Speech development in the first junior group. Speech development classes at preschool educational institutions

When and how does speech develop?

Speech development is recommended to begin with the birth of a child. Already in infancy, the baby isolates human speech from the flow of other sounds, listens to the words of adults, and tries to imitate what he hears. Up to one year, the child “hoots” (makes sounds similar to [g], [k], [x]), “booms,” babbles, and after the first round date in his life he tries to pronounce words.

In a preschool institution, close attention is paid to the speech of pupils. Purposeful work on the formation of speech skills begins already in early age groups. Speech development in the first junior group is one of the most important educational tasks, the solution of which determines the child’s education at the next age stages.

Communicative activity develops in the process of communication. To understand how a teacher works to develop children’s speech, it is necessary to consider the forms of communication characteristic of preschoolers.

Valentina Viktorovna Gerbova

Classes on speech development in the first junior group of kindergarten. Lesson Plans

From the author

The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.

The system of work on teaching children their native language, introducing them to fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M.: Mozaika-Sintez, 2005).

The manual “Classes on speech development in the first junior group of kindergarten”, written within the framework of the “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).

Features of speech development in children of the third year of life

In the third year of a child’s life, a significant change occurs in his relationships with others, due to the growth of the baby’s capabilities and awareness of his independence. Children try to act like adults, but they still need their elders to evaluate their performance. Children listen carefully to the explanations of adults and often begin to turn to them with questions. (“What is this?”, “How?”, “Why?”, “Where?”) Children receive new experiences, which is a necessary condition for their mental development.

Children of this age are characterized by a need for communication. The development of various forms of communication between a child and his peers is the most important task of early childhood pedagogy.

Frequent contact with adults and peers contributes to the development of children's speech. They begin to actively tell others about where they went, what they saw, using various parts of speech, simple and common sentences.

Children's speech improves quickly under the guidance of adults. With its development, the child’s perception of objects and phenomena becomes more accurate and meaningful. Children try to find similarities between objects, compare them, and establish simple connections between them. Kids begin to draw their first independent conclusions. But since children’s experience is still limited and their knowledge is insufficient, when making generalizations, children are often guided by random signs (for example: “This is parquet,” a 2-year-old 6-month-old boy explains to his teacher, having seen a turtle in the picture and running his finger over its shell His peer is sure that in the picture there is “a watch like that” (glasses)).

However, the ability to distinguish and generalize during this age period is constantly improving. Children, regardless of color, shape, or size, recognize familiar objects in a variety of living situations, which often causes difficulties for children in their second year of life. Looking at toys, paintings, illustrations, they accurately name familiar objects. In children of the third year of life, the ability to combine objects is formed, focusing on the functional sign indicated by the teacher. (“A cup is a utensil. People drink from a cup”; “This grows in a garden bed. This is a carrot.”)

Kids are able to listen and perceive simple stories without demonstration and carry out simple verbal instructions. Two-year-old children master the ability to understand an adult’s simple story about events that did not take place in their personal experience. They easily remember and repeat after adults not only individual words, but also entire phrases and rhymes.

The relationship between understanding and active speech changes qualitatively. If earlier a child’s understanding of an adult’s speech had to be judged by his motor responses (fulfillment of a request, an instruction: show, bring, do this), now, when active speech is inextricably linked with all the baby’s activities (and performs the function of reproduction), the level understanding and thinking begin to be judged by his statements.

Well-developed imitation and a sufficient level of speech understanding ensure rapid growth of vocabulary. E. Arkin in his book “Preschool Age” (M., 1948) provided data on the growth of a child’s vocabulary: at 2 years old - 300 words, at 3 years 6 months - 1100 words. Subsequently, researchers of children's speech have repeatedly confirmed these figures, indicating that by the age of three, a child's vocabulary reaches 1000–1200 words. Its vocabulary contains almost all parts of speech (nouns, verbs, adverbs, adjectives, numerals, pronouns; function words (conjunctions, prepositions, particles); interjections).

