Project for children of the middle group of the preschool educational institution on the topic: Fairy tales. Project for the development of coherent speech of middle-aged children
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Project passport Problem Children have poorly developed coherent speech. What needs to be done for this? Purpose Formation of social and communicative competence in children. Causes Children have poorly formed coherent speech, children find it difficult to talk about the content of the picture, describe the subject, retell short stories. Not enough time is given in GCD for the development of coherent speech. Parents pay little attention to this problem. Subject Communication. Name of the project "Speech brook" Project type Informational - practice - oriented; long-term (2 months), group, interdisciplinary.
Project system web
Tasks To form the ability to compose stories based on a picture without repetitions and omissions of essential information. To improve the ability, following the plan of examining the toy, to talk about it. Exercise in the ability to retell the most expressive and dynamic passages from fairy tales, short stories. Enrich vocabulary, grammatical structure of speech. Develop the ability to participate in a conversation, understandable for listeners to answer questions and ask them. To develop the speech activity of preschoolers. Develop interest in fiction as a sample of speech.
Plan for the preparation and implementation of the project Activities of teachers Develop a series of activities on the topic of the project. Select literature. Prepare a card file of games and game exercises. Make didactic board games. Make diagrams and mnemotables. Prepare visual speech material: plot pictures, subject pictures. Design the newspaper "Speech Brook" Children's activities Participation in conversations, activities for compiling a story using subject pictures, plot pictures, retelling of texts, description of toys. Games: plot - role-playing, didactic and board games. Reading fiction and conversations on content. Drawing drawings, performing work on appliqué and modeling on the topic of the project. Working with mnemotables. Activities of parents Reading works of art to children, conversation on content. Making up stories with children about favorite toys, familiar objects. Games with children for the development of word creation. Joint drawings of children and parents.
Result Summary of activities. Newspaper "Speech Brook" (children's stories based on plot pictures) Photo exhibition: "How we play in kindergarten." Exhibition of drawings and stories: "Objects around us". Design and replenishment of the speech corner with manuals. Resources Who? What? Children, teachers, parents. Books, illustrations; didactic and board games; mimic tables; paper, pencils, paints; constructor and building material; works of art. Presentation Form open holding directly - educational activities: "Visiting the dolls" (communication, cognition, socialization, health, music, artistic creativity) Expected results Formation of communicative competence: development of coherent speech, the ability to communicate with children and adults. Developing the ability to use various communication tools in communication.
No. Event Term 1. 2 . 3.4. 5.6. 7. Conversations with parents about the importance of the problem of children's speech development. Poster consultation "Playhouse in the family circle" Folder - shifter "On the role of parents in the development of children's speech." Participation in the design of the exhibition of drawings and stories: "Objects around us." Participation in the design and replenishment of the speech corner "Speech". Speech therapist's consultation "How to come up with a fairy tale or funny story? Memo for parents "Exercises for the development of coherent speech" 10/23/12. – 25.10.12 in tech. month 6.11.12. - 16.11.12 in tech. project in tech. project 11/26/12. - 7.12.12 12/14/12 Working with parents
Plan for working with children through integration educational areas Socialization: Role-playing games: "To visit the dolls", "We are going by bus", "We are sailing on a ship", etc. Didactic games: "Cooking dinner", "Find and tell", "Funny cube", "Guess by description”, “Spyglass”, “Chain”, etc. Outdoor games with the words: “Shaggy Dog”, “Two Frosts”, “Gifts”, “Geese - Swans”, etc. Physical culture: Development of the need for physical improvement, development of physical qualities, education of culture of movements. Cognition: 1. Conversations: “Who are writers?”, “Who are poets?” 2. Acquaintance with mnemonic tables 3. GCD: “Journey to the past of clothes”, “Journey to the past of armchairs” Communication: Conversation: “Should I learn to speak?” GCD: “Compiling a story - a description of toys”, “Compiling a story based on the painting “Cat with Kittens”, “Retelling the story of Y. Thais “Train””, etc. Artistic creativity: 1. Drawing: “Little gnome” 2. Application “ Basket with mushrooms "3. Sculpting: "Girl in winter clothes" Health: Finger games, physical minutes, logarithmics. Reading fiction: Reading stories, poetry, telling fairy tales. Riddles. Learning poems by heart. Safety: Conversations about the main sources of danger in kindergarten, on the street, at home Labor: Formation of ideas about different professions, monitoring the work of kindergarten employees Music: Listening to music, conversations
EXPECTED RESULTS Formation of communicative competence: development of coherent speech, ability to communicate with children and adults. Developing the ability to use various communication tools in communication. Drawing up a story based on a series of plot pictures
On the topic: methodological developments, presentations and notes
The project "In the world of animals" The purpose of the project: to form an idea among preschoolers about the animal world, relationships in nature that help children gain the beginnings of an ecological worldview and culture, a responsible attitude towards the environment and their
Municipal preschool educational institution "Kindergarten No. 93 in Kartaly" ProjectTheme: "In the world of animals" for children of the middle group ...
Methodological development (Modern educational technology: project) Cognitive research project in the senior group "The city in which I live"
The goal of the project is to develop the cognitive activity of children, increase interest in the history and culture of our city, form a sense of patriotism; the formation of interest in the collective, game, p...
Nomination: short-term projects in kindergarten in the middle group, the project vegetables and fruits are healthy products.
Objective of the project: expanding the knowledge of children 4-5 years old about food (product description, its beneficial features, method or place of obtaining it, cooking dishes from it).
Project objectives: develop oral coherent monologue and dialogic speech of children, expand and activate children's vocabulary, exercise children in project activities, teach children to protect their projects, encourage children and their parents to create a joint family project, develop children's creative imagination.
Relevance of the problem: insufficient development of oral coherent monologue speech of children 4-5 years old, insufficiently formed skills and abilities of children in project activities, insufficient level of knowledge about food products in children 4-5 years old.
Problem situation: the lack of sufficient information in the group about a variety of food products, the creation of a family project " Healthy foods nutrition".
Planned result: protection (presentation) of their projects by children.
Complete set of pupils: subgroup, individual.
Number of participants: all children of the group.
Duration: 1 Week.
the date of the: September 2017.
Forms of joint activity:
- Classes in sections " cognitive development"and" Speech development ":
- looking at food on posters and in children's encyclopedias;
- conversations on the topic “What foods do we know?”, “Where can I find information about food?” (from books, from adults and more);
- children's stories about favorite foods and dishes;
- guessing riddles about food;
- reading articles about food from children's encyclopedias.
- Classes in the section "Social and communicative development":
- Didactic games "Fruits and vegetables" (lotto), "Divide food into groups" (fruits, vegetables, meat, fish, bread, etc.).
- Classes in the section "Artistic and aesthetic development" (consultation for parents):
- design of the family project "Healthy Foods".
- Protection (presentation) of their projects by children.
Project Implementation Plan
1 day.
The activity of the teacher: the formulation of the question "What foods do we know?" in front of children 4-5 years old, posing a problem, talking on the topic “Where can I find necessary information about food? (sources); looking at food on posters and in children's encyclopedias.
Children's activities: answers to the question posed, entry into a problem situation, participation in a conversation, participation in viewing a poster and children's encyclopedias.
Day 2
Teacher activity: didactic game (lotto) "Fruits and vegetables".
Children's activities: participation in a didactic game.
Activities of parents: helping children in creating and designing projects, preparing children for the defense of projects.
Day 3
The teacher's activities: reading articles about food in the encyclopedia, a conversation on the topic "My favorite foods and dishes."
Children's activities: listening to articles, stories about their favorite foods and dishes.
Activities of parents: helping children in creating and designing projects, preparing children for the defense of projects.
Day 4.
Teacher's activity: didactic game "Divide food into groups" (fruits, vegetables, meat, fish, bread, etc.), riddles about food.
Children's activities: participation in a didactic game, guessing riddles.
Activities of parents: helping children in creating and designing projects, preparing children for the defense of projects.
Day 5.
The activities of the teacher: organization of defense (presentation) of children's projects "Healthy Foods", assistance to children in the defense of projects.
Children's activities: protection (presentation) of their projects.
Activities of parents: helping children in creating and designing projects, preparing children for the defense of projects.
Results of the short-term project "Healthy Foods"
- Expansion of knowledge about food in children of the middle group No. 3;
- Formation of skills and abilities of children of the middle group No. 3 in project activities (development of oral coherent monologue and dialogic speech, development of the ability to speak to peers and listen to speakers);
- Participation of 17 children in the presentation of their family projects on the topic "Healthy Foods" (17 projects).
Nomination: project activities in the preschool educational institution, ready-made projects in the middle group, a project of vegetables and fruits in kindergarten.
Position: teacher of the first qualification category
Place of work: MADOU "Kindergarten No. 278"
Location: Perm region, city of Perm
municipal budgetary preschool educational institution
Kindergarten "Forest Fairy Tale" of the municipality "city of Desnogorsk" of the Smolensk region.
Project activity
on speech development through play activities
"Learning by playing"
the project was implemented in the middle group "Ryabinka"
(September, October - November 2017).
the project was developed by the educator:
Bogatko N. M.,
Desnogorsk 2017 - 2018
d\garden "Forest fairy tale
Theme: Learning by playing.
