Svetlana Mettik
Methods and techniques for the development of speech in a preschool educational institution

1. Relevance.

Speech is an integral part social being people, a necessary condition for existence human society. It is estimated that approximately 70% of the time when a person is awake, he devotes to speaking, listening, reading, writing - the four main types of speech activity.

Speech is, on the one hand, a tool for expressing our ideas, thoughts, knowledge, and on the other hand, a means to enrich and expand them. Possess, if possible, to perfection all types and manifestations speeches- means to possess the most powerful tool of mental human development and, consequently, the culture of mankind. Nothing reflects so negatively on the general development like the backwardness of the language.

Speech in human life performs the following main functions:

It is a means of cognition, a necessary condition for human cognitive activity (thanks to speeches a person acquires knowledge, assimilates and transmits it);

It is a means of influencing consciousness, developing a worldview, norms of behavior, shaping tastes (that is, speech is used to influence the views and beliefs of people, incline them to actions and deeds, etc.);

Used in the collaborative process labor activity to coordinate efforts, plan work, check and evaluate its results;

Is a means of satisfying personal needs human: in communication, in communion in a certain group of people (a person, as a social being, cannot live out of touch with others people: he should consult, share thoughts, worry and empathize). Therefore, the topic « Methods and techniques for the development of speech in kindergarten » relevant.

Goal of the work: education of initiative and independence in speech communication of children.

Tasks speech development:

1. Education sound culture speeches.

2. Enrichment and activation of the pupils' vocabulary.

3. Formation of grammatical structure speeches.

4. Communication training speeches, through the activation of traditional and non-traditional methods in the work on the development of speech.

2. System of work on speech development in kindergarten:

1. Role speech development

Kindergarten age is a period of active assimilation of the spoken language by the child, formation and development of all aspects of speech - phonetic, lexical, grammatical. At this age, the circle of communication of children is expanding, which requires the child to fully master the means of communication, the main of which is speech. In the process of diverse communication, the child learns the natural, objective, social world around him in its integrity and diversity, forms and reveals his own inner world, your "I", comprehends the spiritual and material values ​​of society, gets acquainted with its cultural norms and traditions, acquires a circle of significant other people, while acting as an active subject of interaction.

baby with good developed speech easily enters into communication with the world around him. He can clearly express his thoughts, desires, consult with peers, parents, teachers. Communication is the tool of culture, which is adapted for development and the formation of the consciousness of the individual, his worldview, for the education of a humane attitude towards the natural, objective and social world surrounding him.

This is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The sooner training starts speech development, the more freely the child will use it in the future.

2. Speech development methods.

A modern child has found himself in an active information flow and not everyone can navigate it. "Processing" the child all the information is often a very difficult task. Therefore, classes in speech development is an important part of the overall development of pupils.

Speech development -(or ontogeny speeches, from English. Language development) the process of formation speeches depending on the age characteristics a person associated with mastering the means of both oral and written speeches(language, characterizing in turn development communication skills, verbal thinking and literary creativity.

IN methodology learning mother tongue can be roughly divided into three groups methods - visual, verbal and practical.

Visual methods are used in kindergarten much more often than others, they are divided into direct and indirect methods. If the objects being studied can be observed by the children directly, the educator applies method observation or varieties: inspection of the premises, excursion, examination of natural items. These methods aimed at accumulating content speeches and provide communication between the two signaling systems. If objects are not available for direct observation, the teacher introduces children to them indirectly, most often using figurative means- this is looking at toys, illustrations, photographs, describing paintings and toys, talking about toys and paintings, watching movies and filmstrips. Mediated visual methods are used in kindergarten and for secondary acquaintance with the object, they are used to consolidate knowledge, vocabulary, development generalizing function of the word, learning coherent speeches. For this purpose, such methods, like looking at pictures with familiar content to children, looking at toys (as conditional images that reflect the world in voluminous pictorial forms, children's description of pictures and toys, inventing plot stories.

verbal methods in kindergarten are used less frequently than in school. In kindergarten, mainly those verbal methods associated with the artistic word. The teacher reads to the children works of art provided by the program. There are also more complex methods: memorization, retelling, storytelling without relying on visual material (story without showing (in groups early age) stories from life experience educator, stories about the noble, heroic deeds of children and adults (in preschool groups, generalizing conversation (senior preschool age to consolidate previously accumulated knowledge and to accustom to a collective conversation).

Data methods require reliance on visibility, therefore, in all verbal methods visual learning techniques: display items, toys, viewing illustrations, paintings, or demonstrating a visual object for children's relaxation or recreation (reading poetry, riddles, etc.).

Practical methods are aimed at:

Teaching children to apply the acquired knowledge in practice;

Assimilation and improvement of speech skills and abilities.

practical in kindergarten methods are mostly playful.