Forms of communication in childhood

In relation to infancy, early childhood and preschool age, scientists distinguish situational-personal, situational-business, extra-situational-cognitive and extra-situational-personal forms of communication. The first occurs in the first year of life, when the child develops a revival complex. The baby recognizes close adults, smiles, waves his arms. During this period, it is important for mothers, fathers and other relatives to talk with their child, sing songs to him, and tell him nursery rhymes.

It is appropriate to talk about situational business communication when the baby knows how to sit and learns to interact with objects: shakes a rattle, places a cube on a cube, puts one part of a toy into another. The adult shows the methods of action and encourages the child.

Extra-situational-cognitive communication begins at 2-3 years of age, when the baby asks questions about the world around him. An adult’s answers help you learn a lot of new things and develop. The shift of the child’s interests towards relationships between people, the place and role of a person in society indicates the emergence of extra-situational-personal communication. The readiness to talk about such topics appears by the age of 6-7 years.

Speech development in the first junior group

The first junior group is attended by children from two to three years old. Since at this age there is a transition from situational-business to non-situational-cognitive communication, the development of speech in children is carried out in the process of dialogue. The teacher talks with the students about what is in their field of vision. The little ones learn to understand and carry out the instructions of the teacher, the requests of their peers, and formulate their own statements.

The teacher teaches students to correctly articulate the sounds [a], [o], [u], [i], [s], [m], [b], [p], [n], [t], [d], [k], [g], [v], [f], reproduce intonation, tempo, rhythmic pattern of speech, monitor speech breathing.

The teacher expands the children's vocabulary. In addition to nouns - names of toys, clothes, tableware, interior design, adjectives ("white cup"), verbs, adverbs ("the cup is on the table"), prepositions ("Olya came to the table") are introduced.

Children’s attention is also drawn to the word-formative capabilities of the language (“the rug is on the floor,” “the rattle is rattling”) and generalizations (“toys,” “clothes,” “dishes”). Onomatopoeic and lightweight words (“av-av”, “bi-bi”) are replaced by commonly used ones (“dog”, “car”).

The grammatical structure of children’s speech is also a matter of concern for the teacher. Under the guidance of a teacher, kids:

• change nouns by numbers and cases (“one spoon - many spoons”), verbs by persons and numbers (“I’m going and you’re going - we’re going”), tenses (“the bear is coming, the bear has come”);
• learn to use the imperative mood of the verb (“bunny, dance”);
• form diminutive names (“doll”, “car”);
• build simple and complex sentences (“the doll wanted to sleep, and I put it in the crib”).

“Classes on speech development in the first junior group of kindergarten”

“Program of education and training in kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, based on the recommendations of SanPiN, in the first junior group recommends conducting eight classes per month on speech development and introducing children to fiction, lasting 8–10 minutes.