Project relevance.
Speech is amazing strong remedy,
but you need to have a lot of mind,
to use it.
G. Hegel.
Not many people can speak correctly these days. Good speech is the most important condition for the comprehensive development of children. The richer and more correct the child's speech, the wider his possibilities in cognition of the surrounding reality., the more meaningful and full the relationship with peers and adults, the more actively his mental development. The entire preschool age is a time of energetic development of speech. Raising pure speech in children preschool age is a task of public importance. There are many means of eliminating the shortcomings of speech and the formation of coherent speech. Games play a big role in this work.
Didactic (with the development of auditory attention and exercises in the distinct pronunciation of polysyllabic words and difficult sounds);
Plot - role-playing and (with the development of a coherent)
Theatrical (with the development of dialogic speech)
It should be remembered that in order to develop the speech of children, it is necessary to develop emotional communication with the child, to develop fine motor skills children, conduct joint games, as well as acquaintance with fiction and learning poetry, and the speech of the teacher should be an example for children to follow.
Target:
The development of coherent speech of children of middle preschool age through play activities
Tasks:
Creation of conditions for the play activities of children in the group and on the site.
Selection of the most effective methods, techniques, means that contribute to creating interest, motivation for speech activity among pupils;
· Formation of skills and abilities in compiling stories on mnemonic tables; retelling of fairy tales based on a series of plot pictures.
Enrichment of the dictionary and the formation of the grammatical structure of children's speech in the process of playing activities.
Involve parents of pupils in the issue and problem speech development children in today's environment.
Project implementation timeline: 3 months: September, October - November 2017
Project participants: children of the middle group "Ryabinka" (4-5 years old); d\garden "Forest Fairy Tale", Desnogorsk, Smolensk region. in the amount of 21 people, parents, educators, music director
Project type: cognitive, speech, game, creative.
Project type: Group, long-term.
Subject - developing environment
1.Flannelgraph and pictures for the fairy tales "Turnip", "Teremok", "Gingerbread Man"; "Zayushkina's hut", "Wolf and seven kids", "Rocked Hen", etc.
2. Didactic games "Fairy-tale heroes"; "Professions", "Name full name", "distribute into groups",
3. Puppet table theater "Three Little Pigs"; "Puss in Boots", "Teremok", "Morozko", "Cat. Rooster and Fox", "Fox and Wolf"
4. "Subject pictures for compiling stories according to the seasons,
5. Plot pictures for compiling retellings of familiar fairy tales,
6. A selection of GCD on speech development on lexical topics:
7. Mnemotables for memorizing simple verses and compiling descriptive stories.
Forms and Methods. The project includes such types of gaming activities as:
didactic games,
Outdoor games,
theatrical games,
Story - role-playing games
finger games
The implementation of this project is carried out through a cycle of games with children, creating conditions for children's play activities in the group and on the site.
The implementation of the project involves various types of games with children: this is a cycle of didactic games with toys and objects, verbal, desktop-printed. Mobile games are included in the system of work. Theatrical games are also included, children listen to fairy tales, stage them. A significant place is given to role-playing games.
Also, in the course and implementation of project activities, the following forms and methods were used: GCD, observations, games, conversations, storytelling, looking at illustrations, reading fiction: riddles, proverbs, sayings, poems, speech five minutes. design of the exhibition, consultations for parents.
Expected Result: With systematic work on this project, the vocabulary of children will increase significantly, speech will become the subject of children's activity, children will begin to actively accompany their activities with speech
Project stages.
1. Preparatory stage. Statement of methodical tasks, terms of their implementation
2. Development of a plan by teachers.
3. Main stage. Project implementation.
4. Summing up. Project presentation.
1.Preparatory stage.
1. Statement of methodological tasks, the timing of their implementation.
2. Definition of project participants.
3. Determining the time in mode for the group to implement the project.
4. Determining the state of speech of children, in accordance with the age of the children of the group, taking into account the requirements of the main educational program
5. Determination of the content, methods, forms of work with children, parents on the project.
2. Development of a plan by a teacher. Drawing up a long-term plan for working with children and cooperation with parents.
1. Selection of fiction.
2. Selection of benefits for working with children.
3. Choice of forms of work with parents.
4. Choice of main activities.
3. Main stage. project implementation
1. . Preparation necessary equipment.
2. Reading fiction, memorizing poems, tongue twisters.
4. Joint events with parents and children: Showing children for parents a staged fairy tale "Visiting a bee"
4. stage - effective.
Exhibition creative works for parents
Making an album with the help of parents:
Project implementation:
Forms of work
Working with parents:
Consultation "The meaning of fairy tales in the life of a child."
Consultation "Child and book".
Selection of coloring pages on the topic "Heroes of Russian folk tales" in accordance with the age of the children.
Target: Encourage active participation of parents in project activities. Introduce information about the importance of speech development in the middle group
Forms of work with children at the 2nd - main stage of work.
Didactic games:
Target: expansion of the vocabulary of children through the use of generalizing words, words - antonyms, words of homonyms, development of speed of reaction, dexterity.
“Pick a couple”, “Suggest a word”, “Who moves like”, “What happens in nature?”, “What is made of?”, “Who was who? Who will become who?”, “What vegetable?”, “Whose head? a lot", "Good - bad", "Far - close", "Generalizing concepts", "Say it affectionately", "Say the full name"
Mobile games with words:
Target: promote the development of phonemic perception;
To form the lexico-grammatical side of speech;
Activate vocabulary.
"At a bear in the forest", "On a flat path", "We are funny guys", "Sparrows and a cat", "Birds in nests", "Leaf fall", "Day - night", "Geese - swans", "Cat and mice", "Burn - burn bright", "Mousetrap", "Shepherd and flock", "Voevoda", "Cook and kittens".
Theatrical games:
Goals:
Enrich the vocabulary of children, activate it;
Develop speech as a means of communication;
Improve the dialogic form of speech;
To form interest in Russian folklore and theatrical activities;
To form the ability to concentrate on the selected character, to convey it character traits with the help of facial expressions and gestures;
Game-dramatization "Turnip", "Kolobok", "Teremok"
The game is a dramatization based on the Russian folk tale "On a visit to the bee"
The game is a dramatization of a fairy tale (finger-table) theater "Wintering of animals", "Goby-resin barrel"
Role-playing games:
Tasks:
keep developing speech
complete the picture of surrounding life and professions.
"Barbershop", "Shop", "Cafe", "Builders", "Hospital", "Family", "Aibolit", "Trip around the city"
Advice for parents:
"The development of coherent speech of children in the middle group through didactic games."
Timely and complete mastery of speech is the first essential condition the formation of a full-fledged psyche in a child and further proper development her. Speech, in all its diversity, is a necessary component of communication. It is in the process of communication that it is formed.
The purpose of speech development classes in kindergarten is to help the child master their native language. The development of speech in children is also closely related to the formation of thinking and imagination of the child.
The main tasks of speech development in kindergarten are:
Education of sound culture of speech,
Enrichment and activation of the vocabulary,
Formation of the grammatical structure of speech,
The development of connected speech.
It is necessary to create an emotionally favorable situation in the work that would contribute to the child's desire to actively participate in verbal communication. And it is the game that helps to create situations in which even the most shy and unsociable children open up. Involving children in play activities helps to activate their speech development.
By the age of three, the child owns the means that are necessary and sufficient for everyday communication. His speech is colloquial. It is involuntary and situational, it contains many incomplete sentences. At the stage of 4-5 years, the main direction is the formation of a specific speech. In the fifth year of life, the child begins to see the connection between the structure of the word and the function of the object that this word denotes. Children begin to actively experiment with words. At this age, the child begins to be attracted to storytelling-improvisation. In addition to role-playing games, it is useful to play theatrical performances. Connected speech- this is a detailed, complete, compositionally and grammatically designed, semantic and emotional statement, consisting of a number of logically connected sentences.
Coherent speech involves the mastery of a rich vocabulary of the language, the assimilation of language laws and norms, the ability to fully, coherently, consistently convey the content of the finished text.
Connected speech has two forms:
dialogical(a conversation between two or more people)
monologue(speech of one person).
Each of them has its own characteristics.
Dialogic speech encourages incomplete, monosyllabic answers. The main features of dialogic speech are incomplete sentences, exclamations, interjections, bright intonational expressiveness, gesture, facial expressions.
monologue speech requires the ability to focus one's thoughts on the main thing, not to get carried away by details and at the same time speak emotionally, vividly, figuratively. And also, it requires the development, completeness and clarity of the statement. Parents, supporting the work begun in kindergarten on the formation of coherent monologue speech, compose fairy tales and stories with your child, adhering to the structure of the text: beginning, middle and ending.
preschool takes on a large amount of work on the development of coherent speech and teachers cannot do without the help and participation of parents.
Basic conditions for the development of the child that need to be addressed in the family and preschool educational institution:
To form a child's interest in fiction.
You need to teach your child to listen. This is achieved not by calls for listening, but by the selection of interesting literature accessible to the child, unhurried expressive reading of an adult.
The skills acquired in kindergarten in compiling coherent texts must be consolidated in the family.
