacher thereby instills in them a love for the Motherland, and also instills in them a love for beauty, develops speech, and enriches their vocabulary.
A professional teacher, giving children natural history lessons, must structure classes in such a way that they are interesting and capture not only the children’s mind, but also develop the child’s versatile senses. It is necessary to carefully and quietly create an atmosphere of creative search and high emotional tone in the classroom - this is the most important condition for obtaining knowledge, which is subsequently formed into clear ideas and beliefs.
If we talk about methods, then in educational work with children and teaching their native language, you can use methods that are based on the significant use of natural resources, using them in an integrated form, both in special training sessions and in the process of joint and independent activities.
One should adhere to the fundamental principles of working with children: the principle of personal equality, the principle of diversity of forms and freedom of choice, the principle of individuality. Thus, throughout the educational and educational process Following the above principles is quite capable of ensuring the full development and psychological well-being of the child.
Familiarization classes are a necessary and effective means of developing speech activity child. In addition to the fact that there is an undoubted interest in various forms of acquaintance with nature, there is also, so to speak, direct communication between the child and art. All this forms in children from an early age a wonderful sense of patriotism, love and affection for their native land, and contributes to the formation of an aesthetic and ethical culture.