Some activities - dramatization of fairy tales, observations, didactic and outdoor games, accompanied by the reading of nursery rhymes or original poems, are carried out with the entire group of children. Classes aimed at inducing complex speech expressions in children or developing new skills in them (for example, hearing, listening and understanding a story without visual accompaniment) are conducted in subgroups. Children with more or less the same level of development are selected into subgroups. It is known that a speech skill cannot be formed in one lesson, therefore the program material that was studied in the previous lesson is usually repeated in the next one, and the interval between them should be no more than 1-3 days. In the future, the intervals between classes during which certain speech skills are improved can be increased. Observations have shown that 1-2 lessons are enough for a child of the third year of life to master some skills, and much more time to master others, for example, to dramatize excerpts from fairy tales, perceive plot pictures and convey their impressions in speech. In the first junior group, in many classes, in addition to the leading task, several more problems are solved. For example, in parallel with solving the main task of the lesson - introducing children to a nursery rhyme, the teacher practices children in expressive reading of poetic lines; Practices clear and correct pronunciation of onomatopoeic words. In the first junior group, combined classes, consisting of several parts, each of which is devoted to solving a single problem, begin to occupy a significant place in the educational process. These problems can be solved using various software materials. A wide variety of options are productive: repeated telling of fairy tales and exercises to develop the sound culture of speech; looking at a painting and reading a poem; telling without showing and didactic game. Younger preschoolers love to study, but their voluntary attention and memory are imperfect. The child has difficulty concentrating on what is not interesting to him, what did not surprise him, what did not bring him joy. Therefore, when planning a lesson with children, you need to carefully think about what to teach kids and how best to do it. The emotional attitude towards the upcoming lesson is extremely important. It helps to “include” the baby in active work, increasing its efficiency from the first minutes. For example: “Today I will read you a very interesting poem about how a fox with a box ran through the forest,” says the teacher. "Where is she? - the children are interested. - Show!" - “I’ll definitely show you.” Now we’ll play, I’ll show you everything, and I’ll tell you about everything,” the teacher replies. You can put the toys that will be demonstrated during the lesson on the table in advance (3-4 minutes before class), allowing the children to touch and move them. But at the same time, children should be taught to follow the rule: toys prepared for the lesson can only be played on the teacher’s table; they cannot be taken away. Often, a display requires a wind-up toy or a toy that is especially attractive to children and “comes” only for classes. The children's desire to hold this object is so great that they each pull it in their own direction. In such cases, the toy must be placed so that everyone can see it clearly, but cannot reach it (for example, on a piano, on a shelf). Kids quickly get used to the fact that the toy, displayed before class, will be used on it. The children look at it, exchange impressions, and ask the teacher. During the lesson, it is necessary to support the desire of younger preschoolers to learn. Children need to be seated in such a way (in a semicircle; at tables standing separately or moved together, etc.) so that they do not interfere with each other (especially when imitating some actions). It is equally important that easily excitable children be close to calm, balanced peers. Kids should clearly see the teacher and the objects (pictures) that he shows. Distractions should be excluded (for example, if a cage with a bird falls into the child’s field of view, it needs to be rearranged). Children of the third year of life are prone to imitation (both the teacher and their peers). They are easily “infected” by the mood of their comrades and gladly imitate both desirable and undesirable actions. As soon as one child starts looking under the chair, after 1-2 minutes, if the teacher fails to switch the attention of the children, half the group will imitate the baby. In this case, you should not resort to disciplinary remarks (“Don’t sway, sit quietly!”). It is more advisable to resort to a toy brought to class. For example, tell her: “Don’t be scared, mouse, it’s not the cat who came. It was Vova who accidentally rattled his chair.” Or turn to a child who has begun to play pranks: “Here, Vova, hold the mouse. Yes, sit quietly, don’t scare (don’t drop) her.” In children of this age, bright, beautiful objects and pictures make them want to look at them longer, so the illustrative material shown in class should be in good condition, tastefully designed and attractive to children. Manuals should be placed so that time is not wasted searching for them. If the pictures fall off the flannelograph or the battery of an electric toy turns out to be unusable, then the normal course of the lesson will be disrupted and the children’s perception of the material will be difficult. The teacher’s speech and his ability to talk with children are of great importance. The teacher’s speech should be clear, expressive, and unhurried. Words and phrases spoken to children should not be random. If possible, they should be thought through in advance. This is especially true for those figures of speech that the teacher seeks to make available to the child’s own statements: words denoting the qualities of objects, syntactic constructions, in particular sentences with homogeneous members, etc. Using them in class, approving the attempts of a particular child to reproduce a word or sentence, the teacher thereby enriches the children’s active speech. In the first junior group, the teacher teaches children to understand the question and answer it. But if for some reason the child is silent and the pause drags on, it is more advisable to suggest an answer, repeat it with the children, and after some time ask the child the same question again. It is known that it is very easy to suggest something to a child of the third year of life. It is worth remembering this feature when teaching children. (“Anya will succeed... Vova will be able to... Alyosha will think now and will certainly find the right picture (toy)...", etc.). Any conversation with children should be businesslike, thorough, and the teacher’s interest in what the child says and does should be “seriously interested.” Children unmistakably react to the teacher’s mood, intonation, and gestures. And if the teacher sincerely, with pleasure “blows on hot pancakes and eats them”, shows how goats butt, the child not only becomes infected with the desire to do the same, but strives to do it very well, with good humor. In turn, a successful answer, a well-executed action increases the baby’s joy and his desire to repeatedly reproduce what he saw and heard. All this ensures the children’s performance and their contact with the teacher. In addition, there are several other factors that increase the effectiveness of training. • Alternation of various teaching methods and, above all, explanations, instructions and demonstrations (model, method of action) with game tasks. Let's give an example. The teacher tells the children: “Aw-aw-aw - the dog barks. “How does she bark?” After the children pronounce the onomatopoeia, the teacher continues: “Now we will play wind-up dogs. The dog that I turn on with the key (makes an imitation movement) should bark: aw-aw-aw.” • Combination of children's choral responses with individual ones. Typically one choral response is combined with 3-4 or more individual responses. This significantly increases the density of the lesson, helps to involve all children in the work, and also to find out which of the kids has not mastered the skill being mastered in order to further explain or show something (in class). • Using a variety of demonstration materials (objects, toys, pictures, tabletop theater figures, etc.). Looking at them maintains children's attention, increases speech activity, and develops the ability to generalize. • Using tasks aimed at giving children the opportunity to change their position and move around (for example, approach the teacher to look at something with him; look under the chairs to find where the little kitty hid; depict little goats butting, pecking chicken grains, etc.). In some cases, these tasks simultaneously pursue the goal of teaching children the ability to accept an imaginary situation: bake pancakes, catch a snowflake and blow it away. When performing such tasks, children learn the play actions necessary to develop independent role-playing games, the appearance of which in the third year of a child’s life indicates a new stage in his development.

