Methodical piggy bank
Mnemonics or mnemonics [Greek. mnemonika the art of memorization] is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information through the formation of artificial associations.
A mnemonic table is a schema that contains certain information. The bottom line is as follows: for each word or small phrase, a picture (image) is invented; thus, certain text is sketched. After that, the child from memory, using a graphic image, or a reference picture, reproduces the entire text.
Recommendations for the use of mnemonic tables in working with preschoolers
"We teach children to make riddles"
Riddle - one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely concise, figurative form. Guessing and thinking up riddles has an impact on the versatile development of children. By inviting children to guess and memorize a riddle, we activate the child's thinking, memory, imagination and, of course, stimulate speech development. The manual contains riddles and mintables to them.
Mnemonic tables for retelling
Herringbone
The summer is over. The trees are dressed up in autumn outfits. The green leaves of the white birch have turned yellow. Maple has adorned itself with yellow and red leaves. And the mountain ash put on a bead made of red berries. Only the tree has not changed its green needles.
“My outfit is not ready yet,” said the tree. It will only be ready for the New Year.
L.N. Efimenkova
Scared
Masha lived in her grandmother's house in the summer. One day she went to the forest for mushrooms. Suddenly a gray wolf looked out from behind a tree. "Oh!" - Masha screamed and was about to cry. But suddenly the gray wolf barked and wagged its tail. "Yes, this is our dog - Sharik!" - Masha was delighted.
L.N. Efimenkova
Brave puppies
There were two puppies. They went out into the yard. The puppies looked at the sky and saw a yellow shiny circle. Puppies are watching, they do not know what it is. The puppies were scared.
- Let's bark, says one puppy
“Come on,” the other puppy agreed.
Puppies barked. And the circle rises higher and higher.
- I was scared! - the first puppy is happy.
- Runs away! says another puppy.
Puppies barking merrily
according to M. Petrov
Animal dispute
A cow, a horse, a dog argued among themselves which of them the owner loves more.
“Of course, me,” the horse says. -I bring him firewood from the forest. He himself rides me to the city: he would have disappeared without me completely.
“No, the owner loves me more,” says the cow. -I sing his family with milk.
- No, me, - the dog grumbles. -I guard his house.
The owner heard this and says:
- Stop arguing in an empty way. I need all of you and everyone is good in their place.
Bimka
In one big, beautiful house there lived a puppy Bimka. One day he climbed under the fence and found himself in the forest. Here he met a hedgehog. Bimka touched him with his paw - it pricks! Suddenly Bimka saw a butterfly - variegated, airy - and ran after it. He ran, ran and got lost. Bimka looks - there is a dark forest around and the house is not visible. Suddenly he hears: “Bimka! Bimka! " This was running and shouting Dimochka, his master. The boy stroked the puppy, picked him up and carried him home.
T.A. Tkachenko
Mnemonics - speech therapist assistant in correctional work
with preschoolers with general speech underdevelopment (from work experience).
T.Yu. Mironov,
JV GBOU SOSH № 4 Chapaevsk - d / s No. 20,
teacher speech therapist.
It is known that the defective speech activity of children with OHP leaves an imprint on the formation of their sensory, intellectual and affective-volitional sphere. They have insufficient stability of attention, limited opportunities for its distribution. With a relatively preserved semantic, logical memory in children with OHP, verbal memory is reduced, and the productivity of memorization suffers. They forget complex instructions, elements and sequence of tasks.
Mnemonics (from the Greek. mnemonikon - the art of memorization) - a technique that facilitates memorization and increases the amount of memory through the formation of artificial associations. At first glance, pictures that are not connected with each other are connected into a plot, and signal schematic images help to activate thought and mnestic processes, allowing the child to memorize and even recite a small poem in a few minutes. A feature of mnemonics is the use of symbols, not images of objects. Symbolism is typical for children's drawing in preschool age and does not cause difficulties in the perception of mnemonic tables.
Mnemonic tables serve as didactic material in such types of work on the development of speech:
automation of sounds in pure twisters, tongue twisters and poems;
enrichment of the vocabulary, the formation of practical skills in word formation;
development of the grammatical structure of speech.
