Explanatory note on speech development. Work program for speech development for all kindergarten groups

Psychological game for
older preschoolers and younger schoolchildren

ABOUT One of the most important features of children aged five to seven is the increasing importance of the role of peers. As noted by V.S. Mukhina, in a child “the need for recognition appears on two levels: on the one hand, the child wants to “be like everyone else,” and on the other, “to be better than everyone else.” The consequence of this is the emergence of feelings of envy in the form of specific symbolic actions (for example, the statement: “You won’t get in! You’ll miss!” - as an accompaniment to the game of another), gloating, neglect, boasting. This negatively affects the atmosphere of the group and requires serious educational work to build group cohesion.
The most effective way to work in this direction is play as a leading activity for preschool children and first-graders. We selected and modified the game “All Together” for preschoolers (authors M.A. Stupnitskaya and V.A. Rodionov). The game can be played both in the preparatory group of a kindergarten as a completion of a year-long cycle of psychological classes, and in the first grade at the initial stage of education. At the same time, you need to be sure that children have the following skills: the ability to read, knowledge of letters and numbers, the ability to distinguish and display basic emotions in a drawing (joy, anger, surprise, fear).

Purpose of the game: building group cohesion.
Conditions: The game is best played in the gym.
Equipment: 2 easels, crayons, 12 meters of rope or braid, pins, a bell, a candle in a candlestick, matches, a hoop or rope with tied ends, a map of the route on a sheet of Whatman paper, small sheets depicting the stages, gifts, forms “Certificate of completion of the Wizarding School” - by the number of participants.
Time spending: 1 hour.
Tips for presenters: for the game, the most important thing is to create a “magical” atmosphere, the presenters dress like wizards (cloaks, hats, etc.), they are assigned “magical” names (for example, Milenius and Astorius), “magic” attributes are placed in the hall, corresponding stages of the game.

PROGRESS OF THE GAME

The game begins with the director of the School of Wizards (teacher or psychologist) inviting the children to the game.
Director.Dear Guys! Only today we have a School of Wizards. I'm its director. I invite you to study at our school and find out if you can become wizards.
Children, accompanied by an adult, go to the gym. There they are met by two “magician” teachers.
Director.Please stand in a circle. So, we are glad to welcome you to our school. This is our magic bell, its ringing will indicate the end of one lesson and the beginning of another. Let me introduce you to my two assistants - teachers Milenius and Astorius. They will teach classes.
Milenius (first presenter). Let's start our lesson with a greeting. Real wizards know how to understand each other without the help of words, now we will practice this. Each of us, in turn, will greet only with gestures. We all become his mirrors. Our task is to repeat his greeting movement as accurately as possible. Let me start...
The presenter shows an intricate greeting movement, the group repeats. Next, participants complete the task in a circle.
Astorius (second presenter).How many of you would like to become a wizard, raise your hands. Fine. Now raise your hands, those who have already communicated with wizards. Great. Now raise your hands, those of you who have already done something magical in your life. Well done!
Milenius. Another distinctive feature of real wizards is the ability to see with their eyes closed. Let's try it too. Close your eyes. C'mon, don't peek! Now find yourself a mate. I count to three: one, two, three. Let's open our eyes... Let's see what we got.
Now we close our eyes again and line up in groups of three. I count to three: one, two, three. We open our eyes. Did everyone succeed? Now we close our eyes and line up...(the number corresponding to the number of half of the children in the group is called). We got two teams. Think about what you will name your team and choose a captain. You have one minute.
Children, with the help of presenters, come up with team names. We had the following titles: “Termons”, “Dynamo Sharon”, “Leggie”, “Magic of Exposure”, “Sim-Sim”, “Wizard Mantis”.
Astorius.Now come and look at our map. You see the path we have to go. Where will our lessons take place?
Children read the names of the stages, the places where the lessons will take place (“Cave”, “Bridge”, “Swamp”, “Castle”).
Astorius. Find where our journey begins.
Children find a picture of the stage in the gym (it is glued to the wall or stands on a stand).
Astorius.That's right, it's a cave. So, the 1st lesson begins.(The bell rings.) Now stand according to the commands so that you get two engines. Tell me, please, is it light in the cave? That's right, it's dark and the passages are narrow. You and I need to pass on a magic spell, and then we can get out of the cave and get to the second lesson. I will write this spell on the back of the one who stands last. He must understand what I write and convey it further in the same way. The one who stands first will say the spell out loud. If it turns out to be correct, the walls of the cave will move apart and we will be able to get out. And the signal will be the ringing of a bell.
The spells can be letters or numbers. If children confuse and distort the initial "spell", they are given another try. It may happen that the children do not guess the “spell”, then the presenter announces that they are given another chance. The cave becomes lighter for a second, and the team members have the opportunity to see the “spell”. The leader draws a spell in the air in front of all the children. Their task is to guess what it is and say it out loud. After the children have completed the first stage, the director rings a bell calling for the card.
Milenius. So, we left the cave. What is before us now? That's right, a bridge. But the bridge is not simple, but magical. The evil witch Gurgulina cast a terrible spell, and the bridge was divided into two halves. To get to the other side, you need to complete the following task.
Captains, come to me and take a card for your team(on the cards are the names of emotions). After you read the card, draw a magical portrait on your easel of the person who experiences the emotion written on your card. When creating a portrait, each team member must draw some detail. The portrait should be large enough for the other team to see and guess what you have drawn.
If both teams correctly understand and name the encrypted emotions, the halves of the bridge will connect and you will be able to move on.
At this stage, it is advisable to place easels at some distance so that team members do not interfere with each other. Children draw portraits, show and guess “encrypted” emotions. Here, facilitators can help children accurately label emotional states. After the stage is completed, the bell rings and the children are called to the map.
Astorius. Look, we walked through a cave and a bridge, what awaits us ahead? That's right, it's a swamp.
The presenter and children approach the “Swamp” stage. It consists of a square marked on the floor (or laid with rope/braid and pinned on the carpet) (see figure).