The speech skills that a preschooler receives in the game must be transferred to monologue coherent speech. To do this, the situation of an oral story is included in the pedagogical process. The teacher helps the child to formulate his thoughts in the form of a story: he suggests a plot move, logical connections, and sometimes the beginning of each sentence. Below are examples of speech games and exercises that are carried out with children, starting with the middle group.
case of nouns, aspect and mood of verbs:
"Find out by description
Purpose: to form the ability to focus on the ending of words when agreeing on an adjective and a noun in gender.
Materials: painted wooden egg, painted wooden nesting doll, shiny button, painted tray, big wheel, blue saucer and cup, green bucket and scoop, large plate.
The teacher lays out the objects on a tray, then gives their description. Children must guess what the subject is.
Educator. It is round, shiny, like gold ... (button); it is required for playing in the sand, it is large, green ... (bucket), etc.
"What changed?"
Purpose: to form the ability to use prepositions with spatial meaning (on, between, about).
Material: ladder, toys - bear, cat, frog, hare, fox.
On the steps of the ladder, the teacher arranges toys.
Adult. Now we will play a game of attention. Remember which toy is where. Close your eyes. What changed? What happened to the bear? (He was standing on the top step on the left, and now he is standing on the middle step between the cat and the frog).
In this way, all possible positions of the toys on the ladder are played out. The game is repeated 5-6 times.
Word building games:
"Guess the animal"
Target : to form the ability to accurately use the names of baby animals in the singular and plural.
The teacher invites the children to guess the riddle and depicts a tiger cub (growls, spreads his fingers).
Adult:. Who did I picture? Who is this? (tiger). Who is the tiger's cub? One is a tiger cub, and if there are many of them, how do we say? (tiger cubs). Picture tiger cubs.
Adult gives in a whisper to one of the children the task to portray a kitten. The kitten washes its muzzle with its paw, purrs.
Guess who it is?
Children. Kitty.
Adult Yes, it's a kitten.
A similar task is given to several other children.
And now who do we have?
Children. Kittens.
Adult . The kittens were frightened, ran away, and there was no one left?
Children. Kittens.
Similarly, children depict and name a kid, kids, ducklings, ducklings. Then the kids and ducklings run away.
"Dishes shop"
Purpose: to form the ability to form the names of dishes.
Material: a shelf with dishes - two crackers, a bread box, a napkin holder (different in shape, size, material), a cookie dish, a butter dish, salt shakers.
Adult tells the child that a cookware store has opened. To buy dishes, you need to know exactly what they want to buy: what kind of item it is, why it is needed. If the item is named incorrectly, the seller will not understand and will not sell the right thing. But first you need to consider. what dishes are in the store. The teacher points to objects, the children call them (bread box, sugar bowl, napkin holder).
Adult . Here is a special dish for crackers - su ... (harnitsa). Here's the cookie platter. It has no other name. Just a dish. But the salt shaker and oil ... (lenka). Please come, the store is open.
Games to develop understanding of the semantic side of the word:
"Which? Which? Which?"
Purpose: to form the ability to select definitions for an object, phenomenon.
The teacher names an object, and the children take turns naming as many features as possible that may be inherent in this object.
The wolf is gray, toothy, angry, hungry.
The sun is bright, radiant, hot.
Bread - fresh, hot, tasty, rye.
The ball is rubber, round, blue, large.
Hat - knitted, warm, winter, white.
"It happens - it doesn't happen
Goals : develop listening skills simple sentences and present the situations they are talking about, clarify the meanings of words.
Material: Dunno doll.
Dunno comes to visit the children.
Adult . Dunno says that they laugh at him in vain because, as if he does not know anything and does not know how. It's just that he knows what happens and what doesn't happen, but the guys don't know.
Dunno tells different fables. Children should notice mistakes and explain why it is wrong to say that.
Dunno. The dog meows under the door. The dog guards the house. The boy goes skiing in winter. The girl rides on the water on a sled in the summer. The squirrel hatches in the nest of chicks. The chickens in the yard are pecking at grains. The plane plows the ground.
"Choose another word
Goals: deepen knowledge about lexical meaning words, to form the ability to form new constructions with the help of prefixes and suffixes.
Educator. From one word you can make another, similar. For example, you can say “milk bottle”, or you can say “milk bottle”.
Apple compote (apple compote);
Pear jam (pear jam);
Shelf for books ( bookshelf);
Glass vase (glass vase);
Thatched roof (thatched roof);
Snow hill (snow hill);
Paper boat (paper boat).
Didactic games for the development of speech in the middle group "Ryabinka"
Educator: Bogatko N.M.
Didactic games are a kind of games with rules, specially created by pedagogy in order to educate and educate children. These games are aimed at solving specific problems of teaching children, but at the same time they show the educational and developmental influence of gaming activities.
A didactic game is a means of education and upbringing that affects the emotional, intellectual sphere of children, stimulating their activity, during which independence of decision-making is formed, acquired knowledge is assimilated and consolidated, skills and abilities of cooperation are developed, and socially significant personality traits are formed.
Goals:
Formation of a dictionary.
To replenish and activate the vocabulary of children based on deepening knowledge about the immediate environment. Activate the use of names in speech
objects, their parts, materials from which they are made.
Learn to use the most common adjectives in speech,
verbs, adverbs, prepositions.
Sound culture of speech.
To fix the correct pronunciation of vowels and consonants,
practice the pronunciation of whistling, hissing sounds.
The grammatical structure of speech.
Continue to develop in children the ability to coordinate words in
sentence, use prepositions correctly in speech; shape
plural nouns denoting cubs
animals (by analogy), use these nouns in the nominative
"Who is talking?"
Target: expansion of vocabulary, development of speed of reaction.
move : the teacher alternately throws the ball to the children, naming the animals. Children, returning the ball, must answer how one or another animal gives a voice: A cow mooes A tiger growls A snake hisses A mosquito squeaks A dog barks A wolf howls A duck quacks A pig
Option 2 . An adult throws the ball and asks: “Who is growling?”, “Who is mooing?”, “Who is barking?”, “Who is cuckooing?” etc.
"Who lives where?"
Target : consolidation of children's knowledge about the dwellings of animals, insects. Consolidation of the use in the speech of children of the grammatical form of the prepositional case with the preposition "in".
move : Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers. Option 1. teacher: - Children: Who lives in a hollow? - Squirrel. Who lives in a birdhouse? - Starlings. Who lives in the nest? -Birds. Who lives in a booth? - Dog. Who lives in the hive? - Bees Who lives in a hole? - Fox. Who lives in the lair? -Wolf. Who lives in a den? -Bear. Option 2. teacher:- Children: Where does the bear live? - In the den. Where does the wolf live? - In the den. Option 3. Work on the correct construction of the proposal. Children are invited to give a full answer: "The bear lives in a den."
"Give me a word"
Target : development of thinking, speed of reaction.
move : the teacher, throwing the ball to each child in turn, asks: - The crow is croaking, but the magpie? The child, returning the ball, must answer: - Magpie chirps. Sample questions: - The owl flies, but the rabbit? - The cow eats hay, and the fox? - The mole digs minks, and the magpie? - The rooster crows, and the hen? - The frog croaks, and the horse? - A cow has a calf, and a sheep? - The bear cub's mother is a bear, and the squirrel's mother?
"Who is moving?"
Target : enrichment of the verbal dictionary of children, development of thinking, attention, imagination, dexterity.
Stroke: the teacher, throwing the ball to each child, calls an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal. teacher: - Children: Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse ...)
"Hot Cold"
Target : fixing in the child's imagination and vocabulary of opposite signs of objects or antonyms.
move : the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, calls another - with the opposite meaning. teacher:- Children: Hot - cold Good - bad Smart - stupid Cheerful - sad Sharp - dull Smooth - rough
"What happens in nature?"
Target: consolidation of the use of verbs in speech, agreement of words in a sentence.
Option 1: Stroke: the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must question asked answer. It is desirable to play the game by topic. Example: Theme "Spring" teacher: -Children: The sun - what does it do? - Shines, warms. Brooks - what do they do? - Run, murmur. Snow - what does it do? - It's getting dark, it's melting. Birds - what are they doing? - They fly in, build nests, sing songs. Kapel - what does he do? - Ringing, dripping. Bear - what does - Wakes up, crawls out of the den.
Option 2. "What happens in autumn?"
Target : to teach the seasons, their sequence and main features.
Stroke: pictures depicting various seasonal phenomena are mixed on the table (it is snowing, a flowering meadow, an autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that show only autumn phenomena and names them.
"Who can perform these actions?"
Target: activation of the verbal dictionary of children, development of imagination, memory, dexterity.
Stroke: the teacher, throwing the ball to the child, calls the verb, and the child, returning the ball, names the noun that matches the named verb.
Teacher: Children who are walking (running, flying, swimming, etc.)
Children: It’s walking - a man, an animal, a train, a steamboat, rain ... It’s running - a stream, time, an animal, a person, a road ... It’s flying - a bird, a butterfly, a dragonfly, a fly, a beetle, an airplane ... It’s swimming - a fish, a whale, a dolphin, a boat, a ship, Human…
"What is it made of?"
