Pedagogical Council

"Speech communication and development of children's speech activity

preschool age"

and Usacheva Elena Vladimirovna

MDOU "Kindergarten No. 5 "Olympia", Volgograd

Type of teachers' council: thematic.

Form of conduct: interactive game (airplane flight)

Purpose: Raising the professional level of teachers in working with children to develop their speech activity, the need for speech communication through familiarization with fiction.

1. Generalize and systematize the knowledge of teachers about the basics of a culture of communication, compliance with ethical standards of speech behavior; to systematize the methods and techniques of the formation of speech etiquette.

2. Improve work in kindergarten on the artistic and speech development of preschoolers.

3. To create in the team an atmosphere of creative search, initiative and revitalization of the activities of teachers.

Agenda:

I. Theoretical part

1.1. opening speech Head of the "Development of speech and verbal communication of children through works of fiction"

Responsible: head of the MOU

1.3 Warm-up "Brainstorm"

Responsible: teacher of group No. 5

1.4. Information message "Features of the organization of a single speech space in a preschool educational institution."

Responsible: speech therapist

II. Practical part

2.1. Task 1. "Translate the proverb into Russian"

Task 2. "Explain the expression"

Task 3. "Guess the name of the fairy tale"

Responsible: teacher of group No. 5

2.2. Homework: "The use of educational technologies in the implementation of the educational area" Speech Development ".

Responsible: educators of all groups

The course of the pedagogical council

I Theoretical part

Host: A team of teachers was sent on a business trip to get acquainted with modern educational technologies in the implementation of the educational area "Speech Development".

To do this, all crew members will need a "portfolio" of information, professional, communicative competencies in order to make rational, creative decisions and use these forms of work in joint educational activities with children.

The tutor of group No. 5 (pilot) reports:

Dear ladies, we are pleased to welcome you on board the Olympia liner. The crew wishes you a pleasant flight, I ask you to sit comfortably in your seats, our liner is ready for flight, we are gaining altitude (AIRPLANE NOISE).

Our liner reached the required altitude, the flight time was 1 hour 50 minutes.

Listen useful information: during the flight you will be offered cold drinks"Chatterbox", a light lunch "Intellectual", during the flight you will be able to get acquainted with the latest press.

Dear ladies, you are welcomed by the captain of our crew (manager).

1.1. Introductory remarks by the leader: “The development of speech and verbal communication of children through works of fiction.

One of the annual tasks that our team is working on is as follows: “Improving the psychological and pedagogical conditions for expanding the speech practice of children, developing their speech activity, the need for speech communication through familiarization with fiction” is one of the annual tasks of the activity of the MOU for children garden №5 "Olympia"

Work on the development of children's speech occupies one of the central places in preschool educational institution, this is explained by the importance of the period of preschool childhood in the speech development of the child. The importance of the speech development of preschoolers is also confirmed by the Federal State Educational Standard for Preschool Education, in which the educational area "Speech Development" is highlighted.

In accordance with the standard (FGOS DO), the speech development of preschool children includes mastering speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic 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 analytic-synthetic activity as a prerequisite for learning to read and write.

Using a variety of material (game, didactic), children learn to use words and sentences correctly in communicating with adults and peers, to speak coherently and expressively, learn a lot of interesting things about the world around them.

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 more freely the child will use it in the future, this is the foundation for the subsequent systematic study of the native language.

The love of children for fairy tales and fiction is well known, so the teacher needs to have a wealth of knowledge on this issue. We will deal with the acquisition of new and development of old luggage today.

1.2. Summing up the implementation of the first annual task.

Information on the results of the implementation of the first annual task "Improving the psychological and pedagogical conditions for expanding the speech practice of children, the development of their speech activity, the need for speech communication through familiarization with fiction" kindergarten "Olympia"

1.3. Warm-up "Brainstorm"

Dear ladies, now you will be offered soft drinks "Chatterbox". You will be offered cocktails that consist of the following ingredients:

Component number 1. Name the means of transmission of thoughts (speech).

Oral speech is always conditioned by the speech situation. Distinguish:

Unprepared oral speech (conversation, interview, presentation in the discussion) and prepared oral speech (lecture, report, speech, report);

Component number 2. Name one of the forms of unprepared oral speech (conversation)

Component number 3. The type of speech addressed to one or a group of listeners, sometimes to oneself (monologic).

Component No. 4. A set of rules and techniques that facilitate the process of remembering information (Mnemonics).

Component number 5. To work with children of what age group, the following works are used:

1. A. Barto. "Toys", "Turnip", "Kolobok", "Teremok", "Forty Belobok", K. Chukovsky. "Chicken", S. Marshak "The Tale of the Silly Mouse"

(1st junior group)

2. Alexandrova "My Bear", A. Barto "Girl-Revushka", S. Marshak "Mustache-striped", "Cockerel and Bean Seed", "Masha and the Bear", "Goat Dereza", "Visiting the Sun ”, E. Charushin “Volchishko”

(2nd junior group)

3. “Fox with a rolling pin”, “Geese-Swans”, “Two greedy bear cubs”, “Zimovye”, Y. Tayts “For mushrooms”, K. Chukovsky “Fedorino Gora”, Alexandrova “Wind on the River”, “Dandelion” .

(middle group)

1. N. Nosov "Live Hat", "Ayoga", "Havroshechka", " silver hoof”, H.K. Andersen “The Ugly Duckling”, “The Tale of Tsar Saltan”, “Sleeping Beauty” (senior, preparatory group)

1.4. Information message "Features of the organization of a single speech space in a preschool educational institution"

The tutor of group No. 5 reports:

Our flight is in normal mode, now you will be offered the latest press “Peculiarities of organizing a single speech space in a preschool educational institution.

II. Practical part

The tutor of group No. 5 reports:

Dear passengers, we ask you to bring the backs of your seats to a vertical position, now we want to offer you a light lunch "Intellectual", consisting of three courses: salad, appetizer and compote.

Salad. "Translate the proverb into Russian"

Translate proverbs into Russian

The son of a leopard is also a leopard (Africa). - The apple never falls far from the tree.

You can't hide a camel under a bridge (Afghanistan) - You can't hide an awl in a bag.

Fear the quiet river, not the noisy one. (Greece) - There are devils in still waters

Silent mouth - golden mouth (Germany) - Words are silver and silence is gold

He who asks will not get lost. (Finland) - Language will bring to Kyiv

Snack. "Explain the expression."

In our language, there are set expressions that are called idioms, they are not determined by the meanings of the words included in them. For example, the expression "keep your mouth shut" means to keep quiet.

It's in the bag (everything is fine);

Dance to someone else's tune (act not of your own free will);

As on pins and needles (a state of extreme excitement, anxiety);

Scratch the tongue (talk in vain);

Fooling (distracting from the main business with empty talk).

Compote. "Guess the name of the story"

Words that are opposite in meaning are called antonyms.

Task: replace each word with the opposite and get the name of fairy tales

Dog without a hat - Puss in boots;

Red mustache - Blue beard;

Beautiful chicken - Ugly duckling;

Silver Hen - Golden Cockerel;

Black shoe - Little Red Riding Hood.

2.2. Homepage.

The tutor of group No. 5 reports:

Dear ladies and gentlemen, our flight is coming to an end, in a few minutes our liner will land in the city of Noyabrsk, after which you will be asked to go to the green corridor for customs control. To confirm your identity, you need to provide "Educational technologies used in the implementation of the educational area" Speech Development ".

Homework:

“The use of educational technologies in the implementation of the educational area “Speech development”.

Educators of all groups present to colleagues didactic material, which they use in their work in the implementation of the educational area "Speech Development".

Summing up the teachers' council.

The teacher of group number 5 reports:

Your business trip was successful. You are familiarizing yourself with educational technologies that can be used in the implementation of the educational area "Speech Development".

The company Aeroline "Olympia" offers you gifts in the form of a bonus.

Memo for teachers "Rules for courageous and persistent teachers."

· If you experience difficulties in the development of speech, then plan this type of activity not sometimes, not often, but very often. It will get easier in 5 years.

Never answer your own question. Be patient, and you will wait for your children to respond to it. You can only help with one more question, or two, or ten ... But know: the number of questions is inversely proportional to the level of skill.

· Never ask a question that can be answered "yes" or "no". It does not make sense.

· After the lesson, review the summary again, remember all the questions that you asked the children, and replace it with one more accurate one.

