Center speech development
"Talking"
Presentation for preschool teachers
institutions
educator
MADOU No. 18 "Ladushki", Gai, Orenburg Region
Center for Speech Development
One of the leading tasks that preschool children solve educational institutions, is the development of children's speech. Speech as the leading means of communication accompanies all activities of the child. From the quality of speech, the ability to use it in the game, during joint activities a teacher and a child, when planning and discussing a drawing, when observing a walk, when discussing a performance, etc. depends on the success of the child, his peer acceptance, authority and status in the children's community. According to the Federal State Educational Standards, the content educational field"Speech development" is aimed at achieving the goals of forming oral speech and skills of verbal communication with others on the basis of possession literary language his people
The formation of the correct speech of children is one of the main tasks preschool education.
The richer and more correct a child’s speech is, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development. Therefore, it is necessary to take care of the timely formation of children's speech, its purity and correctness. One of the conditions for the full-fledged cognitive and speech development of children involves the provision of a developing subject-spatial environment in a preschool educational institution.
Speech Center "Govorusha"
In our group, for the full-fledged speech development of children, a speech creativity center has been set up, which provides an opportunity for our pupils to act individually. We have accumulated and systematized a variety of practical material for organization speech games: manuals for articulation exercises, storytelling materials, a variety of didactic, board-printed games, games for the development of fine motor skills of hands. We believe that the speech development environment is a specially organized environment that most effectively influences the development of different aspects of the speech of each child.
book corner
For development speech breathing and fine motor skills of the fingers in our corner there are various simulators: - bubble; - Balloons; - sultans; - candles; - massage balls; - tubules for juice with glasses; - a magic bucket with cereals and objects; - different balls; - pencils and pens; - sets of various seeds for laying out pictures; - small mirrors individual work children; - didactic manual "Multifunctional cube";
Sultanchiki
Breathing simulator
glomeruli
massage balls
Magnetic theater
Seed set
The development of cognitive and speech abilities in children is one of the main tasks of preschool education. One of the most important cognitive processes man this speech. The solution of these problems is impossible without the creation of a modern subject-developing environment. That is why we organized a speech corner, which expanded the speech environment in the group, created in children emotional responsiveness and a desire to participate in speech communication with adults and independently, in the process of playing, easily and naturally develop and improve their speech skills.
THANK YOU FOR YOUR ATTENTION!
Natalya Tukmacheva
* Tasks:
Carry out work on the development of children's speech in accordance with the complex - thematic planning
Ensuring the possibility of independent individual speech child's activities;
Ensuring a comfortable state of the child in the manifestation speech reactions;
Providing opportunities for exploration and experimentation in the language system.
Ensuring the ability to perceive and observe correct speech children;
* Purpose of building speech development environment:
Saturation environment components that ensure the development of the speech of a preschool child
assistance in mastering the content of the main general education program DOW in the interaction of the educator and the child, parents.
* Relevance of construction speech development environment:
Based on the Federal State Educational Standard, we want to see our children: physically developed, inquisitive, active, emotionally responsive, mastered the means of communication, able to control their behavior, able to solve intellectual and personal problems (Problems) age appropriate.
* Modern children experience difficulties in mastering the means of communication, because TV, computer, short phone calls replace friendly communication with adults and peers. adults, trying increase the pace of their lives, began to pay less attention to children
* speech center development in the thematic plan:
For the development of the lexical and grammatical side of speech, folders with subject and plot pictures for retelling, word games and tasks on the current lexical topic were purchased. This contributes to the development of speech, the expansion of ideas about the world around us, spatial orientation, observation and imagination.
Together with teachers, we decided to enrich the subject-developing environment, namely, to create speech center.
* To correct the sound pronunciation, there is picture material for articulation gymnastics, mirrors for individual work, work albums with articulation exercises and corresponding entertaining picture material, albums with fairy tales for articulatory gymnastics, albums with tongue twisters for whistling, hissing and sonorous sounds, for differentiating sounds
* Designed to prepare for literacy center with magnetic board, magnetic alphabet set of colored magnets. There are also reference diagrams for compiling stories, center equipped for and as a factory production, it also contains games made by its own hands: "My, my, my, my", "Russell in houses", "Merry Caterpillar", "Syllabic Clock" and etc.