Target: fixing in the speech of children the use of relative adjectives and ways of their formation.
Stroke: the teacher, throwing the ball to the child, says: “Leather boots”, and the child, returning the ball, answers: “Leather boots”.
Teacher: -Children: Mittens made of fur - fur Basin made of copper - copper. Crystal vase - crystal Wool mittens - wool, etc.
"Spread it out"
Target: orientation in space.
Stroke: Fyodor's character asks the guys to help her: put pots and pans on the bottom shelf, plates, spoons, knives, forks on the higher shelf, and saucers and jugs on the topmost shelf.
"Who was who?"
Target: development of thinking, vocabulary expansion, consolidation of case endings.
Stroke: the teacher, throwing the ball to one of the children, calls the object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: Chicken - egg Bread - flour Horse - foal Wardrobe - board, Cow - calf. Bicycle - iron. Oak is an acorn. Shirt - fabric. Fish - caviar. Boots are leather. Apple tree - seed. House - brick, Frog - tadpole, Strong - weak, Butterfly - caterpillar, Adult - child.
"What vegetable?"
Target: development of tactile, visual and olfactory analyzers.
Stroke: the teacher cuts the vegetables, the children smell and taste them. The teacher gives a sample: "The tomato is sweet, and the garlic is spicy"
"Whose head?"
Target: expanding children's vocabulary through the use of possessive adjectives.
Stroke: the teacher, throwing the ball to the child, says: "The crow has a head ...", and the child, throwing the ball back, finishes: "... the crow." For example: A lynx has a lynx head. A fish has a fish A cat has a cat A magpie has a magpie A horse has a horse A eagle has an eagle A camel has a camel
You can also play Whose tail? Whose legs?
"The Fourth Extra"
Target: reinforcing children's ability to identify common feature in words, develop the ability to generalize.
Stroke: the teacher, throwing the ball to the child, calls four words and asks to determine which word is superfluous. For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, cloudy, gloomy, clear.
"One is many"
Target: consolidation in the speech of children of various types of endings of nouns.
Stroke: the teacher throws the ball to the children, calling the nouns in singular. Children throw the ball back, naming plural nouns. Example: Table - tables chair - chairs Mountain - mountains leaf - leaves House - houses sock - socks Eye - eyes piece - pieces Day - days jump - jumping Sleep - dreams gosling - goslings Forehead - foreheads tiger cub - cubs
"Animals and their babies"
Target: fixing in the speech of children the name of cubs of animals, consolidating word-formation skills, developing dexterity, attention, memory.
move : throwing the ball to the child, the teacher calls an animal, and the child, returning the ball, calls the cub of this animal. Words are grouped into three groups according to the way they are formed. The third group requires memorizing the names of the cubs. Group 1. The tiger has a cub, the lion has a lion cub, the elephant has a baby elephant, the deer has a deer, the elk has a calf, and the fox has a fox. Group 2. A bear has a bear cub, a camel has a camel cub, a hare has a hare, a rabbit has a rabbit, and a squirrel has a squirrel. Group 3. A cow has a calf, a horse has a foal, a pig has a piglet, a sheep has a lamb, a chicken has a chicken, and a dog has a puppy.
"What is round?"
Target: expansion of children's vocabulary through adjectives, development of imagination, memory, dexterity.
move : the teacher, throwing the ball to the children, asks a question, the child who caught the ball must answer it and return the ball. - what happens round? (ball, ball, wheel, sun, moon, cherry, apple ...) - what is long? (road, river, rope, ribbon, cord, thread ...) - what is high? (mountain, tree, rock, person, pole, house, closet ...) - what is prickly? (hedgehog, rose, cactus, needles, Christmas tree, wire ...), square, oval.
"Generalizing concepts"
Target: expansion of vocabulary through the use of generalizing words, development of attention and memory, the ability to correlate generic and specific concepts.
Option 1 . Move: the teacher calls a generalizing concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to that generalizing concept. teacher:-Children: Vegetables - potatoes, cabbage, tomato, cucumber, radish
Option 2. The teacher calls specific concepts, and the children - generalizing words. teacher: Children: Cucumber, tomato - Vegetables.
"Good bad"
Target: acquaintance of children with the contradictions of the world around them, the development of coherent speech, imagination.
Stroke: The teacher sets the topic for discussion. Children, passing the ball in a circle, tell what, in their opinion, is good or bad in weather phenomena. Teacher: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it’s bad - it wets us, it can be cold. Teacher: City. Children: It's good that I live in the city: you can ride the subway, by bus, there are many good shops, it's bad - you won't see a live cow, a rooster, it's stuffy, dusty.
(Water, winter, etc.).
"Near Far"
Target: development of auditory attention, hearing acuity.
Stroke: the teacher behind the screen produces the sound of a large or small toy. Children determine the size of the toy by the strength of the sound (large or small)
"Call me affectionately"
Target : strengthening the ability to form nouns with the help of diminutive suffixes, developing dexterity, speed of reaction.
Stroke: the teacher, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball). Words can
group by similarity of endings. Table-table, key-key. Cap-hat, squirrel-squirrel. Book-book, spoon-spoon. Head-head, picture-picture. Soap-soap, mirror-mirror. Doll-chrysalis, beetroot-beetroot. Braid-pigtail, water-water. Beetle-beetle, oak-oak. Cherry-cherry, tower-turret. Dress-dress, chair-chair.
"Happy Account"
Target: fixing in the speech of children the agreement of nouns with numerals.
Stroke: the teacher throws the ball to the child and pronounces a combination of a noun with the numeral “one”, and the child, returning the ball, in response calls the same noun, but in combination with the numeral “five”, “six”, “seven”, “eight”. Example: One table - five tables One elephant - five elephants One crane - five cranes One swan - five swans One nut - five nuts One cone - five cones One gosling - five goslings One chicken - five chickens One hare - five hares One hat - five hats One can - five cans.
" State your full name"
Target: To consolidate in children the ability to form forms of full names from the names of children
Move. The teacher talks about the pictures "What will the name of the girl (boy) Natasha (Kolya) be when she becomes an adult (th). Then they play What will they call us when we grow up.
" Who will be who when they grow up"
Target : practical assimilation of a compound sentence with an adversative union A
Game progress: first, the children match simple sentences like: “A cow has a calf”
Then, following the model of the educator, they make compound sentences for two pairs of pictures: "The cow has a calf, and the goat has a goat"
" Guess the tree by the leaf"
Material: cards with leaves of familiar trees
Game progress: the teacher shows the cards one by one and asks which tree this leaf belongs to. Gives a sample response:
This birch leaf
This maple leaf
Autumn finger games
1 Autumn, autumn has come to us,(we walk fingers on the table)
Bringing rain and wind.
(knocking the finger of the left hand on the palm of the right)
Drip-drip-drip, drip-drip-drip,
Bringing rain and wind.
2. The green garden turned yellow,
The leaves are spinning and flying. (three palms on palm)
Shu-shoo-shoo, shoo-shoo-shoo,
The leaves are spinning and flying.
The songs of the birds are not heard,
Let's wait until spring
. (hands crosswise, movements of the hands up and down)
Chick-chirp, chirp-chirp, Let's wait for them until spring.
3. This finger - went to the forest,
This finger - a mushroom found,
This finger began to fry,
Well, this one helped. This finger only ate
That's why he got fat.
(For each line, bend the fingers first on one hand, then, with the advent of experience and the development of motor skills, on two)
4. One, two, three, four, five (bend fingers, starting with the big one)
We will collect leaves (compress and unclench fists)
Birch leaves, rowan leaves (fingers are bent, starting with the big one)
poplar leaves, aspen leaves,
I will gather oak leaves
I will give my mother an autumn bouquet
("walk" on the table with the middle and forefinger)
5. The wind flew through the forest, (smooth, wave-like movements of the palms)
Wind leaves counted:
Here is oak, here is maple, (they bend one finger on both hands) Here is carved mountain ash,
Here from a birch - golden,
Here is the last leaf from the aspen (calmly lay your palms on the table)
The wind threw on the path.
6. Quiet, quiet, quiet rain
(we tap our fingers on the floor, depicting drops).
Rain, rain, drip-drip-drip.
Strong, strong, heavy rain (we tap our palms on the floor).
Rain, rain, drip-drip-drip.
Strong, strong, heavy downpour (we tap our hands hard on the floor) Downpour, downpour, drip-drip-drip!
7. Yellow leaves fly and rustle under the legs (arms fall from top to bottom, palms turn, depicting falling leaves)
Whack, whack, whack. Vshik, vshik, vshik (shuffling palm on palm)
Whack, whack, whack. Vshik, vshik, vshik (shuffling legs)
Yellow leaves fly and rustle under the legs
Whack, whack, whack. Vshik, vshik, vshik
(index fingers rubbing against each other
Outdoor games with speech accompaniment used in the middle group "Ryabinka".
1. Geese - swans
Game description : The participants in the game choose the wolf and the owner, the rest - swan geese. On one side of the site they draw a house where the owner and geese live, on the other - the wolf lives under the mountain. The owner releases the geese into the field for a walk, to pinch the green grass. Geese go quite far from home. After a while, the owner calls the geese. There is a roll call between the owner and the geese:
Geese-geese!-ha-ha-ha.