· If the story didn't turn out or turned out with difficulty - smile, because it's great, because success is ahead.

2.3. Adoption of the decision of the pedagogical council.

And now we suggest you get your luggage, and read the further recommendations.

2. Continue to create conditions in the preschool educational institution for the development of children's speech.

Deadline: permanent

3. Continue work on the annual task in close cooperation with parents: in all groups, organize interaction with parents to create thematic albums with their own hands; creative books containing fairy tales, poems, riddles, stories of his own composition and illustrations; made with parents and children.

Deadline: 10.10.1017
Responsible: educators.

4. Conduct parent-teacher meetings in groups on the topic “Development of speech and verbal communication of children through works of fiction”

Deadline: 10.10.1017
Responsible: educators.

5. Educators should pay attention when planning reading fiction for every day: it is necessary to select literary works in accordance with the age group; use a variety of reading genres.

Deadline: permanent
Responsible: educator of group No. 5, educators.

Literature:

1. Golitsina N.S. "The system of methodical work with personnel in preschool educational institutions" - Ed. Scriptorium: Moscow 2006

2. Elzhova N.V. "Teaching Councils, seminars, methodological associations in preschool educational institutions" - Ed. 2nd - Rostov n/a: Phoenix, 2008

3. Journal "Preschool Education" No. 6, 2009

4. Journal "Preschool Education" No. 11, 2009

5. Novotortseva N.V. The development of children's speech. - Yaroslavl: "Academy of Development", 1998.

6. Ushakova O.S. Methods of speech development for preschool children / O.S. Ushakova, E.M. Strunin. – M.: Humanitarian. ed. VLADOS center, 2008

7. Zeitlin S.N., Pogosyan V.A., Elivanova E.A., Shapiro E.I. "Language. Speech. Communication" - St. Petersburg: KARO, 2006

Municipal budgetary preschool educational institution

"Kindergarten "Fairy Tale"

Teachers Council on the topic

"The development of speech of preschoolers: problems, solutions"

Prepared and hosted:

senior educator

E.V. Demidova.

Art. Oblivskaya,

2017

Target: Increasing the competence and success of teachers in teaching the development of speech in preschool children.

Council agenda:

1 . "Speech development of preschool children»

2. Analytical report on the results of thematic control- Art. teacher Demidova E.V.

3. Analytical information on the results of the competition "Speech corners" - art. educator E.V. Demidov

4. "The use of mnemonics, mnemotables in working with children" - educator E.V. Laschenkova

5. Mini-game "The teacher's speech is special" - speech therapist Okuneva N.S.

6. Business game "Speech development of preschoolers" - art. teacher Demidova E.V.

7. Internet games - educational psychologist M.N. Bognyukov.

8. The decision of the teachers' council.

The course of the teachers' council:

I would like to start the teachers' council with the words of L.S. Vygotsky.

"There are all the factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech."

1. "The development of speech of preschool children» - Art. teacher Demidova E.V.

Recently, the question of the use of innovative technologies in the preschool educational institution, since the introduction of innovations in the work of the kindergarten helps us to implement a personality-oriented approach to children, ensuring the individualization and differentiation of the pedagogical process, taking into account their abilities and level of development. Today the focus is on the child, his personality, unique inner world. Therefore, we set ourselves the goal of choosing the methods and forms of organization of the educational process that optimally correspond to the goal of personal development. The task of teachers is to create conditions for the practical mastery of colloquial speech for each child, to choose such teaching methods and techniques that would allow each pupil to show their speech activity, their word creation. The activities of the teaching staff of our kindergarten are aimed at developing communication skills in preschoolers, a culture of communication, the ability to briefly and easily formulate thoughts, obtain information from various sources, and create a language environment that contributes to the emergence of natural communication needs.

There is no need to talk about the meaning of speech as one of the most important mental functions In human life. We all know how important the period of preschool childhood is for the development of children's speech. It is at preschool age that language becomes the main means of establishing contacts with others, and non-speech forms (gestures, facial expressions) begin to play a supporting role.

The main tasks of speech development - the education of a sound culture of speech, the enrichment and activation of the dictionary, the formation of the grammatical structure of speech, the teaching of coherent speech are solved throughout the preschool age.. The formation of coherent speech is one of the main tasks of the speech education of a preschooler. The development of a child's coherent speech occurs in close relationship with the development of the sound side, vocabulary, and grammatical structure of the language.

It is known that speech required component communication, in the process of which it is formed.

Coherent speech - the construction of coherent statements of various types - reasoning, narration; the ability to structurally build a text, develop a plot through a series of paintings, connect parts of a statement different ways connections are grammatically correct and accurate.

The development of coherent speech: the solution of this problem is associated with the development of two forms of speech - dialogic and monologue. With the development of dialogic speech Special attention is given to the formation in children of the ability to build a dialogue (ask, answer, explain, etc.), while using a variety of linguistic means in accordance with the situation. For this, conversations are used on a wide variety of topics related to the life of a child in a family, in kindergarten, etc.

It is in the dialogue that the ability to listen to the interlocutor develops, to ask a question, to answer depending on the context. All these skills are also necessary for the development of monologue speech of children.

The central point in the development of such speech is teaching children the ability to build a detailed statement. This involves the formation of elementary knowledge about the structure of the text (beginning, middle, end), ideas about the relationship between sentences and structural links of the statement. The latter is an important condition for achieving the coherence of a speech statement.

Mastering monologue speech is a priority for the full preparation of the child for school and, as many scientists and teachers note, is possible only in conditions of purposeful learning.

Speech develops in different types activities: in the classroom for familiarization with fiction, with the phenomena of the surrounding reality, literacy, in all other classes, as well as outside them - in the game and artistic activity, in Everyday life.
When using ICT in the classroom for the development of speech, even younger preschoolers, their interest increases significantly, and the level of cognitive abilities increases. Multimedia presentations make it possible to present educational and developmental material as a system of bright reference images. The Internet sites serve as an assistant for the development of the speech of preschoolers. Here you can find an illustrated dictionary for the development of children's speech and story albums, which are mainly designed to increase vocabulary children; didactic games and exercises, class notes, various illustrative material, both static and dynamic (animations, videos).

In order to implement the tasks of forming the components of oral speech, teachers need to actively use the project method with the use of fairy tale therapy technology in the development of speech and communication skills of pupils. During the project, in order to develop the oral speech of preschoolers in the classroom for retelling fairy tales, children are invited to look at a collage for a fairy tale, then work with an intermediate (lightweight) mnemonic table for compiling a retelling, and then with a mnemonic table with complications. As a result of using this technology, children do not experience difficulties in retelling works. The fairy tale therapeutic effect in the lesson is achieved by a combination of three components of the image of a fairy tale, a fairy tale atmosphere: the musical image of a fairy tale, the image of a fairy tale space (lighting effects), the actual telling of a fairy tale and the demonstration of fairy tale characters in a table theater. The latter is helped by the organization in groups of mini-museums "Visiting a Fairy Tale". The implementation of this project contributes not only to the development of oral speech of pupils, but also to a positive communicative experience of interaction with peers.

2. Analytical report on the results of thematic control
"The development of speech in children in a preschool educational institution"

The certificate was prepared by: senior teacher Demidova E.V.
In the MBDOU "Kindergarten" Skazka "in the period from February 20 to February 28, 2017, a thematic control was carried out on the topic: "The development of speech in children in a preschool educational institution", in order to determine the state of the speech environment in the preschool educational institution and the development of the speech of preschoolers in accordance with the Federal State Educational Standard preschool education. The check was carried out by: senior educator - Demidova E.V.
Thematic control was carried out in all groups of the kindergarten. The following questions were analyzed:

• the system and variability of planning work on the development of speech and the education of communication skills of preschoolers;
• the availability and variety of benefits for the development of speech and the education of communication skills of preschoolers;
• a system of work on the development of speech and the education of communication skills in preschool children, the ability to competently organize and conduct directly educational activities and joint activities with preschoolers.