* Didactic game"MY, MY, MY, MY".
Target: Formation of skills to coordinate pronouns with nouns.
Tasks:
Facilitate replenishment and vocabulary activation in children.
Improve the grammatical structure of speech.
Develop attention, memory, thinking, fine motor skills, speech.
Age: The game is intended for children from 4 - 7 years old, no more than 4 people can play it
* speech game"Russell in houses"
Purpose of the game: Train to determine the gender of nouns and their number (without naming terms).
Game objectives: Exercise in the correct use of nouns singular and plural 3rd person. Enrich children's speech with nouns and pronouns. To promote the development of speech, attention, thinking, fine motor skills.
To develop the ability to act alongside peers.
Age: The game is intended for children from 5-7 years old, no more than 4 people can play it
* Didactic game"Make a syllable"
used on an individual subgroup lessons.
Target: development of the ability to compose syllables from letters.
Exercise: collect the letters in right order Think of a word for the syllable you read.
Age: 5-6 years.
* A GAME SPEECHFLOWER.
Goals: develop the ability of children to determine the presence or absence of a given sound in a word, determine the place of a sound in a word and the nature of the sound (by hardness, softness, develop the ability to determine the number of syllables in a word, consolidate the ability to correctly name the primary colors, develop fine motor skills
Age: 5-7 years
* The material that is presented in the Lapbooks covers all components speech system . This allows you to study in a playful way at any free time. lexical topics, delivery and automation of sounds, to develop the functions of phonemic analysis and synthesis, the syllabic structure of the word and the development of coherent speech.
Thank you for your attention!
Related publications:
Folklore as a means of developing the speech activity of preschool children R. K. Chugunekova<<Язык-это летопись истории народа>>K. D. Ushinsky The great teacher K. D. Ushinsky believed:<<. воспитание,если.
The use of sand therapy in increasing the speech activity of young children K. D. Ushinsky wrote: “The best toy for children is a pile of sand!” Sand is a mysterious material, sand can be dry, light, and elusive.
Self-education program: "Development of speech activity of preschoolers." Self-education program topic: “Development speech activity preschoolers” (September 2014 - December 2017) 1. Relevance. Improvement.
Development of cognitive and speech activity of preschoolers by means of design and research activities The development of cognitive and speech activity of preschoolers by means of design and research activities. The development of cognitive - speech.
Development of children's speech activity using information and communication technologies Recently, there have been major changes in preschool education associated with the introduction of the Federal State Educational Standard. Practice of work of preschool institutions.
The development of speech activity of preschoolers through a theatrical game“The development of speech activity of preschoolers through a theatrical game” (Introduction) Mastering the native language is one of the most important.
Danilova Evgenia Vasilievna
Consultation for educators "Creating a speech center in a group"
Consultation for educators:
"Organization speech center in the group»
Prepared: teacher-speech therapist Danilova E.V.
MBDOU "Kindergarten No. 89"
Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech is, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out. Therefore, we take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted forms of the Russian language.
Any violation of speech to one degree or another can affect the activities and behavior of the child. Children who do not speak well, starting to realize their shortcomings, become silent, shy, indecisive. Especially important is the correct, clear pronunciation of sounds and words by children during the period of literacy training, since written speech is formed on the basis of oral speech and shortcomings in oral speech can lead to academic failure.
It has long been proven that the development of a preschool child is greatly influenced by the surrounding space, its occupancy. Teachers working with speech pathologists have long come to the conclusion that speech corners should be groups, should attract the attention of children, the desire to play, in this allotted space.
speech the development environment should facilitate the implementation of the following factors:
- adult speech perception;
Language observation;
involvement in active speech environment;
Dialogue between adults.
speech a developing environment is a specially organized environment that most effectively influences the development of different aspects of the speech of each child.
Purpose of construction speech developing environment - saturation of the environment with components that ensure the development of the speech of a child of preschool age.
