Coherent speech is understood as a detailed statement consisting of several or even very many logically interconnected sentences, united by one topic and constituting a single semantic whole. The development of coherent speech in preschool children is possible only in conditions of targeted training. This is one of the main tasks of the speech development of preschoolers in terms of their preparation for the start of school. Therefore, the work of educating children in coherent dialogic and monologue speech is included in the kindergarten curriculum. However, the work carried out in kindergarten alone is not enough. It must be supplemented with homework with the child.

Sequence of work on coherent speech:

1. fostering understanding of coherent speech;

2. education of dialogical coherent speech.

Education of monologue coherent speech, working methods:

Work on compiling a story - description;

Work on compiling a story based on a series of plot pictures;

Work on composing a story based on one plot picture;

Working on a retelling;

Working on an independent story.

Methodological techniques for developing coherent speech.

1. Conversations with the child using colorful pictures, expressive intonation, facial expressions, and gestures.

2. Reading stories or fairy tales, after which you should look at the pictures. If the child understands the story, then, at the request of an adult, he can show the characters depicted in it, the actions they perform, etc. An adult can ask questions about the content of the story to find out the child’s understanding of cause-and-effect relationships (Why did this happen? Who is to blame for this? Did he do the right thing? etc.) The ability to retell it in your own words also indicates an understanding of the meaning of the story.

3. It is necessary to teach the child to participate in conversation (dialogue). During the conversation, the vocabulary expands and the grammatical structure of the sentence is formed. You can talk about various topics: about books, films, excursions, and it can also be conversations based on pictures. The child must be taught to listen to the interlocutor without interrupting, to follow his train of thought. In a conversation, an adult’s questions should gradually become more complex, just like the children’s answers. We start with specific questions that can be answered with one short answer, gradually complicating the questions and requiring more detailed answers. This is done with the goal of a gradual and imperceptible transition to monologue speech for the child. Let's give an example of a “complicated” conversation.

What animals do you see in this picture?

Wolf, bear and fox.

What do you know about the wolf?

He is gray and angry and lives in the forest. He also howls at night.

What can you say about the bear?

He is large, brown, and spends the winter in a den.

What do you know about the fox?

She is very cunning, red-haired and has a big fluffy tail.

Where did you see these animals? - In the zoo, where they live in cages.

What fairy tales do you know about a bear, a fox, a wolf? and so on.

4. When composing descriptive stories, the child masters the first skills of coherent presentation of thoughts “on one topic”; at the same time, he firmly assimilates the characteristics of many objects, and, consequently, his vocabulary expands. To enrich vocabulary, it is very important to carry out preparatory work for the compilation of each descriptive story, reminding the child of the signs of the objects being described or even re-introducing him to these signs. Starting with a description of single objects, you need to move on to comparative descriptions of homogeneous objects - learn to compare different animals, different fruits and vegetables, different trees, etc.

5. The easiest way to overcome the difficulty of a child correctly following the main points of plot development is to start by composing a story based on a series of plot pictures arranged in the sequence in which the events occurred. The number of story pictures in the series gradually increases, and the description of each picture becomes more detailed, consisting of several sentences. As a result of composing stories based on a series of pictures, the child must learn that stories must be built in strict accordance with the sequence of pictures, and not according to the principle “What is the first thing you remember, talk about that.” Here are examples of sequential pictures.

6. When composing a story based on one plot picture, it is very important that the picture meets the following requirements:

It should be colorful, interesting and attractive to the child;

The plot itself should be understandable to a child of this age;

The picture should have a small number of characters;

It should not be overloaded with various details that are not directly related to its main content.

It is necessary to invite the child to come up with a name for the picture. The child must learn to understand the very meaning of the event depicted in the picture and determine his attitude towards it. First, the adult must think through the content of the conversation based on the picture and the nature of the questions asked of the child. Examples of plot paintings:

7. In the process of working on a retelling, the child develops and improves attention and memory, logical thinking, and active vocabulary. The child remembers grammatically correct figures of speech and patterns of speech construction. Introducing a child to new information contained in stories and fairy tales expands the range of his general ideas and contributes to the improvement of his monologue speech as a whole. When working on a retelling of a specific text, you first need to expressively read or tell the child a story that is interesting and accessible to him in content and then ask if he liked it. You can also ask a few clarifying questions about the content of the story. It is imperative to explain to your child the meaning of unfamiliar words. It is important to pay attention to “beautiful” turns of phrase. You can look at the illustrations. Before reading the story again, ask your child to listen to it carefully again and try to remember it. Considering all of the above, invite your child to retell this fairy tale. Before reading the fairy tale, be sure to introduce your child to the lifestyle and habitat of polar and brown bears, while looking at the pictures and answering all questions. “Polar Bear and Brown Bear” One day a forest brown bear went north, to the sea. At this time, the sea polar bear walked across the ice to the south, towards land. They met at the very shore of the sea. The polar bear's fur stood on end. He said: “What are you, brown one, walking on my land?” Brown answered: “When did you have it, land?” Your place is at sea! Your land is an ice floe! They grabbed each other and a struggle began. But one did not defeat the other. The brown one spoke first: “You, the white one, turns out to be stronger.” But I am more dexterous, more evasive. Therefore, none of us will prevail. And what should we share? After all, we are bear brothers. The polar bear said: “That’s right, we are brothers.” And we have nothing to share. The forest bear said: “Yes, my forests are huge.” I have nothing to do in your ice. The sea bear said: “I have nothing to do in your forests.” Since then, the owner of the forest lives in the forest, and the owner of the sea lives in the sea. And no one bothers each other.

It is important to train your child in other types of retelling:

Selective retelling. It is proposed to retell not the entire story, but only a certain fragment of it.

Brief retelling. It is proposed that, by omitting less significant points and without distorting the general essence of the story, we correctly convey its main content.

Creative storytelling. The child needs to add something new to the story he has heard, to bring something of his own into it, while showing elements of fantasy. Most often, it is suggested to come up with a beginning or an end to the story.

Retelling without relying on visuals.

When assessing the quality of a children's retelling, it is important to consider the following:

Completeness of the retelling;

The sequence of presentation of events, compliance with cause-and-effect relationships;

The nature of the sentences used and the correctness of their construction;

The absence of long pauses associated with the difficulty of choosing words, constructing phrases or the story itself.

8. The transition to independent compilation of stories should be sufficiently well prepared by all previous work, if it was carried out systematically. Most often these are stories from the child’s personal experience. A story from personal experience requires the child to be able to independently select the right words, construct sentences correctly, and also determine and retain in memory the entire sequence of events. Therefore, children’s first small-scale independent stories must necessarily be associated with a visual situation. This will “revive” and complement the child’s vocabulary necessary for composing a story, create an appropriate internal mood in him and allow him to more easily maintain consistency in describing the events he has recently experienced.

Examples of topics for such stories include the following:

A story about a day spent in kindergarten;

A story about your impressions of visiting a zoo (theater, circus, etc.);

A story about a walk through an autumn or winter forest, etc.