To practical methods include various didactic games (games with visual material and a word game - a universal method consolidation of knowledge and skills. It is used for all tasks speech development, dramatization games (work with a familiar literary text, dramatization games, round dance games, didactic exercises (acquaintance with new things, consolidating skills or abilities, creatively processing learned information). important for speech development, as they enrich the dictionary, strengthen conversational skills speeches.

Conclusion. Methods for teaching speech development is defined as a way of work of the educator and children, which ensures the acquisition of the formation of children's speech skills and abilities.

3. Tricks speech development.

Reception is the main element method. Currently speech development technique does not have a stable classification tricks, however, according to the role of visualization and emotionality, they can be divided into verbal, visual, game

The most widespread in kindergarten are verbal tricks. These include a speech pattern, re-pronunciation, explanation, directions, verbal exercise, child assessment. speeches, question.

speech sample- correct, pre-worked speech (linguistic) the activity of the educator, intended for imitation by children and their orientation for repetition, imitation. It is pronounced clearly, loudly and slowly.

Repeated pronunciation - deliberate, repeated repetition of the same speech element (sounds, words, phrases) for the purpose of remembering it. The repetition of the material by the teacher, individual repetition by the child, joint repetition (of the teacher and the child or two children, as well as choral repetition) are practiced. Choral repetition is especially in need of clear guidance. It is advisable to preface it explanations: invite everyone to say it together, clearly, but not loudly.

Explanation - disclosure by the educator of the essence of a phenomenon or mode of action. Widely used in vocabulary work - to reveal the meanings of words, to explain the rules and actions in didactic games, as well as in the process of observation and examination items.

Instructions - explaining to children how to act, how to achieve the desired result. Instructions of the educator can be divided into instructions of a teaching nature, organizational and disciplinary.

Verbal exercise - repeated performance by children of certain speech actions to develop and improve speech skills and abilities. In contrast to repetition, the exercise is more frequent, variant, and has a greater proportion of children's independent efforts.

Children's score speech - expanded a motivated judgment about the child's response, revealing the degree of assimilation of knowledge and speech skills. Evaluation should be not only ascertaining, but also educational. It is given so that all children can be guided by it in their statements.

In the conditions of one lesson widely, deployed Only some children's responses can be evaluated. As a rule, the assessment concerns one or two qualities of the child's speeches, it is given immediately after the answer, so that it will be taken into account in the answers of other children. Evaluation is more about positive aspects speeches. If shortcomings were noted, you can offer the child "learn"- try to correct your answer.

A question is a verbal appeal that requires an answer, this is a task for the child, involving the use or processing of existing knowledge. The questions are divided according to their content. on:

Basic (requiring ascertainment (reproductive, responding to questions: Who? What? Which? which? Where? How? Where)

Auxiliary (search, requiring the establishment of connections and relationships between phenomena, responding to questions: Why? For what? what are similar? Auxiliary questions are leading and prompting.

Each type of question is valuable in its own way. When posing a question, it is important to correctly determine the place logical stress, since the child's answer is directed precisely by the reference word, which carries the main semantic load.

Visual tricks - show pictures, toys, movements or actions (in a dramatization game, in reading a poem, showing the position of the organs of articulation when pronouncing sounds, etc. - also usually combined with verbal tricks, for example, a sample of the pronunciation of a sound and showing a picture, naming a new word and showing the object it denotes.

Enhance emotional impact educational material such tricks, as actions of choice (make a story on one of these two pictures; remember a poem that you like) or actions by design. Elements of competition arouse interest and increase children's attention to speech material ( "Who's to say more words?» , "Who's better to say?", colorfulness, novelty of attributes, entertaining plots of games.

Gaming tricks(practical) can be verbal (a sample of the pronunciation of a sound and showing a picture, naming a new word and showing the object it denotes) and visual (showing illustrative material (pictures, toys, movements or actions, also showing the position of the organs of articulation when pronouncing sounds).

Conclusion. The tricks offered methodology, directed on:

Content accumulation speeches and ensuring information and emotional stability;

Raising a culture of children's behavior;

- speech development, enriching the vocabulary and consolidating conversational skills speeches.

Each method is a set of techniques used to solve didactic problems (introduce something new, consolidate a skill or skill, creatively process what has been learned).

A receive is an element of a method. At present, the methodology for the development of speech, like general didactics, does not have a stable classification of techniques. First of all, they can be divided according to the role of visualization and emotionality into verbal, visual, game.

The following verbal techniques are most common. The speech sample is the correct, pre-worked out speech (language) activity of the educator. The model must be available for repetition, imitation. In order to achieve a conscious perception of the model by children, to increase the role of children's independence, it is useful to accompany the model with other methods - explanations, instructions. The sample must precede the speech activity of children; during one lesson, it can be used repeatedly, as needed. The speech sample is presented to the children clearly, loudly, unhurriedly.