Mnemonic tables for automating sounds
The process of teaching preschoolers with speech disorders takes a long time and takes a lot of effort, both for the child and the speech therapist. Gradually, the child loses interest in classes, loses motivation to say “beautifully and correctly”. The problem of motivation is one of the central ones in speech therapy work. To interest, captivate and achieve results is the dream of every teacher. Using traditional methods of correcting speech, I always remember that preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols, signs, visual models.
I agree with the author of the article of the journal "Speech therapist" Barsukova EL that mnemonics can be effectively used at the stage of sound automation. The author of this article uses mnemonic tracks of pure phrases and poems in his work. Barsukova E.L. mnemonic tracks of poems, I successfully use in individual and subgroup lessons on the automation of sounds.
I will give an example of automating the sound "sh" using mnemonic tracks.
Pure phrases
SHA-SHA-SHA - our Dasha is good,
SHI-SHI-SHI - Misha and Masha - kids,
SHE-SHE-SHE - mice in a hut,
SHO-SHO-SHO - I say well!
ASH-ASH-ASH - Natasha has a pencil,
OSH-OSH-OSH - Antoshka has a knife,
USH-USH-USH - the baby goes to the shower,
YSH-YSH-YSH - a mouse in the reeds.
Poem
Cat in the window
Sews a pillow
Mouse in boots
Sweeps the hut.
Patter
A hat and a fur coat, here he is our Mishutka.
Mnemonic tables to enrich vocabulary and develop word formation skills
Mnemonic techniques are also effective in correcting the lexical and grammatical aspect of speech. In the normal course of speech development, the preschooler spontaneously assimilates many word-formation models that simultaneously exist in the language and work within the framework of a certain lexical topic. Children with general speech underdevelopment require special training, and then long training exercises to master word formation skills. Mnemonic tables will help to facilitate this process, diversify it and make it more interesting for the child. Mnemonic tables imply the formation of skills to analyze linguistic material and synthesize linguistic units in accordance with the laws and norms of the language. They allow the child to become aware of the sound of a word, practice the use of grammatical forms, they also contribute to the expansion of vocabulary, the formation of linguistic flair.
To organize correctional work in this area, I use various didactic games and manuals.
Formation of related words
Such mnemonic tables help children with general speech underdevelopment to understand and analyze various ways of word formation. Working with them, children begin to independently perform similar tasks much faster.
Game "Family of words"
Purpose: consolidation of skills in the formation of related words.
Content: The house in which the words "live" is hung on the board. The windows in this house are made of transparent film and behind each one of the symbols is hidden (a large word (big mountain) - for example, fish; a small, affectionate word (small slide), for example, a fish; a sign word (wave), for example, fish ; word-action (two horizontal stripes), for example, fishing; a word that is spoken when there is a lot of someone or something (three rectangles), for example, a fish; word is a person (little man), for example, a fisherman, a fisherman) ... Children receive pictures depicting, for example, a large fish, a small fish, fish soup, a fishing rod, several fish, a fisherman, and settle them in the necessary apartments, forming related words.
Mnemonic tables for the development of the grammatical structure of speech
Concordance of noun and numeral
Concordance in gender, number and case
I see who(what)?
I'm singing about who
(about what)?
I will give to whom
(what)?
I am friends with whom
(with what)?
IN 
the area of \u200b\u200bthese pictograms is used to arrange any subject pictures. The speech therapist asks the children to compose a phrase based on a pictogram and an object picture (for example: I see a butterfly; I sing about a butterfly, I will give a butterfly, I am friends with a butterfly).
Lotto "Prepositions"
Purpose: consolidation of the ability to use prepositions in speech.
Carousel game
purpose : change of verbs of the past tense by gender, agreement of words in a sentence, consolidation of the structure of a simple sentence.
Content : two circles (one smaller than the other) are connected in the center so that the small circle can be rotated. Symbols of actions are drawn on the large circle, on the small one - people, animals, and man-made objects. A speech therapist calls an action, children rotate a small circle, choosing who or what they will make a sentence about, and make sentences like: The boy was drawing a tree. Etc.