The following forms and methods of control were used:

• analysis of calendar plans with children;
• analysis of documentation management in groups in this area (long-term planning, planning of individual work with preschoolers, planning of work on additional education and work with parents of pupils in this area);
• organization of a developing environment in accordance with the requirements of the Federal State Educational Standard;
• analysis of directly educational activities and joint activities with preschoolers;

The thematic review revealed the following. The tone of communication among children is friendly and calm. In children, restraint in gestures and facial expressions is observed in communicating with each other, they try to listen to the teacher, or without interrupting the children, waiting in line. Although there are cases of inattention, inability to listen. Children observe speech etiquette from their personal experience, or at the prompt of the teacher (in all groups). These are words of greeting, gratitude, requests, apologies.
Children communicate in different ways: mainly for any activity. They are able to communicate with a subgroup of children on the organization of play activities.
There are cases of disciplinary reasons for communication (conflicts among themselves about physical interventions, the division of toys or other material).
Children are very trusting, they have no secrets from their peers and educators, so they willingly tell about themselves and their families.
The topics of conversations in subgroups of children are about books, games and joint activities, about toys (in all groups). About life in kindergarten, about surrounding life, about subjects is most often observed in the conversations of a group of children with a teacher.
Characteristic analysis communication skills children showed: children own speech turns to establish contact, there is initiative and targeting of speech.
Along with the results of the examination of children, it is necessary to note the professionalism of educators.
The tone of communication of educators is dominated by benevolent, calm. Teachers are attentive to children's questions. They use speech etiquette in communication, thereby setting a positive example for children. When children speak, educators give children the opportunity to speak without interrupting them. At the same time, in rare cases, there is strictness in posture, facial expressions and gestures.
After analyzing the results of the reasons for the communication of educators with children, we can conclude that the organizational one is most often used (in order to organize a group of children for educational activities, conducting regime moments); and for any activity (for a game, work assignments, individual work with children). These two occasions of communication are very closely intertwined.
The disciplinary reason for communication is also present in all groups, but less often (with regard to the discipline of individual children). The positive experience of teachers in using a disciplinary reason in a benevolent, restrained form, using successful methods (involvement in labor activity, assignment, individual conversation, explanation, joint activity with the educator) was noted.
An analysis of the interaction of teachers with children during GCD showed that the speech activity of the teacher is predominant. The cognitive and speech activity of the children themselves during educational situations is insufficient. This means that teachers have not fully created the conditions for children's initiative, curiosity, interest and activity.
Educators use different topics of conversation both with one child and with a subgroup of children: about the child himself, his family, about objects and toys, about life in kindergarten, about life around him.

It is planned to develop dialogical speech through the examination of paintings and illustrations, familiarization with the subject environment, familiarization with nature. The dialogue goes through role-playing games, speech games, dramatization games, theatrical activities, tasks are planned for the culture of communication.
At the same time, individual work (indicating the last name and first name of the child) on the development of speech and the formation of communication skills of preschoolers (younger, older groups) is not planned enough; work in the book corner - book repair, exhibition design (junior, middle, senior, preparatory groups); individual and group conversations with children (senior group); acquaintance with fiction (senior, preparatory groups).
The planning of work with parents in the younger, middle and senior groups: consultations, conversations, advice to parents.

Conclusion on thematic control.
The thematic control carried out showed that the problem of the development of speech and communication of preschoolers is relevant and it is solved in the preschool educational institution: through GCD, free activities of children, through regime moments, during walks.
In groups, conditions have been created for the speech activity of children: didactic and role-playing games, theatrical activities, group and individual conversations are organized. Accumulated illustrative visual material.
However, it is necessary: ​​to pay attention to the system of planning work with children and parents in groups, the use in practice of models and schemes for the development of coherent speech of preschoolers, the development of a culture of communication with adults and peers, the creation of optimal conditions in the classroom for the manifestation of cognitive and speech activity of children .
Offers:

1. Use in practice the models and schemes for the development of coherent speech of preschoolers.

2. Plan in calendar plans and carry out individual work (indicating the name and surname of the child) on the development of speech and the formation of communication skills for preschoolers (younger, older groups); work in the book corner - book repair, exhibition design (junior, middle, senior, preparatory groups); individual and group conversations with children (senior group); acquaintance with fiction (senior, preparatory groups).

3. Include in the plan of work with parents measures to expand their pedagogical experience in the development of communicative competence among preschoolers.

4. Mini-game “The speech of the teacher is special” - speech therapist Okuneva N.S.

Every adult and his speech behavior is a role model. Do not forget that there are children next to us, watch your speech and help your child master the culture of their native language. We must not allow the children to hear from you and me, and then they themselves say "my last name, ten chickens, I undressed my boots, go ahead of me." Adults using the conversational style are not aware of their phonetic sloppiness. Meanwhile, they must take care of the correct speech environment from which the child absorbs pronunciation patterns,

occupies a special place in the Russian language stress . It is like the beating of a heart. We don’t remember it until someone distorts the word with the wrong placement of stress - it immediately loses its rhythmic pulse, and sometimes even its meaning.

Very often there are doubts about the placement of stress. In this case, a dictionary is invaluable help.

Game - training "Accent"- write words under dictation, place stress. (Catalog, prettier, loop, beet, orphans, cement, call, start, started, sheet, call, alphabet, argument, contract, leisure, ring, catalog, quarter, start, loop, percentage, dancer, belt, pamper).

Game - contest "Correct mistakes".

“Children run to the kindergarten. You run after them. Get out of the house. Ride on a fox. See how I drive. Take care of me. Let's play together. You need to put the spatula here, put it down. I'm cleaning my coat. How many times do I have to tell you to wait for me.

Blitz - quiz "Feel the difference".

“I woke up early in the morning and started getting ready for work. First, she began to dress (to put on or put on), she began to ..... she began to wear a hat .... And then she began to son (to put on or put on). What can you wear? What about dressing up? (someone: child, brother, doll).Wear something, dress someone.

Let's talk about intonation expressiveness. Once a man was brought to the ancient Greek philosopher and sage Socrates, about whom he had to express his opinion. But the visitor was silent all the time. Socrates exclaimed: “Speak so that I can see you!” Indeed, very often the first impressions of a person are formed under the influence of his voice. The voice is a mirror of a person, a powerful means of influence. The tone of voice has an exceptional role in oral speech, especially when working with children.

5. Business game for educators "Speech development of preschoolers" - art. educator E.V. Demidov

Work description: D spruce game is aimed at increasing the professional competence, pedagogical skills of educators in the implementation of the tasks of speech development of preschool children.
Target
Improving work on the speech development of preschoolers in the Establishment.
Tasks:
To increase knowledge, professional competence, pedagogical skills of educators in the implementation of the tasks of speech development.
Develop the ability to discuss and agree on the proposed issues, tasks. To develop the creative activity of the participants.
Game Attributes : Team emblems, badges of captains, crossword puzzles, black box, reproductions of paintings (I.I. Levitan "Golden Autumn", V.M. Vasnetsov "Alenushka", A.K. Savrasov "The Rooks Have Arrived", K.S. Petrov- Vodkin "Morning Still Life"), cards for working with proverbs and sayings, protocol forms for the jury.
Rules of the game: Know how to listen to others.
Develop a common solution to the problem.
Take an active part in the game.
Do not dispute the jury's assessment.
Observe the culture of speech and tact.

Stroke:
Team distribution. The choice of captains. Presentation of the jury, presenter.

1 task.

In 1 minute, come up with a team name and motto.

2 task. Theoretical part.

Balloons with questions hang on a tree. Four people from each team come up to the tree and take question balls and answer them. The jury evaluates the correctness of the answer and the time.

Questions:

1. List the tasks for the development of speech of preschool children.

• Vocabulary Development
• formation of the grammatical structure of speech
• education of sound culture of speech
• development of coherent speech
• preparing children for literacy
• development of speech breathing, expressiveness

2. What do we mean by the development of the speech of a preschooler?

• The development of the speech of a preschooler is work on all aspects of speech.

3. What is a dialogue?

• Dialogue is a conversation between two or more people. A dialogue is also called a literary work in the form of a conversation.

4. What is a monologue?

• Monologue - (from Greek monos - one and logos - speech) - speech actor, mainly in a dramatic work, excluded from the conversational communication of the characters and not implying a direct response, in contrast to the dialogue; speech addressed to the audience or to oneself.

5. What is the name of a figurative, short saying that aptly defines a phenomenon (saying)

6. What is the name short story, most often poetic, allegorical content with a moral conclusion (fable)

7. What is the name of the main type of oral folk art, artistic narrative of fantasy, adventure or household character(story)

8. what is the name of oral folk art, folk wisdom(folklore)

2 task "Black box"

Leading: The role of working with works of fine art in the development of such a quality of coherent speech as figurativeness is great. Since the formation of the aesthetic perception of works of art affects the use of means of artistic expression in different types of expression - description, narration, reasoning. The ability to connect, interestingly, in an accessible form to convey to children the content of the picture is a necessary quality of the teacher's speech.
The black box contains reproductions of paintings, which are used to compose a descriptive story. The team needs to guess the name of the picture and its author.