Repetition is the deliberate, repeated use of the same speech element (sound, word, phrase) in order to memorize it. Repetition of the material by the educator, individual repetition by the child, joint repetition (of the educator and the child or two children), as well as choral repetition are practiced. Choral repetition is especially in need of clear guidance. It is advisable to preface explanations to him: to offer to tell everyone together, clearly, but not loudly.

Explanation - disclosure by the educator of the essence of a phenomenon or mode of action. This technique is most widely used in dictionary work, but it also finds a place in solving other problems. Instructions - explaining to children how to act, how to achieve the desired result. Instructions of a teaching nature, as well as organizational, disciplinary ones, differ.

Verbal exercise - repeated performance by children of certain speech actions to develop and improve speech skills and abilities. In contrast to repetition, the exercise is distinguished by greater frequency, variability, and a greater proportion of independent efforts of children.

Evaluation of children's speech is a detailed motivated judgment about the child's response, revealing the degree of assimilation of knowledge and speech skills. In the conditions of one lesson, the answers of only some children can be widely evaluated in detail. As a rule, the assessment concerns one or two qualities of children's speech, it is given immediately after the answer, so that it will be taken into account in the answers of other children. Evaluation often refers to the positive aspects of speech. If shortcomings were noted, you can invite the child to “learn” - try to correct his answer. In other cases, the educator can express his opinion about the answer more briefly - with praise, remark, censure. speech development preschooler recommendations

A question is a verbal appeal that requires an answer, a task for the child, involving the use or processing of existing knowledge. There is a certain classification of questions. In terms of content, questions are distinguished that require ascertainment, reproductive (What? What? Where? Where? How? When? How much? Etc.); a more complex category is search, i.e., questions that require inference (Why? Why? How are they similar? Etc.). According to the wording, questions can be divided into direct, suggestive, suggestive. Each type of question is valuable in its own way. When posing a question, it is important to correctly determine the place of logical stress, since the child’s answer is directed precisely by the key word that carries the main semantic load.

Visual techniques - showing a picture, toy, movement or action (in a dramatization game, in reading a poem), showing the position of the organs of articulation when pronouncing sounds, etc. - are also usually combined with verbal techniques, for example, a sound pronunciation sample and a picture display, naming a new word and showing the object it denotes. In the development of the speech of preschoolers, game pragmas and just emotionality in the use of certain techniques are very important: intriguing intonation of the voice when asked, exaggeratedly preoccupied intonation when setting a difficult task, using a joke when explaining a task. The liveliness of emotions increases the attention of children in the game, as a result of which all speech processes are activated (compare the exercise on the classification of objects, which is carried out at the tables, and the game "Don't yawn!" with the same verbal material, held in a circle with the ball, with playing forfeits). At the lesson, especially at the end of it, you can ask playful questions, use fables, turnarounds, the game "So or not", a game character (bring Petrushka, a bear), use game forms evaluations (chips, forfeits, applause).

The emotional impact of educational material is enhanced by such techniques as actions by choice (make a story based on one of these two pictures; remember a poem that you like) or by design. The elements of the competition (“Who will say more words?”, “Who will say better?”), Colorfulness, novelty of attributes, and entertaining plots of games arouse interest and increase the attention of children to speech material.

According to their teaching role, speech development techniques can be divided into direct and indirect. These categories of techniques are elaborated preschool pedagogy. Examples of direct teaching methods are a sample, an explanation, a question, an assessment of a child's response, instructions, etc.

Among the direct teaching methods can be identified in a particular lesson with specific content leading techniques, basic for this lesson and additional techniques. For example, in a storytelling lesson, depending on its purpose and the level of children's skills, a sample story may be the leading technique, while others - a plan, plan options, questions - will be additional. In another lesson, the leading technique may be a story plan, an additional one is a collective analysis of a separate item of the plan, etc. In a conversation, questions are a leading technique; in teaching storytelling, they play an additional, secondary role.

Indirect methods are reminder, advice, hint, correction, remark, remark.

In one lesson, a complex of techniques is usually used. For example, a comparison of objects or illustrations is accompanied by a naming, (a sample word), an explanation, an artistic word, appeals to children. The teacher must first not only think over the general course of the lesson, but also carefully outline the teaching methods (accuracy and brevity of the wording, the compatibility of individual methods).

In the methodology, speech development techniques are called differently. Along with the term “teaching methods”, others are also used: “methods of work on the development of speech”, “methods of education correct speech”, “Techniques for solving a speech problem”. These terms also have the right to exist. As a rule, they are used in those cases when it comes to educational activities (outside of class). We can talk about methods of working in the corner of the book: joint examination of the book by the educator and the child, sorting books, classifying them, fixing them, etc.

Speech development techniques constitute the main specifics of the methodology. A reasonable, reasonable selection of the necessary techniques largely decides the matter. Thanks to the use of speech development techniques, the closest meeting of the educator and the child takes place, whom the first encourages to a certain speech action.