Astorius. Our task is to get to the other side of the swamp. It's difficult. There are bumps here that you can step on, but if you step on them, you can drown. Look, in our swamp the hummocks are not visible. We will have to find bumps and establish a safe route through trial and error. Let's start moving one by one from the bottom left square.
If there is a bump in this place, then Milenius and I will remain silent, and if there is no bump, then we will say: “Bool!” This means that this student cannot continue moving. He gives up his place to the next one, and he himself stands up last. You can only move to the adjacent square. Everyone must carefully monitor and remember where the life-saving bumps are located, so that they can both pass themselves and help their friends. So, let's start...
The presenters help children take turns, remind them of the rules, and encourage them to remember life-saving bumps without repeatedly stepping on dangerous “swampy” places. If one of the players has difficulty remembering the route, other children are asked to help, tell their friends where to go.
When the crossing through the “swamp” is completed, the bell rings, again inviting everyone to approach the map.
Milenius.Look at the map. Where should we go now?..(Children answer). Find the location of our last lesson.(Everyone approaches the “Castle”.) A fiery test awaits you here. I have a magic hoop in my hands(if there are many children, you can use a looped rope). To become real wizards, you all need to stand together in the hoop when I put it on the floor. At this moment, magical fire will flare up around. It will burn for 1 minute. All this time you need to stand inside the hoop without leaving it. Let's practice first. Let's be considerate of each other. Do not push, support those standing next to you, otherwise you will not be able to resist this test.
Children, under the guidance of both leaders, try to fit inside the hoop.
The hoop or rope must be of such a size that All children group with some difficulty were able to fit inside.
Milenius.Well done! The training was successful. Now, at my signal, when I start counting: one, two, three,” we go into the hoop.
The presenters check the accuracy of the instructions and also make sure that the children take care of each other. If you fail on the first attempt, it is worth giving a second one. When all the children are inside the hoop, the presenters begin to imitate a rapidly growing fire, running around, imitating the sound of a blazing fire and waving the edges of their cloaks. After about a minute, the presenters show that the flames are dying down. Children can leave the circle. A bell rings, indicating that the test has been passed.
Astorius. Well, you managed to cope with all the tests. What qualities do you think helped you in this?(Children answer. Most often they talk about mutual support, help, and the fact that they were friendly.)
Now let's try our hand at magic. What kind of wizards would you like to become: good or evil?(The children answer, in our case all together, that they would like to become kind.) Do you know the difference between good wizards and evil ones? Yes, good wizards do only good to people. Now you and I will perform good magic.
(The presenter lights a candle. To comply with safety rules at this stage of the game, the presenter must move in a circle from participant to participant, controlling the transfer of the candle.) I will pass a candle of spells around the circle, and each of you will wish something to our group, the children of our kindergarten or all people. And if the spell is good and from a pure heart, it will definitely come true. The ringing of our magic bell will inform you about this. Just pass the candle carefully and carefully so as not to extinguish its magical fire.
This is one of the most dramatic moments of the game. Most often, children express their most cherished desires and give their dreams to everyone. In our case, there were the following wishes: “So that all dads become kind,” “So that all parents love each other and don’t fight,” “So that everyone’s cherished dream comes true,” etc.
After the circle of wishes is completed, the director rings the bell and the children line up.
Director. Dear Guys! Congratulations, you have successfully completed your training at our School of Wizards. Now each of you is a little bit of a wizard. Our school gives your entire group this certificate stating that you graduated from the School of Wizards. And each of you receives a small gift from a student of the School of Wizards.
Next, one of the presenters calls out the name of each student in turn, they go out and receive gifts, everyone else claps. It is advisable to associate gifts with the theme of the game. This could be, for example, notebooks and pencils for writing down “magic spells”, proofreading pens (one side writes, the other erases), etc.
Milenius.Now stand in a circle again. Our school has come to an end. Let's say goodbye like magic. To do this, let’s hold hands and all say together: “Goodbye!”
Everyone is talking loudly.
Milenius and Astorius.This concludes our school. Happily!

Elena LANGUEVA,
Anna FOMINA,
psychologists, preschool educational institution No. 1599, Moscow

LITERATURE

1. Mukhina V.S. Developmental psychology: Phenomenology of development, childhood, adolescence. - M., 2002.
2. Rodionov V.A. Me and everything, everything, everything. Training sessions on developing social skills for students in grades 5–9. - Yaroslavl, 2002.

1. Explanatory note

The method of speech development in preschool age is the basis, the foundation for a child. There is no longer any doubt that in the period from birth to 7 years, the foundations for later life are laid in the baby, which he will use constantly. And if the request for experience is small, then the child accumulates a deficit that will prevent him from developing in the modern world. A child with well-developed speech easily interacts with the world around him. He can clearly express his thoughts, desires, and consult with peers, parents, and teachers. A child’s unclear speech makes it difficult to communicate and imposes many complexes on the child’s character that will require the attention of specialists, such as a speech therapist, speech pathologist, psychologist, etc.

A child with undeveloped speech has a decline in curiosity, which is especially characteristic of preschool age. In our time of development of information technology, speech development relevant. Children know how to use this technique, but they cannot show their speech creativity. It’s easier to download on the Internet than to show your verbal potential. Few children visit libraries, read books, look at illustrations and talk about it. They cannot describe their personal experience of impressions and sensations in at least 2-3 phrases. The elementary description of what he saw causes bewilderment: why? That is why, first of all, live communication with the child and well-structured teaching of native speech is so necessary.