Exemplary stories of educators
1. The canvas depicts a characteristic Russian landscape. A calm day in the middle of autumn. The sun is shining, but not so bright. A Russian expanse opens up before your eyes: fields, groves, a river. The artist depicted the forest, “like a painted tower, lilac, gold, crimson ...”, and found an expressive multicolor of colors to describe the charming autumn season. The gold of the foliage beautifully sets off the clear water of the river and the blue of the sky. The smooth surface of a slowly flowing river is not yet disturbed by a gusty cold wind. In the river, as if in a mirror, coastal trees, bushes and the high sky are reflected. The picture captures a warm, windless day. Everything breathes silence and autumn peace.

2. The plot of the picture is inspired by the theme of orphanhood, the suffering of children, Russian folk tale. Before us is a girl who ran away from home into a thicket to a deep pool in order to cry out the insult inflicted by evil people, to grieve about her hard life. Evening. The dawn is fading. Twilight descends on the young pines, on the darkened water. A girl sits alone on a rock. In her drooping figure, in her swarthy sad face, grief and suffering are expressed. Dark, wide-open eyes are covered with tears, the look is motionless, silky brown hair scattered in tangled strands over the shoulders, the fingers are tightly clenched, clasping the knees. She is poorly dressed. She is wearing an old, torn caftan, a faded blue jacket, her feet are bare, and it is already autumn outside. Nature is in tune with the mood of the girl. Silenced sadly, young birches and aspens froze around. Early autumn. The first time of the withering of nature. Yellowed leaves fall on the mirror surface of the water. Swallows chirp softly over the girl's head, as if trying to calm her down and dispel her sadness. Peaked young pines, sharp sedge stems, as it were, guard the girl, protect her from evil people. The general tone of the picture is not bright, it is dominated by dark green and red-brown colors. The picture is very poetic.

3. The picture makes a special, sincere impression. Emanates from her with something close and dear. Before us is a modest rural landscape. In the foreground, on the shore of a pond covered with melting porous snow, old crooked birch trees lined up in a row. Rook nests are located on their bare branches, and the owners of these bird houses are fussing around. In the background, a log fence illuminated by the spring sun is visible, and behind it rises the bell tower of the village church. And further, to the very forest, there were brownish fields with sweets of unmelted snow. This modest landscape is filled with transparent spring air ringing from the rook's hubbub. It is felt in high, gently blue clouds, and in the dim light of the sun. The air smells of spring.

4. Before us is a wooden table, cleanly scraped by someone's caring hand, a pink table. It exudes a subtle smell of wood. On the table is a small samovar, a glass on a saucer, eggs, a bouquet of wildflowers, a flashlight and a box of matches. Objects lie in front of us at a glance. The facets of a samovar polished to a shine sparkle merrily. In its mirror surface you can see the reflection of the table. Sun glare plays on a glass of tea, on eggs, on a flashlight, on a vase. In a transparent glass vase - a bouquet of wild flowers: blue, as if bowing before us, bluebells and yellow daisies, like small suns. In the upper corner, the artist placed a large, red, lop-eared dog. A smart dog is patiently waiting for his master, who is invisibly present in the picture. It seems that he is somewhere nearby. The whole picture shines like a transparent sunny morning. It is full of bright light, peace and purity. Why the feeling of joy becomes even stronger.

Answers

1.I.I. Levitan "Golden Autumn"

2.V.M. Vasnetsov "Alyonushka"

3.A.K. Savrasov "The Rooks Have Arrived"

4.K.S. Petrov-Vodkin "Morning Still Life"

3 task. dramatization

Leading: A fairy tale is a powerful tool for the speech, cognitive, artistic and aesthetic development of a child. The fairy tale helps children to understand what is good and evil, courage and cowardice, mercy and cruelty, perseverance and cowardice. Children easily recognize fairy tales by characters, passages, illustrations. Your task will be more difficult. One team needs to show a staging of a fairy tale using non-verbal means of communication (gestures, pantomime, facial expressions); the other must guess its name. Then the teams change places.
Such tasks develop creativity and imagination in children. Children become more free, liberated.

4 task. Crosswords on the topic "Speech development of preschoolers"

Crossword number 1
1. Speech, the story of one person.
2. Horizontally. Creating a new word based on another single-root word using a prefix, suffix.
2.Vertical. Part of speech denoting an object, object, phenomenon.
3. The kind of story that starts with general definition and the name of the subject or object, then comes the enumeration of signs, properties, qualities, ends with a final phrase that evaluates the subject or expresses an attitude towards it.
4. A small literary work in prose, description, narration, history.
5. The method used by the teacher in the classroom for the development of speech, which uses questions, explanation, conversation, the story of the teacher.
6. Words that are different in sound, but close in meaning.

Answers: 1. Monologue. 2 horizontally. Word formation. 2 vertically. Noun. 3.Description. 4. Story. 5. Verbal. 6. Synonyms.

Crossword number 2
1. Words that are opposite in meaning.
2. A type of story in which children must develop a plot that unfolds in time and in a logical sequence.
3. A person who writes books creates some kind of work.
4. Part of speech, which denotes the action of the subject.
5. The method used by the teacher in the speech development classes, in which children are shown toys, objects, pictures, photographs, drawings, slides, etc.
6. Conversation between two people.
7. Type of oral folk art, a question or task that needs to be addressed.

Answers: 1. Antonyms. 2. Narration. 3.Author. 4.Verb. 5. Visual. 6. Dialogue. 7. Riddle.

5 task. The game

Team captains are invited to conduct a word game, finger gymnastics.
Game Options
Word game "Finish the word"
Children sit in a circle. The leader throws a ball to someone and says the first syllable of a word, for example: "Ma ...". The child to whom the ball is thrown catches it and adds to the syllable such an ending that in the aggregate would make up a whole word. For example: the leader says: “Ma ...”, the catcher answers: “... ma” (Mom) - and throws the ball to the leader. Words must be selected short and familiar to children; at the beginning of the game, the host can say that these will be the names of those who are standing in a circle. Di-ma, Mi-sha, Sve-ta, Le-na, etc. Gradually, over and over again, the game can be complicated by introducing words of three syllables. For example: the host says: "Ma ..." and throws the ball to the child, the catcher answers: "shi" and throws the ball to another player. He finishes the word: “on” (Ma-shi-na) and throws the ball to the leader, etc.

6 task. Working with proverbs

Leading: In the speech development of children, a large place is given to proverbs and sayings. Proverbs and sayings have ample opportunities for developing a child's conscious attitude to the semantic side of the word. Understanding and using proverbs and sayings involves mastering the figurative meaning of words, understanding the possibility of their application to various situations. It is in proverbs and sayings that a huge moral and aesthetic potential is laid. They are not large in volume, but capacious in meaning. Using proverbs and sayings in their speech, children learn to express their thoughts and feelings clearly and eloquently.
The facilitator invites team representatives to choose cards with tasks
Card number 1

1. Happiness is not in gold. (Hen Ryaba)
2. Whose mansions, that and bread. (Three Bears)
3. Do not believe the speeches, where there is too much honey, do not be too self-confident. (Kolobok)

1. The son of a leopard is also a leopard (Africa) -The apple never falls far from the tree
2. You can’t hide a camel under a bridge (Afghanistan) -Murder will out
3. Be afraid of a quiet river, not a noisy one (Greece) -Still waters run deep

Card number 2
Choose a fairy tale for the saying that fits it in meaning.
1. Together twice, any business, friends argue. (Turnip)
2. In tight quarters, but not offended. (Mitten)
3. I wanted to be a wolf in sheep's clothing, but it didn't work out. (The wolf and the seven Young goats)
"Translate" proverbs into Russian.
1. Silent mouth - golden mouth (Germany) -The word is silver - silence is gold
2. He who asks will not get lost (Ireland) -Language will bring to Kyiv
3. A scalded rooster runs away from the rain (France) -Burnt in milk, blowing on the water

7 task. Bank of ideas

All participants are invited to replenish the Bank of Ideas by answering the question: How to build partnerships with parents of pupils in the speech development of children, what activities can you offer? (Discussion)

Summing up the business game
The jury discusses the answers and evaluates them. Not only their correctness is taken into account, but also the behavior of team members during the discussion, correctness, clarity, literacy and expressiveness of speech.
The host announces the overall result (according to the jury), gives small souvenirs, thanks for participating.