Favorable conditions are necessary for the successful implementation of upbringing and educational tasks. Their creation, as well as constant monitoring of the implementation of the program by teachers and the assimilation of it by children, are the duties of the head and educator-methodologist.

A short mind has a long tongue.
Aristophanes

IS - information block

Text number 1.

The methodology uses methods developed in didactics.(See: Radina E. I. Teaching methods / / Issues of teaching in kindergarten / Under the editorship of A. P. Usova. - M., 1955; Fundamentals of preschool pedagogy / Under the editorship of A. V. Zaporozhets, T. A Markova. - M., 1980.)

The method of speech development is defined as a way of activity of the teacher and children, which ensures the formation of speech skills and abilities.

Methods and techniques can be characterized with different points vision (depending on the means used, the nature of the cognitive and speech activity of children, the section of speech work).

Generally accepted in the methodology (as well as in preschool didactics in general) is the classification of methods according to the means used: visualization, word or practical action. There are three groups of methods - visual, verbal and practical. This division is very conditional, since there is no sharp border between them. Visual methods are accompanied by a word, and visual methods are used in verbal methods. Practical methods are also associated with the word and visual material. The reckoning of some methods and techniques as visual, others as verbal or practical depends on the predominance of visualization, words or actions as the source and basis of the statement.

Visual Methods used in kindergarten more often. Both direct and indirect methods are used. The direct method includes the method of observation and its varieties: excursions, inspections of the premises, examination of natural objects. These methods are aimed at the accumulation of speech content and ensure the connection of two signal systems.

Indirect Methods based on visual representations. This is looking at toys, paintings, photographs, describing paintings and toys, talking about toys and paintings. They are used to consolidate knowledge, vocabulary, develop the generalizing function of the word, and teach coherent speech. Indirect methods can also be used to get acquainted with objects and phenomena with which it is impossible to get acquainted directly.

verbal methods in kindergarten they are used less often: this is reading and telling works of art, memorizing, retelling, generalizing conversation, telling without relying on visual material. In all verbal methods, visual techniques are used: showing objects, toys, paintings, looking at illustrations, since the age characteristics of young children and the nature of the word itself require visualization.

Practical Methods aimed at the application of speech skills and abilities and their improvement. Practical methods include various didactic games, dramatization games, dramatizations, didactic exercises, plastic sketches, round dance games. They are used to solve all speech problems.

The above description of the methods of speech development does not fully take into account the essence of the students' speech activity itself. In the school methodology, there are searches for ways to activate methods of work on the development of students' speech, taking into account the nature of speech. An analysis of the ways of speech development in kindergarten from these positions will also make it possible to comprehend the role and place of each method in the formation of the language ability of children.

Depending on the nature of children's speech activity, reproductive and productive methods can be conditionally distinguished.

reproductive methods based on the reproduction of speech material, ready-made samples. In kindergarten, they are used mainly in vocabulary work, in the work of educating the sound culture of speech, less in the formation of grammatical skills and coherent speech. Reproductive can be conditionally attributed to methods of observation and its varieties, looking at pictures, reading fiction, retelling, memorization, dramatization games by content literary works, many didactic games, i.e. all those methods in which children learn words and the laws of their combination, phraseological turns, some grammatical phenomena, for example, the management of many words, master sound pronunciation by imitation, retell close to the text, copy the teacher's story.

Productive methods involve the construction by children of their own coherent statements, when the child does not simply reproduce the language units known to him, but chooses and combines them each time in a new way, adapting to the situation of communication. This is the creative nature of speech activity. From this it is obvious that productive methods are used in teaching coherent speech. These include generalizing conversation, storytelling, retelling with restructuring of the text, didactic games for the development of coherent speech, modeling method, creative tasks.

There is also no sharp boundary between productive and reproductive methods. There are elements of creativity in reproductive methods, and elements of reproduction in productive ones. Their ratio fluctuates. For example, if in a vocabulary exercise children choose from their vocabulary the most suitable word to characterize the object, then, compared with the same choice of a word from a number of given ones or repetition after the educator when examining and examining objects, the first task is more creative. In self-narration creativity and reproduction can also manifest themselves differently in stories according to the model, plan, proposed topic. Characterization of well-known methods in terms of the nature of speech activity will allow them to be more consciously used in the practice of working with children.

Depending on the task of developing speech, there are methods of vocabulary work, methods of educating the sound culture of speech, etc.

Methodological methods of speech development are traditionally divided into three main groups: verbal, visual and gaming.

Word of mouth is widely used. These include a speech pattern, repeated pronunciation, explanation, instructions, evaluation of children's speech, a question.

