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MBDOU "Kindergarten No. 5" workshop for educators "Speech development of senior preschoolers" Prepared by: speech therapist Suharnikova A.V. 2017 - 2018 academic year
Objective of the workshop - to improve professional competence, the skill of teachers on the development of speech in older preschoolers. Tasks: To activate the knowledge of teachers about the methods, techniques and means of developing the speech of preschoolers. To increase teachers' competence in the development of speech of older preschoolers. To develop personal professional qualities of teachers.
Business game "EXPERTS OF SPEECH"
Come up with a team name 1 task
For each correct answer Questions on the knowledge of the basics of speech; on knowledge of the methodology for the development of children's speech preschool age; knowledge of the Program "From birth to school", educational area "Speech development" of older preschoolers, etc.
Warm-up: Answering questions quickly with monosyllables "Yes" or "No"
Communication is the leading means of speech development The formation of a sound culture of speech belongs to the duties of a speech therapist, not an educator. Yes A child's active vocabulary is always broader than a passive vocabulary. None Learning to tell from memory precedes learning to tell from imagination. Yes Intonation, pitch and strength of the voice are not part of speech. No Equipping the group with various equipment does not belong to the section of children's speech development. No Children 5 years old cannot be taught to pronounce letters. Yes Repeated reading is a technique of forming the perception of a literary work. Well no
What is SPEECH? Speech is a historically developed form of communication between people through linguistic structures created on the basis of certain rules. Speech is the ability to express your thoughts. Speech is a way of communication and interaction through a specific system. Speech is a unique phenomenon peculiar only to man. Speech is the most important creative mental function of a person. Speech is a system of sound signals, written signs and symbols used by a person for the presentation, processing, storage and transmission of information.
SPEECH functions
SPEECH FORMS
Types of oral speech
DYNAMIC PAUSE Remember and play your finger game
Crossword "EXPERTS OF SPEECH" 6 7 15 14 9 8 11 13 4 5 12 10 2 1 3
Crossword "EXPERTS OF SPEECH" 6 7 15 14 9 8 11 13 4 5 12 10 2 1 DIALO G 3
Crossword "EXPERTS OF SPEECH" 6 7 15 14 9 8 11 13 4 5 M O N 12 10 O L 2 O 1 DIALO G 3
Crossword "EXPERTS OF SPEECH" 6 7 15 14 9 8 11 13 4 5 M O N 12 10 O L 2 O 1 D AND A L O G 3 S K A Z K A
Crossword puzzle "SPEECH EXPERTS" 6 7 15 14 9 8 11 13 4 5 M O N 12 10 O L 2 O 1 D I A L O G N 3 S K A Z K A L I Z
Crossword "SPEECH EXPERTS" 6 7 15 14 9 8 11 13 4 5 M O N 12 10 V O P R O S L 2 O 1 D I A L O G N 3 S K A Z K A L I Z
Crossword "SPEECH EXPERTS" 6 7 15 14 9 8 11 13 4 5 M O N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z and Z
Crossword puzzle "SPEECH EXPERTS" 6 7 15 14 9 8 11 13 4 5 DRAMA T IZ AND Z AND Z I O N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z I Z
Crossword "SPEECH EXPERTS" 6 7 15 14 9 8 11 Z A 13 G A 4 5 D R A M A T I Z A T I Y K O A N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z I Z
Crossword "SPEECH EXPERTS" 6 7 15 14 9 8 11 OZ P A 13 Y G T A 4 5 D R A M A T I Z A T I Y K O A N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z I Z
Crossword "SPEECH EXPERTS" 6 7 15 14 9 8 11 ABOUT B R A Z E C P A 13 Y G T A 4 5 DR A M A T I Z A C I Z K O A N 12 10 V O P R O C L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z I Z
Crossword puzzle "SPEECH EXPERTS" 6 7 P E R E S K A Z 15 14 9 8 11 O B R A Z E C P A 13 Y G T A 4 5 D R A M A T I Z A C I Z K O A N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z I Z
Crossword "SPEECH EXPERTS" 6 7 P E R E S K A Z 15 R 14 9 8 A 11 O B R A Z E C V P A 13 N Y G E T A 4 N 5 D R A M A T I Z A C I Z K O E A N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z I Z
Crossword "SPEECH EXPERTS" 6 7 P E R E S K A Z 15 R 14 9 8 U K A Z A N I E 11 O B R A Z E C V P A 13 N Y G E T A 4 N 5 D R A M A T I Z A C I Z K O E A N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z I Z
Crossword "SPEECH EXPERTS" 6 7 P E R E S K A Z 15 R 14 9 8 U K A Z A N I E 11 O B R A Z E C V P A 13 M N E M O T E X N I K A S G E T A 4 N 5 D R A M A T I Z A C I Z K O E A N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L G H
Crossword "SPEECH EXPERTS" 6 7 P E R E S K A Z 15 R P 14 9 8 U K A Z A N I E O 11 O B R A Z E C V L P A 13 M N E M O T E X N I K A Y G E L T A 4 N O 5 D R A M A T I Z A C I Z G K O E A N 12 10 V O P R O S L A 2 O S 1 D I A L O G S N K 3 S K A Z K A A L Z I Z