The development of speech in preschoolers is carried out in all types of activities:

In classes to prepare for learning to read and write, to familiarize children with the environment, with nature, with fiction, as well as outside of class: in games, work, everyday life. However, special speech classes are of dominant importance.

Novelty of the program.

The program is designed taking into account the multi-level preparation of children to perceive the material presented. When planning literacy lessons, the results of the phonemic awareness survey are fully taken into account.

Based on the results of the examination, a differentiated approach to each child is carried out in classes. If a child has a sound pronunciation disorder, a speech therapist works with the child in parallel with the teacher, which allows the child to successfully learn and develop.

Pedagogical expediency.

It is necessary to constantly update and expand the professional level. Find out what children would like to see with their own eyes, what they would like to learn about, what board and intellectual games they would like to learn how to play, what cartoons they are ready to watch again and why, what stories (about what?) they prefer to listen to, etc. Based on on the experience of children, and taking into account their preferences, select visual materials for independent perception, followed by discussion of the impressions received with the teacher and peers. Continue to introduce children to the diversity of the world around them, offer them sets of objects (bells, flower vases of various shapes, made of different materials, etc.)

To clarify children’s statements, to help them, to more accurately characterize an object or situation, to teach them to make proposals and draw simple conclusions, to express their thoughts clearly for others, to improve speech as a means of communication. Continue to develop the ability to defend your point of view without irritation. To teach children to make independent answers and judgments. Help to master formulas of verbal politeness (appeal, request, gratitude, apology, etc.)

Target: the formation of normal speech of a preschooler, as the basis for the full development of his thinking.

Tasks:

Learn to pronounce words of varying syllabic complexity;

Teach children to freely use priority skills in

independent speech;

Develop coherent speech skills;

Develop mental processes (perception, thinking, memory);

Form pronunciation (cultivation of articulatory skills, pronunciation of sound structure, phonemic hearing, development of clear diction);

Expand your vocabulary;

Prepare them for learning to read and write, mastering the elements of literacy.

Speech development classes are held once a week for 30 minutes. The number of students in groups is 8-10 people. Working with children in the classroom includes all aspects of speech development and teaching their native language:

2. Enrichment, consolidation and activation of vocabulary;

4. Development of coherent speech;

5. Formation of elementary awareness of certain linguistic phenomena.

The main task is the development of coherent speech, so its solution is carried out in all classes and takes up most of the class time. At the same time, the development of coherent speech is carried out in combination with

grammatical and vocabulary work, with the perception of the sound culture of speech.

The program is called “Speech Development”. This speech development program was developed on the basis of the training and education program in kindergarten, as well as on the basis of our own teaching experience.

Admission conditions:

1. Meeting children;

2. examination of coherent speech;

3. grammatical structure;

4. state of the dictionary (subject dictionary, dictionary of features);

5. analysis of the sound composition of a word;

6. words of complex auditory composition;

7. conclusion.

The program is comprehensive; by the end of training, children will master the skills of correct pronunciation and distinction between phonemes of their native language, as well as analysis and synthesis of words without and with consonants.

In independent speech they are fluent in using lexical and grammatical constructions, structures of simple and complex sentences.

Conditions for the implementation of the program.

To successfully implement this program you need:

Certain teaching experience in working with preschoolers;

Special literature;

Methodical manuals.

Development benefits:

1. Coherent speech (a set of plot pictures, a series of plot pictures for composing stories, a selection of texts for retelling);

2. Vocabulary (didactic games “What did the artist forget to draw?” /object and its parts/, “Our dads, our mothers” /professions of people/, “Big and small” /animals and their babies/;

3. The grammatical structure of speech (sets of plot pictures for

composing sentences of different people, sets of subject pictures for composing sentences, sets of cards for composing sentences, sets of paired pictures for understanding grammatical forms);

4. Pronunciation (a set of sounds - symbols, printed letters, a set of cards for phonetic groups, albums for the formation of correct sound pronunciation, didactic games for automation and differentiation of sounds);

5. Teaching literacy (cut alphabet, pictures with letters, diagram of words, sentences);

6. Development of attention, memory, mental activity (sets

pictures to highlight the 4th odd one, sets of cards with species and generics

concepts).

The presence of audio and video tools also contributes to the successful solution of logical tasks.

Cabinet equipment:

The office must be equipped with educational didactic materials.

In the office you must have: a cabinet for manuals and literature, tables and chairs for conducting classes, a hanging board on which you can place pictures and write letters.

2. Educational and thematic plan

(1st year of study)

First year of study.

1.Section. Speech development

explain the rules of the game; reasonedly evaluate the answer or statement of a peer.

use complex sentences of different types; when retelling, use direct and indirect speech

independently compose stories about events from personal experience, based on a plot picture, based on a set of pictures;

write endings to fairy tales;

consistently, without significant omissions, retell short literary works

determine the place of sounds in a word

select several adjectives for a noun; replace a word with another word with a similar meaning

use words related to the world of human relationships.

Topic: “Composing a story.”

Learn to write a short story.

Enrich your vocabulary with definitions.

Develop monologue speech.

Topic: “retelling a work of art.”

Learn to retell the text yourself.

Strengthen the ability to retell a story by role.

Form diminutive names.

Topic: “memorizing poetry.”

Teach children to memorize a poem.

Understand his figurative language.

Topic: “reading works of fiction”

Teaches children to feel and understand the character of images in works of art.

Understand the sequence of plot development.

Teach children to understand the figurative meaning of some phrases and sentences.

2. section. Grammar

Develop skills in using words in accordance with the context of the statement;

Learn to agree adjectives with nouns in gender and number;

Learn to select words with the same root, nouns with suffixes, verbs with prefixes;

Form a basic understanding of sentences and their structure;

Help to construct complex sentences correctly and competently

(2nd year of study)

1.Section. Speech development

ask questions, answer them, giving reasons for the answer;

consistently and logically, it is clear for interlocutors to talk about a fact, event, phenomenon

be friendly interlocutors, speak calmly without raising your voice

when communicating with adults and peers, use formulas of verbal politeness

use synonyms, antonyms, complex sentences of different types.