Let us give examples of lesson notes (for more detailed recommendations, see the book: Gerbova V.V. Classes on speech development in the first junior group of kindergarten. - M.: Mozaika-Sintez, 2007).

Game “Who is good with us, who is handsome with us”

This game can be played both outdoors and indoors.

Target. To arouse in children sympathy for their peers, to help them remember the names of their comrades (including those pronounced by adults in different ways (but without babying): Asha - Sashenka - Sashulya), to overcome shyness.

Progress of the game

The teacher seats the children on chairs. Using the text of a Russian folk song, he says: Who is good with us? Who is our handsome one? (The teacher takes the child out and hugs him). Vanechka is good (Olechka is good), Vanechka is handsome (Olechka is beautiful). “Vanyusha is fair-haired, with dark eyes, handsome, strong and not a crybaby,” says the teacher. (“Olenka is pretty, cheerful, loves her doll Masha, sings songs to her. Will you sing to the children? I’ll help you if necessary...” “Dima is good, Dima is handsome. Strong, he doesn’t fight. He knows how to build high towers...”) Praising 5–6 children, the teacher invites all the kids to join him. He asks to take on a partner of his own age, whom the child especially likes. The teacher offers the paired children a hug. The teacher takes turns hugging the children who were unable (did not want) to find a partner. “My children are wonderful,” the teacher concludes his conversation with the kids, “beautiful, smart, kind, cheerful. I love you all". This game is played several times throughout the year.

Lesson “Reading the story by L. N. Tolstoy “Petya and Misha had a horse”

Target. To improve children's ability to listen to a story without visual accompaniment.

Progress of the lesson

The teacher tells the children about two brothers - Petya and Misha, for whom their mother bought a toy horse. “How do you imagine this horse?” – the teacher is interested and listens to the children’s answers. “And then one day,” the teacher continues the conversation, “the children quarreled and began to snatch the horse from each other. How do you think this story ends?” The teacher reads the story 3 times. Then the teacher asks: “Did mom do the right thing by taking the horse from the fighters? How can two people play with the same toy? Listens and corrects children's answers.

Lesson “Examining the subject painting “Near the Big Stump”

Target. Teach children to understand what is shown in the picture; comprehend the relationships between the characters by answering the teacher’s questions; promote speech activation.