No. Direction Question Answer 1 horizontal Conversation between two persons DIALOGUE 4 vertical A statement of one person, presented orally or in writing. MONOLOGUE 3 horizontal Folk-poetic narrative work for retelling TALE 2 vertical Technique that allows you to evaluate the children's story ANALYSIS 10 horizontal Technique used by the child after telling to clarify QUESTION 12 vertical Coherent detailed statement of a fact or event STORY 5 horizontal Technique used in in older groups when retelling literary works DRAMATIZATION 9 vertical Type of oral folk art, question or task that needs to be solved RIDDLE 14 vertical What serves as the basis of the story from memory EXPERIENCE 11 horizontal Methodological technique used in the first stages of teaching children to describe paintings, toys SAMPLE 7 horizontal Presentation of the content of the text read or heard REALIZATION 6 vertical Story description of 2 objects with contrasting signs COMPARISON 8 horizontal Compulsory method in teaching storytelling INFORMATION 13 horizontal System of methods and techniques to facilitate the acquisition Remembering, saving and reproducing information MNEMOTEKHNIKA 15 vertical Conversation of 3 or more persons POLYLOGUE
Speech games "I know five names ……." Purpose: Enrichment and activation of the vocabulary of children. Tasks: Formation of ideas about the environment; Consolidation of generalized concepts (vegetables, fruits, trees, etc.); Enrichment and revitalization of children's vocabulary; Development of logical thinking, attention. Gameplay: An adult says “I know five names ……. ? The child (at the first stage, based on a hint picture) names objects-objects. An adult counts: 1… 2… .3… .4… .5… .. (use the BALL)
I know five names of FRUIT!
I know five names of BIRDS! I know five names of WILD ANIMALS! I know five names of TRANSPORT! I know five names of INSECTS! I know five names of TABLEWARE items!
"Pictures - riddles" Purpose: Enrichment and activation of the vocabulary of children. Tasks: Consolidation of generalizing concepts (vegetables, fruits, trees, etc.); Enrichment and revitalization of children's vocabulary; Development of the ability to ask questions using a variety of constructs; To cultivate intelligence, resourcefulness, curiosity, interest in the world around, perseverance, the ability to apply knowledge in accordance with the circumstances. The course of the game: Option 1: The driver is selected from the group of children, the rest sit on chairs, they must guess. The driver chooses a picture from the box with the image of various objects. Without showing it to the other children, he describes the object. Children offer their versions. The next driver is the one who was the first to guess the correct answer Option 2: The driver does not see the image, and by asking questions to the children, he must guess what kind of object is drawn in the picture.
At the street crossing… .. In the pool…. PEDESTRIAN On their own birthday…. BIRTHDAY At school… .. SCHOOLBOY At the market… .. BUYER In the saddle… .. RIDER On the hike…. TOURIST At the cinema…. SPECTATOR SWIMMER "Funny transformations" Name - what an ordinary person will turn into if it turns out:
Everyone knows that there is YELLOW ... Everyone knows that there is WHITE .... lemon, sun…. Everyone knows that it is STRONG…. Everyone knows that it can be OLD ... .. Everyone knows that it is NEEDED ... .. Everyone knows that it can be ACUTE ... Everyone knows that it can be FRAGILE .... Everyone knows that it is NEW…. "Everyone knows" Repeat the beginning of the sentence five times, and each time add a new word
What is EASY? What is COOL? easy FE feather, easy character,…. What is SWEET? What is BLUE? What is SQUARE? What is COLD? What is AIR? What is HIGH? "What happens ....?" The child must name a certain number of words in combination with the desired adjective
What is SWEET and EASY? ODOR, DREAM, LIFE, VATA, BIZET,…. What is BRIGHT and YELLOW? SUN, AUTUMN, LEMON, SAARAFAN, FLOWER, LEAF, PAINT, DRESS, SPOT, LIGHT,… .. "What happens….?" The child should name objects that have two characteristics at the same time.
And now do not yawn words for words pick up! FUNNY WORDS holiday clown gift music smile laughter
There is a sweet word… .. SWEET There is a quick word…. ROCKET There is a word with windows ... HOUSE There is a sour word ... .. LEMON "Similar words" Match nouns to an adjective by association
CONCLUSION: Doctor pedagogical sciences S.I. Pozdeeva notes that "when organizing any educational situation, any lesson in a preschool educational institution, it is important for a teacher: - to think over the organization of different ways of adult-child and children's compatibility, - to see the resources of different stages of activity for the development of children's communicative competence". Various forms of work of a teacher with children in terms of development, the formation of communicative competence will bring the desired result only if: - children together with an adult solve an interesting and meaningful educational and game problem for them, acting as assistants in relation to someone; - enrich, clarify and activate their vocabulary by completing speech and practical tasks; - the teacher is not a tough leader, but an organizer of a joint educational activities, without advertising his communicative superiority, but accompanies and helps the child to become an active communicator.
THANK YOU FOR ATTENTION!
Workshop on the development of speech "Development of speech activity of preschoolers in the organization of the pedagogical process"
The purpose of the workshop:
creation of an information space for the exchange of pedagogical experience and improvement of professional competence, the skill of preschool educational institutions in the development of children's speech.