Bibliography
1. Development of speech and creativity of preschoolers: Games, exercises, lesson notes / Ed. O.S. Ushakova. - M .: TC Sphere, 2001.
2. Reference book of the senior educator / ed.-comp. ON THE. Kochetov. - Volgograd: Teacher, 2013.
3.Ushakova O.S. Methodology for the development of speech in preschool children / O.S. Ushakova, E.M. Strunina. – M.: Humanitarian. ed. center VLADOS, 2004.

The decision of the pedagogical council:

1. To create conditions in MBDOU for the development of speech activity of children, encouraging them to verbal communication with adults and among themselves.

1. Teachers should continue to work on the formation of communicative and speech activity in preschoolers through the use of a variety of methods and techniques, to involve parents in the work.

/ term: constantly, otv: tutors /

1. Use tables of mnemonics in the development of children's speech in the educational process, and in sensitive moments.

/ term: constantly, answer: educators /

PEACH COUNCIL No. 3

Topic: « Speech development of preschoolers in accordance with the requirements of the Federal State Educational Standard»

Conduct form: business game

Target: improvement of work in the preschool educational institution on the speech development of preschool children.

Tasks:

1) cause teachers to realize the need to expand their knowledge in the field of speech development in children;

2) to develop the ability to design, construct the processes of development of the speech of preschoolers;

3) to create in the team an atmosphere of creative search for the most effective forms and methods in working with children;

The course of the teachers' council.

Tikhomirova I.V.

I am glad to welcome you to the next meeting of the Pedagogical Council.

The topic of our meeting is "Speech development of preschoolers in accordance with the requirements of the Federal State Educational Standard."

Agenda:

Implementation of the decisions of the previous Pedagogical Council

The relevance of the problem of speech development of preschool children

The main directions and means of speech development of preschoolers

Results of a speech therapy examination

Results of thematic control

business game

Implementation of the decisions of the previous Pedagogical Council.

In the course of implementing the decisions of the Pedagogical Council No. 2 in kindergarten, within the framework of the methodological week, Smirnov V.P. held a methodological seminar "Technology of cooperation in directly educational activities", a master class "Organization of joint - individual activities in the classroom" and "Jointly - consistent activities in teaching children the skills of cooperation." Shipulina A.S. organized and conducted a psychological seminar "Technique of active listening".

In order to get acquainted with the forms of work of educators on the formation of cooperation skills in preschool children, a repeated thematic control will be organized in April.

2. The relevance of the problem of speech development of preschool children:

Everyone can speak, but only a few of us speak correctly. When talking with others, we use speech as a means of transferring human functions. It is through communication with other people that a person realizes himself as a person.

It is impossible to judge the beginning of the development of the personality of a child of preschool age without assessing his speech development. The development of speech is the main indicator of mental development. The main goal of speech development is to bring it to the norm determined for each age stage, although individual differences speech level of children can be exceptionally high.

Smirnova V.P.

In January, a speech therapy examination of children aged 3-7 years took place in the kindergarten, the purpose of which was to determine the level of speech development of children.

Results of speech therapy examination (reference)

Tikhomirova I.V.

The results are disappointing, to say the least. Children who have not received appropriate speech development at preschool age make up for lost time with great difficulty, in the future this gap in development affects their further development. The timely and complete formation of speech in preschool childhood is the main condition for the normal development and further successful education at school.

The main tasks of the development of speech are the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved on each age stage. However, from age to age there is a gradual complication of each task, teaching methods change. The specific weight of this or that task also changes when moving from group to group. The educator needs to be presented with the main lines of succession of tasks for the development of speech, which are solved in the previous and subsequent age groups, and the complex nature of the solution of each task.

In addition, the development of speech and speech communication of preschoolers in kindergarten should be carried out in all types of activities, including different forms like on special speech lessons, as well as in partnership and independent activities.

Smirnova V.P.

3. The game "Clever and clever"

Now I offer you the game "Clever and clever".

Rules of the game:

All teachers play

The time for thinking about one question is no more than 10 seconds.

If the teacher believes that he knows the answer to the question, he raises the signal.

If the answer is incorrect, other teachers can give their answer, but also on a signal.

For each correct answer to the question, the teacher receives a medal.

If the teacher scored 5 medals, there is an exchange for 1 order

As a result, whoever collects more orders will become"Wise teacher".

Topic our game "Methods of speech development of preschool children"

Questions:

1. Name the main tasks for the development of speech of preschoolers.

1. Development of the dictionary.

Formation of the grammatical side of speech.

Education of sound culture of speech.

Formation of colloquial (dialogical) speech.

Teaching storytelling (monologic speech).

Introduction to literature.

Preparing children for literacy.

2. Name the types of coherent speech.

(monologic and dialogical speech)

3. What forms of dialogic speech do you know?

(conversation, conversation)

4. Name the techniques for developing speaking skills

Unscheduled brief conversations during security moments

Specially organized planned conversations: individual and collective

Verbal errands

Joint viewing of pictures, children's drawings, books

Children's association different ages

Organizing a visit to another group

Story - role-playing games

Labor activity

5. Name the structural components of the conversation and describe the content of each

Structural Components:

1.Start

2.Main part

3. End

Start of a conversation.

Its purpose is to revive the impressions received in the memory of children with the help of a question - a reminder, guessing a riddle, reading an excerpt from a poem, showing a picture, photo, object. It is also necessary to formulate the topic and purpose of the upcoming conversation.

Main part

It is divided into micro-themes or stages. Each stage corresponds to an essential, complete section of the topic, i.e. the topic is analyzed by key points. In the process of each stage, the teacher summarizes the statements of the children with a final phrase and makes the transition to the next micro-topic.

End of conversation

It is short in time. This part of the conversation can be practically effective: looking at handouts, doing game exercises, reading a literary text, singing.

6. What technique is considered leading when organizing a conversation?

(question)

7. What types of questions does the teacher use when organizing a conversation?

Questions of a search and problematic nature (Why? Why? Because of what? How are they similar? How to find out? How? For what?)

Summarizing questions

Reproductive questions (What? Where? How much?)

In what sequence should the different types of questions be placed in each completed part of the conversation (micro-topic)?

1. Reproductive issues

2.Search questions

3. General questions

9. What types of monologue speech exist?

1. Retelling

2. Telling a story

3. Telling about the toy

4. Telling children from experience

5. Creative stories

10. Name the means of speech development.

1. About communication between adults and children;

2. Cultural language environment, teacher's speech;

3. Educational subject environment;

4. Teaching native speech and language in the classroom;

5. Fiction;

6. Various types of art (fine, music, theater);

7. Labor activity;

8.Children's holidays

11. What are the main didactic principles of organizing an educational process focused on the development of speech.

1. Development of dynamic perception (tasks with gradually increasing difficulty, various types of tasks, change of activities)

2. Productivity of information processing (organization of dosed step-by-step assistance of the teacher, learning to transfer the proposed method of information processing to the task being performed, creating conditions for independent information processing)

3. Development and correction of higher mental functions (performing tasks based on several analyzers and including special exercises to correct higher mental functions in the lesson)

4. Providing motivation for learning (ensuring the child’s constant interest in what he is offered to complete in the form of a learning task with the help of instructions of various forms, problem situations, a reward system, prizes, a detailed verbal assessment)

12. Which of the means of speech development is the leading one?

(communication)

13. What techniques are focused on the development of communication?

1. Plot - role-playing game

2. Household activities

3. Verbal order

4. Conversation

5. Interview about paintings, drawings, books.

14. Name the verbal methods and techniques for the development of speech.

Methods:

1. Reading and storytelling works of art

2. Learning by heart

3. Retelling

4. Conversation

5. Telling from a picture, about a toy, from experience

6. Creative storytelling

Receptions:

1 question

2. Repetition

3. Explanation

4. Speech sample

15. Name visual methods for developing speech

Methods:

1. Observations

2.Excursions

3. Inspections of the premises

4. Consideration of natural objects.

5. Examination of toys, paintings, photographs,

6.Simulation

Receptions:

Showing a picture, toy, movement or action

Showing the position of the organs of articulation when pronouncing sounds

16. Name practical methods for developing speech

Didactic game

Game - dramatization

Labor activity

17. What is the essence of planning work on the development of speech?

(designing the formation and development of children's speech, predicting the dynamics of pedagogical influence on speech and its effectiveness).

