The development of cognitive-speech activity is one of the most important sections preschool pedagogy and is aimed at the mental development of the child. The better the cognitive and speech activity of children is organized, the higher the guarantees of success schooling.

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"Development of cognitive and speech activity of preschoolers"

The development of cognitive-speech activity is one of the most important sections of preschool pedagogy and is aimed at the mental development of the child. The better the cognitive-speech activity of children is organized, the higher the guarantees for the success of schooling.

At home, children spend a lot of time near the TV, computer, often the free time of older preschoolers is devoted to visiting various circles and studios. Most often, parents brush aside children's questions, fiction and encyclopedic literature, even if read, is very rarely discussed. And therefore, the formation of cognitive-speech activity mainly falls on the shoulders of educators.

Cases are known when the poor lexicon leads to aggressive behavior towards others, tk. the child cannot express in words what he sees, what he knows, what he feels, and the achievements of the child in the knowledge of the world around him will not be noticeable if they are not expressed in his active speech.

The techniques used in the formation of cognitive-speech development are traditional:

Visual - observations, looking at pictures, showing films, slides, presentations.

Practical - exercises, games, experiments and experiments, modeling, project activity, research and search activities.

Verbal - a story, reading, questions, conversations, the use of an artistic word.

The main tasks of cognitive and speech activity:

1. Enrich the cognitive sphere of children with information through classes, observations, experimental activities, speech.

2. Enrich emotionally - sensory experience in the process of direct communication with objects, phenomena, people.

3. Help organize information about the world around us, form representations of its integrity.

4. To form a careful attitude to the world around, to consolidate positive emotions, the ability to show them.

5. Create conditions conducive to the identification and maintenance of interests, the manifestation of independence in cognitive-speech activity.

6. Maintain conditions for the development of cognitive and speech processes of preschoolers in all types of activities.

It is impossible to develop a child's speech without including him in cognitive activity, because. speech accompanies and improves the cognitive activity of children, making it more purposeful and conscious. To properly organize cognitive and speech development, the following areas can be distinguished:

1. The speech of the teacher himself, which has a teaching and educational orientation. The main thing is the quality of the language content, which ensures high results labor. A preschooler who spends most of his time in kindergarten, communicating with the teacher, learns a lot from him, including the culture of speech. And the child perceives our speech as a model. The teacher must speak correctly, without distorting sounds, without eating endings. Especially clearly you need to pronounce long or unfamiliar words entered into the children's dictionary.

2. Formation of ideas about the world around. After all, a preschooler every day is faced with new objects and phenomena for himself. But the accumulation of knowledge and beliefs without appropriate guidance will be superficial or erroneous. Often a child thinks that clouds are cotton because they are white, stars are light bulbs because they glow. After all, observing natural phenomena, he independently made such a conclusion. Therefore, the main task of the teacher is to consistently increase the stock of knowledge in children, their streamlining, systematization. The child should receive clear, age-appropriate ideas about the surrounding objects, their purpose, qualities, the materials from which they are made, where, by whom, for what these are used. The child also acquires knowledge about animate and inanimate nature, about natural phenomena, their relationships and patterns.

3. Develop curiosity. Curiosity is a quality inherent in all children. It is expressed in an active interest in the surrounding world, in the desire to examine everything, touch it, and bring it into action. Countless questions testify to the presence of this quality in a child. The task of the educator is to support the child's curiosity by organizing classes, observations, trying to answer the questions that have arisen in a timely and understandable language, directing children's thoughts to an independent search for an answer and the ability to draw conclusions.

4. Sensory education. Since for a preschooler, knowledge of the world begins with sensations and perceptions. The higher the level of their development, the richer the possibilities of knowing the world around them. The content of sensory education includes the development of auditory sensitivity, tactile sensitivity, that is, the ability to distinguish and name the qualities of objects.

Role-playing gamesexpand ideas about the world around, contribute to the development of speech dialogue.

Dramatization games contribute to a deeper understanding of the meaning of the works played out and activate speech.

Construction and constructivedevelop constructive abilities, expand knowledge about geometric shapes and spatial relationships.

Didactic games occupy a particularly important place in this work, since an obligatory element in them is cognitive content and mental tasks. Repeatedly participating in the game, the child firmly masters the knowledge with which he operates. And, solving a mental problem in the game, the child will learn to remember, reproduce, classify objects and phenomena according to common features.

Experiment Games – special group games that are very effective in solving cognitive and speech problems, as well as interesting and exciting for older preschoolers, because at the same time, they have the opportunity to learn to see the problem, solve it, analyze and compare facts, draw conclusions, and achieve results.

In each group, a zone for the cognitive and speech development of children should be designed. This zone covers a variety of content and provides for different types of children's activities. The main principle of its design is accessibility. Everything that is presented in it is at the complete disposal of children. The material of this zone must necessarily contain: didactic and board-printed games of various kinds, illustrative material, various collections, demonstration material, equipment for experimental activities and experiments, a mini-library.

For preschool children, cognitive and speech development is a complex phenomenon that includes the formation of mental processes. But if the teacher approaches solving the problems of this section competently and creatively, then there will be no problems in mastering the tasks in children.

Used Books:

M.N. Alekseeva. "Methodology for the development of speech and learning mother tongue preschoolers"

A.G. Arushanova. "Speech and speech communication"

A.K. Bondarenko. "Didactic games in kindergarten"

S.V. Nikitin. Sensory Education in Kindergarten

J. Piaget. "The Child and the Mind of the Child"

F. Sokhin. "Speech development of preschool children".

Ponomareva Ludmila Georgievna,

educator

MADOU d / s No. 146 of the city of Tyumen

The cognitive development of children is one of the important areas in working with preschool children. Any child is born with an innate cognitive orientation that helps him adapt to the new conditions of his life. Gradually, the cognitive orientation develops into cognitive activity - a state of internal readiness for cognitive research activity, which manifests itself in children in search actions aimed at obtaining new impressions of the world around them. It is cognitive activity that is one of the main means of forming a coherent speech of a preschooler.