Progress of the lesson

The teacher invites the children to tell what (who) is drawn (drawn) in the painting “Near the Big Stump.” The teacher approves of the children’s remarks and complements them. Then he briefly, slowly, talks about the picture: “Every day the Kid goes for a walk to the Big Stump. They are waiting for the Baby there, he is welcome. He talks to everyone who lives near the Big Stump.” The teacher clarifies: “Who lives near the Big Stump?” (Titmouse, squirrel, frog, bee, snail.) “Show,” the teacher continues the conversation, “how the Kid raised his hand, greeting his little friends and Big Stump. “Hello, frog,” shouts the Kid. And she responded... (kva-kva-kva). - Good morning, tit birds! - And they: “Chiv-chiv, chiv-chiv!” We are waiting for you, we are waiting for you!“ The bee buzzed... the squirrel clicked... Big Stump began to smile. Do you see his kind eyes? Only the snail continues to sleep, did not see anything, did not hear anything. Then, when I invite you to come closer to look at the picture, I advise you to wake her up. How will you do this? What do you tell the snail? What if it’s not a snail, but a hedgehog hiding its head? Then be careful, don’t inject yourself!” The teacher, praising the children for helping him look at the picture, offers to listen to a story about the Kid and his friends living near the Big Stump: “Every day the Kid goes for a walk to the kind Big Stump. Little friends are waiting for him there. “He’s coming, he’s coming, chiv-chiv, he’s coming!” - the tit birds rejoice. “Kwa-kwa-kwa!” Good morning, Baby!“ - the green frog greets him. “W-w-w,” the bee buzzes. “Today is a wonderful day, Baby.” "Good morning! Good morning, my dear beloved Big Stump! - Baby shouts. – Good morning, my wonderful little friends. Shall we play?’” The teacher repeats the story, giving the children the opportunity to finish the highlighted words. The teacher invites the children to come closer to the picture and look at it. He draws the kids’ attention to how beautiful it is around the Big Stump, how many flowers and berries there are; listens to children's remarks and reasoning.

Lesson “Didactic exercise “Whose mother? Whose baby?

Target. Teach children to correctly name domestic animals and their babies; guess the animal from the description.

Progress of the lesson

The teacher displays pictures on a flannelgraph depicting an adult animal and a baby (you can use the visual aid “Pets” from the series “The World in Pictures” (M.: Mozaika-Sintez, 2005) or the page “Pets” from the workbook “Speech Development in kids: Junior group" (M.: Mozaika-Sintez, 2006)). Having found out from the children who is drawn in the pictures, the teacher asks who likes which cub. The teacher asks the children which animals have horns (mane, thin tail with a tassel at the end, fluffy tail, which one has the longest tail). He asks how a foal calls a horse, a lamb calls a sheep, a puppy calls a dog. He is interested in who has fluffy soft fur and who has smooth fur.

Concluding the lesson, the teacher invites the children to portray a kitten (or puppy) that catches its own tail, rejoices, meows (yelps).

Lesson “Looking at illustrations for the fairy tale “The Three Bears.” Didactic game “Whose picture”

Target. Give children the opportunity to see that looking at pictures in books is interesting and useful (they can learn a lot of new things); continue to learn how to coordinate words in sentences. Preliminary work. The day before class, the teacher places illustrated editions of the fairy tale “The Three Bears” in the book corner (among them there must be books with drawings by Yu. Vasnetsov). During the day, the teacher invites children to independently examine the drawings and asks who particularly liked which drawing.

Progress of the lesson

The teacher shows the children books and briefly, but vividly and emotionally tells them who liked which drawing. He praises the kids for carefully looking at the pictures and noticing a lot of interesting things. Then the teacher describes the picture that he liked the most, or the one that the children ignored. Next, the teacher invites the children to play. On the teacher’s table there are object pictures (or a set of small objects according to the number of children). Among the items there are the same name, but different in color. Children choose one picture at a time and name them. The kids close their eyes, and the teacher takes pictures from 4-5 children. Children open their eyes. The teacher shows the picture and asks whose object it is. He gives it back only after he receives a complete answer. (This is my little red bucket. These are my silver bells.) When the children get their pictures back, the teacher invites them to exchange cards and repeats the game. At the end of the lesson, based on the characteristics of the visual material, the teacher asks the kids to bring pictures that depict “what is growing”; “animals in fur coats”, “those with beaks”, etc. are drawn.