A speech sample is a correct, pre-thought-out speech activity of a teacher, designed to be imitated by children and their orientation. The sample must be accessible in content and form. It is pronounced clearly, loudly and slowly. Since the model is given for imitation, it is presented before the beginning of the children's speech activity. But sometimes, especially in older groups, the sample can be used after the speech of the children, but at the same time it will serve not for imitation, but for comparison and correction. The sample is used to solve all problems. Especially great importance he has in the younger groups. In order to draw the attention of children to the sample, it is recommended to accompany it with explanations and instructions.

Repeated pronunciation- deliberate, repeated repetition of the same speech element (sound, word, phrase) in order to memorize it. In practice, we use different variants repetitions: after the teacher, after other children, joint repetition of the teacher and children, choral. It is important that repetition is not of a forced, mechanical nature, but is offered to children in the context of an activity that is interesting for them.

Explanation- disclosure of the essence of certain phenomena or modes of action. It is widely used to reveal the meanings of words, to explain the rules and actions in didactic games, as well as in the process of observing and examining objects.

Directions- explaining to children how to act in order to achieve a certain result. Allocate teaching, organizational and disciplinary instructions.

Assessment of children's speech- a motivated judgment about the child's speech statement, characterizing the quality of the performance of speech activity. Evaluation should be not only ascertaining, but also educational. The assessment is given so that all children can be guided by it in their statements. Evaluation has a great emotional impact on children. It is necessary to take into account individual and age characteristics, to ensure that the assessment increases speech activity child, interest in speech activity, organized his behavior. To do this, the assessment emphasizes, first of all, positive traits speech, and speech defects are corrected with the help of a sample and other methodological techniques.

Question- a verbal appeal that requires a response. Questions are divided into main and auxiliary. The main ones can be ascertaining (reproductive) - “who? What? Which? which? Where? How? Where?" and search, requiring the establishment of connections and relationships between phenomena - “why? For what? how are they similar?" Auxiliary questions are leading and prompting. The teacher needs to master the methodological correct setting questions. They should be clear, focused, express the main idea. It is necessary to correctly determine the place of logical stress in the question, to direct the attention of children to the word that carries the main semantic load. The structure of the question should serve as a model of interrogative intonation, making it easier for the child to answer. Questions are used in all methods of speech development of children: conversations, conversations, didactic games, in teaching storytelling.

Visual tricks- showing illustrative material, showing the position of the organs of articulation when teaching the correct sound pronunciation.

Game tricks may be verbal or visual. They excite the child's interest in activities, enrich the motives of speech, create a positive emotional background for the learning process and thereby increase the speech activity of children and the effectiveness of classes. Game techniques correspond to the age characteristics of children and therefore occupy an important place in the lessons of the native language in kindergarten.

Structural - logical scheme 1. Methods and techniques for the development of speech (Sterlikova V.V.).

In preschool pedagogy, there are other classifications of teaching methods. So, depending on their role in the learning process, direct and indirect methods are distinguished. All of the above verbal devices can be called direct, and a reminder, remark, remark, hint, advice - indirect.

Structural - logical scheme 2. Methods for the development of children's speech.

Real pedagogical process methods are used in combination. So, in a general conversation can be used different type questions, display of objects, toys, paintings, game techniques, art word, assessment, instructions. The teacher uses different techniques depending on the task, the content of the lesson, the level of preparedness of the children, their age and individual characteristics.

Why is it necessary to characterize the methods of speech development from the point of view of the nature of children's speech activity?

Why are productive methods needed?

Literature:

Alekseeva M. M., Yashina B. I. Methods of development of speech and teaching the native language of preschoolers: Proc. allowance for students. higher and Wednesdays, ped. textbook establishments. - 3rd ed., stereotype. - M.: Publishing Center "Academy"

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As a rule, speech therapists and other pedagogical workers perfectly apply in practice the methods and techniques listed below for the development of children's speech, but they find it difficult to describe their pedagogical activity orally in terms.

Various inspectors, representatives of attestation commissions, methodologists educational institutions actively use the names of methods of pedagogical work in their speech and may be inclined to evaluate a specialist in the ability to conduct analytical and pedagogical conversations using the same terminological base that is characteristic of them.

Thus, having studied this list of methods and techniques for developing speech, a speech therapist will be able to adequately talk about his activities or analyze the activities of another teacher. For example, when analyzing a colleague's lesson, you can express your opinion in line with the approval of the widest range of applied work methods in one lesson and list with examples which work methods you saw. Believe me, if the inspector or methodologist does not have a speech therapy education, then such a speech of yours will make an immeasurably greater impression than the use of purely speech therapy terms ("controllers" will be happy that they can understand at least something in your speech). You can do the same if you are faced with the task of conducting a self-analysis of your activities in class, etc.

Thus, I propose to refresh in my memory the familiar methods and techniques of working on the development of children's speech and be surprised at their simplicity, accessibility and at the same time functionality when operating with these concepts not only in their activities, but also in speech.