In conclusion, I would like to remind you once again that it is in coherent speech that all the child’s speech “acquisitions” are most clearly manifested - the correctness of sound pronunciation, the richness of the vocabulary, the mastery of grammatical norms of speech, and its imagery and expressiveness. But in order for a child’s coherent speech to acquire all the qualities necessary for it, you need to consistently go through with him all that complex, interesting and completely accessible path.

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Municipal budgetary educational institution

"Korlikovskaya comprehensive secondary school"

for teachers of preschool groups on the development of speech of young children

Prepared by: Lisyanskaya N.V.

Speech development in young children

Early age is a period that is especially favorable for the development of speech. The rapid development of speech in preschool age is associated with the child’s objective activity.

In children of the second year of life, interest in everything around them increases: he wants to see, know, touch everything. These desires exceed the capabilities of a small child, and then he is forced to turn to an adult for help. However, those means of communication (gestures, facial expressions, individual words) that the child knows are no longer enough to be understood and for his increased need for communication to be satisfied. Then a contradiction arises, which is resolved as a result of the emergence of a new form of communication - active independent speech. This developmental leap usually occurs between 1.5 and 2 years of age.

The transition to independent speech is the most important stage in the entire mental development of a child. And above all, this is the transition from infancy to early childhood.

The second half of the child’s second year of life is characterized by intensive development of vocabulary (by 1 year 8 months it reaches 100 words, by 2 years – over 300 words).

The Belarusian psychologist R.I. Vodeyko conducted a study that showed that the development of a child’s vocabulary is a process of uneven accumulation of various categories of words: “A child always has more words-objects than words-actions; there are more relationship words than attribute words.”

In the vocabulary of three-year-olds, according to V.V. Gerbova, nouns denoting means of transportation, household items and objects of living nature predominate. At the same time, the passive dictionary is almost 1.5 times higher than the active one.

Over the course of an early age, a child’s vocabulary gradually becomes more complex - the polysemy of a word is replaced by higher stability and the subject-related nature of the word is clearly expressed.

The second year of life is characterized by the acquisition of the grammatical structure of sentences. In this process, A. N. Gvozdev distinguishes two periods: from 1 year 3 months to 1 year 10 months and from 1 year 10 months to 3 years.

The first is the period of sentences consisting of amorphous words - roots, which in all cases are used in one unchanged form and here the stage of a one-word sentence is clearly distinguished (1 year 3 months - 1 year 8 months) and the stage of two-three-word sentences.

By their meaning, words-sentences represent a complete whole expressing a message. But a statement differs from a word in that a word only names an object, while a statement reflects a situation. Children talk about what they are doing and see what is happening at the moment. Therefore, one-word sentences can be classified as situational speech. It is understandable to the interlocutor only if gestures, movements, facial expressions, and intonation are taken into account.

The appearance of a two-word sentence arises in connection with new needs that arose as a result of the contradiction between the previous form of verbal communication and the child’s need to express his desires more accurately.

The second period in speech acquisition is the period of mastering the grammatical structure of a sentence, which is associated with the formation of grammatical categories and their external expression. It is characterized by the rapid growth of different types of simple and complex sentences and the assimilation of function words. By the age of three, a child masters almost all cases and objective relations that are expressed with their help.

At the first stage of development, the child’s speech is situational, since it is closely related to practical activities, which are carried out jointly with adults and peers, and most often takes place in the form of dialogue. Dialogue as a form of verbal communication is of great importance, as it contributes to the development of social relationships in children. Through dialogue, children establish contact and involve each other in a common game or activity.

Some children are unable to support a conversation with either a peer or an adult. In such cases, adults involve the child in games where there are roles for talking children, topics of conversation are suggested by the situation of the game, or involve them in memorizing small scenes from fairy tales. Children use learned figures of speech as material in dramatization games.

At an early age, the child’s descriptive speech also appears. Its appearance is associated with the expansion of the preschooler’s social circle and the growth of his independence. Situational, condensed speech can no longer ensure complete mutual understanding, for example, when a child wants to tell the teacher about events that happened in the family or in the yard, in which the teacher did not take part.

In this case, gestures and facial expressions cannot significantly help the child, and then a contradiction arises between the need for communication, mutual understanding and the limitations of available funds. And this contradiction leads to the emergence of descriptive, detailed speech.

An important role in its formation belongs to an adult who introduces the child to examples of such speech, its standards (fairy tales, stories). Subsequently, the child’s understanding of speech develops.

Of great importance in understanding speech is the child’s identification of the actions with objects and the adults’ designation of these actions in words. The child is already able to understand the instructions and instructions of an adult, which is one of the most important conditions for the formation of “business” communication between an adult and a child, and also allows you to guide the child’s behavior with the help of speech.

In the third year, speech understanding increases in both volume and quality. Children no longer understand only speech-instructions, but also speech-story, and this is an important acquisition.

The sound side of the language is also improved; it includes distinguishing the sounds of the language (phonemic hearing) and the formation of the correct pronunciation of speech sounds. First, the child grasps the general rhythmic and melodic structure of a word or phrase, and then the correct pronunciation of sounds is built. This increases the demands on adult speech. It is important that it is correct, all sounds pronounced by adults are clear, and the rhythm of speech is not too fast. If an adult’s speech has defects, then these defects will be reproduced by the child. All the enormous work that a child does in learning to distinguish one word from another is, first of all, work on the material, sound side of language. Children love to say a word, often distorted or meaningless, just because they like the sounds of the word.

Techniques for speech development and stimulation of speech activity for young children

Talking to yourself.

When the baby is not far from you, start talking out loud about what you see, hear, think, feel. You need to speak slowly (but without drawing out the words) and clearly, in short, simple sentences - accessible to the baby’s perception. For example: “Where is the cup?”, “I see a cup”, “The cup is on the table”, “There is milk in the cup”, “Tanya drinks milk”, etc.

Parallel conversation.

This technique differs from the previous one in that you describe all the child’s actions: what he sees, hears, feels, touches. Using “parallel conversation”, you seem to suggest to the child words that express his experience, words that he will later begin to use independently.

Provocation, or artificial misunderstanding of the child.

This technique helps the child master situational speech and consists in the fact that the adult is in no hurry to show his understanding and temporarily becomes “deaf”, “stupid”. For example, if your baby points to a shelf with toys, looks at you pleadingly, and you understand well what he needs at the moment, try giving him the wrong toy. Of course, the child’s first reaction will be indignation at your lack of understanding, but this will also be the first motive that encourages the baby to name the object he needs. If difficulties arise, tell your child: “I don’t understand what you want: a pussy, a doll, a car?” In such situations, the child willingly activates his speech abilities, feeling much smarter than an adult. This technique is effective not only for naming objects, but also for verbally denoting actions performed with them.

Spreading.