Gerbova Valentina Viktorovna – Candidate of Pedagogical Sciences, author of methodological manuals on the development of speech of preschool children and introducing them to fiction.

Review: V.V. Gerbova, magazine “Modern Preschool Education”

Forms of work on speech development

The development of speech in the garden occurs in specially organized classes and in everyday life. With children 2-3 years old, the teacher plays different games, invites the little ones to do speech exercises, tells fairy tales, reads nursery rhymes and short poems by heart. Classes are conducted in subgroups.

The teacher talks with the children in the morning, during a walk, during games, after a nap or in other free time. The conversation arises spontaneously or is planned (the teacher sets the task of repeating a learned poem, automating an intractable sound, etc.). If the teacher talks to one child, then this is individual work. This is how speech develops in children.

Speech development tools

Speech development tools in the first junior group include toys, pictures, books, didactic games and exercises, and finger gymnastics. Any interesting and safe toy is suitable for speech development, but it is much more convenient and effective to have pre-prepared sets. For example, a didactic doll. This is an ordinary doll, but it comes with sets of clothes for different seasons, toy dishes, bathroom accessories, household items, etc. The toys also include puppet theater characters.

Pictures are divided into subject and plot. The first depict objects or objects of nature, the second - any events (children playing in the sandbox, a driver driving a truck, etc.). There are also pictures depicting people and animals.

At this age, for the development of speech, the works of A. Barto, E. Blaginina, Z. Alexandrova, other children's prose writers and poets, and small forms of children's folklore are used.

Didactic is a game organized by a teacher for the purpose of teaching children. Speech exercises are also aimed at learning, but they do not contain all the components of the game (game task, plot, rules). During finger gymnastics, students recite the text of a short poem or nursery rhyme and perform movements with their hands. The effect is that in the brain speech and motor areas are located nearby, so an impact on one of them activates the other.

Let us give examples of finger gymnastics, didactic games and exercises for speech development in the first junior group.

1. Fingers form a pinch, as if it were a brush. The child moves his hand up and down, saying: “I will paint the chair and the table, and the cat Masha with a soft brush.”

2. “Let’s lick the jam from our lips.” The teacher invites the students to imagine that they have jam on their lips, and they need to lick it off. Children make characteristic movements with their tongue. The exercise helps to increase the mobility of the tongue, therefore, clearer articulation.

3. “Who’s behind the tree?” The teacher shows a picture in which animals are hiding behind a Christmas tree, only the tails of the animals are visible. Children determine who is hiding.

4. “Fox, dance.” The kids ask the toy fox to dance. If the form of the verb is used incorrectly, then the character refuses to perform the action, and another child formulates the request. The fox dances, and the children use their voices to imitate the sound of musical instruments.

Features of speech development of children of the first junior group

Ekaterina Vladimirovna Kucherenko

Features of speech development of children of the first junior group

In the speech development of a young child, the main thing is to stimulate his active speech. This is achieved by enriching the vocabulary, intensive work to improve the articulatory apparatus, as well as expanding the area of ​​communication with adults.

The main form of the pedagogical process in kindergarten is GCD (in this case, speech development )

.
Here the knowledge of children , which they acquired through practical means or received by acting with objects in their immediate environment, is concretized and clarified.
What activities can ensure the development of a child’s active speech?

First of all, the joint activity of an adult with a child, during which emotional contact and business cooperation are established. It is important for the teacher to organize joint actions so that he can call the child for verbal interaction or find lively, accessible reasons for the child to communicate. In the process of joint activity, the teacher does not set tasks for direct speech teaching. The setting of problematic language tasks here is situational in nature: the child says only what he wants to say, and not what the teacher planned. Therefore, the organization and planning of joint activities must be flexible. The teacher must be prepared for improvisation and for the child’s counter activity. In the process of joint activity, the child gradually develops the position of a junior partner , guided by an adult and constantly taking into account the latter’s initiative.

So, what forms of joint activity between a teacher and children on development can be identified at an early age? To answer this question, we should remember some features of young children :

• it is difficult for them to concentrate on monotonous activities that are unattractive to them, while during the game they can remain attentive for quite a long time;

• their attention is aroused by externally attractive objects, events and remains as long as interest remains;

• their behavior is situational and almost always consists of impulsive actions;

• they are characterized by imitation and easy suggestibility;

• they have a predominance of visual-emotional memory and visual-effective thinking[1].