Distinguish between the concepts of “sound”, “syllable”, “word”, “sentence”. Name words in a sentence, sounds and syllables in words in sequence. Find words in a sentence with a given sound, determine the place of sounds in a word.

Retell and dramatize short literary works, compose stories from experience, about a subject, according to a plan and model, based on a plot picture, a set of pictures with a plot development of action.

2. Section. Grammar

Continue to develop the skills of conscious and mental use of words in accordance with the context of the statement;

Continue to practice children in coordinating words in a sentence;

Strengthen the ability to form (following a model) words with the same root, nouns with suffixes, verbs with prefixes, adjectives in the comparative and superlative degrees;

Continue to form a basic understanding of sentences and their structure;

Continue to learn how to correctly and competently construct complex sentences, use linguistic means to connect their parts (so that, when, because, if, etc.).

4. Forms and methods of control.

The main form of classes is group. The content of frontal classes on speech development, as a rule, several speech tasks are solved in one lesson: enrichment and activation of the dictionary, formation of the grammatical structure of speech, vocabulary work, education of vocabulary, familiarization with words, etc.

At the same time, the main part of the lesson, for which most of the time is allocated (15 minutes), is devoted to the development of coherent speech. Once a month in the fourth lesson, the main time is devoted to the formation of grammatical

building speech, vocabulary work or education of ZK R.

Education of ZKR is carried out with the help of exercises that

carried out at least twice a month, for 5 – 7 minutes. Some tasks

Education of the pronunciation side of speech is decided on reinforcements on speech development, on familiarizing children with fiction.

In vocabulary work, a large place is occupied by classes on familiarization with the surrounding world, various observations, excursions, during which the knowledge and ideas acquired by children are expressed in the exact naming of certain objects and phenomena, their qualities, and interrelations. However, special work on vocabulary in speech development classes is also necessary. Along with enriching the vocabulary, special attention should be paid to the qualitative improvement of children's vocabulary, expanding the stock of words with opposite meanings (antonyms) and with similar meanings (synonyms), and developing the ability to choose the most appropriate words for a particular statement.

Formation of the grammatical structure of speech. During the classes, in addition to teaching inflection and word formation, special types of work are organized on the formation of the syntactic side of speech. This is retelling and storytelling in a situation of written speech: the child does not just speak - he dictates his story, and the teacher writes it down. This technique slows down the pace of the speaker’s speech, allowing him to think through the statement in advance and make corrections to it. It is important that all children, including low-active ones, take part in solving speech problems. To this end, the teacher should distribute tasks in such a way that the answers of those who are called first serve as a role model for low-active children, but not repetition.

Coherent speech. Successful learning of coherent speech is facilitated by an integrated approach, which ensures a combination of the tasks of teaching storytelling with lexical, grammatical tasks, as well as with the tasks of educating the intellectual disability and teaching storytelling.

Familiarization with the word. A special role in working with the sound side

words is given to children’s conscious use of the terms “word”, “sound”, “syllable”, “stress”, since the word and its sound form become the subject of special study and analysis for children of this age.

The lesson should include a variety of methods and techniques: problematic questions, cognitive tasks, programmed tasks, puzzles. Visibility and gameplay should activate the intellectual component of the learning process.

6. References

for children:

2. Ya. Tayts - “Picking mushrooms”

3. N. Kalinina - “Isn’t that how they play”

4. S. Mikhalkov - “Sheep”

5. K. Taparykulieva “Roosters”

6. E. Blaginina “Gift”

7. E Trutneva - “Autumn”, “Herringbone”

8. A. Pleshcheev - “Autumn has come”

9. A. Pushkin - “Sad time”, “The sky was already breathing in autumn”, “Near Lukomorye Green Oak”

10. Ukrainian folk tale - “The Mitten”

11. Russian folk tale - “Sister Fox and Gray Wolf”

12. E. Mashkova - “Lezheboka”

13. Nosov - “On the Hill”

14. Russian folk tale - “Fear has big eyes”

15. D. Lukich - “Four Girls”

16. V. Zaitsev - “I can dress myself”

17. E. Permyak - “What are hands needed for”

18. K. Ushinsky - “Medicine”

19. V. Berestov - “Dragon”

20. Kataev - “Flower - seven flowers”

21. V. Dragunsky - “Childhood Friend”

22. A. Barto - “Toys”

for the teacher:

1. - Lesson notes for the senior group of kindergarten.

Speech development

2. - Games and activities for speech development

3. O. Ushakova - Classes on speech development in kindergarten

4. O. Rybnikova Teaching reading and literacy

5. A. Maksakov - Education of sound culture of speech

6. M. Vasilyeva - Education and training program in kindergarten

Elena Velgoretskaya
Speech development. Explanatory note

Speech development.

Explanatory note.

Extract from the Federal State Educational Standard

Speech development includes mastery of speech as a means of communication and culture;

enrichment of the active vocabulary; communication development, grammatically correct dialogical and monological speeches; development of speech creativity; development speeches, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

2nd junior group

Objectives of educational activities Contents of educational activities

1. Develop the ability to use a friendly, calm tone, verbal forms of polite communication with adults and peers: greet, say goodbye, thank, express a request, get to know each other.

2. Develop the ability to understand spoken speech with and without support from visual aids.

3. Develop ability to answer questions using the simple form

sentences or statements of 2-3 simple phrases.

4. Develop ability to use in speeches correct combination of adjectives and nouns in gender and case.

5. Enrich children’s vocabulary by expanding their understanding of people, objects, natural objects in the immediate environment, their actions, and pronounced features.