Continue and complement everything your baby says, but don’t force him to repeat it - it’s enough that he hears you. For example:

Child: "Soup."

Adult: “Vegetable soup is very tasty”, “The soup is eaten with a spoon”

By responding to your child with common sentences using more complex language forms and rich vocabulary, you gradually lead him to finish his thought, and, accordingly, prepare the ground for mastering contextual speech.

Sentences.

Using play songs, nursery rhymes, and sentences in joint activities with children gives them great joy. Accompanying a child’s actions with words contributes to his involuntary learning of the ability to listen attentively to the sounds of speech, grasp its rhythm, individual sound combinations and gradually penetrate into their meaning. Having learned to distinguish the variability of funny sound combinations, children, imitating adults, begin to play with words, sounds, phrases, capturing the specifics of the sound of their native speech, its expressiveness, and imagery. Most works of oral folk art were created precisely with the aim of developing the baby’s motor activity, which is closely related to the formation of speech activity. The more small and complex finger movements a child performs, the more areas of the brain are involved in the work, because it is directly connected with the hands, or rather, crosswise: with the right hand - the left hemisphere, and with the left - the right.

The important significance of folklore works is that they satisfy the baby’s need for emotional and tactile (touching, stroking) contact with adults. Most children are kinesthetic by nature: they love to be stroked, cuddled, and held by hands. Oral folk art helps to satiate the need for affection and physical contact.

Give your child the opportunity to choose. The formation of responsibility begins from the moment when the baby is allowed to play an active role in what concerns him personally. The exercise of choice gives the child a sense of self-worth and self-worth. By the age of two, the baby is quite able to make his own choice if this right is granted to him by adults: “Do you want half a glass of milk or a whole glass?”, “Do you want a whole apple or half?”, “Do you want to play with a doll or a teddy bear?”

Games with natural materials.

A huge influence on the growth of a child’s speech and cognitive activity is exerted by the variety and accessibility of objects that he can explore from time to time: look at them, taste them, manipulate, experiment, make small discoveries about them and with them. In his instinctive desire for self-development, already in the first year of life, a child uncontrollably strives for sand, water, clay, wood and paper. There is a lot of meaning in “fussing” with them: the child is busy, he gets acquainted with the material, studies its properties, functions, etc. The most favorite and best toys are those that the child created himself: fortresses made of sticks; ditches dug using an old spoon or scoop; paper boats; dolls made of rags, paper or straw.

Productive activities.

At an early stage of speech development, the child masters a wide variety of languages ​​that replace words - gestures, facial expressions, onomatopoeia, and elementary images. Drawing, modeling, applique, design develop not only the child’s linguistic abilities, but also sensory ones, which are of particular importance in the formation of mental activity. A person’s thought becomes more specific and understandable if it is written down. A preschooler cannot and does not know how to write, and therefore he records his thoughts and ideas by sketching them. Entire sheets of paper are covered with images of people, likenesses of animals, buildings, various objects, often with scribbles understandable to him alone. So he puts on paper all the ideas, feelings, thoughts, their combinations and intricacies that have arisen in his mind or soul over a certain period. An adult, writing down his thoughts, has the opportunity to repeatedly return to work with them: read, “polish,” supplement and formulate to a truly conceptual meaning. A child is not capable of such conscious work: he drew and threw it away, his thought and imagination were already carried away in a different direction. Putting a thought into words in such a way that it becomes understandable to others is one of the most important tasks of speech, communication and mental development, where each specific drawing of a baby has an enduring and unique meaning. Try to turn any child’s drawing into an interesting story, and the story into a drawing that you need to return to repeatedly, “read” and add to. When you have a sufficient number of such stories and drawings, you can sew them into a book and “read” them to your friends and relatives. A child who understands what he is saying and connects a distinct idea with the spoken word reliably masters his native language.

Substitution.

“Imagine that...” - these words are filled with a special attractive force for a child. At the age of two years, the child enjoys imagining that a cube is a pie, and a shoebox is an oven. By the age of three, he is able to imagine himself as an airplane, a cat, a flower, etc. The words sound like a magic spell for a child: “Imagine that we are airplanes. Now we’ll fly around the whole room.” This etude-game form develops the child’s reflexive and empathic abilities, without which communication will not be complete and developmental. At this age, children also really like pantomime games, which activate the baby’s curiosity and observation skills. You can involve a child in such a game using a question-sentence: “Guess what I’m doing now.” It is preferable to start with basic actions: combing your hair, brushing your teeth, eating an apple, pouring milk, reading a book. After the child has guessed correctly, invite him to make an action for you, and then “revive” the situation you set: set the table; walk on the warm sand; to run away like a fox carrying away a rooster; walk like papa bear and son bear, etc. Pantomime games and imitation games are the first step in theatrical and role-playing games.

Role-playing game.

This type of children's activity is just being formed at a young age, and it acquires the fullness of development that leads to it somewhat later. But this does not mean at all that there is no need to organize elementary plot-role-playing actions during this period. With some creativity, adults can easily organize role-playing games. For example, a game of telephone, when a child, using a toy device, can call mom, dad, grandma, and fairy-tale characters. Playing with the phone stimulates a child’s speech development, builds self-confidence, and increases communicative competence. Encourage children's tendency to imitate - this develops attention to detail and awareness of the literal and figurative meaning of words.

Musical games.

The importance of musical games in a child’s speech development can hardly be overestimated. Kids sing along with pleasure, they love noisy musical instruments, ritual games like “Loaf”, “Over the bumps”, “Baba sowed peas”, etc. Encourage the child’s desire to move to the music and sing along. It’s okay if the child first pronounces only the endings or last words of the song lines. Subsequently, he will begin to sing small songs in their entirety and, perhaps, distort some words. This should not scare you - sing the song along with the “main performer”, but, unlike him, sing it correctly. Often give your baby the opportunity to move to a variety of music, independently extract sounds from various objects, accompanying yourself. A child dances and sings about what he sees and hears around him, invents his own songs and melodies - this is how a creator is born!

Speech development games

The development of speech is undoubtedly closely connected with the general development of the child’s thinking, with the level of his knowledge about the world around him. And many games aimed at developing thinking, logic, as well as reading books and just everyday conversations, one way or another develop the baby’s speech. But there are games aimed exclusively at developing children’s speech, and
There is no need to devote special time to them.

We answer questions

(Age 2-4 years)

Try to ask your child as many questions as possible. Be interested in his problems, his impressions of visiting this or that place, his opinion about this or that object or phenomenon.
During the role-playing game (with dolls, animals, soldiers or cars), ask your child’s character a lot of questions on behalf of your character.
Ask how the game will proceed further, where this or that character will go or go next and why, what he will take with him, what he will wear, what he will eat, and so on.

What happens... What happens...

(Age from 3 years)

Start the game with words:

“Bread can be soft, and also a pillow, and soft can be...” and wait until the child comes up with his own version. If the baby does not continue your phrase, finish it yourself and offer a similar one - with one more sign: any other or opposite in meaning.