Tasks:
1. Development of speech activity in various activities.
2. To encourage preschool teachers to think and practice to master the technologies of designing and modeling the pedagogical process for the implementation of complex tasks of speech development of preschoolers, ensuring the assimilation of generalized ideas about the construction of the pedagogical process of teaching children their native language.
3. To deepen ideas about the content of speech development on the basis of the modern paradigm of developing personality-oriented education.
PROCESS OF THE SEMINAR.
Teachers sit on chairs in a circle, introduce themselves in turn and name a personal quality that begins with the first letter of their name, for example, "I am Lena and I am light."
K. D. Ushinsky - the founder of scientific pedagogy:
"Teach a child some five unknown words - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn on the fly"
What is Mnemotechnique?
Mnemonics is a “memorization technique”. These words come from the Greek "mnemonikon" - the art of memorization.
The modern encyclopedic dictionary gives the following definitions of mnemonics.
MNEMONICS is the art of memorization, a set of techniques and methods that facilitate memorization and increase the amount of memory through the formation of artificial associations. Mnemonics uses the natural mechanisms of memory of the brain, allows you to completely control the process of memorizing, storing and recalling information. Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech. A special place in the work with children is occupied by didactic material in the form of mnemonic tables and schemes - models, which greatly facilitates the mastery of coherent speech for children; in addition, the presence of a visual plan - the scheme makes the stories (fairy tales) clear, coherent and consistent. A mnemonic table is a schema that contains certain information. For children of junior and middle preschool age, it is necessary to give color mnemonic tables. Since individual images remain in the memory of children more quickly: fox-red, mouse-gray, herringbone-green The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is invented; thus, the entire text is sketched schematically. Looking at these diagrams, the child can easily reproduce text information.
1 task to compose a mnemonic table for learning a poem:
1 I have pockets on my new dress.
On the pockets of these daisies are embroidered
Chamomile, chamomile, like meadow
Chamomile, chamomile as if alive.
2. There are many ridges in the garden. Here and turnip and salad
There are beets and peas, but potatoes are they really bad?
Our green vegetable garden will feed us all year round
3.
We bought a cat
For the holiday - boots.
Combed her mustache
Sewed new panties.
Just how to put them on
The ponytail has nowhere to go.
Ira asks: “Hedgehog, hedgehog,
Will you sew me a dress?
The hedgehog answered from under the tree:
- No threads, only needles!
The hedgehog bought boots at the bazaar.
Boots on your feet,
A little less - to my wife,
With buckles to my son
With clasps for my daughter.
Conclusion: Mnemonic tables - schemes serve didactic material in work on the development of coherent speech of children.
I emphasize that all work on the development of coherent speech in children is not limited to mnemonic tables. This is, first of all, as an initial, "starting", the most significant and effective work, since the use of mnemonic tables allows children to more easily perceive and process visual information, save and reproduce it.
2. Task: Game: "Similar words".
Assignment: find nouns for an adjective by association.
There is a sweet word - candy
There is a quick word - rocket,
There is a word with a window - a carriage.
There is a sour word - lemon!
Now do not yawn, choose word by word!
Fast words - (rocket, plane, tiger, eagle).
Sweet words - (candy, cake, cake, sugar).
Funny words - (holiday, clown, gift, music).
Assignment: name items that have two characteristics at the same time.
Bright and yellow - (light, lemon, sun, cherry, lamp).
Sweet and light - (cotton wool, cherry, life, smell, victory).
One of these technologies is games for the development of imagination and verbal creativity. For your attention, I want to invite you to play games and feel like children.
Game "Magic Wand"
Here's a magic wand, it can increase or decrease, whatever you want.
So, the first command will talk about what they want to increase, and the other to decrease.
Here is what the children answered: I want to decrease the winter, increase the summer;
I want to enlarge the candy to the size of the refrigerator, etc.
Game "Box with fairy tales"
There are pictures in the box fairytale characters... Participants take pictures out of the box, come up with one by one, using fairytale heroes your tale.
The first participant said 2-3 sentences, the next one takes out a picture and continues the tale.
Game "Think of an unusual creature"
Draw and tell about a fictional character
Game "Ridiculous"
Distribute black and white pictures and colored pencils. The task is to find and paint over the absurdities. Who will name them faster and more.
Answers to the test
Picture for the test "Ridiculous".
Note. Both parts of the instruction are executed sequentially. At first, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be.
The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why not, and how it really should be.
Another direction for the development of speech is oral folklore. In children's folklore, it is necessary to distinguish between works of adults for children, works of adults that have become children's over time, and children's creativity in the proper sense of the word.
Children's folklore of the Russian people is unusually rich and diverse. It is represented by a heroic epic, fairy tales, and numerous works of small genres.
Task: show one finger gymnastics.
It is proposed to show one exercise from finger gymnastics (preferably with speech support).
Task: The facilitator invites the team representatives to choose cards with tongue twisters. Tell about the technique of telling tongue twisters. The first tongue twister must be pronounced quickly, and the second must be pronounced quickly with a certain intonation.