Do you want to eat? - Yes, yes, yes.
Swan geese! Home! - Gray wolf under the mountain!
What is he doing there
Ryabchikov pinches.
Well, run home!
The geese run into the house, the wolf tries to catch them. Those caught are out of the game. The game ends when almost all the geese are caught. The last remaining goose, the most agile and fastest, becomes a wolf.
Rules: Geese should "fly" all over the site. The wolf can catch them only after the words: Well, run home!
2. We are funny guys
Game description Number of players (all children). Place - hall, playground. Before the game, draw two parallel lines - "home". The leader becomes in the center, the rest of the players are located behind the line of one of the "houses". At the signal of the teacher, the children say:
We are funny guys
We love to run and play.
But try to catch up with us!
After the word "catch up" the players run to the opposite "house". The driver tries to catch up with them and touch them with his hand. The children touched by the driver step aside. After that, the game is repeated. Drivers should be changed after 3-4 runs. Together with the change of drivers, they enter the game.
Rules : You can run across only after the words "catch". You can't run back to the house. You can catch those running only to the opposite "house".
3. Cat and mouse
Description : All players, except 2, stand in a circle, at arm's length, and join hands. In one place the circle does not close. This passage is called the gate. Two players are behind the circle, depicting a mouse and a cat. The mouse runs outside the circle and in the circle, the cat follows it, trying to catch it. The mouse can run into the circle through the gate and crawl under the arms of those standing in the circle. The cat is only at the gate. Children walk in a circle and say:
"Vaska walks gray, his tail is fluffy - white.
Vaska is walking - a cat.
He sits, washes, wipes himself with his paw, sings songs.
The house will silently go around
Vaska is hiding - a cat.
Waiting for gray mice"
After the words, the cat begins to catch the mouse.
Rules:
Those standing in a circle should not let the cat pass under the clasped hands.
The cat can catch the mouse around the circle and in the circle.
The cat can catch, and the mouse can run away after the word "waits."
Options: Arrange additional gates, introduce 2 mice, increase the number of cats
4. Traps from the circle
Game description: Children stand in a circle, holding hands. Trap - in the center of the circle, bandage on the arm. The players move in a circle and say:
We, funny guys, love to run and jump.
Well, try to catch up with us. One, two, three - catch!
Children scatter, and the trap catches up. Caught temporarily steps aside. The game continues until the trap catches 2-3 children. Duration 5-7 minutes.
5. Burn, burn bright!
Game description:
The players line up in pairs. A line is drawn in front of the column at a distance of 2-3 steps. "Catching" stands on this line. Everyone says:
Burn, burn brightly, so that it does not go out.
Look at the sky, the birds are flying
The bells are ringing! One, two, three - run!
After the word “run”, the children in the last pair run along the column (one on the left, the other on the right, trying to grab the hands in front of the catcher, who tries to catch one of the pair before the children have time to meet and join hands. If the catcher succeeds do, then he forms a pair and stands in front of the column, and the rest is catching.
6. Mousetrap
Target: to develop in children endurance, the ability to coordinate movements with words, dexterity. Exercise in running and squatting, building in a circle and walking in a circle.
Game description: the players are divided into two unequal teams, the large one forms a circle - a “mousetrap”, the rest are mice. Words:
Oh, how tired the mice are,
Everyone ate, everyone ate.
Beware the cheats
We will get to you.
Let's set up mousetraps
Let's get everyone now!
Then the children put their hands down, and the "mice" remaining in the circle stand in a circle and the mousetrap increases
7. Shepherd and flock
Target: strengthening the ability to play by the rules of the game. Exercise in crawling on all fours around the hall.
Game description: They choose a shepherd, give him a horn and a whip. Children depict a herd (cows, calves, sheep). The teacher says the words:
early in the morning
Shepherd: "Tu-ru-ru-ru."
And the cows are in harmony with him
Tightened: "Moo-mu-mu."
Children perform actions to the words, then the shepherd drives the herd into the field (to the agreed lawn, everyone roams around it. After a while, the shepherd snaps the whip, drives the herd home.
Mobile games based on works of art.
"Teremok"
Children stand in a circle - this is a teremok. Several children wear masks of fairy tale characters:
mice, frogs, hare, wolf, fox and bear.
Children raise their hands clasped to each other and say the words:
"Here is the teremok
He is not low, not high.
As the animal enters it,
That's how the lock will slam shut"
During the pronunciation of words, children in masks of animals run into the circle and run out of it.
At the words of the teacher “CLAP”, the children lower their clasped hands. Whoever gets caught ceases to be a "animal" and stands in a teremok with the rest of the children.
The game is played until the most dexterous remains.
"Wolf and goats"
A wolf is chosen, the rest of the children are goats.
Children-goats jump around the playground, saying:
"We are funny goats
Naughty all the guys
We are not afraid of anyone
Except one wolf.
(approaching the wolf)
Gray wolf, don't yawn
Hurry us up"
On the last words, the “wolf” catches up with the “goats”. Whomever he caught (tagged), he crouches.
The game stops when most of the guys are caught.
Then a new "wolf" is selected
"Little Red Riding Hood"
Children stand in a circle with clasped hands. In the center is a child with a red cap on his head, slightly covering his eyes.
Children go around Little Red Riding Hood and say:
"Little girl
Little Red Riding Hood
I went to my grandmother with a basket
And I found the kids here.
Don't take off your hat
Who called you, find out?
The child pointed to by the teacher calls: - "Little Red Riding Hood"
She must guess who called her, name.
Guessed child becomes Little Red Riding Hood.
"Barmaley"
A child is chosen - Barmaley, he is dressed in a mask of a hero.
He approaches the children with the words:
“I am the kindest Barmaley
I love children very much.
Who will go for a walk with me:
Run, jump and jump?
Children move away from Barmaley, saying:
"We don't want to go with you,
You better catch up with us!”
Children run away from Barmaley. He takes the caught children to his "house"
The game then continues with the newly chosen child.
"Fly Tsokotukha"
Children stand in a circle holding hands.
IN center - child in a Mukha-Tsokotukha cap.
Children walk in a circle, pronouncing the words:
"Fly, Fly-Tsokotuha
Gilded belly
We are going to visit you
Who do you want us to bring?
Maybe striped bees?
Or furry caterpillars?
Bloodsuckers - mosquitoes?
Or fat worms?
The child in the center (Fly-Tsokotuha) chooses.
If the child named the bees, then the children fly in a circle and buzz;
if caterpillars, go in small steps;
if mosquitoes fly, pronouncing "z-z-z";
if worms, they go in a circle, alternately tilting and raising the torso.
After each show, the presenter chooses the child who, in his opinion, performs the movements best of all, and he becomes the leader.
"Hares and Fox"
Children in bunny masks stand in a circle.
A child in a fox mask walks around the circle and says:
“Oh, my house has melted
How can I go home.
Gotta run to the bunny
Take away his house
He approaches the house of one of the "bunnies", knocks:
"Knock-Knock….
Gray bunny, run out
And play with me"
"Bunny" and "Fox" run a race after the circle: who will be the first to take the house.
Who loses, he becomes a "fox"
Plot - role-playing game"City Journey"
Tasks: to consolidate the ability to carry out game actions according to speech instructions, act with imaginary objects, use substitute objects,
keep developing speech
to replenish the idea of the city, professions.
Materials:
driver's cap, steering wheel,
sign "cash desk", cafe "Fairy Tale", "Stadium",
headbands with inscriptions of park employees, instructor, waiter,
animal masks,
carousel,
construction material.
▪ viewing the photo album "Our beloved city",
▪ learning the rules traffic,
▪ role-playing game "Road"
▪ familiarity with work, instructors physical education, waiter,
▪ learning games and songs, role-playing words and actions.
Game progress.
Children with a teacher are building a bus.
Leading. Guys, I want to invite you to go on a tour. Do you agree? (children's answers). Then get on the bus. I will be the tour guide, and Kolya will be the driver (children take seats on the bus).
bus driver. Attention, the bus is leaving! Fasten your seat belts.
The audio recording of "Bus" sounds.
Chauffeur. Station stop.
Leading. Let's go there. And tell the guys what people are doing at the stadium? (Answers of children). And who does the training? Instructor, trainer
Boy - instructor: Hello, I am your physical education instructor, I suggest
you to strengthen your health, let's take care of animals (children put on hats of animals). Get on the flowers!
Children stand on flowers and perform movements to the music.
Leading. Is your health okay?
Children's answer. Thank you charger.
The leader and children thank the instructor.
Leading. I'll ask everyone to get on the bus, our tour of the city continues.
Chauffeur. Be careful, the doors are closing, fasten your seat belts. Next stop is Amusement Park.
funny bus,
Run along the path
And to the amusement park
You bring us.
Leading. There are many swings
And the magician is waiting
There are carousels
Cheerful people.
Chauffeur. Stop "Amusement Park".
Leading. Slowly we go out, do not push.
Park director. Hello, I am the director of the park, I invite you to ride on our fun carousels, but first I ask you to purchase a ticket at the box office (gestures to the box office).
Children go to the box office and buy tickets. Played game "Carousel".