Or vice versa:

“The ball can be large or small, red, green, yellow, rubber or plastic. And also...” and so on about other objects.

What is round? What is spicy? What is liquid? What is long? What is fluffy? What is square? What's blue? and so on...

What first, what then

(Age 3-4 years)

Introduce your child to the concepts of “first” and “then” using clear life examples, using children’s books and games with cards.
When the child understands the meaning of these words, invite him to continue phrases like:

first they pour the tea, then they drink it;

first a person goes to bed, then gets up;

first the plane takes off, then...;

first the bird lays an egg, then...

How to stimulate the development of a child's speech?

1. All stimulation techniques are carried out:

Provided the child and adult are in good spirits;

In a playful way, fun and funny;

Accompanied by smiles, kisses and various sounds.

2. All proposed exercises should be verbalized: talk to the child, tell how his face is changing, how funny, big, angry, pouty he is now. Speech should be calm and intonated, as if you were telling a fairy tale or a fascinating story. Your words not only tone, calm and tune the baby, but also expand his vocabulary.

3. Reward your baby with a favorite treat, drink, toy, etc.

4. Remember that for a child this is an incomprehensible and difficult task. He will perform most of the exercises passively, i.e. unconsciously, mechanically, without active participation.

5. All of the listed techniques will become effective only if the child begins to help you or repeat them involuntarily or consciously in a similar situation or play action.

Passive cheek stimulation

There is always a good excuse for such a massage - the procedure for washing and caring for the facial skin. Beautiful, pleasant-to-touch accessories (napkin, towel, brush, massage balls, rollers, etc.) will add to its attractiveness.

All massage movements are performed while washing with warm water. Directions of movement - from the midline of the face to the ears.

1. “Finger rain” - tapping on the surface of the cheeks with your fingertips.

2. Stroking with spread fingers.

3. Rubbing with fingertips.

4. Light pinching - performed with the thumb and forefinger.

5. Shaking - performed with the thumb, index and middle fingers.

6. Rubbing with balls with soft massage spikes.

Notes

Techniques 1-2 are more superficial and therefore pleasant to the baby.

Techniques 3-6 are deeper, so they should be performed carefully, monitoring the child’s reaction.

All deep techniques must be alternated with superficial ones.

The stimulation time for cheek gymnastics is up to 1 minute.

Active cheek stimulation

1. Inflating both cheeks at the same time: “Inflate the balloon.” (Use the child’s desire to imitate, provoke him to “tease”, look at the mirror image. You can also use a real inflatable ball to infect the child with action.)

2. Retraction of the cheeks into the oral cavity: “The ball is deflated. There is no ball."

Note

You should not repeat the exercises more than 3 times: the baby may become dizzy from excess oxygen.

Passive lip stimulation

All lip exercises should be done carefully and always in an entertaining, “clown” genre.

1. “Finger rain” - tapping your lips with your fingertips.

2. “Clown smile” - stretching the lips with fixation in the corners of the mouth.

3. “Crooked faces” - asymmetrical stretching in different directions of the upper and lower lips.

4. “Dragon” - holding the grin of the upper and lower teeth.

5. “Bird” - the upper and lower lips are grabbed with the thumbs and forefingers to form a fold. Pulling the lips to the right and left, twisting and shaking clockwise and counterclockwise.

Lip stimulation time - up to 3 minutes.

Active lip stimulation

1. “Kiss” - stretching closed lips - returning to normal position.

2. “Clown” - lip stretching - stretching the lips into a smile with the jaws open.

4. “I won’t tell anyone!” - retraction of the lips into the mouth, pressing tightly against the teeth.

5. “Bite” - biting the lower lip with the upper teeth.

7. “Baby Elephant” - rotational movements of the lips extended by the proboscis (preferably with the help of an adult who helps hold the proboscis).

8. Drink through a straw or large diameter straw and blow bubbles in the water through it.

9. Holding a tube or straw with your lips (teeth). The adult’s task is to playfully try to take the straw away (pull it out of the child’s lips).

Active tongue stimulation

These exercises work well when the child is eating his favorite treat. Each spoon can be accompanied by joint movements.

1. “Have you swallowed everything?” - protruding tongue.

2. “Take out the spoon” - turning the strongly protruding tongue left and right. The tongue holds the spoon near the corner of the lips.

3. Licking lips.

Stimulation of various skills

Every day, in the right situation, it is necessary to develop other skills of the child.

1. Draw the child’s attention to closed lips, and then ask him to blow through his lips, opening them. It turns out to be “puffing” or “snorting”.

2. Close your lips and stretch them forward - similar to the beak of a duckling.

3. The child places his tongue between his teeth in a pattern and holds it - very similar to a “teaser” or “monkey”.

4. Ask the child to cough with his head thrown back, etc.

In the development of speech of a young child, the main thing is to stimulate his active speech. This is achieved by enriching the vocabulary, intensive work to improve the articulatory apparatus, as well as expanding the area of ​​communication with adults.

The main form of organizing the pedagogical process in kindergarten is directly educational activities on speech development). Within the framework of GCD, the knowledge of children that they acquired through practical means and that they received by acting with objects in their immediate environment is concretized and clarified. But in order for the program tasks of organized education to be solved more successfully, it is necessary to make the entire day of a child’s stay in a preschool educational institution more meaningful in terms of speech development. The more meaningful and richer the impressions of everyday life, the more cognitive opportunities there are for activities.

What kind of activity can ensure familiarization with the environment and the development of a child’s active speech?

First of all, this is a joint activity between an adult and a child, during which emotional contact and business cooperation are established. It is important for the teacher to organize joint activities so that the child can be encouraged to engage in verbal interaction or find accessible reasons for the child to communicate.

In the process of joint activity, the teacher does not set the tasks of direct speech teaching, as is done in direct educational activities. The formulation of problematic language tasks here is situational in nature. The child says only what he wants to say, and not what the teacher planned. Therefore, the organization and planning of joint activities must be flexible. The teacher must be ready for improvisation, for the child’s counter activity. In the process of joint activity, the child gradually develops the position of a junior partner, guided by an adult and constantly taking into account the latter’s initiative.

What forms of joint activity between a teacher and children on speech development can be identified at an early age? To answer this question, let’s remember some features of young children:

It is difficult for them to concentrate on monotonous activities that are unattractive to them, while during the game they can remain attentive for quite a long time;

attention is aroused by externally attractive objects, events and is maintained as long as interest remains;

behavior is situational and almost always consists of impulsive actions;

Young children are characterized by imitation and easy suggestibility;

visual-emotional memory and visual-effective thinking predominate.

Thus, the teacher must remember that when solving problems of speech development in young children, the activities that he organizes should be:

firstly, it is event-based (connected with some event from personal experience);

secondly, it is rhythmic (motor and mental activity must alternate);

thirdly, it is procedural (young children have a great need to develop skills in everyday processes. They like the very process of washing, dressing, eating, etc. To develop the child’s active speech, the teacher needs to accompany the child’s actions with words and encourage him to speak ).