In the educational process of retelling literary works, teaching telling about a toy and a picture, all speech problems are solved in a complex. However, the main task is teaching storytelling. Realizing this task already from the 2nd junior group, I recommend that educators use various play methods and techniques, didactic exercises in working with children. For example: When examining a picture, you can use game techniques that help to highlight the object, carefully examine it: "WINDOWS"
Benefit. The picture, covered with a white sheet with cut out windows of different geometric shapes... Pictures, similar in plot.
Option 1. One window (of any shape).
Option 2. The number of windows by the number of objects.
Game progress.
- Whom (what) do we see in the windows? What picture is hidden?
"MAGIC PIPE"
Benefit. Painting, paper rolled into a tube.
Course of the game: Offer to look at the picture through a pipe and name as many objects seen. Offer to find an object according to the description of an adult and a child.
"WHO WILL CALL MORE?" Objectives. Learn to highlight an object against a "noisy" background.
Benefit. Painting, real images of painting objects. Name who you see in the picture.
The course of the game In the course of naming objects, clarifying questions are asked to clarify the color,
spatial location, belonging, etc.) "WHY?"
Purpose: to develop logical thinking, to establish connections between objects,
build sentences of a simple design. "WHAT DO YOU NEED?"
Purpose: To develop initiative of speech, to activate and expand vocabulary. In the middle group, we are already using symbols and signs to draw up a graphic plan as a kind of visual support that reflects the sequence of the story.
During the lesson, we use a variety of different types children's activities that can be integrated with each other, for example, dramatizing a fairy tale with construction from building material, pronouncing tongue twisters and drawing what it says. (The wasp does not have a mustache, do not whisker, but antennae). Integrated learning contributes to the formation of a holistic picture of the world in children, makes it possible to realize creative abilities, develops communication skills and the ability to freely share impressions. When using ICT in classes for the development of speech, even for younger preschoolers, their interest increases significantly, and the level of cognitive capabilities increases. Multimedia presentations allow you to present educational and developmental material as a system of vivid supporting images. An assistant for the development of speech of preschoolers is the Internet sites: "Everything for kindergarten", the site "September 1st", http: //bukvar.edu.ru, etc. Here you can find an illustrated dictionary for the development of children's speech and plot albums that mainly designed to increase the vocabulary of children; didactic games and exercises, class notes, a variety of illustrative material, both static and dynamic (animations, videos). In order to implement the tasks of forming the components of oral speech, teachers need to actively use the project method using the technology of fairy tale therapy in the development of speech and communication skills of pupils.
Educators give examples of different forms of work for the speech development of preschoolers: literary and musical holidays, folklore fairs, dramatization games, different types of theaters, propaganda team, social actions, speech newspapers, homemade books, problem situations, gatherings, a log corner, interactive speech stands, a calendar events, etc.
LEGO constructors are widely used in preschool educational institutions. They represent a variety of thematic series, designed on the basis of basic building elements - multi-colored Lego bricks. Developing the speech creation of preschoolers, the teacher can invite children to come up with a fairy tale about how one building turned into another, carrying out this transformation in the course of the story
LEGO elements are used in didactic gamesah and exercise. The teacher can develop various manuals and use them for exercises to develop speech and mental processes in children, develop interest in the pouch, "in which children develop tactile perception of learning, the formation of communicative function. For example, the game “Wonderful form and speech can be performed with LEGO.
The use of didactic exercises with the use of LEGO elements is quite effective when conducting classes in preparation for teaching literacy, correction of sound pronunciation, acquaintance with the outside world, etc.
In the process of constructive play activity, the teacher, relying on the involuntary attention of children, activates their cognitive activity, improves the sensory-tactile and motor spheres, forms and corrects behavior, develops the communicative function and interest in learning. In the process of constructive play activity with LEGO, the teacher can use various forms: the teacher gives the tasks, the children perform; tasks are formulated by the child and performed by children and the teacher; tasks are given by children to each other; assignments are given by a teacher, parents and a child perform.
Pozdeeva S.I. notes that “when organizing any educational situation, any lesson in a preschool educational institution, it is important for a teacher:
- firstly, to think over the organization of different ways of adult-child and child compatibility,
- secondly, to see the resources of different stages of the lesson for the development of children's communicative competence "
Thus, various forms of work are resources in terms of the development of speech of preschoolers, the formation of the communicative competence of children, if: - children jointly solve an interesting and meaningful educational and game problem for them, acting as assistants in relation to someone,
- enrich, clarify and activate their vocabulary, performing speech and practical tasks,
- the teacher acts not as a tough leader, but as an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child to become an active communicator.
Opening remarks by the senior educator.
Currently, the study of the problem of speech creativity of preschoolers is devoted to a large number of research works of psychologists and teachers. Researchers note that the development of creative abilities in the preschool period, constant improvement of speech skills, mastery of the literary language are necessary components of education and intelligence in the future, therefore, the formation of speech coherence, the development of the ability to construct meaningfully and logically, are one of the main tasks of speech education of preschoolers. This is primarily due to its social significance and role in personality formation. It is in coherent speech that the main, communicative function of language and speech is realized. Only special speech education leads the child to mastering coherent speech, which is a detailed statement consisting of many or several sentences, divided according to the functional-semantic type into description, narration, reasoning. For the development of a child's coherent speech, it is necessary to use various fairy tales, classes, as well as both mobile and didactic games.