Methods and techniques of work on the development of speech

1. Analysis of the child's response (performed for the child so that he knows his shortcomings and can eliminate them).

3. Conversation. Prepared by the teacher in advance, as a lesson.

4. An imaginary situation.

5. Problematic, more complex questions begin with the words why, because of what, how, compare, etc., that is, they require reflection, conclusions.

6. Reproductive questions = simple ones begin with the words what, what, when. These questions do not require thinking, the child does not need to guess, think.

7. Demonstration of movements, articulatory positions.

8. Didactic games (whose house, wonderful bag, dominoes) - have several game rules or actions.

9. Didactic stories with the inclusion of educational tasks.

10. Didactic exercises - easier than didactic games have one rule or action. (say the opposite)

11. Remark.

12. Learning.

13. Onomatopoeia (when mastering sounds).

14. Imitation of action, movement (at physical minutes).

15. Dramatizations.

16. Correction.

17. Intonation selection of a word.

18. Intriguing intonation (mysterious, mysterious, frightened, surprised, enthusiastic, etc.)

19. Construction (letters, etc.).

20. Modeling (text structure, word structure).

21. Motivation for tasks (let's help Thumbelina, prepare Dunno for school, correct Carlson's mistakes, give a gift to mom, find out who is the fastest in the group, etc.)

22. Observation.

23. Reminder.

24. An example of the correct pronunciation.

25. Figurative physical culture pause.

26. Figurative naming of sound (ZZZ - a mosquito rings). Examination of items. Be sure to pronounce all the actions of the examination (stroking, feeling, squeezing, weighing, lifting, etc.), and name the resulting sensations (cool, rough, smooth, heavy, rounded, etc.)

27. Explanation (for example, rules of conduct, games).

28. Reflected speech - repetition after the teacher of the speech sample.

29. Evaluation (motivated).

30. Retelling.

31. Repeats individual child.

32. Choral repetitions.

33. Selection of generalizing concepts (table + chair + stool = furniture)

34. Outdoor games with speech accompaniment, round dance games. (loaf)

35. Hint (the beginning of a word).

36. Showing articulatory movements.

37. Explanation (dump truck - dumps itself).

38. Listening to records, tape recordings (own speech, speech with defects, speech samples).

39. A conversation is an unprepared "conversation" that arose by chance, along the way.

41. Examination of drawings, paintings, models, filmstrips.

42. Speech sample.

43. Speech assignments - an assignment in the performance of which the child will need to use speech. For example: “Go to Tamara Ivanovna and ask her to sharpen her pencils. So say: "Tamara Ivanovna, sharpen my pencils, please." This is a sample speech instruction for a child with undeveloped speech or for children under the age of senior group. Starting from the older group, you can give instructions to children without a sample of speech, that is, like this: “Go to Tamara Ivanovna and ask them to sharpen their pencils.”

44. Speech situations - specially invented situations in which children work out speech skills. For example: “Tanya has a birthday tomorrow, how are we going to congratulate her?” Children come up with their congratulations, and the teacher tells them the words that need to be activated in speech and praises the children if they use exactly these words.

45. Role playing.

46. ​​Council.

47. Conjugate speech - repetition with the teacher.

48. Drawing up a plan of expression - more often oral, about what to say first, about what later, and so on.

49. Answer scheme (modeling) - what to say at the beginning, about what later, and so on on a visual basis, for example, using diagrams.

50. Interpretation of words (meanings of words aquarium - glass box)

51. Instruction.

52. Exaggerated pronunciation (enhanced).

53. Exaggerated articulation

1. Reading.

Literature

1. Alekseeva M.M. Methodology for the development of speech and teaching the native language of preschoolers.
2. Alekseeva M.M. Speech development of preschoolers.
3. Borodich A.M. Methods for the development of children's speech.
4. Gerbova V.V. Classes for the development of speech in middle group kindergarten.
5. Gerbova V.V. Classes on the development of speech in the second junior group kindergarten.
6. Gerbova V.V. Classes on the development of speech in the first junior group of kindergarten.
7. Gerbova V.V. Classes for the development of speech with children 4-6 years old.
8. Classes on the development of speech in kindergarten, ed. Ushakova O.S.
9. Guidelines to the program of education and training in kindergarten.
10. The program of education and training in kindergarten.
11. The development of children's speech preschool age, ed. Sokhin.
12. Tiheeva E.I. The development of children's speech.
13. Fedorenko L.P. Methodology for the development of speech in preschool children.
14. Journal "Preschool Education".
15. Nefedova E.A. Getting ready for school.
16. Novotvortseva N.V. Learning to write. Literacy education in kindergarten.
17. Uzorova O.V. A practical guide for teaching children to read.