18. What are the main tasks for the development of speech in children from the age of 1 year. 6 months up to 2 years.

1. Significantly expand the child's vocabulary

2. Teach children to speak in simple phrases

3. Cultivate the ability to answer simple questions

19. What are the main tasks for the development of speech in children aged 2 to 3 years.

1. Expand the child's vocabulary

2. Learn to use all parts of speech

3. Learn to speak in sentences, giving words grammatically correct endings

4. Learn to pronounce words clearly (correct articulation)

5. Teach your child to listen to difficult speech adult

20. What are the main methodological techniques for the development of speech in toddlers.

1. Display with naming

2. "Roll call"

3. Asking to "say" and "repeat"

4. Suggesting the right word

5. Orders

6. Questions

6. "Live" pictures

7. "Children's movie"

8. Shadow theater

9. The story of an adult without reinforcement by showing (from 2 years old 6 months to 3 years old)

21. What is the task of introducing children to literary works?

(Formation of the ability to elementarily analyze the content and form of the work)

22. What method of familiarization with fiction is used when discussing the content of a work?

(conversation)

23. What should be avoided when introducing children to a literary work that is not divided into parts?

(showing illustrations while reading the work)

24. What types of classes for the development of speech can be used in the work of a teacher?

(introductory, generalizing, classes devoted to the study of new material)

25. Describe the methodology for teaching children how to write a story - a description

Step by step learning:

Preparatory exercises for describing objects (game exercises for recognizing an object by its description - thematic lotto, comparing objects according to the main features - “Object and Image”, for compiling phrases and sentences, taking into account the visual and tactile perception of the object)

Description of subjects according to the main features (with the help of a teacher on issues)

Toys with pronounced features are selected. A simple description - 4-5 sentences, including its name, listing the main external features (shape, color, size, material) and some of its distinctive properties. The preparation of a description by a child is preceded by a model given by the teacher.

In case of difficulty, the method of supplementing the sentence started by the teacher is used.

Teaching a detailed description of the subject (according to preliminary plan- scheme). As such a scheme, it is proposed to use a three-part compositional scheme for describing objects.

Define description object

Enumeration of the attributes of an object in a certain sequence

An indication of the belonging of an object to a particular group and its purpose, the benefits it brings.

In case of difficulty, techniques are used - gestural instructions, verbal instructions, a description based on individual drawings, conditional visual symbols, a parallel description by the teacher and the child of two objects of the same type, collective drawing up of a plan

The description can be a directly perceived object, a description of an object from memory (objects of the home environment, animals, plants), according to one's own drawing, the inclusion of descriptions in game situations.

Consolidation of the acquired skills in writing a story - descriptions take place on game lessons, including exercises for recognizing objects by description, comparing them, reproducing a description sample given by the teacher, and independently compiling a story by children - descriptions.

Mastering the initial skills of comparative description of objects. Game exercises are used: supplementing the sentences started by the teacher with the necessary word denoting the sign of the object (The goose has a long neck, and the duck ...), making sentences on questions (What do lemon and orange taste like?), highlighting and designating the contrasting features of two objects ( the orange is large, and the tangerine is small), the sequential selection of a number of features that distinguish objects of any one group (spruce and birch, porcini and fly agaric). The method of parallel description of two objects is used - the teacher and the child.

26. Describe the method of teaching children to compose a story from a picture.

AT junior group preparing for the storytelling of the picture. This is an examination of the picture and answers to the reproductive questions of the educator in the picture.

For viewing, pictures are used that depict individual objects and simple plots that are close to the personal experience of children.

In the classroom, riddles, nursery rhymes, sayings, poems, as well as game techniques are used (show a picture of a favorite toy, introduce a guest to a picture).

From the middle group, the direct teaching of children to tell a story from a picture (telling on a question, model) begins.

Lesson structure:

Preparation for the emotional perception of the picture (poems, sayings, riddles on the topic, the presence of fairy-tale characters, all types of theaters)

Questions to the teacher's picture

Sample story based on the picture of the educator

Children's stories

The teacher helps the children to tell supporting questions, suggests words, phrases.

At the end of the year, a story plan is introduced, and visual modeling is used.

In the senior and preparatory groups, it is possible to use not only plot pictures, but also a series of plot pictures to compose a story with a plot, a climax, a denouement. We teach children to see not only what is depicted in the foreground, but also the background of the picture in detail at the moment, but also what preceded and subsequent events.

Lesson structure:

Preparing for the emotional perception of the picture

Lexico-grammar exercises on the topic of the lesson

Looking at the big picture

Questions of the educator on the content of the picture

Drawing up a story plan by the teacher together with the children

A story based on a picture of a strong child, as an example

Stories 4-5 children

Evaluation of each story by children with comments by the educator

In the preparatory group, it is possible to learn storytelling from a landscape painting.

27. Describe a technique for teaching children to compose a story from memory.

Learning stories from memory begins with the older group. In this age group, children are offered light topics from a common, collective experience that have left a bright mark on the mind and feelings of the child. In the preparatory group, topics of a more general nature are proposed, requiring a generalization of experience, moral judgments. Narrative from memory from shared collective experience.

There are 2 types of lessons for teaching storytelling:

It is advisable to divide the general topic into small subtopics and compose a story in parts. The same subtopic can be offered to several children in succession.

Writing a letter

Narrative from memory from individual (personal) experience

In the older group, it is proposed to talk about single facts (describe your favorite toy, etc.), then the topics become more complicated: describe some event (how was your birthday). In the preparatory group, ethical topics are added. (my friend, etc.).

28. Name the leading forms, methods and techniques for the formation of a sound culture of speech

Front forms:

Lessons

Game - dramatization

round dances

Holidays

Entertainment

Speech gymnastics

Group forms:

Didactic games

Jokes - gossip

Methods:

Didactic game

Mobile and round dance games with text

Didactic stories with the inclusion of educational tasks for children (in nursery, junior, middle groups, the story is accompanied by showing pictures on a flannelgraph or a demonstration of toys).

retelling

Memorizing poems

Learning and repeating familiar tongue twisters

Game exercises

Receptions:

A sample of the correct pronunciation with a brief or detailed explanation of the demonstrated qualities of speech or movements of the speech-motor apparatus

Exaggeration (with emphasized diction) pronunciation or intonation of sound

Figurative sound naming (in younger groups)

Showing and explaining articulation

Quiet pronunciation of sound, sound combinations

Justification of the need to complete the task of the teacher

Individual task motivation

Individual instruction before the child's answer

Joint speech of the child and the teacher

- Reflected speech (immediate repetition by the child of speech - sample)

- Evaluation of response or action and correction

- figurative physical culture pause

- Showing articulatory movements

29. What method of developing a monologic form of coherent speech is most often used in teaching children of primary preschool age?

(composing a story in parts with visual support)

30. Name the methods and techniques of work, types of exercises for the development of coherent speech in the process of working on a sentence.

For exercises, two types of pictures are used:

Pictures on which you can highlight the subject and the action performed by him

Pictures depicting one or more characters and a clearly defined setting

According to them, children exercise in the consistent compilation of sentences of various structures.

According to the pictures of the first type, sentences are made:

– subject - action (expressed by an intransitive verb), for example, The boy is running

– the subject is an action (expressed by an inseparable predicate group), for example, a girl rides a bicycle.

– subject - action - object, for example, A girl is reading a book.

– subject - action - object - instrument of action, for example, the Boy hammers a nail with a hammer.

According to the pictures of the second type, sentences are made:

- subject - action - scene of action (tool, means of action), for example, Guys play in the sandbox

When teaching children to make sentences, setting appropriate questions to pictures and a sample answer is used. The latter is used at the beginning of work with this type of pictures, as well as in the future - in case of difficulties.

If necessary, the first word of the phrase or its initial syllable is suggested. Can be applied

- and joint compilation of a sentence by 2-3 children (one is the beginning of the phrase, the others continue)

- and drawing up sentences on pictures using chips.

At the senior preschool age, there is a transition to the preparation of proposals for more complex structure:

- sentences with homogeneous predicates (Grandfather sits in a chair and reads a newspaper)

- compound constructions of two symmetrical parts, where the second part duplicates the first in structure (the Hare loves carrots, and the squirrel loves nuts).

Further, from drawing up a sentence on a separate situational picture, you can subsequently proceed to drawing up a phrase based on several subject pictures (at first, 3-4, then 2).