And the vocal apparatus, speech breathing, auditory perception. To develop the articulatory apparatus, you can use articulatory gymnastics, onomatopoeic words, animal voices (for example, give the child musical instruments - a pipe and a bell, the pipe plays “doo-doo”, the bell rings “ding-ding”; a cow moos, etc. ). To develop voice power, you can ask the child to meow loudly (mother cat) and quietly (kittens).

Vocabulary development.

Much attention in vocabulary work is paid to the accumulation and enrichment of an active vocabulary based on the child’s knowledge and ideas about the life around him. The formation of the lexical system of the native language occurs gradually, since not all children master semantic units and relations equally successfully. Thus, the child needs to be shown that each object, its properties and actions have names. To do this, you need to teach how to distinguish objects based on their essential characteristics, name them correctly (answering the questions: “What is this? Who is this?”), see the features of objects, identify characteristic features and qualities (Which?), as well as actions associated with the movement of toys , animals, their condition, possible human actions

(“What does it do? What can you do with it?”). Such training can be carried out in the games “What is this?”, “Tell me which one?”, “Who can do what?”.

Next, from naming visible and vivid features (color, shape, size), you can move on to listing the properties, internal qualities of an object, its characteristics (for example, “Who will say more words about an apple? What is it like?”).

When looking at different objects or pictures of objects, the child learns to compare and name words with opposite meanings (antonyms): this doll big, and that... small, pencil long And short, ribbon narrow And wide, tree high And low, doll's hair light And dark.

Children aged 3-4 years develop an understanding and use of general concepts (a dress, a shirt are cloth; doll, ball is toys; cup, plate is dishes), the ability to compare objects (toys, pictures), to correlate the whole and its parts (train - windows, carriages, wheels) develops.

At this age, children learn to understand the semantic relationships of words of different parts of speech in a single thematic space: bird flies- fish … floats; house are building - soup … boil; the ball is made of rubber, the pencil... made of wood.

When looking at objects or pictures, you can introduce the child to ambiguous words: chair leg - table leg - mushroom leg; handle on the bag - handle on the umbrella - handle on the cup; sewing needle – a needle on a hedgehog’s back – a needle on a Christmas tree

In general, vocabulary work is aimed at leading the child to understand the meaning of a word and enriching his speech with semantic content.

The development of the grammatical structure of speech involves the development of understanding and use of grammatical means in speech and the child’s active search for the correct form of the word.

For example, in games with objects (“What’s gone?”, “What’s missing from the doll?”), children learn the singular and plural forms of the genitive case (it’s gone ducklings, toys, No slippers, dresses, shirts).

Use of spatial prepositions ( in, on, behind, under, about) leads the child to use case forms ( in the closet, on a chair, behind the sofa, under the table, near the bed). You can play “Hide and Seek” with your child, which will help to master these grammatical forms (toys are hidden in different places, and the child, finding these places, correctly names words with prepositions).

Playing with a child the game “Who gives what voice?” (sparrow chirp-tweet-tweet, duck quack-quack-quack, frog qua-qua-croak) We introduce ways of forming verbs. And based on the names of games played on musical instruments, the child is shown how to form verbs using suffixes (they play the drum, they play the pipe, they blow the trumpet, and they play the guitar and harmonica).“What will the bunny do if he picks up a drum? A pipe? Pipe?" - such questions lead the child to understand that playing musical instruments is an action that has its own name.

Various ways of forming verbs can be reinforced in the games “Who does what”, “Who can name the most actions?”, “What do they do on musical instruments?”, “What professions do you know? What does the teacher do? Builder?". In the game “What? Where? When?" you can ask questions in three options: “What do you do in the group, in the hall, at home?”, “Where do you play, sleep, wash?”, “When do you say hello, say goodbye, undress?” Such games can be played outside, asking about the seasons and surroundings familiar to the child.

When working on the syntax of children's speech, it is necessary to develop the ability to construct different types of sentences - simple and complex. The use of game plots helps the child finish a sentence started by an adult. For example, the game “What can Sasha do?” The adult begins: “Sasha can... the floor (sweep), flowers (water), dishes (wash, wipe).” You can also offer the child pictures, and the child names the actions of the characters, visible and imaginary, i.e., lists homogeneous members, making a sentence based on the picture.

Thus, the relationship between all aspects of speech (education of sound culture, formation of grammatical structure, vocabulary work) is a prerequisite development of coherent speech.

You can develop a child’s coherent speech by retelling literary works (reproducing the text of a familiar fairy tale or short story, first based on questions from an adult, and then together with him (the adult names one word or phrase, and the child finishes the sentence) and, finally, independently), telling stories based on a picture, toy (first the child answers questions about the content of the picture, and then composes a short story together with an adult, and then independently).

By developing a child’s coherent speech, you can ask him to talk about interesting events in the group, holidays, favorite toys, etc.

Consultation for parents on speech development

during the period of adaptation of the child to kindergarten 2-3 years

The adaptation period is a serious test for children 2-3 years old.

Stress reactions caused by adaptation permanently disrupt the emotional state of the baby. Therefore we recommend: Bring the home routine in line with the routine of the kindergarten group the child will attend. Get acquainted with the kindergarten menu and enter it in Teach your child at home all the necessary self-care skills: washing, drying hands; dress and undress; eat independently, using a spoon while eating; ask to go potty. Clothing must be comfortable for a child of this age; the best option is trousers or shorts without fasteners or straps. baby's diet - new dishes for him

· Expand the child’s “social horizon”, let him get used to communicating with peers on children’s playgrounds, visiting friends, staying overnight with his grandmother, walking around the city, etc. Having such experience, the child will not be afraid to communicate with peers and adults.

· It is necessary to form a positive attitude in the child and a desire to go to kindergarten. The baby needs emotional support from the parents: tell the child more often that you love him, hug him, take him in your arms. Remember, the calmer and emotionally positive parents are about such an important event as a child’s visit to kindergarten, the less painful the adaptation process will be. Avoid discussing issues related to kindergarten that concern you in front of your child.

· On the first day, it is better to go for a walk, since during a walk (in a game) it is easier for the child to find friends and get to know the teacher. You can take your favorite toy with you to kindergarten.

Plan your time so that during the first month of your child’s visit to kindergarten, you have the opportunity not to leave him there for the whole day. The first weeks of visiting kindergarten should be limited to 3-4 hours, later you can leave the baby until lunch, and at the end of the month (if the teacher recommends it) bring the baby for the whole day.
To prevent nervous exhaustion, it is necessary to take a “day off” for the baby in the middle of the week.
During the period of adaptation at home, it is necessary to maintain a daily routine, take more walks on weekends, and reduce emotional stress.
A child should come to kindergarten only when healthy. To prevent acute respiratory infections and acute respiratory viral infections, it is necessary to take vitamins and lubricate the nasal passages with oxolinic ointment.
If it turns out that the child has developed a need for cooperation with close and stranger adults, if he knows the means of objective interaction, loves and knows how to play, strives for independence, if he is open and friendly towards his peers, consider that he is ready to enter kindergarten garden or nursery.