Build tasks speech development environment:
Making it possible perception and observation of correct speech;
Ensuring richness of sensory representations;
Ensuring the possibility of independent individual speech child's activities;
Ensuring a comfortable state of the child in the manifestation speech reactions;
Providing opportunities for research and experimentation in the language system.
PPC components: teacher's speech, methods and techniques, equipment.
Filling speech development environment is determined by the priority line speech development of children of all ages.
RRS 1st junior groups:
Methods and techniques aimed at developing speech as a means of communication (orders, hint, sample, conjugated speech);
(reading, stories);
Independent examination of pictures, toys, books, etc. (for the development of initiative speech).
RRS 2nd junior groups:
Competent, pedagogically expedient speech of the teacher;
Methods and techniques aimed at the development of speech as a means of communication (assignments, hints, a sample of address, a model of interaction through speech in different types of activities);
Methods and techniques aimed at developing the ability to listen and hear (talking, reading, stories);
Organization "corner of interesting things"(stimulation of independent examination of pictures, toys, books, objects for the development of initiative speech, enrichment and clarification of children's ideas about the environment).
RRS average groups:
Competent, pedagogically expedient speech of the teacher;
Methods and techniques aimed at the development of speech as a means of communication (satisfying the need to receive and discuss information, the formation of communication skills with peers, familiarity with the formulas speech etiquette);
Methods and techniques aimed at developing the ability to listen and hear (listening to children, clarifying answers, hints, stories educator - accent to stimulate cognitive interest);
Organization of activities in "corner of interesting things"(sets of pictures, photographs, postcards, magnifiers, magnets, etc. for the development of explanatory speech).
RRS senior and preparatory groups:
Competent speech of the teacher;
Methods and techniques aimed at developing speech as a means of communication (acquaintance with formulas speech etiquette, purposeful formation of all groups dialogic skills, skills of competently defending one's point of view);
Methods and techniques aimed at developing independent storytelling skills (encouragement of children's stories, transformation of statements into coherent stories, recording and repeating stories, clarifications, generalizations);
Organization of activities in "corner of interesting things"(replenishment of the corner - accent on the expansion of children's ideas about the diversity of the world, the organization perception followed by discussion).
As already tested by practice in the organization speech center the following must be observed requirements:
Required attribute speech corner is a mirror (individual mirrors, game, didactic, visual material.
Didactic equipment should correspond to the structure speech disorders in children, their individual and age characteristics.
Visual, didactic material in speech corner changes, according to the lexical theme.
Speech corner is desirable to place next to the book corner.
The design of the corner should be aesthetic, attractive to children, and cause a desire for independent activity.
Game material should be accessible to the child.
Do not overload the corner with equipment.
An integral attribute speech there should be a toy in the corner - an “animated character”, which helps to solve such important correctional tasks as overcoming insecurity, shyness, achieving emotional stability, self-regulation, causing children to speech interest, encourage to speech activity.
Zone speech development should correspond to the general design groups.
You can think of a name for it, for example "Speech and Literacy Corner", "Learning to speak correctly", or just allocate space. In its design, it is necessary to show individuality, creativity, so that children would like to use the materials and manuals presented. For example, her hero can be a kind gnome who will teach to speak correctly, or a doll with a large tongue, will show articulation gymnastics, and vice versa, a foreigner or an alien whom children will teach to speak Russian beautifully.
Filling speech corner should reflect all areas of work on the development speeches:
The development of the child's vocabulary
Work on the grammatical structure of speech (teaching various ways of word formation, the formation of grammatically correct speech)
Development of coherent speech (compilation of descriptive and creative stories, retelling, description of pictures and objects, work with riddles, proverbs and sayings, poems)
- upbringing sound culture of speech (improvement of diaphragmatic speech breathing, development of auditory attention and phonemic hearing, consolidation of pure sound pronunciation in speech, work on prosodic components of speech)
Preparation for learning and teaching literacy (acquaintance with sound-letter analysis and synthesis, dividing words into syllables, sentence analysis)
Development of fine motor skills and graphomotor function
Introduction to fiction (can be allocated separately in the book corner)
Equipment and content speech zone:
1. Fixing the right speech expiration and the formation of the ability to control the strength and duration of the air stream
"Leaves"; "Butterflies"; "Magic Fluff"; labyrinths; multi-colored balls; sultans; paper snowflakes; turntables - pencils; foil bells on string "Storm in a teacup"; "Whose boat will get faster"; "Kick the ball into the goal" and etc.