"How more baby saw, heard and experienced, the more he knows and learned than big amount he has the elements of reality in his experience, the more significant and productive, other things being equal, his creative, research activity will be, ”wrote the classic of Russian psychological science Lev Semyonovich Vygotsky.

Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech - phonetic, lexical, grammatical. Full knowledge of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner the teaching of the native language is started, the freer the child will use it in the future.

In preschool childhood, the child masters, first of all, dialogic speech, which has its own specific features, manifested in the use language tools necessary in colloquial speech. Only special speech education leads the child to mastering coherent speech, which is a detailed statement consisting of several or many sentences, divided according to the functional semantic type into description, narration, reasoning. The formation of the coherence of speech, the development of skills to meaningfully and logically build a statement is one of the main tasks of the speech education of a preschooler.

Relevance

Working with children for several years, observing them throughout the day, I can conclude that the speech of a child who is not prepared for school usually retains the features of speech that are characteristic of children more than early age and contains many errors:

Depleted dictionary;

Often incorrect construction of sentences;

Inability to coherently and consistently state events;

pronunciation defects;

Slow pace of speech.

The better the child's speech will be developed in preschool years, the higher the guarantee of his successful schooling. We don't always get high level development of children's speech, using traditional methods and forms of work organization. This is especially true at the present time, since speech is leaving the life of a child. Children spend a lot of time in front of the TV, computer, some children are sometimes loaded with various circles, “school of development”. Adults dismiss children's questions, rarely listen without interrupting. Not always used in communication with a child correct speech. Books, if read, are not discussed. After all, a child needs communication. Poor speech leads to aggression, as the child cannot always put into words what he wants to say. Hence the problem of the dictionary, the problem of pronunciation, the problem of the expressiveness of speech. And one cannot ignore the cultural crisis of society and, as a result, low level culture of an individual, family, educational space as a whole. Illiterate expressions, careless speech, reduction of the dictionary, loss of the concept itself - the culture of speech.

I always strive for the development of conscious and active speech of children. It is speech activity, its volume and nature that become the main indicators of the success of educational, cognitive, gaming, communicative, labor and other activities. All the achievements of the child in getting acquainted with the world of nature and society, in mathematics, art, etc. will not be noticeable if they are not expressed in his active speech.

Having understood this, I began work on the formation of cognitive activity and the development of coherent speech in children.

The purpose of my work:

Comprehensive development of the child's personality through cognitive activity and familiarization with universal values.

Tasks:

form cognitive processes and ways of mental activity.

Contribute to the activation of coherent speech of children in various activities.

Involve parents in joint research, project and productive activities with children that contribute to the emergence of cognitive activity.

To improve the subject-developing environment of the group in this area.

In the summer, having collected children in junior group, I conducted ascertaining experiments that revealed the ability of children to compose descriptive and narrative texts in a situation of joint storytelling, and then on their own.

The results of the survey were not unexpected for me: shortcomings in sound pronunciation, a poor vocabulary and the monotony of syntactic constructions were recorded in most children. Of the 25 children, two made up a story with a little help from an adult, 8 children - together with me, 8 - did not establish a logical connection between the sentences, 7 - refused to answer.

Also, while watching the children, I noticed that the cognitive activity of children at the beginning school year not high enough, which may affect the development of speech, logical thinking, development of memory, attention. Children do not show curiosity, exploratory interest in the world of animate and inanimate nature, preferring other activities.

Thus, it became necessary to carry out purposeful systematic work to increase cognitive activity in order to form a coherent speech of children.

These observations allowed me to develop a methodology for individual learning and the formation of coherent speech, taking into account the level of speech development of each child, with special speech exercises, tasks, situations that develop younger preschoolers' understanding of the structure of a coherent statement (beginning, middle, end) and ways of connecting sentences (method shared storytelling).

Already in younger age I do a lot of work that contributes to the development of connected speech skills. I teach children to listen and understand the speech of an adult, answer his questions, speak out in the presence of other children, listen to each other

The sequence of my work on the development of coherent speech can be schematically represented as follows: teaching the naming of an object (toy), highlighting signs, actions, compiling a joint description, then narration. At the same time I conduct exercises: lexical (comparison and opposition of qualities and actions), grammatical (different ways of word formation - nouns and verbs, making sentences consisting of 3-4 words), phonetic (clear pronunciation of words and sentences, intonation completeness of the statement).

I solve software problems in different forms joint activities with children, as well as in the independent activities of children:

• organization of educational situations,
• looking at pictures, toys, reading stories, fairy tales, learning poems, riddles and the situation of communication,
• dramatization of fairy tales, theatrical role-playing games.

I try to catch any statement of the child from one or two phrases and with my questions I encourage children to dialogue and a more complete statement.

At the beginning of my work, I enriched the subject-developing environment, picked up albums of poems, sayings and proverbs, riddles, nursery rhymes. I conduct various didactic games:

• on the description of toys: “What kind of object?”; "Tell me which one?"; "Find out what kind of animal?";
• on the formation of ideas about the sequence of actions of the characters by laying out the corresponding pictures: “Who can do what?”; "Tell me what first, what next?"; "Add a word";
• thematic games: "Where what grows", "When it happens", "Who needs it", etc.;
• puzzle games.
• on the formation of the concept that every statement has a beginning, middle, end, i.e. is built according to a certain scheme: “Who knows, he continues further”, “Cook compote”.
• games that require physical activity, skill, etc. : "Flying caps", "Hit the target", "Goose", etc.

All these games require 2-4 partners. Board-printed games help to expand the horizons of children, develop intelligence, attention to the actions of a friend, orientation in changing game conditions, and the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and gives children a lot of joy.