6. Develop the ability to reproduce the rhythm of a poem correctly

use speech breathing.

7. Develop the ability to hear in speech adult specially intoned sound. Mastery of speech as a means of communication and culture

Mastering skills: on the initiative of an adult, name members of your family, familiar literary characters and their actions in the pictures, talk about your favorite toys; simply negotiate with a peer about joint actions in game communication; with the help of the teacher, identify and name the pronounced emotional states of children (rejoicing, laughing, scared, crying, take them into account when communication: regret to cheer up, use kind words.

Mastering and using basic forms of speech etiquette in situations communication: greeting (hello, request (please give thanks (thank you, introduction) (what's your name, my name, let's play); distinguish between forms of address to an adult and a child (hello - hello); Call children in a group by name, use affectionate forms of names.

Development coherent, grammatically correct dialogical and monological speeches

Mastering dialogical skills speeches: answer questions and requests from an adult; report your impressions and desires; ask questions in a clearly presented communication situation (who is this? What is his name? (and so on.).

Mastering monologue skills speeches: according to the teacher’s questions, compose a story based on the picture from 3-4 sentences; together with the teacher, retell well-known fairy tales; recite short poems by heart, listen to children's books read and look at illustrations; agree on adjectives and nouns in gender, number and case; use correctly in speeches names of animals and their young in singular and plural number: cat - kitten, kittens; use in speeches simple common sentence; with the help of the teacher, build complex sentences.

Enrichment of the active dictionary Use in speeches: names of objects and objects in the immediate environment, their purpose, parts and properties, actions with them; names of actions of hygienic processes of washing, dressing, bathing, eating, caring for appearance and maintaining order; names of some qualities and properties of objects; materials; objects and phenomena nature: plants in the immediate environment, vegetables and fruits, domestic animals and some wild animals and their young.

Understanding the meaning of generalizations words: toys, clothes, dishes, furniture, vegetables, fruits, birds, animals, beasts, etc.

Development sound and intonation culture speeches, phonemic hearing Skill development: correctly pronounce vowel sounds; hard and soft consonants ([m], [b], [p], [t], [d], [n], [k], [g], [x], [f], [c], [l], [ s], [ts]); hear specially intoned in teacher speech sound. Development correct speech breathing, auditory attention, phonemic hearing, motor skills of the speech apparatus;

Acquaintance with book culture and children's literature; nurturing interest in folklore and literary texts and a desire to listen to them. Development the ability to reproduce short role-playing dialogues from fairy tales and jokes in dramatization games, to repeat after an adult familiar lines and rhymes from poems, songs, and finger games.

Publications on the topic:

Explanatory note to the program “I See, I Know, I Create” Program “I See, Learn, Create” EXPLANATORY NOTE FOR THE PROGRAM “I See, Learn, Create” Justification of the need for development and implementation.

Explanatory note to the program for the development of intellectual and creative abilities of preschool children Methodological development Kalaida Victoria Viktorovna. I work with a program to develop children's intellectual and creative abilities.

Explanatory note to the methodological development “My Country” Explanatory note to the methodological development “My Country” One of the targets of the Federal State Educational Standard for Education reads: “. the child has an attitude.

Explanatory note to the program “Health Protection and Physical Development” for pupils of the 5th group of children with disabilities The priority area of ​​activity of an educational institution in accordance with the Federal State Educational Standard.

Explanatory note for the music lesson “Sense Organs” Explanatory note for the musical lesson “Sense Organs” Lesson for children of the middle group in the artistic and aesthetic direction.

Explanatory note on the development of oral speech Objectives: Directed correction of the defect in the general and speech development of children, their cognitive activity. Tasks. Expanding and clarifying the range of ideas about objects and phenomena of the surrounding reality. Enrichment of vocabulary. Exercise in an adequate and more precise combination of words denoting objects, their signs and actions. General characteristics of the educational subject. The academic subject “Development of oral speech” is specific for teaching schoolchildren. Classes on the development of oral speech are integrative in nature and are considered as correctional. Students form elementary ideas and concepts necessary when teaching other academic subjects, their understanding of the immediate world around them expands and enriches, they receive some ideas about the world that is outside the field of their sensory experience. Teaching the ability to see, compare, generalize, specify, draw basic conclusions, and establish simple cause-and-effect relationships and patterns contributes to the development of students’ analytical and synthetic activity and the correction of their thinking. In connection with the expansion and clarification of the range of ideas about objects and phenomena of the surrounding reality, the vocabulary of students is enriched: the corresponding terms are introduced, the meaning of words is clearly differentiated (stem-trunk, grass-bush-tree), the difference is shown

between the specific and generic concepts (rose-flower), students practice an adequate and more precise combination of words denoting objects, their signs and actions.” In the process of direct observations of reality, the students’ vocabulary is enriched; when organizing a conversation, it is activated, i.e., acquired words are included in speech. Conversational oral speech is a complex type of speech activity. It includes answers to questions and dialogue, descriptions of objects and phenomena, one’s own actions and impressions, etc. The main method of teaching is conversation. Conversations are organized in the process of familiarization with objects and phenomena of the surrounding reality during object lessons, excursions, during observations of seasonal changes in nature and people’s work, based on existing experience, practical work, demonstration of educational films, filmstrips, subject and subject pictures. The main component of the conversation is the speech of the students themselves. The teacher guides the children’s speech activity, activates it, corrects mistakes, teaches them to focus attention on certain objects and phenomena, correctly observe and make connections, and express their impressions and judgments in verbal form. When formulating answers to questions, students develop the ability to construct sentences correctly; By describing objects, phenomena, talking about what they saw, they learn to speak coherently. On excursions, students get acquainted with objects and phenomena in a natural setting; in object lessons based on direct sensory perceptions. By observing, children learn to analyze, find similarities and differences, and draw simple conclusions and generalizations. Practical work helps consolidate acquired knowledge and skills. Observations of the weather and seasonal changes in nature expand ideas about the world around us, develop attention, observation, and sensory perception. The basic curriculum for the program is 68 hours per year, 2 hours per week, according to the calendar planning for the 2016-2017 academic year, 1st quarter, 2nd quarter, 3rd quarter, 4th quarter, resulting in 68 hours. Place of the subject.