The use of mnemonic techniques in speech therapy work gives a positive result. In preschoolers with general speech underdevelopment, a sense of interest and responsibility increases, satisfaction with the results of their work appears, mental processes such as memory, attention, thinking are improved, which has a positive effect on the effectiveness of correctional work.
List of references:
Barsukova E.L. Automation of sounds using mnemonic tracks. // Speech therapist № 5, 2009.
L.V. Omelchenko The use of mnemonic techniques in the development of coherent speech. // Speech therapist 2008, no. 4, p. 102-115.
Polyanskaya T.B. Using the method of mnemonics in teaching storytelling for preschool children. SPb., 2009.
Rastorgueva N.I. Using pictograms to develop word formation skills in children with general speech underdevelopment. // Speech therapist. 2002, No. 2, p. 50-53.
Site materials http :// festival .1 september . ru (Authors: Ivanova O.V., Lakomykh S.M., Emelyanova N.I.)
Methodical development
Using elements of mnemonics
in speech therapy classes
Teacher - speech therapist: Krinichenko Elena Vladimirovna
Children with general speech underdevelopment have the following problems: poor vocabulary, inability to coordinate words into sentences, impaired pronunciation. Most children have impaired attention, imperfect logical thinking. Therefore, speech therapy influence in the elimination of the general underdevelopment of speech is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them.
In preschool age, visual - figurative memory prevails, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience. Studies have shown that the volume of visual memory and the possibility of semantic, logical memorization in children with OHP practically does not differ from the norm, but their auditory memory and memorization productivity are noticeably reduced.
In my work with children, I use innovative technologies and techniques. One of which is mnemonics.
Mnemonics Is a system of methods and techniques that ensure the successful mastering by children of knowledge about the features of natural objects, about the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.
The mnemonic technique helps in the development of:
Related speech
Associative thinking
Visual and auditory memory
Visual and auditory attention
Imagination
· Acceleration of the process of automation and differentiation of the delivered sounds.
From early childhood, we all get to know reception of repetition,when learning poetry. But this technique can become more effective if the child distributes repetition in time, makes it diverse, implements it not only externally (repeat aloud, in a whisper, soundlessly), but also internally (mentally, without any external manifestations) ... How do you distribute repetitions over time? Repetition is considered optimal after 15-20 minutes, after 8-9 hours and after 24 hours. It is very useful to do the repetition before going to bed for 15-20 minutes, and also in the morning.
I used this technique with children based on the game "Remember the toys." She showed the child a number of familiar toys, and the first thing the child should do is to say aloud the name of each toy, i.e. encourage you to focus on these subjects. In addition to the name of the toy aloud, I suggested taking each of them in hand and examining it. The child names all toys in a circle 2-3 times, while he can see all these objects. After that, the child is invited to name the objects again, but at the same time, every time he calls a certain toy, he must pay attention to some sign of this toy (the color of the cube, the dress of the doll). And the last step is self-test. I invite the child to close his eyes and list all the toys he remembered. If he makes mistakes, I invite the child to look at the toys again and determine which one he forgot, and then repeat everything again with his eyes closed. When familiarizing yourself with this technique, you cannot skip a single step. Also, it is impossible for the child to be limited to using the technique of "simple repetition" - this is a harbinger of cramming, which negatively affects memory.
Start learning mnemonic technique "Grouping"it is possible only when the child has mastered the technique of "generalization" and "classification". Generalization and classification are methods of logical thinking. In the game "One extra", the child finds among 4-5 pictures an extra one, depicting an object that does not belong to the semantic group, into which the remaining pictures are united. Children coped with the game easily, difficulties arose when I asked to prove why this picture was superfluous. It turns out that children mentally correctly combine objects into a group, but sometimes they find it difficult to find a verbal definition, a generalizing concept.
Another skill for mastering the generalization technique is the skill of grouping objects based on the found common features. For example, for the concepts "fox, swallow, frog", children found the following signs that united them into a group:
All words begin with the letter "l"
All words end with the letter "a"
All words refer to wildlife.