Each didactic game has its own learning task, which distinguishes one game from another: in some games, more attention is paid, for example, to the development of memory, in others - attention, in others - thinking.

For these games, I give a statement scheme, and the children “fill” it with various content. We reinforce the jointly composed story with repeated questions so that the children can highlight the main connections between its parts, for example: “Where did the goat go? Why did the goat scream? Who helped her?" These games teach children: to talk about the content of each plot picture, linking them into one story; sequentially, logically connect one event with another; to master the structure of the narrative, which has a beginning, middle and end.

The formation of coherent speech of preschoolers occurs through cognitive activity. The development of cognitive activity in preschool children is especially important, as it develops children's curiosity, inquisitiveness of the mind and forms on their basis stable cognitive interests through research activity, which manifests itself in children in search actions aimed at obtaining new impressions about the world around them.

My work on the development of coherent speech of preschoolers takes place throughout the day. Children enrich their vocabulary through observations in nature, familiarization with the environment. I teach children to write stories different types, form colloquial speech, both in the classroom and in Everyday life. I introduce children to fiction, teach them to listen and understand the meaning of the work. Using an artistic word, I teach children to see the beauty of their native word.

For a younger preschooler, an increased interest in everything that happens around is characteristic. Every day, children learn more and more new objects, strive to find out not only their names, but also similarities, think about the simplest causes of the observed phenomena. Supporting children's interest, I lead them from acquaintance with nature to understanding it. To do this, it is very important to enrich children's ideas about plants, animals, objects of inanimate nature, found primarily in the immediate environment. In the period of preschool childhood, due to the cognitive activity of the child, the primary image of the world is born. The image of the world is formed in the process of development of the cognitive sphere, which consists of 3 components:

1. Cognitive processes (perception, attention, memory, imagination,

thinking);

2. Information (experience and achievements accumulated by mankind on the way

knowledge of the world);

3. Attitude to the world (emotional reaction to individual objects, objects, phenomena and events of our world).

However, it should be remembered that the process of cognition of a small person differs from the process of cognition of an adult. Adults cognize the world with the mind, and small children with emotions. The basis of the worldview of a three-year-old child is the substantive content of reality, his world - separate, concrete, real objects, objects, phenomena. The child learns the world according to the principle: what I see, with what I act, I learn. He looks at objects, as if from different sides; he is interested in their external (What? Who? What?) and internal characteristics (For what? How?). But a three-year-old child cannot independently comprehend the hidden characteristics of objects (because he has one way of knowing in his arsenal: I see - I act), he needs the help of adults.

Children of the fourth year of life begin to establish the first connections and dependencies (the ratio of external and internal characteristics of an object), to realize the role and significance of objects in a person's life.

In our group, at least once a month, we conduct excursions (in kindergarten); introducing children to building own body, surrounding objects (toys, furniture), animals and flora(birds, animals, indoor plants).

Children love gifts - these are gifts of autumn, winter, spring (autumn - beautiful leaves, rowan berries, plant seeds, sketches of autumn rain, etc., winter - snowflakes, bare trees and green Christmas trees, sketches of children's winter fun, etc. ., spring - gentle sun, first leaves and flowers, etc.).

To help children understand these natural phenomena like rain, snow, I carry out the simplest experiments with snow, water, ice. Watching heavy rain from the window, the children see how water flows down the windows, what puddles after the rain on the roads. After several observations, we still, with my help, draw conclusions: rain can be different (cold, warm, drizzling, large, showery). Most often it rains when clouds appear in the sky, but sometimes it happens in good weather when the sun is shining, such rain is called "mushroom rain". It is warm and passes quickly. To form children's interest in this phenomenon, I used the poem "Rain" by Z. Alexandrova, the Russian folk nursery rhyme "Rain", etc.

To show the relationship between animate and inanimate nature, I pay attention to how green it becomes after rain, how easy it is to breathe. The children learned that rain is water. They compared the water from the tap and from the puddle, noted: the water in the puddle is dirty, and the water from the tap is clean. If water from the tap is boiled, then it is suitable for drinking, but it is not suitable for drinking from a puddle, but a sparrow can wash its wings in this puddle (the children and I have observed this more than once). I used the reading of A. Barto's poem "Sparrow".

Each observation of experience and natural phenomena is accompanied by speech.

In order for children to learn how to coherently and beautifully build their statements, every day I spend:

• articulation gymnastics ("Cheerful tongue", "Curious tongue");
• breathing exercises;
• finger games and exercises;
• in regime moments she used folklore, artistic word, poems, songs.

Children have a lot to learn and a lot to learn. This is the age

when a child is open to everything new, unknown, everything is interesting to him, he wants to know and be able, learns the world- playing.

The game is a way to explain, teach, organize directly educational activities in such a way as to take into account all the desires and interests of the child.

In my work I use games that contribute to the mental education of preschoolers: “Mosaic”, “Stringing beads”, “Edible - inedible”, etc.

For children in the group, the necessary conditions have been created for organizing plot - role playing: "Hospital", "Family", "Hairdresser", "Bus", etc., which contributes to the development of children's role-playing speech, the ability to conduct a dialogue with a partner - a peer, a partner - an adult.

The main form of work on the formation of coherent speech are classes based on game situations and exercises:

• “I will start, and you will finish”;
• “Who will remember better” (turn the picture over, the children remember and tell what is shown in the picture);
• “A toy came to visit us” (who will tell more about it);
• "Come up with a beginning or end to a fairy tale";
• "Retelling along the chain";
• "Composing a story according to the scheme";
• the fairy tale "Turnip", "Gingerbread Man" (one child tells, the other illustrates);
• retelling the story together with an adult;
• the teacher tells, and the children post pictures, diagrams, etc.

Games in the classroom are very successful and give each child great joy and satisfaction. In children, self-confidence increases, the need for self-respect increases, courage and perseverance appear in defending their interests.