31. Describe a technique for teaching children to retell

In the younger group - preparation for learning to retell.

Methodology for teaching retelling of children 3-4 years old:

1. Reproduction by the educator of well-known fairy tales built on the repetition of actions

2. Remembering by children the sequence of appearance of fairy-tale characters and their actions with the help of visualization? desktop or puppet theater

3. Repetition by the child after the teacher of each sentence from the test or 1-2 words from the sentence.

Methodology for teaching retelling of children 4-6 years old:

1. Introductory conversation, setting up the perception of the work, reading poetry, looking at illustrations on the topic

2. Expressive reading of the text by the educator without setting for memorization

3. Conversation on the content and form of the text

4. Drawing up a retelling plan. The plan can be oral, pictorial, pictorial-verbal and symbolic. In the middle and senior groups, the plan is drawn up by the teacher together with the children, in the preparatory group - by the children.

5. Re-reading the text with the installation of memorization

6. Retelling the text by children

7. Evaluation of children's retelling In the middle and senior groups, the teacher gives along with the children, in the preparatory group - children.

A short text is retold in full, a long one - in a chain.

In the preparatory group, more than complex shapes paraphrase:

- from several texts, children choose one, at will

- children come up with a continuation to an unfinished story by analogy

- children's dramatization of a literary work.

32. Name the methods of vocabulary work

- Excursions

- Examination and examination of objects

- Surveillance

- The naming (or pronunciation pattern) of a new or difficult word

- Naming followed by object display

- Name followed by interpretation

- Including a word in a sentence

- Repetition (repeated) of the word by the teacher, individual children, in chorus during the lesson

- Explanation of the origin of the word (senior groups)

- Question

- Game exercises in the selection of words

- Didactic games

- Word games to classify objects

- Puzzles

- Item comparison

33. Name the methods and techniques for teaching children grammatically correct speech

- Game exercises

- Didactic games

- Word exercises

- Narrative didactic story

- Playable characters when repeating material

- Speech sample teacher

- Comparison

- related speech

- Fix

- Prompt questions - riddles

(At the end of the game, the medals are counted, they are exchanged for orders, the winner is determined)

Tikhomirova I.V.

Well done. So, the “wise teacher” became ………………. Congratulations! (we present the certificate).

The game showed your knowledge of the methodology for the development of speech of preschool children. You own the theory. Now let's see how things work in practice. Thematic control was carried out in our kindergarten"Speech development in kindergarten"

Smirnova V.P.

Results of thematic control (reference).

Tikhomirova I.V.

Thus, we see that for our kindergarten this problem of speech development is relevant. I propose to discuss this problem and find ways to solve it.

Smirnova V.P.

Brainstorm

Think and say what problems in the field of formation of speech development should be noted.

(Practical part)

(Ineffective organization of the developing environment for speech development

Lack of methodological base

Ineffective system of work of kindergarten teachers on the development of phonemic perception and pronunciation of phonemes)

Smirnova V.P.

I propose to unite in pairs, choose one of the directions and determine ways to solve the tasks. You have 5 minutes to work.

Practical part

(planning)

Smirnova V.P.

Time has come to an end. We are finishing. And I will ask you to submit your work.

Plan Presentation

Each pair of teachers tells the audience what ways of improvement they have found.

Tikhomirova I.V.

Our meeting of the Pedagogical Council is coming to an end. Today we recalled the methodology for the development of the speech of preschool children, outlined the main ways of the speech development of children in our kindergarten.

In conclusion, I would like to know:

- What will you personally change in your work to improve the speech development of children in your group?

Write down the answer. And the second question:

- What forms of work should be introduced into the kindergarten system for the effective development of pupils' speech?

Draft decision of the Pedagogical Council (discussed and approved).

Improving the subject-developing environment in groups in accordance with the age of children

A) organization of a consultation for educators "Creating a speech center in a group" until 04/15/2016.

B) organization of the review - competition "Center for Speech Development" until 05/15/2016.

Optimization methodological support speech development of pupils until January 2017.

Responsible: senior teacher

A) replenishment methodical literature

B) Creation of a library of children's fiction

C) Selection of didactic games for the development of speech

D) Update visual material

Implementation of the program of E.V. Kolesnikova into the practice of work of teachers until 09/01/2016.

Responsible: Smirnova V.P., Zabrodina T.G.

A) Acquisition of a set of teaching materials

B) Study guidelines

The study of modern educational technologies for the development of speech in kindergarten students.

Responsible: educators, senior educator

A) Organization of a series of methodological seminars "Teaching preschoolers to compose a story-description", "Teaching preschoolers to creative storytelling in a picture", "Methods of teaching preschoolers to work with a series of pictures" until 04/15/2016.

B) Organization of a master class “Game exercises for the development of the grammatical structure of the speech of preschoolers”, “Development of phonemic perception of children”, “Activation of the vocabulary of children” until 04/15/2016.

municipal preschool educational institution

Krasnogorsk Kindergarten"Story"

PEDAGOGICAL COUNCIL

Improving the speech development of children's speech through gaming technologies in the context of the implementation of the Federal State Educational Standard

Purpose: improvement of work in the preschool educational institution on the speech development of preschool children.

Tasks of the pedagogical council:

Activation of forms of advanced training for preschool teachers.

To analyze the state of work on the speech development of children in preschool educational institutions, to outline ways to improve in this direction

Systematization of teachers' knowledge about the features of modern forms and methods of work on the development of speech of preschoolers

develop the ability to design, construct the processes of speech development of preschoolers;

5. to create in the team an atmosphere of creative search for the most effective forms and methods in working with children;

6. monitor the observance by teachers of the rules of the culture of speech communication, tactful behavior.

Preparing for the teachers' council

1. Preliminary work:

Seminar - workshop: "Organization of work with a picture with children of preschool age.

Thematic control "Speech development of a preschool child in a preschool educational institution in the context of the implementation of the Federal State Educational Standard"

Visiting the educational process for the development of speech.

The study of methodological literature on this issue

Conducting the competition "Best Book Corner"

2. Homework

Recall the tasks for the development of speech in each age group, methods and techniques for familiarizing preschoolers with fiction

Prepare a didactic manual or a didactic game in one of the areas of speech development

Agenda:

1.Theoretical part:

1. The relevance of the problem of speech development of preschool children

2. An analytical report on the results of a thematic check to identify forms and methodological techniques aimed at the speech development of the child.

3. Parent survey analysis.

4. Summing up the results of the competition - teacher-speech therapist Zateeva G.F.

2.Practical part:

Business game "Speech is getting poorer - that's the question - GEF will help us."

Responsible: Art. teacher Motorina N.V.

6. The decision of the pedagogical council

The course of the teachers' council:

1. The relevance of the problem of speech development of preschool children

The problem of the development of speech of preschool children at the present stage of development of society is especially significant.

The demand of the current century is the availability of certain technical skills, the need to know the language of machines.

Our speech every decade becomes drier, more boring, poorer, more monotonous and reduced to the use of a minimum vocabulary. An avalanche of technical innovations hastened this sad process of impoverishment and distortion of speech. Question: how not to lose the beauty and imagery of speech? is key in this case.

Ganyukova Valentina Mikhailovna
Teachers' Council "Speech development of preschoolers in the context of the Federal State Educational Standard before"

teachers' council« Speech development of preschoolers in the context of GEF DO»

Target: Activation of forms of advanced training for preschool teachers.

speech development of preschoolers.

Implementation plan teachers' council

1. Theoretical part:

1.1. Speech by the senior educator “The urgency of the problem speech development of preschool children".

1.2. Analytical report on the results of the thematic control"Fulfillment of program requirements for the section « speech development» . Attendance at classes, analysis of plans. Monitoring. "Level speech development of children" .

1.3. Methodical find for teachers "Modern educational technologies for development of coherent speech of preschoolers".

2. Practical part:

Business game for teachers.

3. Development of solutions teachers' council.

Exercise for teachers "Gift"

Now we will make gifts to each other. Starting with the leader, each in turn depicts an object using pantomime and passes it to his neighbor on the right (ice cream, hedgehog, kettlebell, flower, etc.).

Theoretical part.

Target:

Activation of forms of advanced training for preschool teachers.

Systematization of teachers' knowledge about the features of modern forms and methods of work on speech development of preschoolers.

Relevance of the problem speech development

Almost everyone can speak, but only a few of us speak correctly. When talking to others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as a person.