Enrichment and clarification of the dictionary. The name of objects, their characteristics by color, shape, size, taste, smell. Comparing two objects, finding similar and distinctive features. Classification of objects. Designation of groups of objects with a generalizing word. Participation in conversation. Correct complete answers to questions. Seasons Flora and fauna My home Clothes Health care Subject Contents of the subject. Seasonal changes in nature. Weather (clear, cloudy, rain, snow). Weather every day. Changes in nature, the life of plants and animals in the autumn months: cooling, leaf fall, withering of grasses, flowers, appearance of seeds, fruits, departure of birds; in the winter months: cold, snow, sleet, frost; in the spring months: warming, icicles, snow melting, birds arriving, buds opening, first flowers, fruit trees blooming. School, school site. Classrooms and offices at school, library, school workshops. Planting in the school yard: trees, shrubs, lawns. Sports ground, play area. House, apartment, home address. The road to school and home. How and by what transport to go. Traffic rules: cross the street using an underground passage and when the traffic light is green.

Family. Parents and children. Parents' work. Responsibilities of children in the family. Cloth. Coat, dress, shirt, jacket, jacket, sweater, skirt. Clothes for street and home. Clothes for boys and girls. Caring for clothes (dry cleaning, shaking out, airing, storing). Vegetables. Carrots, turnips, onions. Color, shape, taste, smell. Eating. Growing onions. Fruits. Lemon, orange (or other local ones). Color, shape, taste, smell. Eating. Vegetables and fruits. Comparison. Trees. Birch, maple or other trees in the immediate area. Houseplants. Ficus, begonia or others with wide leaves. Recognition and naming. Caring for indoor plants (washing off dust from leaves, watering). Early flowering plants. Lungwort, mother-stepmother or others. Recognition and naming. Distinction by appearance. Pets. Rabbit. Main parts of the body, nutrition, method of movement. Wild animals. Hare. Main parts of the body, nutrition, method of movement. Domestic and wild animals. Comparison. Birds. Crow, sparrow or other local birds. Appearance. Where they live, what they eat. What benefits do they bring to a person? Insects. Beetle, butterfly. Recognition and naming. Distinction by appearance. Birds and insects. Comparison. Health protection. Parts of the human body. Hair, skin, nails. Hair care (haircut, combing); skin care (washing, washing); nail care (trimming fingernails and toenails); washing hands and feet. Repetition. Excursions, observations and practical work

by topic.Daily weather observations. Systematic observations of seasonal changes in nature, plant and animal life; excursions into nature to conduct these observations (2 excursions per season). Maintaining a nature calendar. Excursions around the school, around the school yard, to a flower bed, to a park or forest to get acquainted with the plants being studied and to observe the behavior of birds and insects. Observations of the behavior of domestic animals. Practical work on caring for clothes and shoes, indoor plants, planting onions in boxes. Collecting seeds to feed birds. Results of mastering a specific training course and their assessment system. Personal development results reflect: awareness of oneself as a citizen of Russia; developing a sense of pride in one’s Motherland, the Russian people and the history of Russia; the formation of a holistic, socially oriented view of the world in its organic unity of natural and social parts; developing a respectful attitude towards other opinions, history and culture of other peoples; development of adequate ideas about one’s own capabilities, about urgently necessary life support; mastering initial adaptation skills in a dynamically changing and developing world; mastering social skills used in everyday life; possession of communication skills and accepted rituals of social interaction; the ability to comprehend and differentiate the picture of the world, its temporal and spatial organization; the ability to comprehend the social environment, one’s place in it, the adoption of age-appropriate values ​​and social roles;

acceptance and mastery of the student’s social role, formation and development of socially significant motives for educational activities; developing cooperation skills with adults and peers in different social situations; formation of aesthetic needs, values ​​and feelings; development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people; formation of an attitude towards a safe, healthy lifestyle, motivation for creative work, work for results, caring for material and spiritual values. Minimum level of mastery of educational material: recognize and name studied objects in illustrations, photographs; have an idea of ​​the purpose of the objects of study; assign the studied objects to certain groups (cow is a domestic animal); name similar objects assigned to the same group under study (fruits; birds; winter clothes); know the requirements for the student’s daily routine and understand the need to fulfill it; know the basic rules of personal hygiene; have an understanding of the basic rules of safe behavior in nature and society; carry out tasks under the supervision of a teacher, adequately evaluate one’s work, show a value-based attitude towards it, understand the teacher’s assessment; meet children, offer to play together and respond to invitations (agree or refuse); possess simple sanitary and hygienic skills (washing hands, brushing teeth, combing hair, etc.); possess self-care skills (clean clothes with a brush, store them on a hanger, clean leather shoes, wash dishes after meals, etc.); care for indoor plants; feed the birds living near the school; compose a narrative or descriptive story of 35 sentences about the objects studied according to the proposed plan; adequately interact with studied objects of the surrounding world in educational situations; behave adequately in the classroom, at school, on the street in a real or teacher-simulated situation. Sufficient level: recognize and name studied objects in their natural form in natural conditions; have an idea of ​​the relationships between the studied objects, their place in the surrounding world; classify the studied objects into certain groups, taking into account various bases for classification (wolf, wild animal, animal (mammal), animal, forest orderly); know the distinctive ―