Director. Well, how did you like our park? (children's answers). But not
Do you want to look into the children's cafe "Skazka"? (children's answers)
Leading. Guys, the cafe is on the other side of the street and we have to go across the street. What is the right way to cross the road? (children's answers). Get up in pairs, I will go in front with a red flag, and Misha will go behind our column. Look, keep up, otherwise you will get lost in the city.
We walk the streets
We lead each other by the hand.
All we want to see
We want to know about everything.
Children on a pedestrian crossing go across the road.
Leading. Here we come.
Waiter. Hello, please place your order. Here is the menu for you
Leading. Let's order juice (a box of juice for each).
Waiter. Will be done.
The waiter brings juice, the children drink, thank the waiter and leave the cafe.
Leading. This is where our tour ends. Please take your seats on the bus, buckle up - we are going back to kindergarten (children get on the bus, sing a song).
Chauffeur. Stop "Kindergarten "Forest Tale"". The children get off the bus, thank the driver and the guide, the teacher invites the children to tell their families about the tour.
GCD on speech development on the topic"
Telling the tale "Gingerbread Man" for children of the middle group
Program content:
Learn to use words denoting state, qualities and characteristics.
Name your favorite fairy tale and tell your favorite stories from
To improve the ability of children to use a variety of expressive means: intonation, tempo, timbre of speech, plasticity, movement, the ability to convey the image of a hero, to invent fantasies,
learn to dramatize with the help of an adult a small fairy tale ("Gingerbread Man")
Raise in children an interest in Russian folk art.
Develop connected speech.
Vocabulary work: joy, cowardly, angry, hungry, rude, treacherous, fat, angry, cunning.
Material: illustrations for the fairy tale "Gingerbread man" masks depicting fairy-tale heroes, simple decorations.
Preparation:
reading Russian folk tale"Kolobok", staging a fairy tale, guessing riddles from fairy tales, looking at books with Russian folk tales,
GO NOD.
Conversation on the fairy tale "Gingerbread Man"
We read a lot of fairy tales, we love fairy tales very much and today all the fairy tales have gathered and come to visit us. (children look at books with fairy tales) Look, guys, among our familiar books, one completely new book has appeared. Have you already guessed the name of this book? ("Kolobok").
- If we close our eyes
And we won't look
Together we will move
On a visit to fairy tale characters .
(Children close their eyes, meanwhile the teacher exposes colorful pictures from the fairy tale "Gingerbread Man")
We got to visit fairy tale characters. What fairy tale did we get into (Into the fairy tale "Gingerbread Man")
Attention game "Kolobok""
I will list various animals, and you, if they are the heroes of the fairy tale "Gingerbread Man" - clap your hands, and if not - stomp your feet:
Bear, wolf, dog Bug, fox, chicken Ryaba, hare, mouse - violation, mosquito - squeaker,
frog frog
Guys, do you remember your favorite kolobok song?
(children's answers, individual and choral singing)
Who was the first to meet the kolobok on the forest path? (hare)
What was the nature of the hare? ( cowardly, timid, timid, defenseless)
And what did the hare say to the kolobok when they met? (answers)
The bun rolled, rolled and he met the one who walks angry and hungry in the cold winter. Who is this? (wolf)
What was the wolf like in the fairy tale? ( angry, hungry, scary)
You would be scared if you met a wolf in the forest. ?
What do you think, was the wolf bun scared? (answers). So, the bun was also bold.
How does a wolf walk in the forest? Eyes sparkling, looking around.
A bun rolled, and to meet him a clubfoot and big one, he sleeps in a den in winter, loves cones, loves honey. Well, who will call? (bear)
What was the bear in the fairy tale? ( fat, clumsy, big, clumsy)
What did the bear say when they met? How did the bun behave? (not afraid and sang a song)
A gingerbread man is rolling, and towards him “The tail is fluffy, the fur is golden. He lives in the forest and steals chickens ”(fox)
What was the fox in the fairy tale? ( cunning, cunning, cunning, trickster)
Why did the fox speak in such a thin, gentle voice. is she affectionate?
(she wanted to outwit the kolobok so that he would believe her)
Guys, let's remember how the fairy tale ended? (children's answers) Did you like the end of this fairy tale? (answers)
Why did the fox eat the bun? (because the gingerbread man did not behave carefully. He was naughty and playful.)
Fizcultural minute "Kolobok" Grandma kneaded not a bun, not pancakes
(Hands are clasped in the castle, circular movements to the left -right)
I got out of the oven not a pie, not kalachi
(Turns of the body to the left - to the right, arms to the sides)
How I put it on the table -
(Bend forward and extend arms)
He left his grandmother! (Jumping in place)
Who runs without legs? (Running in place)
Well, of course, Kolobok! (clapping hands)
Dramatization of a fairy tale.-Would you like to turn into the heroes of this fairy tale? And I have a surprise for you, look at what beautiful masks
I'll look into the eyes of a dike
I will tell the story to the children.
Your eyes look merrily
Listen to the tale about, kolobok.
Summarizing At the end of the story, the conversation:
Did you like the fairy tale?
Which character did you like the most?
Why did the bun run away from the fox?
Well done!
Encouragement of children with gifts for well-played roles.
Now we will say goodbye to the fabulous glade and will definitely come back here again.
Mobile game."KOLOBOK AND FOX" Gingerbread Man, Gingerbread Man,
toasted side,
In a hot oven, baked
It's cold on the window
And left my grandfather
And left my grandmother
These are the miracles
The fox is just waiting for you.
Description of the game: the players lead a round dance, in the center of which is a bun, pronouncing or singing words. As soon as the song is over, the players raise their hands without opening them - “the doors open”, the bun runs out and runs from the fox that was waiting for him outside the round dance.
Middle group group "Ryabinka" Educator:: Bogatko N. M;
Theater - flannelograph "Chicken - pockmarked".
Tasks for the teacher:
Encourage children to actively participate in theatrical play.
Game task for children: Develop the ability to coordinate actions with other children
Attributes: Made of cardboard and glued on flannel figurines of the heroes of the fairy tale "Chicken - pockmarked" heroes of the fairy tale (grandfather, woman, chicken, mouse, house decorations).
Preliminary work: Examining illustrations, learning the words of the heroes of the fairy tale.
Game rules: Playing 5 children. The teacher helps to distribute the roles and determines the order of the characters' performances.
Game actions: The game starts in the house. Grandma and Grandpa admiring the chicken. It turns out that the hen laid an egg that no grandfather can break. no grandmother.
Result: Staging a fairy tale with the help of a teacher
Theater-flanelegraph
"Turnip"
Tasks for the teacher: Develop visual thinking.
Continue to encourage active participation in the play
Game task for children: Develop elementary mathematical concepts: first, then, first, second, last.
Attributes: Heroes of a fairy tale carved for flannelography (grandfather, grandmother, granddaughter, dog, cat, mouse, big turnip, small turnip).
preliminary work: Looking at illustrations from a fairy tale, watching a cartoon.
Game rules: Playing 8 children. Children, with the help of a teacher, distribute roles and determine the order of the characters' performances.
Game actions: The game takes place in the garden. Grandfather planted a turnip. She grew up. Grandfather himself can not pull out and called for help grandmother, granddaughter, dog Zhuchka, cat Murka and mouse. Everyone together pulled out and ate a turnip.
Result: Fairy tale dramatization
Theater on hand - finger
"Goby - tar barrel"
Tasks for the teacher: To develop the ability to analyze the positive and negative actions of the characters.
Game task for children:
Attributes:
Preliminary work: Reading the Russian folk tale "Goby - a tar barrel", looking at illustrations, learning the words of the characters.
Game rules: Played by 9 children and a leading adult.
Result: Fairy tale dramatization
Table theater
Teremok.
Tasks for the teacher: Develop children's coherent speech
Game task for children:
Attributes: Glued action figures for table theater.
Preliminary work: Learning the words of the heroes of a fairy tale.
Game rules: The teacher helps to assign roles. 7 children play, they determine the order according to the plot of the fairy tale.
Game actions: The game takes place in the forest. The house is worth it. A mouse comes into it - a norushka, a frog - a frog, a bunny - a runaway, a fox - a sister, a gray wolf - clicks with its teeth. A bear comes - crush everyone, asks to live with them. But the bear does not enter the house. Climbs onto the roof and the house falls apart. Residents are saved and decide new house build - big. Building together with a bear. All fit and live together.
Result: Dramatization of a fairy tale with the help of a teacher
Theater-flanelegraph
"Fox, hare and rooster"
Tasks for the teacher: Develop children's coherent speech
Game task for children:
Expand children's vocabulary
Attributes: figurines for theater - flannelograph. a fox, a hare, a rooster, a house for a fox and a house for a hare, a dog, a bear, a bull.
Preliminary work: Reading the Russian folk tale "The Fox, the Hare and the Rooster", learning the words of the heroes of the tale.
Game rules: Played by three children and an adult leader.
Game actions: The game starts in the forest in winter. There are 2 huts: ice and bast. A fox lives in the ice one, and a hare lives in the bast one. In the spring, the ice hut melted. The fox kicks the hare out bast hut and takes up residence in it. Crying, the hare complains to the dog, bear, bull. They couldn't get the fox out. And a rooster with a scythe drives out a fox. The hare and the rooster began to live together. Result: Fairy tale dramatization.