The expansion of the range of ideas of children is inextricably linked with the organization of their environment. In our group, in order for the child's speech to develop, children are surrounded by objects that they can consider, compare, study in games and work, and display the results of observations in a word; conditions have been created in which they have a desire and need to speak, to turn the perceived, observed into speech.

The developing environment in the group is formed in such a way that children use objects easily and conveniently. The reality surrounding the child - everyday items, people, paintings, toys - provides abundant material that is used to expand the world of children's perceptions and enrich the language.

• Cognitive mini-environment - satisfies the child's need for the development of the surrounding world, stimulates cognitive activity.
• Communicative mini-environment - stimulates speech development, allows the child to learn the basics of communication and interaction.
• Creative mini-environment - introduces children to creative activity promotes self-development and self-realization.

In groups, educational games libraries have been created, which include:

• file cabinets for articulatory gymnastics, finger games, physical minutes,
• didactic games,
• aids that contribute to the development of children's speech: materials for storytelling (plot pictures, fiction, a variety of didactic, board-printed games - lotto, dominoes, "Cubs and their animals" and many others. etc.), allowing children to reproduce, continue what they did in the classroom and in joint activities with the teacher.

With such an organization, children experience satisfaction, a feeling of pleasure, joy, insight. This is also facilitated by the comfortable layout of the “corners”, which makes it possible for children to play in small subgroups, communicate heart to heart with the teacher, and retire.

While working with parents on this issue, I made the following conclusions: most parents do not even have basic knowledge of the concept of coherent speech at all, and they focus their attention on correct pronunciation the child has sounds in words. For other parents, it is difficult to work with the child on coherent speech, i.e. they find it difficult to organize it at home.

Involving parents in the development of coherent speech in children, I began with a survey. The purpose of the survey is to analyze and summarize the answers of parents for further work with the family on the formation of coherent speech in children. I have prepared a series of consultations for parents on the following topics:

"Homemade TV solves problems with the development of speech in children"

"We develop the child's speech at home"

"How to teach a child to talk"

In my work with parents, I used conversations, during which I answered their questions, introduced them to fiction and the dynamics of the development of coherent speech of children. Traditionally, I invite parents for days open doors and open classes. On open classes Parents receive knowledge and skills in the formation of certain skills and abilities in a child, for example, in the formation of compiling a story based on a series of plot pictures, retelling a story with and without relying on plot pictures, and many others.

The development of both monologue and dia logical speech in children occurs directly during the preparation for the holidays and their holding. Parents together with their children fix the text of roll calls, poems, dramatizations.

Parents are offered one of the most effective forms of work - correspondence counseling, which, in addition to general recommendations for the development of children's speech, includes the Game Library - a selection of practical games and exercises to enrich and develop vocabulary at home. Parents regularly receive homework, for example, write a story about an animal, learn a poem about winter, come up with a riddle, as well as tasks like:

• think of what used to be;
• invent it yourself, because it is not drawn in the picture;
• how did the artist name this painting;
• come up with a name;
• I will start and you will finish.

My main idea on writing experience was - the development of cognitive activity, as a means of forming a coherent speech of children through the introduction of various types of activities.

Planned result:

• The ability to meaningfully and expressively retell literary texts.
• The ability to conduct a coordinated dialogue between the teacher and the child, between children.
• The ability to coherently, consistently and logically express their thoughts.
• Ability to compose stories personal experience and write short stories.

Based on the analysis of the results of the work, a positive trend can be noted:

• children began to speak freely, listen to each other, supplement, generalize, notice mistakes and correct them;
• children's stories have become more concise, more precisely, the construction of sentences has become more complicated, their construction has become more correct;
• children began to use common sentences in speech with homogeneous members, complex subordinate;
• unions appeared in the stories of children, indicating causal, temporal relationships;
• in stories, children began to use descriptions, comparisons, and introductory words.

The work I have done on the formation of cognitive activity and the development of coherent speech in preschool children allows us to conclude that the conditions I have identified and implemented are effective.

I will continue and improve my work in the cognitive-speech direction in the coming years.

LITERATURE

1. Dybina O.V., Rakhmanova N.P., Shchetina V.V. The unknown is near. M., 2004

2. Kovinko L. Secrets of nature - it's so interesting! - M .: Pedagogical Society of Russia, 2003.-80 p.

3. Jackie Silberg "500 five-minute educational games", Minsk, 2004.

4. Development of children's verbal creativity. preschool education; 1972.

5. Connectivity of speech in different types of storytelling in children. Education and training of children of early and preschool age: Native speech: Abstracts scientific conference. Siauliai, 1974.

6. Development of coherent speech. Education and training in kindergarten / Ed. A.V. Zaporozhets, T.A. Markova. - M.: Pedagogy, 1976

7. Connected speech. The development of speech of preschool children. Ed. F. Sokhin. - M.: Education, 1976. (co-authored with N.F. Vinogradova).

8. The development of children's speech when familiarizing themselves with fiction. The development of speech of preschool children. Ed. F. Sokhin. - M.: Enlightenment, 1976.

9. The influence of vocabulary work on the coherence of speech. Preschool education, 1981, No. 2.

10. Work on the development of coherent speech (junior and middle group). Preschool education, 1984, No. 10

11. Development of coherent speech. Mental education of preschool children. - M.: Enlightenment, 1984.

12. How to develop a baby's speech. Preschool education. 1996. No. 5.

13. Think of a word ( speech games, exercises, situations). - M.: Enlightenment, 1996.

Materials of Internet sites.

http://dslivenka6.gvarono.ru/method/shipilova-vn/doklad.pdf

http://otherreferats.allbest.ru/pedagogics/00132841_0.html

We invite teachers preschool education Tyumen region, YNAO and KhMAO-Yugra publish their methodical material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including video), forms of work with families and teachers.

Why is it profitable to publish with us?

Speech is a wonderful gift of nature, it is not given to a person from birth.