Physical education

Collaboration between teachers and parents over a long period of time can bring fruitful results in the development of a child.

Walk and run without bumping into each other. Jump on two legs in place, moving forward, etc. Take, hold, carry, put, throw, roll the ball. Crawl, crawl under a tight rope, climb over a log lying on the floor.

Physical education and sports contribute to the formation of a healthy lifestyle, including:

mastering and following the rules of personal hygiene, adherence to the daily routine, organization of rational nutrition

It is very important to start physical education of a child in a timely manner. It is necessary to start physical education as early as possible, but it is never too late to do this. However, the physical development of a child between the ages of 3 and 6 years allows him to be interested in sports and teach basic physical education skills.

Physical education strengthens the body's compensatory capabilities and increases its resistance. Health-improving running, gymnastic exercises, skiing, cycling, swimming - all these means have a high degree of impact on the body, so it is necessary to control the intensity of stress on children during health-improving activities.

An important aspect of health-improving physical education is activities with children at home, in a family environment, aimed at improving the health and strengthening of children.

Physical activity is one of the most important means of preventing diseases and strengthening the immune system.

Recently, the whole family has become involved in physical education. To make it interesting for kids to engage in physical education in the early stages, try to create an image of a familiar object or phenomenon of the surrounding reality in each exercise, or accompany the exercises with dynamic music. Be sure to try to do the exercises together with your child, involving as many family members as possible.

Speech development

By the end of the third year of life, children can:

Child and the world around

By the end of the third year of life, children can:

disc"> Actively participate in the formation of groups of individual subjects, distinguish between “many” subjects and “one”. Distinguish between large and small objects. Recognize the ball and cube.

Labor education

We continue to develop in children the ability to take care of themselves independently (while undressing, dressing, washing, eating).

Introduction to fiction

By the end of the third year of life, children can:

Listen to poems, fairy tales, short stories. When reading them again, finish off individual words and small phrases. Together with an adult, look at illustrations in familiar books. Tell short poems with the help of an adult, for example, A. Barto from the “Toys” series

Visual activities

By the end of the third year of life, children can:

Know that you can draw with pencils, felt-tip pens, paints and brushes. Distinguish, but not necessarily name, the colors red, blue, green, yellow, white, black. Enjoy your drawings, name what is depicted on them. Know that you can sculpt from clay and plasticine. Roll out a lump of clay with straight and circular movements of your hands, break off small lumps from a large lump, and flatten them with your palms; connect the ends of the rolled stick, pressing them tightly against each other. Sculpt simple objects (lambs, balls).

Construction

By the end of the third year of life, children can:

Distinguish between the main shapes of parts. With the help of an adult, build a variety of structures using most shapes. Play with your own building together with an adult.

Musical education

By the end of the third year of life, children can:

A game

By the end of the third year of life, children can:

Imitate the actions of an adult and peer. Respond emotionally to the game offered by an adult, imitate his actions, accept the game task. Independently perform game actions with objects, transfer actions from object to object. Use the game to replace a missing item. Conduct a dialogue with an adult in the game. In independent play, accompany your actions with speech. Follow the actions of the heroes of the puppet theater.

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◈ If you have a little patience and add flowers to the apples, this material can be used to illustrate the process of fruit ripening. In this case, it is necessary to tell the child that trees first bloom and then bear fruit.

Help me harvest

The game promotes classification skills

Necessary equipment: dummies or pictures of vegetables and fruits.

◈ Arrange vegetables and fruits (or pictures with their images) mixed. Ask your child to collect and place fruits in one basket and vegetables in the other.

◈ You can then sort vegetables and fruits by type.

Two roads

◈ Cut two strips of different widths from cardboard (paper). Explain to your child that a narrow strip is a road for small cars, and a wide strip is for large cars.

◈ Show how you can determine which stripe is wider by overlapping stripes.

◈ Ask why a large car cannot drive on a narrow road.

◈ Drive your cars on the roads.

◈ By gluing strips of different widths together, you can build an entire network of roads.

Choose the road

The game promotes the development of classification skills and develops the ability to compare.

Necessary equipment: cardboard or paper, cars of different sizes.

◈ Cut two strips of different widths from cardboard (paper). Explain to your child that these are roads for cars.

◈ Ask him to choose cars for which the narrow road is suitable. And vice versa, choose a road along which this or that car can drive.

Matryoshka

The game develops fine motor skills and the skills of comparing objects by size.

Required equipment: a set of nesting dolls.

◈ Almost all children love nesting dolls.

◈ Show your child a large matryoshka doll. Shake her. Open with your child and take out a smaller doll. Put them side by side and compare.

◈ Let the child put the small nesting doll into the large one and take it out.

◈ Gradually show him all the nesting dolls.

Who is faster

The game helps to master the concepts of “long” and “short”.

Necessary equipment: two cars, ropes.

◈ Tie strings to two cars - short and long. Give your child a car with a short string.

◈ Offer to see whose car will “get” to the owner first if everyone winds their own rope around a pencil.

◈ By placing the strings side by side, clearly show what is long and short.

Slide

The game promotes the development of logical thinking.

Required equipment: cardboard or planks.

◈ Make a small slide from cardboard, planks or any other available materials.

◈ You can roll small cars, balls, and dolls down the slide.

◈ Place a cube in front of the slide and show how the rolling car stops when it hits the cube.

Building a tower

The game promotes the development of motor skills, classification, counting, and comparison skills.

Required equipment: cubes of two colors.

◈ Invite your child to build two towers of different colors, after sorting the cubes.

◈ During the construction process, deliberately make mistakes by choosing cubes of the wrong color.

Geometric figures

The game teaches you to distinguish objects by color and shape

Required equipment: five multi-colored circles cut out of cardboard.

◈ Look at one of the circles with your child, telling him: “This is a circle. It is red. What does he look like? Look for round objects in the room. ◈ Explore different colored circles.

◈ After the child has mastered the concept of “circle,” you can move on to other geometric shapes, while expanding the range of colors.

◈ Compare two identical shapes of different colors. Use the association method.

Let's figure it out

The game helps develop classification skills

Required equipment: 3 circles and 3 squares cut out of cardboard.

◈ Shuffle the shapes. Ask your child to help you select only the circles.

◈ After this, color the circles with one color and use a different color to color the squares.

One - there, one - here

The game promotes the development of fine motor skills and teaches counting.

Required equipment: two containers (buckets, boxes), cubes or small items.

◈ Place the cubes in front of the baby and place two buckets or two boxes. Invite your child to put the cubes into boxes.

◈ Taking a cube in your hand and placing it in a box, say: “One goes into this box, here’s another one into another.”