"Three piglets "
Tasks for the teacher: To develop coherent speech of children.
Game task for children: Develop sound imitation skills for your characters.
Develop understanding emotional states.
Game task for children: Develop onomatopoeia skills for your characters.
Attributes: figurines of fairy tale heroes (three little pigs and a wolf, three houses are glued from paper
Preliminary work: Reading the Russian folk tale "Three Little Pigs", looking at illustrations
learning the words of the heroes of a fairy tale.
Game rules: Played by four children and an adult leader.
Game actions: according to the storyline
Theater - flannelgraph
The game "Wolf and seven kids"
Tasks for the teacher: Develop children's coherent speech
Game task for children: Develop sound imitation skills for your characters.
Expand children's vocabulary
Attributes: figurines for flannelgraph goat, kids, wolf.
preliminary work: Reading the Russian folk tale "The Wolf and the Seven Kids", learning the words of the heroes of the tale.
Game rules: Several children play, but children representing a wolf, a goat, and a small goat take part in the dialogic speech.
Game actions: The game starts in the mother goat's hut. Then the plot of the fairy tale develops and, accordingly, the teacher changes the scenery
Result: Fairy tale dramatization.
Theater on hand - finger
"Winter hut of animals"
Tasks for the teacher: Develop the ability to analyze the positive and negative actions of heroes, Develop coherent speech of children, Develop onomatopoeia skills for your heroes
Game task for children: Develop creativity and independence in creating an artistic image.
Attributes: figures of fairy tale characters glued from paper
scenery - illustrations for a fairy tale
Preliminary work: Reading the Russian folk tale "Wintering of animals", looking at illustrations, learning the words of the characters.
Game rules: Played by 7 children and a leading adult.
Result: Fairy tale dramatization
Olga Turkina
Project in the middle group No. 1 on "Speech development". Theme: "Little Dreamers"
Project in the middle group No. 1 in« Speech development» . Subject: « Little dreamers»
Relevance project:
Preschool children enjoy listening to poems, singing songs, guessing riddles, looking at illustrations for books, admiring genuine works of art and very often ask questions. questions: but how, why, but can I? And it's no secret that nowadays more and more children have speech problems. And why not combine the desire of the child to try to come up with something on his own, to do it with the desires of adults - to teach the child to speak beautifully and competently. And that is why the task is so relevant today speech development of children and development his communication skills.
Problem:
Low level of active vocabulary of children.
Causes:
1. Not Enough high level using various forms of work with children to expand the active vocabulary.
2. The lack of interest of parents in the initiative of children to engage in word creation.
Hypothesis:
As a result of the work, children's vocabulary will increase, speech will be enriched, expressiveness of speech will improve, children will learn to compose short poems, compose stories, and invent fairy tales.
Target project:
Enhance children's active vocabulary through stimulation and development preschoolers have writing skills, speech creativity.
Tasks project:
Develop children's active vocabulary.
Develop the ability of children to invent narratives, rhyming words, word formations, select synonyms, antonyms, homonyms.
Support speech initiative and creativity of children in communication.
Type project: creative, group.
Duration project: medium term(January February)
Members project: pupils middle group, educator, parents.
Resource support project: laptop, printer, file cabinet speech games, toys, paints, brushes, drawing paper, fairy tales, poems, illustrations for fairy tales, cartoon discs, discs with children's songs.
Idea project:
All activities and games project« Little dreamers» interrelated, encourage inclusion in other types of activities - both independent and collective, so that the teacher, children, and parents retain a particle of joy, emotional charge, and most importantly - the desire to continue working on the implementation of this project.
Expected results:
Active vocabulary was 70% at a high level.
Various forms of work with children are used to expand the active vocabulary.
Parents have increased knowledge of development of speech creative abilities of children.
results:
1. Creation of a card index of games for children's vocabulary development.
2. Consultation for parents « Speech games at home» .
3. Consultation for parents .
4. Create an album with parents "Our Children Speak".
5. Create an album « Beautiful words» .
6. Wall newspapers "We - dreamers» , "Composers", "Our Kindergarten".
Presentation project:
Exhibition of wall newspapers and albums on children's word creation.
Implementation stages project:
Tasks Implementation activities
Stage 1 organizational and preparatory
Compilation programmatically methodological support for implementation project.
Learning from experience development of speech creativity in preschoolers. Development of the content of consultations with parents Compilation of an information bank of technologies for development of speech creativity in preschoolers.
Development of a file cabinet for . Development of consultation texts.
2nd stage evaluative-diagnostic
Determination of the level of active vocabulary of children 4-5 years old at the initial stage. Diagnostics.
3rd stage - practical
Definition of the content of the work development children's writing Making a plan for development of creativity.
Active implementation developing forms of work with children Implementation of educational activities with children.
Determination of the intermediate result of the level of active vocabulary of children. Diagnostics.
Interaction with parents of pupils Involving parents in joint writing with children
Organization of the participation of parents in the collection of interesting children's statements, word creation.
4th stage - generalizing
Determination of the final result of the active vocabulary of children. Diagnostics.
Analysis of the achievement of goals and results children's vocabulary development, advice for parents.
Preparation of an information note on the implementation project.
Task Implementation Plan:
implementation Content of activities Responsible Deadlines Exit
Preparatory Selection of software and methodological support for implementation project.
educator I week of January file cabinet development of children's speech creativity.
Learning from experience development of speech creativity in preschoolers. teacher II week of January
Determination of the level of active vocabulary of children 4-5 years old at the initial stage. educator II week of January Texts of consultations
Development of the content of consultations with parents Educator III week of January Diagnosis
Practical Advice for Parents « Speech games at home» , “We read and compose together with the child. Word games and exercises». teacher IV week of January Text
Creating a wall newspaper "Our Kindergarten" Educatorchildren IV week of January wall newspaper
Create an album with parents "Our Children Speak". caregiver
parents
I – II week of February album
Visual activity “Journey to the country of Imagination”. caregiver
children II week of February Drawings, stories of children.
Determination of the intermediate result of the level of active vocabulary of children. Educator II week of February Diagnostics
Creating a wall newspaper "We - dreamers» caregiver
III week of February wall newspaper
Create an album "Beautiful words" caregiver
children III week of February album
Creating a wall newspaper "Composers" caregiver
children IV week of February wall newspaper
Generalizing Systematization material for parents speech creativity of children. educator consultation
Determination of the final result of the active vocabulary of children. educator IV week of February Diagnosis
Analysis of the achievement of goals and the results obtained Educator
parents Albums, wall newspapers, implementation help project.
Result Criteria:
1. Availability
2. Aesthetics.
3. Mobility.
Key competencies:
Ability to navigate in a new non-standard situation;
Ability to think through ways of action and find new ways to solve problems;
Ability to ask questions;
Ability to interact with systems"child-child", "adult child".
Ability to obtain the necessary information in communication;
Ability to communicate with adults and peers;
Literature:
1. Streltsova L. E. "Literature and fantasy»
2. Preschool Pedagogy No. 7/2012 p19.
3. Lombina T. N. Backpack with riddles: a good book on speech development. Rostov-on-Don 2006
4. Miklyaeva N.V. Development language ability in children 3 - 7 years old M. 2012
5. Sidorchuk T. A., Khomenko N. N. Technology development connected speech of preschoolers. Ulyanovsk 2005
6. Fesyukova L. B. Education with a fairy tale M. 2000
7. Alyabyeva E. A. Poetic exercises for development speech of children 4 - 7 years old. M. 2011
8. Belousova L. E. Amazing stories. S-P "Childhood - press". 2003
9. Meremyanina O. R. Development social skills of children 4 - 7 years old Volgograd 2011
Larisa Baltina
I bring to your attention a long-term project on the development of speech using mnemotables.
Everyone knows how to speak confusedly,
few speak clearly.
Galileo Galice.
Introduction
Speech is a form of communication that has developed in the process of human historical evolution and is mediated by language. Speech arises as a necessary and sufficient means for solving those problems of communication that confront the child at a certain stage of his development.
Every child in kindergarten needs to be taught how to express their thoughts correctly. The speech of children should be lively, direct, expressive. The coherence of speech is the coherence of thoughts, which reflects the logic of the child's thinking, his ability to comprehend what is perceived and express it in coherent speech.
In the practice of my work, I use various methods and techniques for the development of speech. This is an artistic word, questions, a conversation, a story, drawing up a plan, re-reading with an agreement, didactic games, etc. But all of the above was not enough to solve the problem. Having studied the literature, I came to the conclusion that mnemonics can help me in solving the problem of developing coherent speech in preschool children.
Relevance
The study of the problem of the development of coherent speech is due to the fact that in the activities of people there is no such area where speech would not be used, it is needed everywhere, and especially at the stage of learning. The success of learning depends on the quality of speech. With the help of speech, communication, the child easily and imperceptibly enters the world around him, learns a lot of new, interesting things, can express his thoughts, desires, requirements. Speech is an activity in which people communicate with each other through their native language. The development of coherent speech - the highest form of mental activity - determines the level of speech and mental development of the child (L. S. Vygotsky, A. A. Leontiev, S. L. Rubenshtein, F. A. Sokhin, etc.). It is in coherent speech that the main, communicative, function of speech is realized.