And children should have one more thinking skill before proceeding to acquaintance with the mnemonic technique “grouping” - this is the skill of distributing an object into classes (classification). So in the game "Shop" children learned first to carry out the classification according to the principle of "vegetables", "fruits", "clothes", "shoes", and then according to the principle of "edible", "inedible". After the children had mastered the mental techniques of "generalization" and "classification", we proceeded to familiarize themselves with the mnemonic technique "grouping".
Also one of the important techniques in mnemonics is semantic correlations... To relate objects in meaning means to find some kind of connection between them. These connections are based on both essential and minor, less significant properties and characteristics. To find these connections, children learned to compare objects with each other, to pay attention to their functions, purpose, other internal properties and signs. To learn to highlight the semantic connections between objects, the children and I used the game "What's going on?" Among the many pictures, they found pairs of objects connected by various types of connection. So, for example, for a picture with an image of ice, they selected the following (explaining their choice):
Ice is glass (both are transparent)
Ice is a mirror (both are smooth)
Ice - ice cream (both cold)
Ice - refrigerator (there is ice in the refrigerator).
Another mnemonic method that I introduced the children to was the method copying.Copying serves mainly to memorize verbal information. Words give birth to images in a child, first mental, then graphic. At the stage of forming a mental image, the child can "revive" it in a graphic form. Copying is a sketch of words, a sketch that does not have to be beautiful and similar to a real object, it is enough that the image is clear to the child himself. With this method, we memorize tongue twisters and tongue twisters. First, we looked at the finished plot pictures, ordered their sequence and made a story based on them. Over time, I replaced bright, printed pictures with schematic (mnemonic tables), but also constituting the plot.
Mnemonic tables-schemes serve as didactic material in my work on the development of coherent speech in children. I use them for:
enrichment of vocabulary,
when teaching storytelling,
when retelling fiction,
when guessing and guessing riddles,
when memorizing poetry.
An interesting mnemonic method is the method transformations (transformation). At the preparatory stage, the children and I tried to transform not mental images, but plasticine figures. And then we tried the sculpting process in our imagination. So the children correlated letters and numbers with similar objects or parts of objects (the game "What does a letter look like?") Children lined up all the images on the collage in a sequence and remembered them ..
Method Cicero - its essence lies in the fact that memorizing an information series it is necessary to mentally arrange the images of objects, words, in some familiar room (along the road, which you use every day and know well all the objects along its length), i.e. we must "tie" the image of each information unit to a specific place, object. At the first stage of mastering this method, the children themselves walked through the group and placed different objects, stopping and pronouncing the place where they left the object. After going through it again and looking at where the items are, I remove all the items. And the child remembers what, where it lay. These games helped children learn to navigate in space, in a group, to consolidate work on prepositions and verbs with prefixes.
All mnemonic methods and techniques that I introduced to children are accessible and most suitable for their age. All of them were selected taking into account the mental characteristics of preschool children. In addition, all methods and techniques are interesting for children, they are perceived by them as a game rather than a developmental technique.
As practice shows, the use of the mnemonic system allows you to speed up the process of automating and differentiating the sounds set, to facilitate memorization and subsequent reproduction of a holistic image in a rhymed form. According to the results of speech therapy examination, children with OHP showed positive dynamics in mastering the correct sound pronunciation, accelerating the timing of the automation of sounds. The volume of visual and verbal memory increased noticeably, the distribution and stability of attention improved, and mental activity became more active. Thus, this technique allows you to increase the interest of children in speech therapy classes, and, accordingly, their effectiveness increases.
To increase the amount of memory, facilitate memorization and assimilation of information, a technique called "mnemonics" is used, which in translation from ancient Greek means "the art of memorization".
Mnemonics allows you to gain total control over the assimilation of the material, using only natural memory.
The history of mnemonics began as an integral part of oratory and rhetoric. This technique was used to memorize long monologues given by speakers.
Today, mnemonics are very actively used by speech therapists during classes with children.
