Technologies for speech development of preschool children according to the Federal State Educational Standard
Modern technologies of speech development of children in the context of the implementation of the Federal State Educational Standard for preschool education
“Pedagogy should focus not on yesterday, but on tomorrow’s child development, only then will it be able to bring to life in the process of learning those processes that now lie in the zone of proximal development” L. S. Vygotsky
Dear colleagues, I bring to your attention the topic of the public lecture: “Modern technologies for the speech development of children in the context of the implementation of the Federal State Educational Standard for preschool education.”
In the Federal State Educational Standard of Preschool Education, “Speech Development” is highlighted as the main educational area. (on slide) Currently, the development of children’s speech remains one of the pressing problems of modern preschool education. And the defining moment in successfully solving the problems of speech development in preschool children is the correct choice of pedagogical technologies that would not only be adequate to the age-related capabilities of the children, but also provide the ability to easily solve speech problems in various forms of working with children. The organization of children's speech development in educational activities involves the search for effective technologies for the development of children's speech. Pedagogical technologies are a system of methods, methods, teaching techniques, educational tools aimed at achieving a positive result through dynamic changes in the personal development of a child in modern conditions. You can see the requirements for choosing technologies on the screen. In connection with the above, I bring to your attention a disclosure of the following technologies used in my practice 1. The first technology that I want to talk about is probably often used by practicing teachers - this is the method of visual modeling or (mnemonics). 1.1. Mnemonics (translated from Greek as “the art of memorization”) is a system of various techniques that facilitate memorization. What is strongly associated is remembered, but what does not form strong associative connections. - is forgotten. 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.” The objectives of using mnemonic teaching aids are presented on the slide: Like any technique, work using mnemonics is built from simple to complex. First, the work uses the simplest mnemonic squares and mnemonic tracks, and then mnemonic tables are gradually introduced. To enrich their vocabulary and when guessing and making riddles, children with great pleasure use mnemonic squares and mnemonic tracks. When learning to compose stories, when retelling fiction, when memorizing poetry, mnemonic tables serve as effective didactic material. A mnemonic table is a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions, etc. The supporting image in the table is the image of the main characters of the fairy tale, as well as those objects, actions and phenomena that are “tied” around them. Mastering the action of visual modeling contributes to the development of children's mental abilities. The child learns to compare, generalize, group material for the purpose of memorization, speech, memory and thinking develop. One of the visual modeling techniques is a geometric diagram - Euler circles. With the help of symbols, children visually display relationships between concepts or sets of objects, laying them out in their circle. Then, at the intersection of circles (Euler circles), identical attributes of objects are identified. Children compare objects, first determining their similarities and then their differences. Euler circles are used in teaching creative and narrative storytelling. CONCLUSION: Thus, using this gaming technology in my work, I shape the social experience of children, exercise their ability to find objects that have not one, but several characteristics at once, and solve a whole class of interesting speech and logical problems that a child needs when preparing for school. 2. Next, I want to dwell on the technology of activating speech training as a means of communication (author Olga Alfonsasovna Belobrykina). According to the author of the technology, the most important prerequisite for improving the speech activity of preschool children is the creation of an emotionally favorable situation that promotes the desire to actively participate in verbal communication. The main activities of a preschooler include play and communication, therefore, play communication is the necessary basis within which the formation and improvement of the child’s speech activity occurs through the use of linguistic games. Linguistic games presented in this technology make it possible to develop various types of speech activity, each child can easily and freely demonstrate intellectual initiative, which is a specific continuation of not just mental work, but cognitive activity, not determined by either practical needs or external assessment. Dear colleagues, I offer you this exercise. Let's try to name the complete proverbs in two words. – Feeds, spoils CLICK – Labor feeds, but laziness spoils – House, walls CLICK – Houses and walls help – Family, soul CLICK – Family together – the soul is in place. Amazing! The most important condition for the development of speech is the creation of a comfortable communicative field in the family, as well as the sincerity and appropriateness of the inclusion of speech etiquette formulas in various communication situations. The introduction of speech etiquette formulas into the speech communication of preschoolers is also facilitated by special didactic family games and exercises, which are presented in the collection “System of work on the formation of speech etiquette and a culture of communication.” The common goal of both the family and the kindergarten is a well-mannered, cultured and educated person. In this collection, I have developed a system of rules for brave and persistent parents, formulas and situations of speech etiquette. I draw your attention to the slide: Today we need people who are intellectually courageous, independent, original thinkers, creative, and able to make non-standard decisions. Pedagogical technologies for speech development can not only change the processes of education and training, but also improve them.