Children draw a lot of knowledge from games: ideas about time and space, about the relationship between man and nature, about the objective world, games allow the child to see good and evil.
Games are fully used to develop children's imagination, thinking, coherent speech and fostering good feelings.
Play is a special activity for a child, therefore, games can affect the development of coherent speech
The development of speech in a preschooler child has always worried and worried not only parents, but also educators. Observations show that coherent speech is not developed in many children. Conversational speech, on the contrary, develops very rapidly. Already in the younger group, children begin to actively communicate with each other, learn new words for them, replenishing the active and passive vocabulary. Sometimes you can hear from your parents: “I just went to the kindergarten, immediately started talking, knows poetry, tells something from the picture. The task of the educator is not to miss this opportunity to enrich the speech of children. Use visual and didactic material, vivid pictures for speech games "What is drawn?", What children, people do, etc. as early as possible.
Forms of work with children
1. the use of images of the shape-shifters of literary works in the speech development of children.
This form of work is used by the teacher outside the classroom and is aimed at practicing methods and techniques, for example: In the younger group, the character “cat” “Sparrows and a camera” is introduced into the game “Shaggy dog”, etc.
In theatrical activities, characters are replaced. In the fairy tale "Kolobok", instead of a fox, there is a cockerel who sang a funny song, a bun, in the fairy tale "Teremok" Masha instead of a bear, who brought everyone pies, etc.
in the middle group, a fairy tale is retelling with the introduction of new characters, the composition of one fairy tale out of two, a change in the ending of a fairy tale or story.
in senior group changing a character to the opposite, changing events or the scene of action, composing a fairy tale according to schemes, composing a fairy tale in a chain.
Play is a means of developing dialogical speech. You can use such games "Does it happen or not?", "Fictions", "Interview", "Guess who I am?"
Writing texts fabulous content using TRIZ methods. Drawing up a text using the "Catalog" method, recording the fairy tale scheme by the children themselves using signs that they understand. It is better to write on a strip of paper with a simple pencil. Action to action is indicated by an arrow.
Mnemonic tables, diagrams are a very effective form of teaching children storytelling. Today educators Konovalenko E.N. will share their findings with us. and Obodenko O.The.
After each speech, there is a discussion of the material, additions.
2. Round table "Do we know the theory for the development of coherent speech in preschoolers?" (game tests)
Game test to determine knowledge,
skills and abilities of educators
Red cards
What are the forms of speech (dialogical and monologic)
2. What kinds of sentences are used in dialogue? (narrative, interrogative)
What skills develop in dialogue ? (listen to the interlocutor, ask a question, answer depending on the context)
What is the method of connecting phrases (accounting communication, parallel, beam)
What are the types of statements (description, narration, reasoning)
What forms of work are used when teaching children coherent speech?
Blue cards
1. What is the name of a text that begins with a general thesis that defines and names an object or object? (description)
2. What is the name of the text in which there is a listing of signs, properties, qualities? (description)
3. What kind of text ends with a final phrase that gives an assessment of the subject or attitude towards it? (description)
4. Which test is distinguished by its static soft structure, allowing to vary, to represent in places its components? (description)
5. For what texts is ray communication used? (description)
6. What is the name of the text in which the development of the plot unfolds in time? (narration)
7. The main purpose of which text is to convey the development of an action or state of an object, which includes successive events, scenes, pictures? (narration)
8. What is the structure of the storytelling? (opening, climax, denouement)
9. What are the main types of narrative texts ... (stories from experience, fairy tales, storytelling from a picture or a series of plot pictures, etc.)
10. What is the structure of reasoning (thesis, proof, conclusion)
Green cards
All tasks are related to the knowledge of the program of their age group by the teachers. From the tasks listed on the card, they should choose only the one that their group should solve.
1. Teach children to perceive the text read by the teacher.
2. To be able to convey the content of a story or fairy tale coherently, consistently, expressively without the help of the teacher's questions.
3. Teach to tell short stories and stories that are not only well-known, but also read for the first time in class.
4. Teach children to come up with a continuation to a story or fairy tale they have read.
1. To teach children to transmit dialogical speech, changing intonation in accordance with the experiences of the characters.
2. Teach children to expressly convey the conversation of the characters.
3. Teach children to compose a story by analogy.
4. Lead children to play the text.
1. Teach children to look at the picture, to notice the most important thing in it.
2. Teach children to see not only what is depicted in the picture, but also to imagine previous and subsequent events.
3. Teach children to independently compose stories from pictures
1. To develop coherent speech based on the use of comparison techniques.2. Learn to compose short descriptive stories about toys.
3. Drawing up plot stories for a series of toys.
4. Teach to compose collective stories on a set of toys.
1. In which group is collective storytelling introduced?
2. In which group is the collective storytelling most appropriate?
3. Teach children to collectively write letters (special texts).
4. Learn to compose plot and descriptive stories based on conversations, reading books, looking at pictures.
1. To teach to come up with a story or a fairy tale according to the teacher's plan.
2. Lead children to compose descriptive stories about the toy.
3. Teach children to write descriptive stories on subjects.
3. Homework "Presentation of author's didactic games for the development of speech." The presentation indicates the age group, the name of the game, the manufacturing method, the goal, the course of the game.