2. Formation of phonemic perception and hearing
Noise instruments; sound boxes; children's musical tools: piano, harmonica, drums, pipe, tambourine, rattle, bells, rattles; subject, plot pictures for the utterance of sounds and their automation; paired card games (sounds: R, L; C, 3, C; W, W, W); sounds of vowels and consonants (houses for hard and soft sounds, pictures "stone", "cotton wool"); individual aids for sound-letter analysis; word schemes; sound tracks, sound ladder; albums by syllabic word structure "Collect a bouquet"; "Dividing words into syllables"; "Find yourself a mate"; "Find What Sounds"; "Guess where the sound is coming from"; "Spread the pictures"; "Repeat - don't make a mistake"; "Quiet - Loud"; "General Sound"; "Come up with words with sound"; "Broken phone"; "Sound Symbols" and etc.
3. Development of articulatory motor skills
Subject pictures-supports; articulation modes of the scheme; articulation gymnastics in albums for a certain sound; diagram of characteristics of articulation of sounds; articulation gymnastics in verses and pictures; forms of articulatory gymnastics for lips and tongue in symbols; albums with articulatory gymnastics scheme for characterizing the sound.
4. Consolidation of the skills of the correct sound pronunciation of the delivered sounds (in isolation, in syllables, words, in sentences, in coherent speech).
small toys; subject pictures; plot pictures; various types of theaters; albums for each sound; speech therapy albums for automating various sounds, tongue twisters, poems, nursery rhymes, tongue twisters; sound characteristics scheme; word scheme; mirrors in Lotto's assortment for sounds С, 3; W, W; R, L; "Speech therapy loto"; "Fun Gymnastics"; "Sounds, I distinguish you (R, L)»
5. Consolidation of skills learned in literacy classes
Magnetic board; sets of magnetic letters; cash registers of letters and syllables; symbols for sound-letter analysis, cubes "ABC in pictures", "Learn to read", "Smart Cubes", "Syllabic Cubes" etc. ; album "Learning Letters"; allowance "Speaking alphabet"; magic house "Primer" N. S. Zhukova, "Reading by syllables", "Reading with hints"; "Texts with tails"; baby books, etc. "Name it, read it, check it"; "Learn to read"; "I'm learning letters"; "Find a Letter"; "Are you ready for school?"; "Syllabic Lotto"; "Magic Braid"; "Find the place of the sound in the word"; "Read by first sounds"; "Syllabic piggy bank" and etc. ; series "Smart Games", puzzles.
6. Activation of the dictionary, generalizing concepts and lexical and grammatical categories
Subject pictures on lexical topics; "Big and small" (used in a diminutive form) "What is made of what"; "Weather forecast"; "Dress the Doll"; "In the animal world"; "Children's computer" and etc.
7. Development of coherent speech
Series of plot pictures "Stories in Pictures"; different types of theatre; tongue twisters, poems, nursery rhymes, tongue twisters; library of children's books, etc.
8. Development of fine motor skills
Dry pool; massage rollers, balls, clothespins, stencils; finger games (schemes-reminders on lexical topics); "The World of Your Fantasy" (different material for composing letters) Hatching games; "We draw by cells"; mosaics; lacing games, etc.
Tatyana Shcherbinina
Dear Maamians! Glad to welcome you to my page!
Each of us is trying to implement state standards in educational institutions at the modern level. And one of the main tasks that preschool educational institutions solve is children's speech development. After all, the success of the child's activity, his acceptance by peers, authority and status in the children's community depend on the quality of speech.
Therefore, it is necessary to take care of the timely formation of children's speech, its purity and correctness. One of conditions for full speech development children is to provide developing the subject-spatial environment in the preschool educational institution.