These technologies have a significant impact on the development of coherent speech in preschool children.
Presentation on the topic: Modern technologies for children’s speech development in the context of the implementation of the Federal State Educational Standard for preschool education
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Article “Modern technologies as a means of speech development of preschool children”
Modern technologies as a means of speech development for preschool children
G.P. Rubtsova
The article describes modern technologies for the speech development of preschool children, TRIZ technologies, mnemonics, syncwine, ICT technology. Using them in their work, teachers develop children’s speech, provide new knowledge, and new opportunities for self-expression.
Teachers who work with children note that the number of children with speech development disorders is growing every year. One of the most powerful factors and stimuli for a child’s development is speech. Of course, the richer and more correct the speech, the easier it is for a child to express his thoughts, communicate with peers and adults, and reveal his natural abilities and intellectual capabilities. Therefore, we teachers need to take care of the timely formation of children’s speech, its purity and correctness
The approval and implementation of the Federal State Educational Standard for Preschool Education entails the need to find new approaches to planning and organizing speech work with children.
Our task is to choose such teaching methods and techniques that would allow each student to demonstrate their speech activity, their word creativity, to select technologies that give children new knowledge, new opportunities for self-expression, and broaden their horizons. Let's look at some of the technologies we use in our work.
Technologies for the development of children's speech, developed on the basis of TRIZ methods and techniques ( Theory of Inventive Problem Solving)
The peculiarity of technology is the simplicity of presentation of material and clarity. The child will learn to apply solutions to the problems he faces through fairy tales and everyday situations. As he finds contradictions, he himself will strive for an ideal result, using numerous resources that he draws from games and exercises. Brainstorming or collective problem solving is especially interesting for children. A group of children is presented with a problem, everyone expresses their opinion on how it can be solved, all options are accepted (there are no wrong judgments).
One of the most common techniques for developing a child’s speech that we use in our work is mnemonics.
Mnemonics -
This is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Such techniques are especially important for preschoolers, since visual material is absorbed better than verbal material.
Features of the technique are the use of symbols rather than images of objects, which make it easier for children to find and memorize words. The mnemonic tables that we have developed serve to enrich vocabulary when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.
Cinquain
(a poem without a rhyme of five lines)
A new technology in the development of speech of preschoolers, in which knowledge about parts of speech and sentences is developed, vocabulary is significantly activated, the skill of using synonyms and antonyms in speech is improved, the studied material acquires an emotional coloring, which contributes to its deeper assimilation.
The scheme for using this technology is as follows:
Children select: words - objects, differentiation between “living” and “non-living” objects. Posing relevant questions (graphic representation).
Words are actions that a given object performs. Posing relevant questions (graphic representation).
Differentiation of the concepts “words - objects” and “words - actions”.
Words are signs of an object. Posing relevant questions (graphic representation).
Differentiation of the concepts “words – objects”, “words – actions” and “words – signs”.
The grammatical design of the sentence is as follows: “words - objects” + “words - actions”, “words - objects” + “words - actions” + “words - signs”.
Popular and very effective in our time, ICT
( Information and Communication Technologies)
allows us to combine, systematize existing material on speech development, and make each activity unconventional, bright, and rich.
Selected computer programs, illustrative and speech material help in teaching children how to compose stories and retell works. Using a computer, we can not only show and see, but also hear the necessary speech material. In this case, we can use the computer as a CD player.
DVDs can be used when teaching creative storytelling. When playing a disc, we can demonstrate the beginning, middle or end of a fairy tale, thereby encouraging children to be creative: inventing previous or subsequent events
The above technologies have a significant impact on the development of speech in preschool children and can help in the formation of an intellectually courageous, independent, original-thinking, creative personality who can make non-standard decisions.
Literature
1. Panfilova, M.A. Game therapy of communication. - M.: Education, 2002.
2. Polyanskaya, T. Using the method of mnemonics in teaching storytelling to preschool children - M.: Detstvo-Press, 2010.
3. Sidorchuk, T.A., Khomenko, N.N. Technology for the development of coherent speech in preschool children: a methodological manual for teachers of preschool institutions. - M.; Childhood-Press, 2004.