It takes time for the child to start talking. And adults: parents, teachers should make a lot of efforts so that the child's speech develops correctly and in a timely manner.

How often do we listen to speeches different people, and here is the paradox: you listen to some speakers with all your attention, comprehending every word that is given out; at the speeches of others, you hardly perceive the essence of what was said.

Why does it depend? I think I won’t be mistaken if I say that the quality and quantity of the speaker’s vocabulary, the correct choice of words and their organization in a sentence, the ability to convey the content of his speech accurately, consistently, meaningfully with intonational expressiveness, emotional coloring.

Today, figurative speech rich in synonyms, additions and descriptions in preschool children is a very rare phenomenon. There are many problems in the speech of children.

The development of cognitive-speech activity is one of the most important sections of preschool pedagogy and is aimed at the mental development of the child. The better the cognitive-speech activity of children is organized, the higher the guarantees for the success of schooling.

At home, children spend a lot of time near the TV, computer, often the free time of older preschoolers is devoted to visiting various circles and studios. Most often, parents brush aside children's questions, fiction and encyclopedic literature, even if read, is very rarely discussed. And therefore, the formation of cognitive-speech activity mainly falls on the shoulders of educators.

The problem of speech development in children is especiallyrelevant now, as speech is fading out of a child's life.

Speech is inseparable from the world of thoughts: it reflects the logic of the child's thinking, his ability to comprehend the perceived and express it in correct, clear, logical speech. By the way a child knows how to build his statement, one can judge the level of his speech development.

The ability to communicate with peers and other people is one of the necessary conditions for a normal personal and social development child. The better his speech is developed, the higher the guarantee of successful subsequent training.

A child's achievements in cognition of the surrounding world will not be noticeable if they are not expressed in his active speech.

The critical situation in the development of children's speech activity is due to a number of negative factors:

Deterioration of children's health

A significant decrease in the volume of "live" communication between parents and children

Global decline in the level of speech culture in society

The imbalance of family education in matters of speech development, which manifests itself either in its unreasonable intensification (the desire for early learning writing to the detriment of oral), or in an indifferent attitude towards it.

Speech development is a complex, creative process. Here it is necessary to conduct purposeful, consistent pedagogical work, involving the use of an arsenal of special methods and speech exercises child.

Therefore, I believe that speech development was and remainsmain task in the activities of DO teachers.

In the current academic year, DO continues to work on creating optimal conditions for the development of the speech competence of pupils. Much attention is paid to methodological support pedagogical process for this section, use innovative technologies, the latest techniques.

One of the annual tasks was:

To create conditions conducive to the identification and maintenance of interests in children, the manifestation of independence in their cognitive speech development.

It is impossible to develop a child's speech without including him in cognitive activity, because. speech accompanies and improves the cognitive activity of children, making it more purposeful and conscious.

Therefore, I chose educational games as the priority of my work on the development of cognitive and speech activity.

The content of cognitive-speech activity in combination with the game contributes to the enrichment of the dictionary, the disclosure of a retrospective and perspective view of the subject environment, the expansion of ideas about the expediency of creating various objects by a person, i.e. creates the necessary conditions for the formation of the basis of the child's personal culture.

The positive impact of games of a developing nature is due to their features - they clearly show the relationship between exciting gaming activities and the process of assimilation of ideas and knowledge by children. In games, the child, without pressure and deliberate training, learns to observe, highlight the features of various objects. The presence of a cognitive-speech task emphasizes the orientation of the teaching content on the processes of cognitive activity of children. I have designed the tasks in such a way as to teach children to compose independent stories about objects, phenomena in nature and in public life. The ability to argue their statements develops, children are given the opportunity to find the answer themselves, remember, guess, make their own conclusions, using their previous experience and knowledge.

The cooperation of children during games creates favorable conditions for the development of their communicative qualities, the ability to conduct a dialogue, to see and understand the position of a partner, to coordinate their actions. Children begin to think creatively, argue meaningfully, become proactive in obtaining knowledge, skills and abilities.

Today, such games include Gyenesh Blocks, Kuizener's sticks, Voskobovich's games, Nikitin's cubes, Lull's circles. While playing, the child effortlessly learns all sensory standards. Each time, joining the game, the child "discovers" small truths, without receiving ready-made recipes.

Developing game affects the improvement of different aspects of children's speech, and, above all, vocabulary. Children get acquainted with the concepts of "low - high", "narrow - wide", "long - short", etc. For example, mastering the spatial arrangement of objects (relative to each other), children must learn their verbal designation (above all - below all, slow - slower, fast - faster).

Developing games occupy a particularly important place in my work, since a mandatory element in them is cognitive - speech content and mental tasks. Repeatedly participating in the game, the child firmly masters the knowledge with which he operates. And, solving a mental problem in the game, the child will learn to remember, reproduce, classify objects and phenomena according to common features.I pay a lot of attention to this type of game, because. it develops the speech activity of the child. It is created by adults specifically for educational purposes, when learning proceeds on the basis of gaming and didactic tasks. In this game, the child not only receives new knowledge, but also generalizes and consolidates them. Cognitive processes and abilities develop in preschool children, they assimilate socially developed means and methods of mental activity.

The essence of the educational game lies in the fact that children solve mental problems offered to them in an entertaining way. game form find solutions on their own, while overcoming certain difficulties. The child perceives the mental task as a practical, playful one, this increases his cognitive, speech and mental activity. In the developing game, the cognitive activity of the child is formed, his speech is activated.

Educational games are a special group of games that are very effective in solving cognitive and speech problems, as well as interesting and exciting for older preschoolers, because. at the same time, they have the opportunity to learn to see the problem, solve it, analyze and compare facts, draw conclusions, and achieve results.

The idea, the content of educational games contains one or another mental task, the solution of which requires preliminary consideration.