essential features of groups of objects; know the rules of hygiene of the senses; know some rules of safe behavior in nature and society, taking into account age characteristics; be ready to use the acquired knowledge when solving educational, educational and work-related problems. show interest, activity and independence in work in the classroom; apply the acquired knowledge and skills when solving new educational, educational and work-related tasks; fully characterize one’s attitude towards the studied objects; answer and ask the teacher’s questions about the content of what has been studied; show a desire to talk about the subject of study or observation, the object of interest; complete assignments without ongoing teacher supervision (in the presence of preliminary and final control), qualitatively and meaningfully evaluate one’s own work and the work of classmates, show a value-based attitude towards it, understand comments, and adequately perceive praise; be active in organizing joint activities and situational communication with children; adequately interact with objects of the surrounding world; take actions to comply with sanitary and hygienic standards; carry out available environmental actions; be ready to use the developed skills in solving educational, educational and work-related tasks within the scope of the program. Evaluation system. Knowledge testing is carried out on the basis of daily observations of the understanding of what the teacher has told. The assessment takes into account the success of students in mastering the correctness and content of what they listened to, highlighting the main idea, answering questions, retelling) in accordance with the program requirements for each year of study. The assessment is based on a special survey, retelling or combined survey. Ongoing testing and assessment of knowledge can also be carried out to identify individual skills in speech development. In some cases, it is possible to obtain a grade based on the totality of answers at the end of the lesson. This form of questioning can be used mainly in general lessons. The students who are being interviewed (34 people) are identified in advance by the teacher and are called upon more often than other students in the class during frontal work; their answers should be more complete. Each such assessment must be motivated. The purpose of the check is, first of all, to identify the progress of each student, the reasons for the difficulties he experiences in order to provide individual correctional assistance.

Grade 3: “5” is given to the student if he: answers the question correctly and independently; answers questions about content; tells completely, correctly, consistently; “4” is given to the student if he: finds it difficult to formulate answers; admits inaccuracies in answers to questions, but corrects them independently or with little help from the teacher; “3” is given to the student if he: finds it difficult to express himself independently; makes mistakes; answers questions and retells the material using the teacher’s guiding words; reveals unsteady assimilation of the text. “2” is given to the student if he: answers questions and retells the content, distorting the main meaning, does not use the help of the teacher. Thematic planning

No. Content lines Number of hours Corrective developmental tasks Pedagogical means, technologies for solving correctional problems Seasons Development of auditory perception and memory. Repetition method using flora and fauna Development of imaginative thinking. Expanding the horizons and cognitive interests of children. 1 2 3 My home 4 5 Clothing Health protection of subject associations Individual approach to students Elements of gaming technologies Individual and differentiated approach Formation of imaginative thinking by independently solving riddles, correlating the answers with pictures. Development of skills in retelling text, correctly conveying the content of what was read. Expanding the horizons and cognitive interests of children. Elements of gaming technology

Educational, methodological and logistical support for the educational process E.A. Khudenko, E.S. Ostanina. Practical guide on speech development for children with developmental disabilities, Shkola Publishing House. 1992. Material and technical support for the educational subject “Oral Speech Development” involves the use of: printed aids: a set of visual materials for organizing frontal, group and individual work with students; multimedia programs for educational sets of subject, plot pictures, series of plot pictures, dynamic pictures and diagrams according to program sections; technical training aids; audio recordings of the sounds of the surrounding world (nature and society); videos and presentations on topics of the academic subject; educational and practical equipment: game material for plot-based didactic games; equipment for conducting practical classes; equipment for carrying out practical exercises (scissors, colored paper and cardboard, glue, paints, brushes, plasticine or modeling mass, etc.); models and natural range: dummies of fruits, berries, mushrooms and vegetables; herbariums; models of human figures, animals, plants, dishes, household appliances, furniture, etc.; construction sets: educational supplies, toys, indoor plants, agricultural fruits, etc.;

EDUCATIONAL AREA

"SPEECH DEVELOPMENT" PREPARATORY GROUP

“Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”

Main goals and objectives.

Speech development. Developing free communication with adults and children, mastering constructive ways and means of interaction with others.

Speech development.

(6 to 7 years old)

Developmental speech environment. To teach children - future schoolchildren - to take initiative in order to gain new knowledge.

Improve speech as a means of communication.

Find out what children would like to see with their own eyes, what they would like to learn about, what board and intellectual games they would like to learn how to play, what cartoons they are ready to watch again and why, what stories (about what) they prefer to listen, etc. Based on children’s experience and taking into account their preferences, select visual materials for independent perception, followed by discussion with the teacher and peers.

Clarify children’s statements, help them more accurately characterize an object or situation; learn to make assumptions and draw simple conclusions, to express your thoughts clearly for others.

Continue to develop the ability to defend your point of view.

Help to master forms of speech etiquette.

Continue to meaningfully and emotionally tell children about interesting facts and events.

To teach children to make independent judgments.

Formation of a dictionary. Continue work to enrich children’s everyday, natural history, and social science vocabulary.

Encourage children to be interested in the meaning of words.

Improve the ability to use different parts of speech in strict accordance with their meaning and purpose of the statement.

Help children master expressive language.

Sound culture of speech. Improve the ability to distinguish by ear and pronunciation all the sounds of the native language. Practice diction: teach children to clearly and distinctly pronounce words and phrases with natural intonations.

Improve phonemic awareness: learn to name words with a certain sound, find words with this sound in a sentence, determine the place of the sound in a word.

Practice intonation expressiveness of speech.

The grammatical structure of speech. Continue to practice children in matching words in a sentence.

Improve the ability to form (following a model) words of the same root, nouns with suffixes, verbs with prefixes, comparative and superlative adjectives.

Help to correctly construct complex sentences, use linguistic means to connect their parts (so that, when, because, if, if, etc.).