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Series of messages " ":

Some speech therapists are completely unfamiliar with the theory and methods of speech development of preschool children and work with a child from a purely speech therapy position (there were such features of education in our country). And, of course, everything turns out well, maybe even wonderful, but relying on the fundamental principles (on the method of speech development), it is possible to achieve the same results with less energy consumption. Therefore, dear speech therapists, refresh your knowledge in this area! By the way, the information may come in handy if you are asked to conduct any educational program on the development of children's speech for educators.

Part 1 -
Part 2 - METHODS AND TECHNIQUES OF SPEECH DEVELOPMENT
Part 3 -
Part 4 -
Part 5 -
Part 6 -
Part 7 -

Teaching methods developed by didactics are specified in each individual methodology. The teaching method is a way of work of the educator and children, which ensures the acquisition of knowledge, skills and abilities by children.

In the methodology of teaching the native language, several groups of methods can be distinguished.
visual methods. If the objects being studied can be observed by children directly, the teacher uses the method of observation or its varieties: inspection of the premises, excursion, examination of natural objects. If objects are not available for direct observation, the teacher introduces children to them indirectly, most often using visual means, showing paintings and photographs, films and filmstrips. Indirect visual methods are used in kindergarten and for secondary acquaintance with the object, consolidating the knowledge gained during observation, and forming coherent speech. For this purpose, methods such as looking at pictures with content familiar to children, looking at toys (as conditional images that reflect the world around them in three-dimensional pictorial forms), describing pictures and toys by children, and inventing plot stories are used. Of course, in all these processes, the word of the educator is necessarily assumed, which directs the perception of children, explains and names what is shown. The source that determines the range of conversations, reasoning of the educator and children are visual objects or phenomena.

Verbal methods in kindergarten are used less frequently than in school. In kindergarten, mainly those verbal methods that are associated with the artistic word are used. The teacher reads to the children the works of art provided for by the program. More complex methods are also used - memorization, retelling.
Less common in preschool institutions the educator's storytelling method, although it should take place both in early age groups (a story without a show) and in preschool groups (stories from the educator's life experience, stories about noble, heroic deeds of children and adults).
In older groups, the method of conversation is used to consolidate previously reported knowledge and to accustom to a collective conversation.

Verbal methods in the so-called pure form in kindergarten are used very rarely. The age characteristics of preschoolers require reliance on visualization, therefore, in all verbal methods, either visual teaching methods are used (short-term display of an object, toys, looking at illustrations), or a demonstration of a visual object for the purpose of relaxation, relaxation of children (reading poetry to a doll, the appearance of a clue - an object, etc. d.).
Practical methods. The purpose of these methods is to teach children how to apply the acquired knowledge in practice, to help them learn and improve their speech skills. In kindergarten, practical methods are most often playful.

Didactic game(with visual material and verbal) is a universal method of consolidating knowledge and skills. It is used to solve all problems of speech development. Work with a familiar literary text can be carried out using a dramatization game, a tabletop dramatization. The same methods apply to teaching storytelling. When introducing children to certain phenomena of everyday life and nature, methods of a labor nature (grafting, cooking) can be used in the classroom. The practical methods include visual games-classes developed by S. V. Peterina, games-staging of an ethical nature. For their implementation, appropriate equipment is required: a doll and a teddy bear of large sizes (1 m 20 cm), which ensures actions with them as partners and gives a great educational affect, sets of doll clothes, shoes, and hygiene items.

The main task of these games-activities is to educate the culture of children's behavior, but they are also extremely important for the development of speech, as they enrich the vocabulary and strengthen speaking skills. For example, in the lesson “Tanya's doll is our guest”, children not only observe the actions with the doll, but also sit around the tables set for tea, learn to maintain a general conversation during meals, show attention to the guest and to each other, try to eat beautifully , properly behave at the table.

Each method is a set of techniques used to solve didactic problems (introduce something new, consolidate a skill or skill, creatively process what has been learned). A receive is an element of a method. At present, the methodology for the development of speech, like general didactics, does not have a stable classification of techniques. First of all, they can be divided according to the role of visualization and emotionality into verbal, visual, game.

The following verbal techniques are most common. A speech sample is a correct, pre-worked out speech (language) activity of the educator. The model must be available for repetition, imitation. In order to achieve a conscious perception of the model by children, to increase the role of children's independence, it is useful to accompany the model with other methods - explanations, instructions. The sample must precede the speech activity of children; during one lesson, it can be used repeatedly, as needed. The speech sample is presented to the children clearly, loudly, unhurriedly.
Repetition is the deliberate, repeated use of the same speech element (sound, word, phrase) in order to memorize it. Repetition of the material by the educator, individual repetition by the child, joint repetition (of the educator and the child or two children), as well as choral repetition are practiced. Choral repetition is especially in need of clear guidance. It is advisable to preface explanations to him: to offer to tell everyone together, clearly, but not loudly.
Explanation - disclosure by the educator of the essence of a phenomenon or mode of action. This technique is most widely used in dictionary work, but it also finds a place in solving other problems.