But, unfortunately, at present, speech disorders are increasingly observed in children, which drastically limit their communication with people around them. Figurative, rich in synonyms, additions and descriptions, speech in preschool children is a very rare phenomenon.
There are many problems in the speech of children:
Insufficient vocabulary and, as a result, the inability to make a common sentence;
Poor dialogical speech: inability to formulate a question correctly and in an accessible way, to build an answer;
Poor monologue speech: inability to compose a plot or descriptive story on the proposed topic, retell the text.
According to modern educators and psychologists, the number of children with low level speech development. In view of the close relationship between speech and thinking, the development of evidence-based content and effective methods aimed at increasing the level of related speech development is of great importance and is a complex pedagogical problem.
Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developing for them.
There are factors that facilitate the process of becoming a coherent speech.
One of these factors, according to S. L. Rubinshtein, A. M. Leushina, L. V. Elkonin and others, is visibility. Examination of objects, pictures helps children name objects, their characteristic features, actions performed with them.
The second auxiliary factor is the creation of an utterance plan, the significance of which was repeatedly pointed out by the well-known psychologist L. S. Vygotsky. He noted the importance of sequential placement in the preliminary scheme of all the specific elements of the statement.
K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly.”
Mnemonics - translated from Greek - "the art of memorization." This is a system of methods and techniques that ensure the successful memorization, preservation and reproduction of information, knowledge about the features of natural objects, about the world around us, effective memorization of the structure of the story, and, of course, the development of speech.
I believe that if in the work of teaching children coherent speech to use the techniques of mnemonics, then this will help the child to be more sociable, his vocabulary will expand, the child will learn to speak coherently, tell, express his thoughts.
the main objective of my project: To create conditions for the development of cognitive and speech abilities in preschool children using mnemonics.
Project objectives:
Tutorials:
To create conditions for increasing the circle of children's knowledge about the world around them.
Exercise in the ability to dramatize small fairy tales.
Create conditions for the development of skills to memorize and retell small works using mnemonics techniques.
Developing:
Continue to develop the articulatory apparatus, work on diction, improve the distinct pronunciation of words and phrases, the intonational expressiveness of speech.
Develop self-reliance skills to overcome shyness, shyness, insecurity in children.
To continue work on the formation of interest in Russian folk tales.
Educational:
To cultivate a culture of speech, enrich and expand the vocabulary of children.
Working with parents:
Increasing the competence of parents on the issues of cognitive and speech development of children of middle preschool age.
Active involvement of parents in the educational process.
Project type: information - creative
Project type: long-term
Expected Result:
The interest of children in cognitive activity will increase, children will be willingly included in the educational process;
Increase: accuracy, coherence and expressiveness of speech;
Creativity develops;
The creative activity of children will increase: they will be happy to participate in the dramatization of fairy tales;
Children will watch theatrical performances of others with interest and will reproduce them with pleasure in their play activities;
Parents are actively involved in educational activities groups will be interested in developing technologies for working with preschool children.
Mnemonics develops not only coherent speech, but also contributes to the psychological emancipation of the child, eliminates the fear of speaking, develops courage and self-confidence.
Annotation to the project
For the development of cognitive and speech abilities, the project involves a variety of activities: gaming, motor, visual, musical, cognitive research. The work takes place throughout the entire educational process of finding a child in kindergarten. During the month, the content may change and be supplemented depending on the game situations.
Learning to retell literary works begins with familiar fairy tales: “Turnip”, “Gingerbread Man”, “Ryaba Hen”, while using the method of a joint story.
The scheme of teaching the retelling of a fairy tale:
1. Telling a fairy tale with a simultaneous display of a table theater.
2. Repeated story of the teacher with the children. The teacher starts the phrase, the children continue. For example, Once upon a time there was a grandfather (and a woman) They had a (pockmarked chicken) Children find subject pictures or me-squares with a color image of the heroes of a fairy tale on the table, lay them out in the correct sequence.
3. Showing illustrations, the teacher draws attention to the heroes of the fairy tale and the children learn to describe them appearance, actions. Reception is used artistic word: nursery rhymes, songs on the theme of a fairy tale are read.
4. Involving children in playing out a fairy tale
The work on the use of mnemonic tables consists of 3 stages:
Stage 1: Examining the table and analyzing what is shown on it.
Stage 2: Information is being recoded: symbols into images.
Stage 3: After coding, the fairy tale is re-told with the help of an adult.
For children of middle preschool age, it is necessary to take colored mnemotables, because the children retain separate images in their memory: the chicken is yellow, the mouse is gray, the Christmas tree is green.
Project executors: Children of the middle group, their parents and educators of the group.
Stages of project implementation:
1. Setting goals, determining the relevance and significance of the project.
2. Selection of methodological literature for the implementation of the project.
3. Selection of visual and didactic material.
4. Organization of the developing environment in the group.
Literature.
1. Bolsheva T. V. Learning from a fairy tale, ed. "Childhood - PRESS", 2001.
2. Veraksy N. E., Komarova T. S., Vasilyeva M. A. The program "From birth to school" - M.: mosaic synthesis, 2014.
3. Preschool Education Teaching Creative Storytelling 2-4/1991.
4. Poddyakova N. N., Sokhin F. A. Mental education of preschool children - 2nd ed., dorab. - M .: Education, 1998.
5. Rubinshtein S. L. Fundamentals of General Psychology - St. Petersburg, 2000
6. Smolnikova N. G., Smirnova E. A. Methods for identifying the features of the development of coherent speech in preschoolers.
7. Tkachenko T. A. Formation and development of coherent speech LLC "Publishing House GNOM and D", 2001.
8. Ushakova O. S., Sokhin F. A. Classes on the development of speech in kindergarten M.: Education, 1993.
9. Fomicheva G. A. Methods of speech development for preschool children. allowance 2nd ed., revised. - M .: Education, 1984.
10. Chernobay T. A., Rogacheva L. V., Gavrilova E. N. Evaluation of the success of speech and physical development preschoolers: method. Recommendations for educators kindergarten; Ed. V. L. Malashenkova. - Omsk: OOIPKRO, 2001.
Implementation of the action plan:
1. Work according to the action plan
2. Create a presentation.
3. Work with parents (active involvement of parents in the implementation of the project, individual and group counseling on the use of mnemonics techniques in working with preschool children).
Activity plan with children
(responsible for the implementation of the plan - group educators)
The story of the Russian folk tale "Ryaba the Hen". (work according to the scheme)
The story of the Russian folk tale "Teremok". (Work according to the scheme)
Reading the Russian folk tale "Turnip". (Work according to the scheme)
Reading the Russian folk tale "Gingerbread Man". (work according to the scheme)
Reading the Russian folk tale "Masha and the Bear." (work according to the scheme)
Reading the Russian folk tale "Zayushkina's hut." (Work according to the scheme)
Reading the Russian folk tale "The Cockerel and the Bean Seed" (work according to the scheme)
Reading the Russian folk tale "The Wolf and the Goats." (Work according to the scheme)
Working with parents
1. Parent meeting: The development of children's speech in the fifth year of life: "Mnemonics for preschool children" - November.
2. Consultation for parents "How to teach a child to describe what he sees?" - December.
3. Moveable folders "What is mnemonics?", "Mnemonics for middle preschool children" - December.
4. Workshop "How to work with mimic tables" - January.
5. Folder shift "Compiling and using mimic tables at home" - February.
6. Consultation for parents "We develop and enrich the vocabulary of children" - March.
7. Making drawings for the exhibition with parents: “Oh, these fairy tales!” - May.
8. Involving parents in making costumes for the presentation of the fairy tale - June.
9. Results of the work on the project: presentation of the fairy tale "The Wolf and the Seven Kids" - July.
The final stage: July 2018
Analysis of the results of the project, conclusions and additions to the project.
Solving riddles from fairy tales.
Didactic game "Our fairy tales".
Let's remember the collage story.
Staging fairy tales by children using mnemonic tables.
Presentation of the results of the project: Show the dramatization of the fairy tale "The Wolf and the Seven Kids" to children of other groups and parents.
Monitoring children for speech development.
Drawing up a plan for expanding the project on the use of mnemonics techniques in work with children in senior group.
Conclusion:
Having done this work, we can conclude that the implementation of the developed methodology of mnemonics in practical work with children of primary preschool age leads to positive changes in the speech and general mental development of children. Children develop a high culture of speech, increase the accuracy, coherence and expressiveness of speech. The child begins to use drugs appropriately artistic expressiveness in your own speech. At the same time, the clarification of the means of forming and expressing thoughts becomes an important stimulus for the development of higher speech forms of his thinking. Replacing text with characters is effective tool the development of children's creative abilities, the ability to generalize the information received, to speak coherently and figuratively. Mnemonics develops not only coherent speech, but also contributes to the psychological emancipation of the child, eliminates the fear of speaking, develops courage and self-confidence.
In the future, I plan to continue using the techniques of mnemonics in the development of coherent speech, while expanding their range with my own developments.