Developing games, played out plots activate the speech of children. Children examine different objects, determine their color and size, location, and then consolidate the information received.

Mastering game tasks, children accompany their actions with explanations. This has a positive effect on the development of speech, prepares them to master the complex type of monologue - reasoning. You can use work in pairs, tasks built on the questions of the educator to the children and the questions of the children to each other. Such forms of work contribute to the development of the communicative function of speech.

Under my guidance, children master the vocabulary, that is, speech is enriched, expressing the names of geometric bodies, spatial relationships: high - low, right - left, up and down, long - short, etc.

The group provides a variety of games for children, most of which are made by their own hands and the hands of their parents. These are such games as the Valentine tablet, the Four Seasons game carpet maker, the Finger Twister, the Velcro constructor, the Merry Fisherman, etc.

These are board gameswhich are very attractive to children. What in ordinary speech could go unnoticed, in the process of playing with the word, is deposited in the memory, remembered without tension. Preschool children perceive rhythmic repetitions and consonances well. These games provide an opportunity to give attention to each child.

The group has a corner for the cognitive and speech development of children. It covers a variety of content and provides for different types of children's activities, provides the child with the opportunity to act individually or together with peers. The main principle of its design is accessibility. Everything that is presented in it is at the complete disposal of children. The material of this zone contains: educational and board-printed games of various kinds.

In the course of my activity, I developed a didactic - methodological support for work on the cognitive and speech development of preschoolers: card files of educational games, educational games, manuals that promote the development of children's speech, materials that allow children to reproduce, continue what they did in the classroom and in joint activities with the teacher.

Work oncognitive speech The development of children is closely related to the development of all aspects of speech. In the process of enriching the consciousness of children with various cognitive content, the vocabulary is expanded, consolidated and activated, the grammatical structure of speech is improved, children communicate with each other and with educators, formulate their thoughts into related statements.

Great importance is given to enriching not only the consciousness of children with cognitive content, but, most importantly, their active position in the knowledge of the world. Children observe a lot, experiment, consider, create with their own hands. They are given the opportunity to express their thoughts, doubts, assumptions, wishes. I am always ready to listen to the child, answer his questions, discuss and solve cognitive problems together. This approach creates the most favorable conditions for the development of all aspects of children's speech.

Working in the cognitive-speech direction, I always take into account the age and individual approach to children, there is continuity in the development of speech between age groups.

As a result of the use of educational games in cognitive-speech development, I have achieved positive points:

Increased speech activity in all activities.

In the speech of children, more and more common, complex and complex sentences began to appear, more complete and accurate answers to the questions of the teacher.

Children willingly engage in dialogue with peers and adults.

Most children have a desire to play together more often, unfold the plots of the game on their own, actively engage in the game and be able to negotiate.

Inactive children began to show interest in didactic games.

The competence of parents in choosing an educational game has increased.

In custody,we can conclude that cognitive speech activity in the process of developing games, firstly, contributes to the development of both cognitive needs and creative activity; secondly, it teaches independent search, discovery and assimilation of the new; thirdly, it facilitates mastering the method scientific knowledge in the course of the search activity.

All of the above contributes to the emergence of speech activity in children.

Job title: educator
Educational institution: MBDOU №61
Locality: city ​​of Apatity, Murmansk region
Material name: message from work experience
Subject:"Formation of cognitive and speech abilities in the process of using educational games."
Publication date: 19.05.2017
Chapter: preschool education

message from work experience

USE OF DEVELOPING GAMES IN FORMATION

COGNITIVE AND SPEECH FEATURES.

Vyshegorodtseva Elena Nikolaevna

municipal budgetary preschool educational institution Kindergarten No. 61

Apatity - 2017

“... Let the children play,

as long as the game pleases them,

attracts and at the same time

brings them great benefits!”

E.A. Pokrovsky.

One of the most important sections of preschool pedagogy is cognitive - speech development and it is aimed at mental development

child. The success of school education depends on the organized cognitive and speech activity of children.

Relevance.

At present, the cognitive and speech development of preschool children falls on the shoulders of preschool institutions, because in

At home, parents rarely use fiction, conduct discussions on the material they read, and do not pay

enough time for the formation of cognitive - speech development of children.

The critical situation in the development of children's speech activity is due to a number of negative factors:

Deterioration of children's health

A significant decrease in the volume of "live" communication between parents and children

Global decline in the level of speech culture in society

The imbalance of family education in matters of speech development, which manifests itself either in its unreasonable intensification (the desire to

early learning of written speech to the detriment of oral speech), or in an indifferent attitude towards it.

Speech development is a complex, creative process. It is impossible to develop a child's speech without including him in cognitive activity, because.

speech accompanies and improves the cognitive activity of children, making it more purposeful and conscious.

In my opinion, the game, which is one of the most effective means of cognitive and speech development. It is through the game that you can enter

child into the most complex world of knowledge. In the game, children master the skills of action with certain subjects, learn the culture of communication with each other

friend. After all, the rules of the game include deep meaning- knowledge of the world, education of certain moral qualities. And if during

organized educational activity the child receives knowledge, then during the game he has the opportunity to reflect knowledge about the environment

Therefore, I chose educational games as the priority of my work on the development of cognitive and speech activity.

At this stage, a diagnosis of cognitive-speech features of development was carried out, it helped to identify: what cognitive and

the child owns speech skills, the level of development and improvement of the dictionary. In the speech features of the development of preschoolers are:

speech creation and dialogue as the most important components of communicative amateur performance, the most important spheres of self-development of the individual. By

According to the results of the monitoring, it turned out that children generally have an average level of development in terms of cognitive and speech development. According to the results

diagnostics at the beginning of the school year was revealed, pupils have difficulty determining the place of sound in a word, cannot name and find words with

this sound in a sentence, find it difficult to pick up several adjectives for a noun, replace the word with another word similar in

value. They do not have a clear idea about the change of parts of the day, family holidays and traditions, public holidays.