In our group for a full speech development of children decorated book center, speech creativity center, representing the opportunity for our pupils to act individually.
The children and I decided to replenish developing speech environment with their own baby books.
Working on the creation of a baby book is a very exciting activity that has a complex effect on child development:
Promotes development creativity of preschoolers;
- develops imagination, spatial thinking, fine motor skills;
Forms perseverance, the ability to plan work to implement the plan, anticipate the result and achieve it, if necessary, make adjustments to the original plan.
In the course of creative activity, children make many discoveries and achieve personal achievements. The result obtained is the first and very important stage of children's creativity.
Children like making a baby book, because what is made by one's own hands is always more than a thing. The children's self-esteem increased. Such a system of work helps to better understand children, to reveal their creative potential. And parents, seeing how passionate the children are, are happy to take part in the creation of a baby book.
The children really wanted to create their own books with riddles. And we started our work with riddles about mushrooms. The children offered to draw riddles, and pick up texts with riddles together with their parents. So our first baby book "Mysteries about mushrooms" appeared.
The first page contained information about the contents of the book.
Then there were pages with children's guessing drawings. For example: Makarova Angelina chose boletus:
Then the second book-baby "Riddles about fruits" appeared on the same model. Children picked up riddles with their parents and drew their guesses in a group in free activity.
Parents could see whose drawings they had by opening the first page of the book.
We decided to create the third book complicate: children drew riddles, and composed riddles themselves, wrote down the most successful ones, consulted with adults. Now in our center one more - the third own baby book "Riddles about vegetables".
We worked longer on the creation of the fourth book. The book is called "Our Favorite Pets" and contains children's stories and photos from family albums provided by parents.
Artem Gorshkov's story about his friend Hora. Theme spoke with such love about his friendship with the ferret, how wonderful he is with him.
Pasha Tolstov composed a story about his beloved Pushka.
Karina Fedulova loves a kitten, whose name is Bagheera, and knows all his habits.
Sofia Rozhkova takes care of the parrots that live with her grandmother.
Evelina Monetova is proud of her dog, with whom she loves to play and walk.
Yaroslav Shirshov spoke with pleasure about his beautiful cat.
Ulyana Zakaschikova introduced everyone to her beloved parrot Serge.
Chernobrova Dasha loves her Barsik, who sometimes bites and scratches.
Our baby books are on the shelf so that children can look at any time.
And the guys often take these books, remembering the most interesting and funny.
The children were so carried away by the creation of books, they came up with new ideas that we will definitely implement after collecting the necessary material. And with my parents, we decided to organize a competition for the best family baby book. We have developed a position, and in March next year we will sum up the results.
Everyone set to work with great enthusiasm, and the children tell how they prepare a competition book-baby in the evenings with their parents.
Thank you all for watching! Good luck and be optimistic!
Related publications:
Features of the relationship between speech development and the personality of preschool children in the context of the Federal State Educational Standard Trunilina Elena Nikolaevna Teacher - speech therapist GBDOU kindergarten No. 19 of the Vasileostrovsky district of St. Petersburg REPORT Topic: “Features.
Cognitive research activity as a direction for the development of the personality of a preschooler in the context of the introduction of the Federal State Educational Standard before“Know how to open one thing in front of a child in the surrounding world, but open it in such a way that a piece of life sparkles with all the colors of the rainbow. Leave.
Consultation for educators "Content of the center of speech development in age groups in accordance with the Federal State Educational Standard" Requirements for the organization of the subject-developing environment: The transformability of space implies the possibility of changes in the subject-spatial environment.
Round table "Updating the educational process in preschool educational institutions, taking into account the introduction of the Federal State Educational Standards." Round table "Updating the educational process in preschool educational institutions, taking into account the introduction of the Federal State Educational Standards." MKDOU kindergarten №2. Educator: Sklyarenko Z. V. Purpose:.
Small forms of folklore as one of the directions of speech development of preschool children in the context of the transition to the Federal State Educational Standard. In the context of the transition from FGT to the Federal State Educational Standard of preschool education, the content of the Program should ensure the development of personality, motivation and abilities.