Instructions - explaining to children how to act, how to achieve the desired result. Instructions of a teaching nature, as well as organizational, disciplinary ones, differ.
Verbal exercise - repeated performance by children of certain speech actions to develop and improve speech skills and abilities. In contrast to repetition, the exercise is distinguished by greater frequency, variability, and a greater proportion of independent efforts of children.
Evaluation of children's speech is a detailed motivated judgment about the child's response, revealing the degree of assimilation of knowledge and speech skills. In the conditions of one lesson, the answers of only some children can be widely evaluated in detail. As a rule, the assessment concerns one or two qualities of children's speech, it is given immediately after the answer, so that it will be taken into account in the answers of other children. Evaluation often refers to the positive aspects of speech. If shortcomings were noted, you can invite the child to “learn” - try to correct his answer. In other cases, the educator can express his opinion about the answer more briefly - with praise, remark, censure.

A question is a verbal appeal that requires an answer, a task for a child that involves the use or processing of existing knowledge. There is a certain classification of questions. In terms of content, questions are distinguished that require ascertainment, reproductive (What? What? Where? Where? How? When? How much? Etc.); a more complex category is search, i.e., questions that require inference (Why? Why? How are they similar? Etc.). According to the wording, questions can be divided into direct, suggestive, suggestive. Each type of question is valuable in its own way. When posing a question, it is important to correctly determine the place of logical stress, since the child’s answer is directed precisely by the key word that carries the main semantic load.
Visual techniques - showing a picture, toy, movement or action (in a dramatization game, in reading a poem), showing the position of the organs of articulation when pronouncing sounds, etc. - are also usually combined with verbal techniques, for example, a sample of sound pronunciation and showing a picture, naming a new words and showing the object they denote.

In the development of the speech of preschoolers, game pragmas and just emotionality in the use of certain techniques are very important: intriguing intonation of the voice when asked, exaggeratedly preoccupied intonation when setting a difficult task, using a joke when explaining a task. The liveliness of emotions increases the attention of children in the game, as a result of which all speech processes are activated (compare the exercise on the classification of objects, which is carried out at the tables, and the game "Don't yawn!" with the same verbal material, held in a circle with the ball, with playing forfeits). At the lesson, especially at the end of it, you can ask playful questions, use fables, shifters, the game “So or not”, a game character (bring in Petrushka, a bear), use game forms of evaluation (chips, forfeits, applause).
The emotional impact of educational material is enhanced by such techniques as actions by choice (make a story based on one of these two pictures; remember a poem that you like) or by design. The elements of the competition (“Who will say more words?”, “Who will say better?”), Colorfulness, novelty of attributes, and entertaining plots of games arouse interest and increase the attention of children to speech material.

According to their teaching role, speech development techniques can be divided into direct and indirect. These categories of techniques are developed in detail by preschool pedagogy. Examples of direct teaching methods are a sample, an explanation, a question, an assessment of a child's response, instructions, etc.
Among the direct teaching methods, it is possible to single out leading, basic for this lesson and additional methods in a certain lesson with a specific content. For example, in a storytelling lesson, depending on its purpose and the level of children's skills, a sample story may be the leading technique, while others - a plan, plan options, questions - will be additional. In another lesson, the leading technique may be a story plan, an additional one is a collective analysis of a separate item of the plan, etc. In a conversation, questions are the leading technique; in teaching storytelling, they play an additional, secondary role.
Indirect methods are reminder, advice, hint, correction, remark, remark.
In one lesson, a complex of techniques is usually used. For example, a comparison of objects or illustrations is accompanied by a naming, (a sample word), an explanation, an artistic word, appeals to children. The teacher must first not only think over the general course of the lesson, but also carefully outline the teaching methods (accuracy and brevity of the wording, the compatibility of individual methods).

In the methodology, speech development techniques are called differently. Along with the term "teaching methods", others are also used: "techniques for working on the development of speech", "techniques for educating correct speech", "techniques for solving a speech problem". These terms also have the right to exist. As a rule, they are used in those cases when it comes to educational activities (outside of class). We can talk about methods of working in the corner of the book: joint examination of the book by the educator and the child, sorting books, classifying them, fixing them, etc.
Speech development techniques constitute the main specifics of the methodology. A reasonable, reasonable selection of the necessary techniques largely decides the matter. Thanks to the use of speech development techniques, the closest meeting of the educator and the child takes place, whom the first encourages to a certain speech action.

Favorable conditions are necessary for the successful implementation of upbringing and educational tasks. Their creation, as well as constant monitoring of the implementation of the program by teachers and the assimilation of it by children, are the duties of the head and educator-methodologist. This will be discussed in subsequent topics.

A.M. Borodich Methodology for the development of speech for children. M.1981.