Coherent speech. Continue to improve dialogic and monologue forms of speech.

To develop the ability to conduct dialogue between the teacher and the child, between children; teach to be friendly and correct interlocutors, cultivate a culture of verbal communication.

Continue to learn how to meaningfully and expressively retell literary texts and dramatize them. Improve the ability to compose stories about objects, about the content of a picture, based on a set of pictures with sequentially developing action. Help create a story plan and stick to it.

Develop the ability to write stories from personal experience.

Continue to improve the ability to write short tales on a given topic.

Preparing for literacy. Give an idea of ​​the sentence (without grammatical definition).

Practice composing sentences, dividing simple sentences (without conjunctions or prepositions) into words, indicating their sequence.

Teach children to divide two- and three-syllable words with open syllables (na-sha Ma-sha, ma-li-na, be-re-za) into parts.

Learn to form words from syllables (orally).

Learn to identify the sequence of sounds in simple words.

Fiction.

Preparatory group for school

(6 to 7 years old)

Replenish your literary baggage with fairy tales, short stories, poems, riddles, counting rhymes, and tongue twisters.

To educate a reader who is able to experience compassion and empathy for the characters of the book, to identify himself with his favorite character. Develop a sense of humor in children.

Draw children's attention to expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work; instill sensitivity to the poetic word.

Continue to improve children's artistic and verbal performance skills when reading poems and dramatizations (emotional performance, natural behavior, ability to convey their attitude to the content of a literary phrase through intonation, gesture, and facial expressions).

Help children explain the main differences between literary genres: fairy tale, story, poem.

Continue to introduce children to illustrations by famous artists.

EXPLANATORY NOTE

EDUCATIONAL AREA

"SPEECH DEVELOPMENT" SENIOR GROUP

“Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”

Main goals and objectives.

Speech development. Developing free communication with adults and children, mastering constructive ways and means of interaction with others.

Development of all components of children's oral speech: grammatical structure of speech, coherent speech - dialogical and monologue forms; formation of a dictionary, education of the sound culture of speech.

Practical mastery of speech norms by pupils.

Fiction. Cultivating interest and love for reading; development of literary speech.

Cultivating the desire and ability to listen to works of art and follow the development of the action.

Speech development.

Senior group

(from 5 to 6 years)

Developmental speech environment. Continue to develop speech as a means of communication. Expand children's understanding of the diversity of the world around them. Offer for viewing folk crafts, mini-collections (postcards, stamps, coins, sets of toys made from a certain material), illustrated books (including familiar fairy tales with drawings by different artists), postcards, photographs with sights of their native land, Moscow, reproductions of paintings (including from the life of pre-revolutionary Russia).

Encourage the child’s attempts to share various impressions with the teacher and other children, clarify the source of the information received (TV show, story from a loved one, visiting an exhibition, children’s play, etc.).

In everyday life, in games, suggest to children forms of expressing politeness (ask for forgiveness, apologize, thank, give a compliment).

Teach children to resolve controversial issues and resolve conflicts with the help of speech: to convince, prove, explain.

Formation of a dictionary. Enrich children's speech with nouns denoting objects in their everyday environment; adjectives characterizing the properties and qualities of objects; adverbs denoting relationships between people, their attitude to work.

Exercise children in selecting nouns for the adjective (white - snow, sugar, chalk), words with a similar meaning (naughty - mischievous - prankster), with the opposite meaning (weak - strong, cloudy - sunny).

Help children use words exactly as they mean.

Sound culture of speech. Strengthen the correct, distinct pronunciation of sounds. Learn to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s - z, s - c, sh - zh, ch - c, s - sh, zh - z, l - r.

Continue to develop phonemic awareness. Learn to determine the place of a sound in a word (beginning, middle, end).

Practice intonation expressiveness of speech. The grammatical structure of speech. Improve the ability to coordinate words in sentences: nouns with numerals (five pears, three guys) and adjectives with nouns (frog - green belly). Help children notice incorrect stress placement in a word, an error in the alternation of consonants, and provide the opportunity to correct it themselves.

Introduce different ways of forming words (sugar bowl, bread bowl; butter dish, salt shaker; educator, teacher, builder).

Exercise in the formation of cognate words (bear - bear - bear cub - bear), including verbs with prefixes (ran - ran out - ran across).

Help children correctly use plural nouns in the nominative and accusative cases; verbs in the imperative mood; adjectives and adverbs in the comparative degree; indeclinable nouns.

Learn to form simple and complex sentences based on a model.

Improve the ability to use direct and indirect speech.

Coherent speech. Develop the ability to maintain a conversation.

Improve the dialogical form of speech. Encourage attempts to express your point of view, agreement or disagreement with a friend’s answer.

Develop a monologue form of speech.

Learn to retell short tales and stories coherently, consistently and expressively.

Teach (according to a plan and model) to talk about the subject, the content of the plot picture, to compose a story based on pictures with a sequentially developing action.

Develop the ability to compose stories about events from personal experience, and come up with your own endings to fairy tales.

To develop the ability to compose short stories of a creative nature on a topic proposed by the teacher.

Fiction

Senior group

(from 5 to 6 years)

Continue to develop children's interest in fiction.

Learn to listen carefully and interestedly to fairy tales, stories, poems; memorize counting rhymes, tongue twisters, riddles. Instill interest in reading large works (chapter by chapter). Contribute to the formation of an emotional attitude towards literary works.

Encourage people to talk about their perception of a specific action of a literary character. Help children understand the hidden motives of the behavior of the characters in the work.

Continue to explain (based on the work you have read) the genre features of fairy tales, short stories, and poems that are accessible to children.

Cultivate sensitivity to the artistic word; read passages with the most vivid, memorable descriptions, comparisons, and epithets. Learn to listen to the rhythm and melody of a poetic text.