Judge the beginning preschool child personality development age without assessing it speech development is impossible. In the mental development child's speech is of exceptional importance. FROM development speech is connected with the formation of both the personality as a whole and all mental processes. Therefore, the definition of directions and conditions development speech in children are among the most important pedagogical tasks. Problem development speech is one of the topical.

A very important role in development speech plays and the culture of speech of the teacher. Employees ask children samples of the correct literary speeches:

The speech of the teacher is clear, clear, complete, grammatically correct;

Speech includes a variety of patterns speech etiquette.

Parents do not understand their function - communication with the child should begin from birth and before his birth, in the prenatal period.

In African countries, under three years of age, children are ahead of speech development of children in Europe, because they are behind the mother, tied to her - a comfortable stay contributes to a successful development.

Conditions for successful speech development.

1. In preschool institutions should create conditions for development speech of children in communication with adults and peers:

Employees encourage children to turn to adults with questions, judgments, statements;

Employees encourage children to verbal communication with each other.

2. Employees ask children samples of the correct literary speeches:

The speech of employees is clear, clear, colorful, complete, grammatically correct;

Speech includes a variety of patterns speech etiquette.

3. Employees provide development sound culture of speech on the part of children in accordance with their age features:

They monitor the correct pronunciation, correct and exercise the children if necessary (organize onomatopoeic games, conduct classes on sound analysis of the word, use tongue twisters, tongue twisters, riddles, poems);

Observe the pace and volume of the children's speech, if necessary, delicately correct them.

4. Employees provide conditions for children to enrich their vocabulary, taking into account age features:

Employees provide children with conditions for the inclusion of objects and phenomena named by children in the game and objective activities;

Help the child to master the name of objects and phenomena, their properties, talk about them;

Provide development figurative side of speech (figurative meaning of words);

Introduce children to synonyms, antonyms, homonyms.

5. Employees create conditions for children to master the grammatical structure speeches:

They learn to correctly connect words in case, number, time, gender, use suffixes;

They learn to formulate questions and answer them, build sentences.

6. Employees develop children have coherent speech, taking into account their age features:

Encourage children to talk deployed presentation of certain content;

Organize dialogues between children and adults.

7. Pay special attention development in children understanding of speech, exercising children in the implementation of verbal instructions.

8. Employees create conditions for development planning and regulating the function of children's speech in accordance with their age features:

Encourage children to comment on their speech;

Exercise in the ability to plan their activities.

9. Introduce children to the culture of reading fiction.

10. Employees encourage children's word creation.

Modern educational technologies

The native language plays a unique role in the formation of a person's personality. Speech is traditionally considered in pedagogy and psychology as a center in which various aspects of mentality converge. development: thinking, imagination, memory, emotions. Development oral monologue in preschool age lays the foundation for successful schooling.

Health-saving technologies (physical minutes, outdoor games, mood minutes; finger gymnastics; some self-massage techniques (acupressure) and etc.).

Game technologies (board-printed games, plot-didactic dramatization games, games with didactic toys of a motor nature (games with inserts, collapsible balls, turrets, didactic games with objects, word games, theatrical and gaming activities, finger theater)

Visual modeling method

The methods of visual modeling include mnemonics.

Mnemonics helps develop:

associative thinking

visual and auditory memory

visual and auditory attention

imagination

Mnemonics is a set of rules and techniques that facilitate the process of remembering information.

An example is the familiar phrase "Every Hunter Wants to Know Where the Pheasant Sits" which helps to remember the colors of the rainbow.

A large place is occupied by the use of mnemonics in preschool age. In order to develop certain skills and abilities in children from a very early age, the so-called mnemonic tables are introduced into the learning process. (scheme). For example, in kindergartens, algorithms for the processes of washing, dressing, etc. are often used.

Mnemotables are especially effective when learning poems. The bottom line is next: a picture is invented for each word or small phrase (image); thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the entire poem. At the initial stage, an adult offers a ready-made plan - a scheme, and as he learns, the child is also actively involved in the process of creating his own scheme.

An example of a mnemonic table

Try to find out what kind of poem is encoded on the slide.

The methodology for the formation of skills and abilities of coherent speech by V. K. Vorobieva includes sections:

Formation of indicative skills to highlight the essential features of the story.

Acquaintance with the rules of the structure of the story (the rule of the semantic connection of the sentence; the rule of the lexical-syntactic connection of the sentence).

Consolidation of the acquired rules in the independent speech of children.

Make a story according to the scheme

T. A. Tkachenko the process of formation and development connected speech using visualization and modeling of the utterance plan is divided into several stages:

Reproduction of a story based on the demonstrated action.

Compiling a story based on the demonstrated action.

Retelling the text using a magnetic board.

Retelling of the text with a visual reference to a series of narrative paintings.

Drawing up a story based on a series of plot pictures.

Retelling of the text with visual support for one plot picture.

Compilation of a story based on one plot picture.

Mnemonics helps:

Enrich vocabulary.

Learn to write stories.

Retelling literature.

Solve and solve riddles.

Name the forms of speech. (dialogical and monologue)

What skills develop in dialogue. (listen to the interlocutor, ask a question, answer depending on context)

What forms of work are used in teaching children connected speech. (retelling, description of toys and plot pictures, storytelling from experience, creative storytelling)

Name the structure of the story. (introduction, climax, denouement)

A conversation between two or more on a topic related to a situation. (dialog)

The speech of one interlocutor, addressed to the audience. (monologue)

The story is the story that unfolds in time. (story narration)

From what age group does the work on teaching children monologue speech begin? (middle group)

A leading technique for activating speech and thinking. (sample teacher)

Exercise: Translate proverbs into Russian

The son of a leopard is also a leopard (Africa). /The apple never falls far from the tree/

You can't hide a camel under a bridge (Afghanistan)/murder will out/

Fear the quiet river, not the noisy one. (Greece)/Still waters run deep/

Silent mouth - golden mouth (Germany)/Words are silver, silence is gold/

He who asks will not get lost. (Finland)/Language will bring to Kyiv/

Exercise: explain expressions

In our language, there are stable expressions that are called idioms, they are not determined by the meanings of the words included in them. For example, the expression "keep your mouth shut" means to shut up.

Enrich and enliven the Russian language folk proverbs and sayings. They are excellent examples of Russian speech, the imitation of which allows the child to more successfully master the native language. They are short, clear, full of deep wisdom worked out over centuries. The proverb can be used in any situation.

Words that are opposite in meaning are called antonyms.

Exercise: replace each word with the opposite and get the name of the fairy tales

Hatless Dog - Puss in Boots

Red mustache - Blue beard

Beautiful chicken - Ugly duckling

Silver Hen - Golden Cockerel

Black shoe - Little Red Riding Hood

Didactic cinquain developed in the practice of the American school. In this genre, the text is based not on syllabic dependence, but on the content and syntactic specification of each line.

Strict observance of the rules for writing syncwine is not necessary. For example, to improve the text in the fourth line, you can use three or five words, and in the fifth line, two words. Other parts of speech are also possible.

On the theme of love:

Fairytale, fantastic.

Comes, inspires, runs away.

Few can keep it.

On the topic of life:

Active, stormy.

Educates, develops, teaches.

Gives you the opportunity to express yourself.

Art.

Rules for courageous and persistent teachers

If you are experiencing difficulty with the speech development, then plan this type of activity not sometimes, not often, but very often. It will get easier in 5 years.

Never answer your own question. Be patient, and you will wait for your children to respond to it. You can only help with one more question, or two, or ten ... But know: The number of questions is inversely proportional to the skill level.

Never ask a question that can be answered "Yes", or "No". It does not make sense.

After the lesson, review the summary again, remember all the questions that you asked the children, and replace it with one more accurate one.

If the story did not work out or turned out with difficulty - smile, because it's great, because success is ahead.

Solution teachers' council.

1. Continue to create conditions in the preschool educational institution for speech development of children:

Replenish groups didactic games on speech development(responsible group educators, term during the school year)

Design booths for parents The development of coherent speech of a preschooler" (responsible group teachers term - March month).

Use in practice the models and schemes for development of coherent speech of preschoolers.

2. Reflect in the calendar plans individual work on development of coherent speech of children. (responsible senior educator, analysis of calendar plans monthly)

3. To level up development connected speech to use effective forms work. (responsible senior educator visiting OD in groups)

4. Hold parent meetings in groups on the topic " The development of speech of a preschooler"