4. Development of recommendations.
Municipal budgetary preschool educational institution "Kindergarten of general developmental type with priority implementation of activities for the cognitive and speech development of children No. 45"
Workshop on Speech Development
"Development of speech activity of preschoolers in the organization of the pedagogical process"
Prepared
educational psychologist
Ivanova S.V.
Orenburg 2017
The purpose of the workshop:
creation of an information space for the exchange of pedagogical experience and improvement of professional competence, the skill of preschool educational institutions in the development of children's speech.
Tasks:
1. Development of speech activity in various activities.
2. To encourage preschool teachers to think and practice to master the technologies of designing and modeling the pedagogical process for the implementation of complex tasks of speech development of preschoolers, ensuring the assimilation of generalized ideas about the construction of the pedagogical process of teaching children their native language.
3. To deepen ideas about the content of speech development on the basis of the modern paradigm of developing personality-oriented education.
Improving the work of teachers for the speech development of preschoolers;
In a playful way, systematize the theoretical knowledge of teachers on the formation of coherent speech among preschoolers, develop their horizons;
To develop teachers' skills to apply modern pedagogical technologies, play methods and techniques for the formation of speech of preschoolers;
To increase the interest of teachers in the problem of the formation of speech of preschoolers.
SEMINAR PROCESS
Educator-psychologist: Forming the correct pronunciation is a difficult process. The child will have to learn to control his organs of speech, to perceive the speech addressed to him, to exercise control over his speech.
In order for a child to learn to pronounce complex sounds, his lips and tongue must be flexible, hold the required position for a long time, and easily switch from one movement to another. All this contributesarticulatory gymnastics.
Thanks to regular exercises in such gymnastics and exercises for the development of speech hearing, children with a correct, but sluggish sound pronunciation ("porridge in the mouth") gradually get rid of this defect; children with complex disorders of sound pronunciation overcome speech defects faster (when they start to studyspeech therapist , their muscles will already be prepared).
· Should be engaged daily for 7-10 minutes.
· At first the exercises are performed slowly in front of a mirror, as the child needs visual control. The pace gradually increases.
· Periodically, the child is asked leading questions, for example, "Where is the tongue?"
If during classes the child's tongue trembles, is too tense, deviates to the side, cannot hold the desired position even for a short time
Competition "Development of articulation and fine motor skills of hands"
Warm up. The teacher-psychologist invites all participants to perform articulatory gymnastics with the help of the verse tale "At the grandparents'" (with a demonstration of pictures).
Fat grandchildren came to visit.
With them - thin, only skin and bones.
Grandma and grandpa smiled at everyone
They reached out to kiss them.
In the morning we woke up - lips smile.
We clean the upper, lower teeth.
We put the saucers - they will put pancakes for us.
We chew pancake with raspberry jam.
We blow on the pancake - not in the cheeks, not by.
We will put the cups so that they can pour tea.
Breakfast was delicious, no one was offended.
Let's say "thank you" and lick your lips.
Grandpa made a swing for his grandchildren
We all managed to swing on them.
In the evening we ride a horse skillfully.
The horseshoes knock loudly on the road.
Here the horse slows down,
And at the edge we see mushrooms.
· Knowledge of the organs of articulation. The teacher-psychologist asks the teams one by one questions.
· - What is the main articulatory organ in humans?(Language.)
· - What parts of the language can you name? (Tip, back, root, side edges.)
· - What articulatory organs are involved in the formation of sounds?(Tongue, lips, teeth, lower jaw, hard palate, vocal cords, nasal cavity.)
Children with motor disorders of the speech apparatus also suffer from fine motor skills of the hands, which is also one of the reasons for the later development of speech. For the development of fine motor skills of the hands, the teacher needs to work with childrenfinger gymnastics.
Performing exercises and rhythmic finger movements leads to the excitation of the speech centers of the brain and an increase in the coordinated activity of the speech zones, which ultimately stimulates the development of speech. Finger games create a favorable emotional background, teach you to listen to speech and understand its meaning, memorize a certain hand position and sequence of movements, develop imagination. Finger gymnastics exercises give the hands and fingers strength, mobility, and flexibility. That in the future will make it easier for the child to master the skills of writing.
· It should be practiced daily for 5-10 minutes.
· Exercise slowly at first.
· The exercises are practiced first with one hand, then with the other, and finally with both hands at the same time.
· Knowledge of finger gymnastics exercises.Teams are invited to show one finger gymnastics exercise (preferably with speech support).
The formation of the correct sound pronunciation is facilitated by a well-developedphoneme tic (speech) hearing. Starting from the age of four, children are introduced to the terms “word”, “sound”, with the fact that words consist of sounds that are pronounced in a certain sequence, that words sound different and the same. Pay attention to the duration of the sound of the word. They form the ability to distinguish hard and soft consonants by ear, to determine the first sound in a word, to name words with a given sound, to highlight the sound in a word. Introduce the division of words into syllables.
Competition "Development of phonemic hearing and perception"
· "Come up with a rhyme for the word."