Based on the monitoring data and relevance, the tasks of working with pupils were determined:

Contribute to the enrichment of the active vocabulary of children through cognitive and speech activity;

To enrich the emotional and sensory experience of children in the process of direct communication with objects, phenomena, people;

To form a careful attitude to the world around, to consolidate positive emotions, the ability to show them;

To create conditions conducive to the identification and maintenance of interests, the manifestation of independence in cognitive-speech

activities;

Maintain conditions for the development of cognitive and speech processes of preschoolers in all types of activities;

Involve parents in joint research, productive activities with children that contribute to the emergence of speech

activity.

To implement the tasks set, the methodical literature, designed perspective plan, the subject

a developing environment equipped taking into account the psychophysical characteristics and age capabilities of preschoolers.

Working in this direction, I use the main educational program of the preschool educational institution developed on the basis of the educational

programs

preschool education "FROM BIRTH TO SCHOOL". / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva, - in accordance with

Federal government requirements.

For the development of children's speech, their creative and intellectual potential, the necessary developmental environment was created in the group,

equipped taking into account the psychophysical characteristics and age capabilities of preschoolers.

Direction: cognitive development.

Center for Science and Ecology includes an ecological corner and a zone of experimental activities. This area contains

various types of indoor plants, which are convenient to demonstrate modifications of plant parts. For all plants decorated

passports with symbols. Also, there are various tools for caring for these plants: aprons and sleeves,

loosening sticks, metal children's rakes and shovels, a spray gun, watering cans, etc. In addition to indoor plants, in this center

there are various didactic games of an ecological orientation, a series of paintings such as "Seasons", "Animal and vegetable

world”, collections of natural material, replicas of vegetables and fruits, insects, etc. An important component of a corner of nature is a calendar

nature and weather. Decorated layouts (desert, North Pole, tropics). All components of the layout are mobile, i.e. in storage mode, it

is a panel and a box with materials. Children, at their request, fill the layout with various plant elements.

and small architectural forms. Working with this layout contributes to the development of creative thinking and the development of the makings of a landscape

design. The Center for Experimental Activities is represented by a variety of collections (stones, minerals, seeds, cereals, etc.). In him

there is material for the implementation of experimental activities: magnifiers, microscopes, compasses, beakers, flasks, measuring cups, watering cans, watches and

etc. In the process of experimental activities for growing plants, observation diaries are kept in which the educator records

conclusions made by children based on the results of daily observation. At the Center for Science and Ecology, pupils willingly

turn into inquisitive testers, conduct simple experiments, determine the properties of various natural materials. In this

the center hosts a variety of entertaining material so that each of the children could choose a game according to their interests.

Center "Mathematics" (game library) has important developmental functions. In this center there are normative-sign material:

magnetic board, sets of cards for comparing numbers and quantities, sets of cubes with numbers and numerical figures, presented as

various types of mosaics, as well as modern puzzles. A fairly wide selection of development games fine motor skills hands. When choosing games

preference was given to the ability of games to stimulate the development of children. Such games are the educational games of Voskobovich, Sticks

Kuizener, "Gyenes Logic Blocks", etc. Play equipment creates a rich, holistic environment with enough space for

In "Moral and Patriotic" placed in the center state symbols hometown, Murmansk region and Russia. IN

it contains manuals reflecting the multinationality of our Motherland, illustrative material to familiarize children with

climatic zones of Russia, samples of folk arts and crafts, etc. A corner is decorated native land, in which

Fiction literature on local history is located, the album "My City", "My Family" is designed.

"Construction" (constructive) Center, although it is concentrated in one place and takes up little space, it is quite mobile.

Its practicality lies in the fact that with the content of the building corner (constructor different kind, large and small wooden

constructor) you can move to any place in the group and organize this activity both with a subgroup of children and individually.

The center is supplemented with small toys for playing around. The mobility of this center allows children to unfold the plot of the game for him.

outside.

"Musical - theatrical" Center is an important object of the developing environment, since it is theatrical activity that helps

rally the group, unite children with an interesting idea. There is a screen, various types of theaters. Children are great artists, so with

they are happy to participate in productions and act as spectators with pleasure. It is represented by various types of theaters (puppet, shadow,

desktop, bibabo, finger). It contains masks, attributes for acting out fairy tales, elements of costumes for characters, decorations.

children make their own. The musical development of the child is reduced not only to classes with a teacher, but also the opportunity

play independently, improvise, play music freely.

At the ICT Center placed - a radio tape recorder, a microphone, a collection of disks and records with music and fairy tales. .

Direction: Speech development.

Book World Center includes a book corner. The content of the book corner corresponds to the age characteristics of the children of this

age, implemented in a preschool institution educational program. It contains art books.

children's writers, fairy tales and other literary forms on the theme of the week. The main principle of the selection of book publishing products is

minimum text - maximum illustrations. In the book corner there is a photograph of the writer whose work the children are getting acquainted with at the given time.

moment and his literary works.

At the Literacy Center there are various didactic games for the development of speech, a series of paintings and illustrations to establish

sequences of events, sets of paired pictures for correlation, split plot pictures, etc. A speech developing environment is,

a specially organized environment that most effectively influences the development of different aspects of the speech of each child.

In the educational activity "Speech Development" I pay great attention to the development of the dictionary. I carry out systematic work on

the formation of coherent speech and the development of grammatical categories. Constantly working on sound culture speech, both in the classroom and in

regime moments.

In the process of activity, I developed verbal didactic games: “What is in common”, “Make a chain of words”, “Magic wand”.

I use manuals and board games both in class and in free activities. The most interesting games for children are: “What first,

and then what”, “Enchanted animals”, “Gardener”, “Find a connection”, “Tell me according to the scheme”, “Birthday”, “How to turn evil into good”,

“On unknown paths”, “Finger twister”, “Merry fisherman”, etc. These are educational board games that are very attractive.

children. What in ordinary speech could go unnoticed, in the process of playing with the word, is deposited in the memory, remembered without tension.