◈ When the child understands the concept of “one,” start taking two objects at a time: “I will put two cubes in this box, and please put two cubes in another box.”

Much is not enough

The game promotes the development of logical thinking and introduces elementary mathematical concepts.

Required equipment: two identical boxes, cubes of the same color.

◈ Put 10 cubes in one box, and 3 in another. Having invited your child to build a tower or a house, ask: “Please bring me a box that contains a lot of cubes.” If the child is at a loss, help him.

◈ After you have built the towers, compare which one is taller (the one with more cubes).

◈ Repeat the words “many” and “little” more often, using them in different situations.

"One step..."

The game helps you master counting

◈ When going up the stairs, count the steps. Don't ask your child to repeat after you, he will do it himself when he understands the essence of the game.

◈ Count how many apples or candies you bought, how many plates you put on the table, etc.

Geometric store

The game helps to study the shape of objects and master counting.

Necessary equipment: toys with clear geometric shapes (ball, cubes, balloons, dominoes, pyramid rings), geometric figures cut out of cardboard.

◈ Invite your child to the store. Explain that in your store toys are sold for money (which are used as geometric figures), but only if the shape of the selected toy matches the shape of the cut out geometric figure. For example, a ball can be bought for a cardboard circle, a cube for a square, etc.

◈ Then complicate the task by explaining to your child that, for example, two squares can buy two cubes.

Hide it in your palm

The game develops the ability to correlate objects by size

Required equipment: small and large balls.

◈ Give the baby some balloons. Say: “Now I’ll show you a trick!” Take a small ball and hide it in your palm. Ask your little one to do the same.

◈ Offer to repeat the trick with a large ball. Explain why a large ball cannot be hidden in the palm of your hand.

◈ Compare the balls with each other, then with the baby’s palm.

◈ Perform similar tricks with any small objects.

Hand out the plates

The game introduces the concepts of “many”, “few”, “one”, “one at a time”

Required equipment: 10 plastic plates.

◈ Give your child a stack of plastic plates. Draw his attention to the amount of dishes, using the words “a lot”, “a whole stack of plates”.

◈ Ask to distribute one plate to each family member or toy. Comment on the child’s actions: “Dad was given a plate, now dad has one plate...”.

◈ After distributing the dishes, make a conclusion: “They handed out a whole stack of dishes and everyone had one plate. Now let's put the plates back together. Look, you have a lot of plates again.”

Fungus to fungus

The game promotes the development of motor skills, teaches how to correlate quantitative sets, and helps to master the concept of “as much as”

Required equipment: 5 yellow and 5 orange mushrooms cut out of cardboard.

◈ Explain the rules to the baby: you lay out one mushroom, the baby must put his own mushroom under it. Draw your child’s attention to the fact that the figures should be laid out from left to right. This will allow the child to acquire the skills necessary in the future to write correctly. Having laid out all the mushrooms, comment: “I put 5 mushrooms, and you put 5 mushrooms. This means there are as many of your mushrooms as mine, they are equally divided.”

◈ Instead of cut out mushrooms, you can use cubes of two colors or any other toys that can be divided into two parts.

Pick a lid

The game develops the skills of classifying and matching objects

Required equipment: pots with lids.

◈ Children enjoy spending time with their mother in the kitchen.

◈ While you are cooking, tell your child that you got the lids mixed up and now you don’t know which lid is for which pan.

◈ Ask your child to help you choose the right size lids.

Grandma's pancakes

The game promotes the development of matching skills, the ability to systematize objects according to a certain criterion

Necessary equipment: 4 circles cut out of paper with a diameter of 3 cm, 4 circles with a diameter of 6 cm, a box for large circles, a box for small circles.

◈ Come up with a plot for the game. For example, my grandmother baked pancakes, large and small. Big ones for mom and dad, small ones for the grandchildren. But all the pancakes got mixed up. We need to help grandma put the pancakes on plates.

The role of didactic games in the development of speech in preschool children

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· development of the articulatory apparatus;

· development of speech breathing;

· ability to use a moderate rate of speech and intonation means of expression.

Formation of grammatical structure of speech:

· work on morphology, i.e. children should be able to change words by gender, number, case (one mushroom - many fungi, one pear - many pears, one pencil - many pencils, etc.);

· word formation, i.e., creating a new word based on another word with the same root using endings, prefixes, suffixes (snow - snowflake - snowdrop - snowman);

· combining the basics (squeezes juice - juicer, chops meat - meat grinder);

· names of baby animals;

· names of professions (fish - fisherman, sea - sailor);

· names of utensils (sugar - sugar bowl, soup - tureen);

· syntax, i.e., sentence construction, compatibility and word order in phrases and sentences.

Vocabulary work:

· correct understanding and use of words, enriching the vocabulary with new words, i.e., children’s assimilation of previously unknown words and new meanings of already known words;

· activation of the dictionary, i.e. translation of words from a passive dictionary to an active one;

· eliminating non-literary words (colloquial, jargon, etc.) from children’s speech;

Development of coherent speech:

· the child’s mastery of the following types of coherent statements: description, narration, reasoning;

· the ability to use precise and figurative words in a coherent statement, to include direct speech and dialogues of characters in the text of the narrative;

· retelling a finished literary text without the help of an adult, conveying the dialogues of the characters and characterizations of the characters.

An adult can help a child master the ability to fully communicate and use different forms and types of statements for communication purposes.

In order for learning to bring a positive result, it is necessary to correctly construct the learning process, in which the originality and specificity of preschool childhood and the normal course of children’s development are preserved. This process involves a variety of forms of organizing classes and returning the original meaning to the word “class” - that is, doing something interesting and useful for the child, but not in the form of a school lesson. Here, a didactic game is most appropriate, as one of the forms of an adult’s educational influence on a child, and at the same time, the main activity of a preschooler. The main feature of didactic games is determined by their name: these are educational games, they are created by adults for the purpose of raising and teaching children. But for children at play, the educational significance of the game does not appear openly, but is realized through the game task, game rules and actions.

A didactic game can act as a means of developing children’s speech, since:

1. Didactic game- a teaching tool, therefore it can be used when mastering any program material and carried out both in group and individual lessons, can be included in any lesson (musical, physical education, art activities, etc.), and is one of the entertaining elements during a walk.

2. B didactic game conditions are created in which each child gets the opportunity to act independently in a certain situation, with certain objects, while acquiring his own effective and sensory experience.

3. Didactic game allows you to provide the required number of repetitions on different materials while maintaining a positive emotional attitude towards the task.

Didactic games that are used as a means of speech development for children should be based on the following principles:

1. A didactic game should be based on program material.

2. The purpose of objects, pictures, aids, the meaning of questions, rules should be understandable to children.

3. Benefits must be visually attractive.

4. The conditions of the game and the number of aids used in it should ensure the involvement of all children in the educational process.

Requirements for didactic games:

1. Every game should provide exercise for children's mental development.

2. In a didactic game, there must be an exciting task, the solution of which requires mental effort and overcoming some difficulties.

