Speech development of preschool children through innovative and developmental technologies.
The goal is to increase the level of pedagogical competence in the use of interactive technologies.
“The origins of children’s abilities and gifts are at their fingertips.
The more confidence in the movements of a child’s hand, the more subtle the interaction between the hand and the tool, the more complex the movements, the brighter the creative element of the child’s mind. And the more skill in a child’s hand, the smarter the child...” V. A. Sukhomlinsky
Relevance – The problem of speech formation in preschool children is relevant today. Formation of speech in preschoolers is an important and difficult task. The successful solution of this problem is necessary both for preparing children for the upcoming school education, and for comfortable communication with others. However, the development of speech in children in the present tense is a pressing problem, which is due to the importance of coherent speech for preschoolers.
Traditional methods of teaching preschoolers recommend using a teacher's story sample as the main teaching technique. But experience shows that children reproduce the teacher’s story with minor changes, the stories are poor in expressive means, the vocabulary is small, and there are practically no simple common and complex sentences in the texts. But the main disadvantage is that the child does not construct the story himself, but only repeats what he heard. During one lesson, children have to listen to several monotonous stories of the same type. For children, this type of activity becomes boring and uninteresting, they begin to get distracted. It has been proven that the more active a child is, the more he is involved in activities that interest him, the better the result. The teacher needs to encourage children to engage in speech activity, and it is also important to stimulate speech activity not only in the process of free communication, but, above all, in speech therapy classes.
To achieve this goal, it is necessary to define the following tasks:
— study and analyze psychological, pedagogical and methodological literature on the problem of speech development in preschool children;
— use innovative and developmental technologies in work on speech development in preschoolers;
— check the feasibility and success of using innovative and developmental technologies in classes on speech development for preschoolers;
— interact with parents and teachers (parent meetings, seminars, consultations, booklets);
— create a subject-development environment for the use of innovative and developmental technologies (card indexes, didactic games);
-develop children’s speech using all groups of non-traditional methods in their work.
The modern subject-development environment also plays a major role in the development of children’s speech.
When creating a speech zone, we pay attention to games, manuals and materials. It is important that they are aimed at developing all aspects of speech: pronunciation, grammatical structure, vocabulary development, syllabic structure and coherent speech. To do this, we use: sets of didactic subject and plot pictures on basic lexical topics, sets of toys, printed didactic games.
Familiarization with fiction plays an important role in the development of speech. All groups have a book corner in which children's books, anthologies of works, pictures for composing stories, illustrations on topics of interest to children are stored. In younger groups, teachers make baby books. Children really like homemade books with stories and fairy tales.
Recently, the issue of using innovative technologies in preschool educational institutions has been increasingly raised, since the introduction of innovations into the work of an educational institution is the most important condition for improving and reforming the preschool education system. Innovative methods are introduced new methods and tools with increased efficiency, techniques that are the end result of the teacher’s intellectual activity.
The use of interactive pedagogical technologies in the educational process of preschool educational institutions, such as collaborative learning, project methodology, interactive interaction, and the use of new information technologies, help us implement a personality-oriented approach to children, ensuring 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, and his unique inner world. Therefore, we set ourselves the goal of choosing methods and forms of organizing the educational process that optimally correspond to the goal of personal development. Since a necessary condition for the development of a child’s personality, his consciousness and self-awareness is communication with adults and peers, which is associated with innovative technologies in organizing the process of children’s speech development, therefore this direction of the educational process of our preschool educational institution is a priority.
The task of teachers is to create conditions for the practical mastery of spoken language for each child, to choose such teaching methods and techniques that would allow each student to demonstrate their speech activity, their word creativity. The activities of the teaching staff should be aimed at developing communication skills in preschoolers, a culture of communication, the ability to briefly and clearly formulate thoughts, obtain information from various sources, and create a language environment that promotes the emergence of natural needs for communication.
Play is one of the best ways to develop children's speech and thinking. It gives the child pleasure and joy, and these feelings are the strongest means of stimulating the active perception of speech and generating independent speech activity. All organized games, including finger games, accompanied by speech, turn into original small performances. They captivate kids so much and bring them so many benefits!
The level of development of children's speech is directly dependent on the degree of formation of hand movements. If the development of finger movements corresponds to age, then the development of speech is also within normal limits, but if the development of fingers lags behind, the development of speech also lags behind, although general motor skills may be within normal limits and even higher. In addition, finger games give our children health, since this affects the skin of the hands, where there are many points associated with certain organs. Teacher Smirnova T.A. a card index of finger games has been developed, finger games are practiced in water, which, in turn, are part of hardening activities.
Lessons on a long-term plan for the development of speech on lexical topics using
Health saving technologies.
1. Technologies for preserving and stimulating health: Stretching, rhythmoplasty, dynamic pauses, active and sports games, relaxation, aesthetic technologies, finger exercises, eye exercises, breathing exercises, invigorating exercises, corrective exercises, orthopedic exercises.