On the easel there are inverted back side subject pictures. A representative of each team goes to the easel, turns the pictures one by one and names the items. His team members rhyme with these words.(A cat is a window, a snail is a gate, a basket is a picture, etc.)
· "Determine the place of the sound in the word."
The teacher-psychologist offers to complete the task: “If in the word that I will utter, the sound [L] will stand at the beginning, raise your hands up; if in the middle, put your hands on the belt; if at the end, put your hands on your knees. "(Lamp, fist, table, flask, donkey, woodpecker, hair, shelf, skis, shovel, tent, football, horse, milk.)
... "Wilderness"
One member of the team is wearing headphones and listening to music, and the other says to him the words suggested by the teacher-psychologist, as a result, it is calculated how long it took each team to guess 10 words.
Useful exercises for the development of speech and diction aretongue Twisters.
· The child is read a tongue twister and shown an illustration to it.
· Explain the meaning of compound words.
· Offer to speak a tongue twister, slapping the rhythm with your palms.
· Offer to speak the tongue twister three times in a row at a fast pace.
· They offer to pick up the ball and, rhythmically tossing it with both hands, say a tongue twister.
One of the directions for the development of coherent speech in children isworking with proverbs, which must be started as early as possible. It is necessary to explain to children the meaning of proverbs, teach them to apply them in life situations.
Clear pronunciation of sounds along with rich vocabulary and grammatically correct, well-developed coherent speech is one of the main indicators of a child's readiness for schooling.
Competition "Formation of correct sound pronunciation and diction"
· The psychologist offers to choose cards with tongue twisters for the teams. The first tongue twister needs to be pronounced quickly, the second - also quickly and with a certain intonation.
Card number 1.
The grizzly sold the lion's mane for the mane.
A computer pirate is not welcome on the Internet.(Angrily.)
Card number 2.
Vera and Luda fed the bactriancamel .
Sasha quickly dries drying(Surprised.)
Competition “Development of coherent oral speech. Working with proverbs "
The psychologist asks the teams to select task cards.
Card number 1.
Continue proverbs.
Live with wolves - (howl like a wolf).
On a string to the world - (naked shirt).
Every cricket - (know your six)
- “Translate proverbs intorussian language .
The son of a leopard is also a leopard. (Africa)
(The apple falls not far from the apple tree.)
You can't hide a camel under a bridge. (Afghanistan)
(Murder will out).
Fear the quiet river. Not noisy. (Greece)
(Still waters run deep.)
Card number 2.
Continue the proverbs.
Two are plowing - (and seven are waving their hands.)
Finished business - (walk boldly.)
Thunder will not strike -(the man will not cross himself.)
- “Translate” proverbs into Russian.
The silent mouth is a golden mouth. (Germany)
(The word is silver, and silence is gold.)
He who asks will not get lost. (Finland)
(The language will bring you to Kiev.)
A scalded rooster runs away from the rain (France)
(Burnt in milk, blows into the water.)
- What are the proverbs about labor.
The educational psychologist announces the end of the workshop. The jury sums up the results of all competitions and announces the winning team.
Purpose: creating conditions for improving the professional competence of preschool teachers in the field of knowledge of the Federal State Educational Standard of Preschool Education.
Discuss the content of the educational field: speech development of the child in the Federal State Educational Standard of DO;
Improving the work of teachers for the speech development of preschoolers;
In a playful way, systematize the theoretical knowledge of teachers on the formation of coherent speech among preschoolers, develop their horizons;
To develop teachers' skills to apply modern pedagogical technologies, game methods and techniques for the formation of speech of preschoolers;
To increase the interest of teachers in the problem of the formation of speech of preschoolers.
Agenda.
1. Theoretical part:
FSES DO: speech development. Senior educator.
Relevance of the problem of speech development in preschool children. Teacher speech therapist.
2. Practical part:
The use of game forms and methods, elements of modern pedagogical technologies aimed at developing the speech of preschoolers.
Game exercises TRIZ.
KVN (business game) for teachers.
Draft decision.
Game exercise for teachers "My expectations today".
Theoretical part
Relevance of the problem of speech development in preschool children. FSES DO: speech development.
Relevance. Almost everyone can speak, but only a few of us can speak correctly. When we talk to others, we use speech as a means of communicating our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as a person.
It is impossible to judge the beginning of the development of the personality of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most urgent.
Reasons for the low level of speech development:
Half of preschool children have an insufficiently formed skill of building a coherent statement. According to the results of the analysis of observations in groups, the following disadvantages can be noted:
Coherent statements are short;
Differ in inconsistency, even if the child conveys the content of a familiar text;
They consist of separate fragments that are not logically connected with each other;
The level of information content of the statement is very low.
In addition, most children actively share their impressions of their experiences, but are reluctant to take up stories on a given topic. Basically, this happens not because the child's knowledge on this issue is insufficient, but because he cannot form it into coherent speech statements.
During the lesson, the teacher sees himself and the techniques, but does not see the child, i.e. in class, we sometimes observe what one teacher says.
Insufficient preparation for the lesson. When looking at a picture, conducting a conversation, you need to carefully think over the questions.