3. Didacticism in the game should be combined with humor, jokes, and entertainment.

For the speech development of children, the following types of didactic games are used:

· playing with objects (toys, real objects, natural materials, arts and crafts, etc.);

· desktop-printed (paired pictures, dominoes, cubes, lotto);

· verbal games (without visual material).

1. Answer children's “whys”and not brush it off, as most often happens. Answer questions competently, clearly, and clearly. Do not be ironic, do not laugh at the absurdity and naivety of the questions. Sometimes it is useful to answer the child with a question: “Why do you think?” Let him try to get to the truth himself. Let him look, observe, compare, think out loud.
2. Develop fine motor skills of the fingers.Assemble a mosaic, sort through peas and beans, sculpt from dough and plasticine. All this contributes to the speech development of children.
3. Develop speech breathingon which the volume, purity and expressiveness of spoken speech depends. Special exercises to develop correct posture and correct speech breathing will help you with this. Invite the children to blow the fluff off their sleeves, blow out the candles (one after another) on a birthday cake, blow on boats in the water, or into soap bubbles.
4. Meaningful and multifaceted communication between an adult and a child is necessary. Just being next to him is not enough. We explain and teach a lot, but we don’t find topics for interesting conversations with the child. Most often they are devoted to how the child feels, whether he was cold, how he ate, how he slept in kindergarten, whether anyone offended him. Therefore, it is advisable to take joint walks to the park, stadium, or forest, which create conditions for the development of speech and communication with the child.
5. Recite simple sayings, nursery rhymes, poems.
6. Learn to speak expressively.What does it mean to speak expressively? “Expressiveness” presupposes the ability to express one’s attitude to what is being discussed, to emphasize the most important, important; “speak expressively” - speak brightly, figuratively, contagiously, attracting the attention of listeners.

Invite the children to repeat the phrase “IT SNOW” using intonation expressiveness of speech: - ask, surprised

Will be delighted and rejoice

Will be upset by the change in weather

be sad

Ask, clarifying

Happy to announce this

7. Offer speech word games to children.

1) “Put it in the box, everything that ends in “OK”

(fungus, ball, bun,...)

2) “You start, and I will continue”

I took the ball...

Mom went to the store...

3) “Say kindly”, “1-2-5”, “What’s missing?”

8.Develop coherent speech.

- “Let’s make up a fairy tale”

Retell short stories, fairy tales

Games “I’ll start, and you continue...”

Find the beginning, middle, and end of the story in the pictures.

On the topic: methodological developments, presentations and notes

Summary of the parent meeting in the senior group “The development of speech in preschoolers is the most crucial period in the development of speech in children”

This material contains a parent meeting held with parents of children in the senior group in a playful way. The meeting begins with an introductory speech from the teacher about the great importance of speech development...

The use of modern technologies in the development of speech in preschool children. Summary of educational activities for speech development with modeling elements for the middle group "Journey to the forest cinema"

In this material you can see how some of the modern technologies are used to develop the speech of middle-aged children: finger exercises, speech breathing exercises, articulation...

Master class for parents on the development of speech in preschoolers “Game activity as a means of communication and development of speech in preschoolers”

Goals: · develop the pronunciation side of speech · develop communication skills Objectives: Sound culture of speech ·...

Not every parent realizes that a delay in the formation of speech often occurs not so much in connection with pathologies or immaturity of the speech organs, but rather due to the influence of unfavorable speech environment. Little one's speech baby is formed in communication with others according to the principle of imitation, therefore it is necessary that the speech of adults be a model for children. It should be clear, unhurried, and grammatically correct.

Any speech disorder affects activity and behavior baby. He can become silent, shy, indecisive, even aggressive, and disinhibited. Availability of timely and correct assistance to kid allows you to more effectively compensate for disturbances in psychophysical child development and thereby mitigate and possibly prevent deviations in speech development.

But if your the child has problems in speech development, then it is very important not to get confused in this situation. Really help to kid Only a calm, educated, self-confident parent can. If you want to avoid sad consequences and teach child speak correctly, then pay attention to the following councils:

Don't compare child with other children.

Soften baby's speech failures, adding some humor to them. Praise even for the smallest success.

Listen carefully to his questions and answer in a way that makes him feel interested.

Do not criticize, but correctly correct incorrect speech.

Do not distort your words when communicating with child, do not imitate children's speech.

When asking a question, pause, leaving room for an answer.

Say out loud what you see and hear; describe the actions baby, as if prompting him with the right words.

Give your children as much attention as possible for communication, games, massage, exercise, and it will pay off in spades.

Often children experience muscle tension in the organs of articulation. In this case, you can offer several exercises that will help relieve this tension and teach children to feel the movement of the tongue, lips, and jaw. When performing articulatory gymnastics, the following requirements must be observed;

Exercise daily for 10-15 minutes in front of the mirror;

Make movements slowly, clearly, rhythmically;

Compare the pattern of your actions with the actions baby;

Make sure that child I didn’t get tired of gymnastics.

Some simple and useful exercises for lips and tongue

"Spatula" (put your wide tongue on your lower lip)

"Needle" (stick out your narrow tongue forward)

"Swing"(a wide tongue rises to the upper lip - falls to the lower, upper - lower; then also to the teeth; upper - lower, then behind teeth: upper - lower).

"Delicious jam" (lick your upper lip with the tip of your tongue)

"Horse" ("tsk", click your tongue).

"Watch" (tongue right-left)

"Tube"(pull open lips forward, as for sound "y")

"Smile"(stretch your lips in a smile, as if to make a sound "And").

"Cup" (put a wide tongue on the lower lip and lift the edges of the tongue).

For children with speech The pathology is characterized by impaired general and fine motor skills and breathing. Development fine motor skills are very important, because the centers responsible for the movement of the hand, for articulatory movements (lips, tongue, lower jaw, soft palate) are located in the cerebral cortex in the immediate vicinity. Developing fine motor skills of the hands, you are preparing the ground for the correct execution of articulatory movements; there are many finger games for this ( "Okay", "The horned goat is coming", "Magpie" etc., you can assemble a mosaic, sort through cereals and buttons.

It is very good to massage your fingers, especially carefully massaging their tips. To kid it will be more fun and interesting if you also tell poetry:

“This finger is grandpa, this finger is grandma, this finger is daddy, this finger is mommy, this finger is me, that’s my whole family,” starting with the thumb. Or: “This finger went into the forest, this finger found a mushroom, this finger began to peel, this finger began to fry, this finger ate everything, and that’s why it got fat,” starting with the little finger.

As you can see - nothing complicated! We wish you good luck and success in your activities with your children. The main thing is to love them, know that they need you, and no one can help them like you, the people closest to you.

Thus, both the speech therapist and the teacher must work in close interrelation in order to help each other to achieve a common goal - to educate children. baby correct pronunciation of all sounds and prepare him for successful learning at school.