Preschool children perceive rhythmic repetitions and consonances well.

These games provide an opportunity to give attention to each child.

In updating approaches to organizing work with children, I took the path of organizing joint play activities using

integration educational areas. I identified two main areas of work:

development of cognitive abilities of children

development of coherent speech

This is, first of all, the formation of knowledge about objects or phenomena of the surrounding world, the development of the ability to search activities,

the ability to classify, group objects, generalize phenomena, establish relationships between objects and phenomena.

Work on the cognitive, speech development of children is closely related to the development of all aspects of speech. In the process of enriching the consciousness of children

different cognitive content, there is an expansion, consolidation and activation of the dictionary, the grammatical structure is improved

speech, children communicate with each other and with educators, formulate their thoughts into related statements.

Great importance is given to enriching not only the consciousness of children with cognitive content, but, most importantly, their active position.

in the knowledge of the world.

are watching

are experimenting

are considering

Pupils

provided

opportunity

express their thoughts, doubts, assumptions, wishes. I am always ready to listen to the child, answer his questions, together

discuss and solve cognitive problems.

Experience shows that on the basis of a single entertaining plot, problems are solved holistically, in unity. Therefore, during the

OOD "Spring" and "Firefighters in training" used game training situations.

Game training situations are one of the modern forms of activity. Gaming communication skills that will be acquired in IOS,

children will freely transfer to independent activities.

Widely used: games - travel, presentations.

All this expands the horizons of children, develops their cognitive activity:

first, the process of accumulation of knowledge takes place, then the information received is systematized and a readiness for comprehension is formed

the surrounding world.

The following events were very interesting:

"Spring" . I used the following games: “What for what”, “Count”, “What? Which? What”, “Say kindly”.

"Firefighters in training". (International creative competition, 1 place).

I used the following games: “Find unusual objects in the hall”, relay races “Call the firefighters”, “Extinguish the fire”.

In interaction with teachers I try to use a variety of forms. Prepared a consultation for preschool teachers

Ruzich Olesya
The development of cognitive and speech activity of the child through the use of educational games

Develop child's speech, not including it in cognitive activity is impossible, because speech accompanies and improves cognitive activity of children making it more purposeful and conscious.

Therefore, the priority cognitive development-speech activity I believe educational games.

The Positive Impact of Games developing character is due to their characteristics - they clearly show the relationship between exciting gaming activities and the process of assimilation of ideas and knowledge by children. In games, the child, without pressure, learns to observe, to highlight the features of various objects. Availability informative- the speech task emphasizes the orientation of the training content on the processes cognitive activity of children. Developing the ability to argue their statements, children are given the opportunity to find the answer themselves, remember, guess, make their own conclusions, using their previous experience and knowledge.

The cooperation of children during games creates favorable conditions for development their communicative qualities, the ability to conduct a dialogue, to see and understand the partner's position, to coordinate their actions. Children begin to think creatively, argue meaningfully, become proactive in obtaining knowledge, skills and abilities.

Today, such games include Gyenesh Blocks, Kuizener's sticks. Playing, child without effort, learns all sensory standards. Each time, joining the game, the child "discovers" small truths, without receiving ready-made recipes.

Educational the game affects the improvement of different aspects of children's speech, and, above all, vocabulary.

Repeatedly participating in the game, child firmly masters the knowledge with which he operates. And, solving a mental problem in the game, child learns to remember, reproduce, classify objects and phenomena according to common features. It is created by adults specifically for educational purposes, when learning takes place on the basis of games and didactic tasks. In this game, the child not only receives new knowledge, but also generalizes and consolidates them. Preschoolers cognitive processes and abilities, they assimilate socially developed means and methods of mental activity.

Desktop educational games are very attractive to children. What in ordinary speech could go unnoticed, in the process of playing with the word, is deposited in the memory, remembered without tension. Preschool children perceive rhythmic repetitions and consonances well. These games provide an opportunity to give attention to each child.

Work on cognitive speech development children are closely related to development of all aspects of speech. In the process of enriching the consciousness of children with various educational content, there is an expansion, consolidation and dictionary activation, the grammatical structure of speech is improved, children communicate with each other and with educators, formulate their thoughts into related statements.

Great importance is given to enriching not only the consciousness of children educational content, but, most importantly, their active position in the knowledge of the world. Children observe a lot, experiment, consider, create with their own hands. They are given the opportunity to express their thoughts, doubts, assumptions, wishes. This approach creates the most favorable conditions for development all aspects of children's speech.

Working on informative- speech direction, it is necessary to take into account the age and individual approach to children, there is continuity in development speech between age groups.

As a result the use of educational games in cognitive and speech development, it is possible to achieve positive moments:

Increased speech activity in all types of activities.

In the speech of children, common, complex and complex sentences appear more often, more complete and accurate answers to the questions of the teacher.

Children willingly engage in dialogue with peers and adults.

Most children have a desire to play together more often, on their own. unfold the plots of the game, actively join the game and know how to negotiate.

At inactive children show interest in didactic games.

Increasing the competence of parents in choosing educational game.

In conclusion, it can be concluded that informative speech activity in the process educational games Firstly, it helps development, How cognitive need and creative activity; secondly, it teaches independent search, discovery and assimilation of the new; thirdly, it facilitates mastering the method of scientific knowledge in the course of the search activity.

All of the above contributes to the emergence of speech activity in children.

Bibliography:

Azarov Yu. P. Game in preschool age. M., 2000;

Antyukhina A.V. Didactic games and their role in preschool age. M., 1996;

Boguslovskaya Z. M. Psychological features cognitive activities of preschool children in conditions didactic game. M., 1996;

Bondarenko A.K. Didactic games in kindergarten;

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