The teacher's speech culture also plays a very important role in the development of speech. Employees give children samples of correct literary speech: the teacher's speech should be clear, clear, complete, grammatically correct; the speech should include a variety of samples of speech etiquette.
Parents do not understand their function - communication with a child should begin from birth to birth, in the perinatal period.
The concept of coherent speech and its importance for the development of the child.
Coherent speech is understood as a semantic detailed statement (a series of logically combining sentences), providing communication and mutual understanding. Connectivity, S.L. Rubinstein, this is “the adequacy of the speech design of the speaker's or writer’s thoughts from the point of view of its comprehensibility for the listener or reader”. Therefore, the main characteristic of coherent speech is its intelligibility for the interlocutor.
Coherent speech is a speech that reflects all the essential aspects of its substantive content.
In the methodology, the term "coherent speech" is used in several meanings: 1) the process, the activity of the speaker; 2) the product, the result of this activity, the text, the statement; 3) the title of the section of work on the development of speech. The terms "utterance", "text" are used synonymously. Utterance is and speech activity, and the result of this activity: a certain speech work, more than a sentence. Its core is meaning (T.A. Ladyzhenskaya, M.R. Lvov, and others).
The main function of coherent speech is communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics that determine the nature of the methodology for their formation.
Dialogue speech is a particularly vivid manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication. The main feature of the dialogue is the alternation of speaking of one interlocutor with listening and then speaking of another.
Monologue speech is a coherent, logically consistent statement that flows for a relatively long time, not designed for an immediate response from the audience. It has an incomparably more complex structure, it expresses the thought of one person, which is unknown to the audience. Therefore, the statement contains a more complete formulation of information, it is more detailed. In a monologue, internal preparation is necessary, a longer preliminary reflection of the statement, and a concentration of thought on the main thing. Here, too, non-speech means (gestures, facial expressions, intonation), the ability to speak emotionally, lively, expressively are important, but they occupy a subordinate place. The monologue is characterized by: literary vocabulary; unfolding of the statement, completeness, logical completeness; syntactic design (expanded system of connecting elements); the coherence of the monologue is provided by one speaker.
These two forms of speech also differ in motives. Monologue speech is stimulated by intrinsic motives, and the speaker himself chooses its content and linguistic means. Dialogue speech is stimulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor's remarks).
Consequently, monologue speech is a more complex, arbitrary, more organized type of speech and therefore requires special speech education.
It is obvious that the skills and abilities of dialogical speech are the basis for mastering a monologue. In the course of teaching dialogical speech, the prerequisites are created for mastering the narrative, description. This is also helped by the coherence of the dialogue: the sequence of remarks due to the topic of the conversation, the logical-semantic connection of individual statements with each other. In early childhood, the formation of dialogical speech precedes the formation of a monologue, and in further work the development of these two forms of speech proceeds in parallel.
The development of both forms of coherent speech plays a leading role in the process of the child's speech development and is central to common system work on the development of speech in kindergarten... Learning coherent speech can be viewed both as a goal and as a means of practical language acquisition. Mastering different sides speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child's independent use of individual words and syntactic structures. Coherent speech incorporates all the child's achievements in mastering the native language, its sound structure, vocabulary, grammatical structure.
Psychologists emphasize that in coherent speech, a close connection between speech and mental education of children is clearly manifested. A child learns to think by learning to speak, but he also improves speech by learning to think (F.A.Sokhin).
Connected speech performs the most important social functions: helps the child to establish connections with the people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.
Learning coherent speech also affects aesthetic education: retelling of literary works, independent children's compositions develop the imagery and expressiveness of speech, enrich the artistic and speech experience of children.
Standard concept. Analysis of the concept of "standard" with teachers. FSES DO reflects the agreed socio-cultural, public-state expectations regarding the level of preschool, which are guidelines for the founders of preschool organizations, education specialists, families of pupils.
FSES of preschool education: speech development (on the slide comparison of FGOS and FGT)
Possession of speech as a means of communication and culture;
Enrichment of the active vocabulary;
Development of coherent, grammatically correct dialogical and monologic speech;
Development of speech creativity;
Development of sound and intonation culture of speech, phonemic hearing;
Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
Formation of sound analytical and synthetic activity as a prerequisite for teaching literacy.
Key tasks of updating the educational process:
1. Fill your child's life with interesting content.
2. A creative approach to the selection of content based on integration, using a variety of methods and techniques.
3. Broad inclusion in the educational process of various games, game techniques and game situations.
4. Variability in the selection of topics, forms, means, methods (novelty and variety).
5. Elimination of formalism, stereotyped, excessive didacticism.
6. Attentive, tactful attitude to the child, his capabilities.
Practical part
Speech by teachers: the use of game forms and methods, modern pedagogical technologies aimed at developing the speech of preschoolers.
Games, fairy tales, noisemakers using socio-game technology.
Health-saving technologies (sand therapy, finger games with water).
Games-schemes for the development of coherent speech.
Game exercises TRIZ.
Methods and techniques of technology Fesyukova LB "Education by a fairy tale".
Video "Articulatory gymnastics"
The use of ICT in the preschool educational process.
Division of teachers into two teams. Educators represent their team.
Task 1. Game test for knowledge of FSES DO: speech development (tasks on the slide)