2. Technologies for teaching a healthy lifestyle: Physical education, problem-based games (game training and game therapy), communicative games, classes from the “Health” series, self-massage, acupressure self-massage, sud-jok therapy.
3. Corrective technologies: Art therapy, musical influence technologies, fairy tale therapy, color influence technologies, behavior correction technologies, psycho-gymnastics.
The use of mnemonic diagrams helps the child enrich a coherent statement.
Mnemonics - translated from Greek - “the art of memorization.” This is a system of methods and techniques that ensure successful memorization, preservation and reproduction of information, knowledge about the characteristics of natural objects, the world around us, effective memorization of the structure of a story, and, of course, the development of speech.
The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is created; thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.
To help children master coherent speech and facilitate this process, mnemonics are used.
Mnemonic tables - diagrams serve as didactic material in the development of coherent speech in children. They are used: to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.
For children of primary and secondary preschool age, it is necessary to provide colored mnemonic tables. For older children, it is advisable to draw diagrams in one color.
Like any work, mnemonics is built from simple to complex. It is necessary to start working with the simplest mnemonic squares, sequentially move on to mnemonic tracks, and later to mnemonic tables, because children retain individual images in their memory: a Christmas tree is green, a berry is red. Later - complicate it or replace it with another screensaver - depict the character in graphic form.
Mnemonic tables are especially effective when learning poems: for each word or small phrase a picture (image) is created; Thus, the entire poem is sketched schematically. After this, the child reproduces the entire poem from memory, using a graphic image. At the initial stage, the adult offers a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.
It is better to start working with mnemonic tables from the middle group. Although already at a young age we use the simplest schemes for dressing, washing, building a pyramid, etc.
Preschool childhood is the age when the ability to creatively solve problems that arise in a given situation in a child’s life (creativity) appears. Skillful use of TRIZ techniques and methods (the theory of inventive problem solving) successfully helps to develop inventive ingenuity, creative imagination, and coherent speech in preschoolers.
TRIZ for preschoolers is a system of collective games and activities designed not to change the main program, but to maximize its effectiveness.
Work on the TRIZ system with preschool children should be carried out gradually. To solve TRIZ problems, the following stages of work can be distinguished:
1. Teach the child to find and distinguish between contradictions that surround him everywhere. (What do a bird and a butterfly have in common? What do a bus and a house have in common?), etc.
2. Teach children to fantasize and invent. (For example, come up with a new house that is beautiful and unusual.)
3. Solve fairy tale problems and invent different fairy tales using special TRIZ methods. (For example, “You find yourself on a desert island, what could happen to you?”)
Having studied theoretical materials and become acquainted with the methods of TRIZ technology, I selected exactly those methods that solve the problems of forming monologue speech and began to create conditions for work.
TRIZ elements can be used in all educational areas, but more often in such areas as cognition, communication, artistic creativity, reading fiction, in gaming activities, as well as in routine moments. Thus, each type of activity contributes to the development of speech and creative potential of preschool children.
From all of the above, the conclusion follows: the development of preschool education and its transition to a new qualitative level cannot be carried out without the use of innovative technologies in working with preschool children.
Innovative technologies for the development of speech in children of preschool and primary school age.
Innovative technologies for the development of speech in children of preschool and primary school age.
1. One of the indicators of the development of a child’s mental abilities is considered to be the richness of his speech. Therefore, building work in the conditions of educational restructuring requires teachers to use new approaches, forms and methods of work, the use of innovative technologies and variable forms, methods and techniques for developing the speech of preschool children.
As a result of classes using modern educational technologies, a preschool child’s feeling of constraint is relieved, shyness is overcome, logic of thinking, speech and general initiative gradually develops.
Innovative technologies for speech development
- form creative abilities, develop non-standard vision of the world, new thinking.
I would like to introduce you to an incredibly interesting technique called Droodles.
Doodles are a puzzle-riddle. A drawing based on which it is impossible to say exactly what it is. The task comes down to seeing a variety of objects in the blot. There is no single correct answer. The more creative captions, the better.
And the answer doesn't have to be realistic. It is enough for him to be funny, interesting and a little similar to what is shown in the picture. This technique does not involve monosyllabic answers “Yes or no”. The child is simply forced to talk about the drawing in such a way as to reveal the essence of what he saw in this picture.
— and I use droodles to develop dialogical communication, when I draw, I think and say what I draw. If you do doodles together with your child, you simply cannot do without communication. You try to discuss lines, shapes, ask questions: “What does it look like?”, “What will you finish drawing here?”, “What color will it be?” The child answers, pronounces words and sounds.
At one of the parent meetings, I conducted a master class on working with droodles. The parents were very interested. And when I showed them a set of cards, they suggested that while waiting in line, on a bus, on long-distance transport, instead of phones and tablets, give children pictures with Doodles.
One of the most important indicators of a child’s speech development is the development of coherent speech. Only in dialogue, monologue, storytelling and retelling can one clearly trace all the main aspects characterizing speech.
You can see the essence of modernizing the text in the process of its compilation on the slide.
From individual pictures, several different combinations are made mobile, according to which children make up stories.