The technique of uniting images into a common associative array is one of the fundamental in mnemonics. By finding associations, random and unrelated information is combined into a whole associative image created by means of images formed in the head. To reproduce any part of the material, you just need to build a certain image in your head and provoke a chain reaction to remember the rest of the images combined into an associative set. Some speech therapists use mnemonics cards to work in the classroom, otherwise cribs for the development of auditory, visual, speech motor and motor memory.
Association technique for audio automation is a powerful technique. Sometimes it is very difficult to motivate a child to repeatedly pronounce the same words. From the very beginning, you should work out the paired pronunciation of words, showing the child two images with an automated sound and inviting them to remember them. To complete the task, the child must form an associative image in his head, for this he must make sentences with these words. The child must necessarily find the association in his head on his own. An interesting detail: the most ridiculous associations are remembered much better, as they cause laughter and positive emotions.
When the child sees all the pairs of images, you need to show one picture from each two, so that he remembers the one that is not shown at the moment. The number of displayed photos depends on the level of development of the child. At the first stage of using the mnemonic technique, it is worth using up to four pairs of images, subsequently increasing to fifteen.
After that, you can start teaching your child to memorize a whole chain of words.
Relevance: It's no secret that today there are many problems in the speech of children. Speech therapy examination of children of the senior group of our kindergarten also revealed a number of difficulties in the development of coherent speech: Insufficient vocabulary. Monosyllabic speech, consisting only of simple sentences. Failure to grammatically construct a common sentence. Failure to construct a monologue: for example, a narrative or descriptive story on a proposed topic, retelling the text in your own words. All of the above led me to the idea of \u200b\u200busing mnemonics in my work on teaching children coherent speech.
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information. The purpose of mnemonics is to develop memory, thinking, imagination, attention, i.e. those mental processes that are closely related to speech and its full development. Tasks: development of basic mental processes - memory, attention, figurative thinking and speech; development of visual - spatial functions; development of fine motor skills of hands with partial or full graphic reproduction; development of coherent speech
Preparatory work: Studying the topics of the senior group's annual plan. Drawing up a work plan for the year on mnemonics. Selection and correlation of pictures and information with a given topic. Main work: Drawing up mnemonic tables and abstracts. Interaction of a speech therapist with an educator while working with mnemonics in GCD. The use of mnemonic tables by educators without the participation of a speech therapist. Final work: Summing up the work results, planning for the next year.
Different authors refer to mnemonics in preschool pedagogy: mnemonic tables and collages, sensory-graphic schemes, subject-schematic models, blocks-squares, as well as schemes for composing stories. A mnemonic table is a schema that contains certain information
Stages of work on mnemonic tables Stage 1: Consideration of the table and analysis of what is depicted on it. Starting with the simplest mnemonic squares, we sequentially move on to mnemonic tracks, and later to mnemonic tables. At the initial stage, an adult offers a ready-made table, and as they learn, children begin to actively participate in the process of creating a diagram. At first, together with the children, only some details of the mnemonic scheme are drawn, then most of the mnemonic scheme, and then the entire mnemonic table is created together with the children (after acquainting the children with the information or works that should be encoded).
Stage 2: Recoding of information is carried out, i.e. conversion from abstract symbols to images. Stage 3: After transcoding, a fairy tale or story is retelling on a given topic. In older groups, children must do this on their own, only at the beginning of the school year is the help of an adult permissible. As the children master this technique, one should gradually remove some of the information from the mnemonic table, leaving the most key points, so that later the retelling is carried out by the children from memory. Stage 4: A graphic sketch of the mnemonic table is made by children (after the minimum mastering of the first three stages of work). Stage 5: Coming up with your own scheme and drawing up your story, fairy tale or riddle based on it.
Results of our work: The use of mnemonics in the work with children of the older group led us to the following results: The time frame for the assimilation of such abstract concepts as sound, vowel, consonant, soft, hard by children was reduced; Vocabulary has become more active; The concept of the logic of constructing a story (beginning, middle and end) was consolidated; The number of grammatical errors when building a common sentence has decreased; Children willingly composed and retold literary works on the proposed topic; Development of coherent speech; In addition to their goals, the children overcame shyness and shyness.