The teacher must remember that when solving problems of speech development of young children, the activities that he organizes should be:

- event-based (associated with any event from personal experience)

and rhythmic
(motor and mental activity must alternate)
;

—procedural (young children have a great need to develop skills in everyday processes: they like the process of washing, dressing, eating, etc. To develop the child’s active speech, the teacher needs to accompany the child’s actions with words and encourage him to pronounce them).

In our work on the development of speech in young children, we use the following forms of joint activities:

- observation and basic work in nature;

— scenarios of activating communication;

— conversation with oneself, parallel conversation;

— fun games and round dance games to develop communication ;

- listening to fiction using colorful pictures;

— staging and elementary dramatization of literary works;

— games to develop fine motor skills ;

— didactic games and exercises;

- everyday and gaming situations;

- basic experimentation;

— means of oral folk art [4].

Of course, it is impossible to show all forms of joint activities in one day, so we will talk about those that, in our opinion, are the most interesting and effective.

Play is the leading type of activity at an early age, creating the most favorable conditions for the mental and personal development of a child , since in the process of play he himself strives to learn what he does not yet know how to do. The game, meeting the natural needs of the child, contributes to the normal development of his cognitive processes: perception, thinking, speech, memory, imagination.

Learn while playing! This idea has always fascinated many teachers and educators. In order for young children to master the necessary movements, speech, and various skills, they must be taught this. It is necessary to develop speech in children as the main means of communication with others. Speech communication between a child and adults is preceded by emotional communication. It is in emotional communication that the foundations of future speech and future communication are laid with the help of meaningfully pronounced and understood words.

The living environment in which a child is raised and the attitude of an adult towards him are of great importance for the development It is adults who play the leading role in the child’s speech development : the teacher in kindergarten, parents and loved ones in the family. The speech culture of adults, how they speak to the child, and how much attention they pay to verbal communication with him , largely determine the success of a preschooler in language acquisition.

Didactic games were created for learning through play. We conduct them with toys, objects, pictures and on a verbal basis (verbal)

.Game activities allow you to activate the child’s existing vocabulary: the child finds himself in a situation where he is forced to use previously acquired knowledge and vocabulary in new conditions.

Playing educational games with toys and objects with children, such as “Doll Masha woke up”

,
“Toy Store”
, we help our students consolidate their knowledge of the names of clothes and tableware, activating and enriching their speech.

Using printed board games “Paired Pictures”

,
“Loto”,
etc., we form
children’s , consolidate their knowledge about plants, animals and their babies , vegetables and fruits. Thus, in the process of accumulating nouns, generalizing concepts (clothing, dishes, furniture, toys, animals)
children’s .

By manipulating with toys during the game, we designate actions: walking, sleeping, eating, etc., i.e. we teach children to use verbs. Using games "More - Less"

,
“Wonderful Bag”
we develop children’s ability
to see the features of objects and highlight their characteristic features and qualities, consolidating knowledge about color and size, enriching children’s vocabulary with adjectives.
When working with young children, we consider the combination of visuals and words to be effective. Bright objects and pictures make the baby want to look at them. The child learns verbal designations of objects and phenomena of reality, their properties, connections and relationships. To enrich and activate children’s vocabulary we use “Wonderful Bag”

,
“Guess what it sounds like
.
children’s vocabulary with the help of didactic games “Guess and name”
,
“Guess who came to us”
,
“Who is doing what”
,
“Name the animals and tell me who screams what”
.
Thus, didactic games are educational games that help clarify and enrich the vocabulary of young children and activate their speech.
Creating an emotionally favorable situation helps to arouse in the child a desire to actively participate in verbal communication . And it is theatrical play that can create situations in which even the most uncommunicative and constrained children enter into dialogue and open up.

Consequently, theatrical play, having a great influence on the child’s speech development , stimulates his active speech by expanding his vocabulary and improving his articulatory apparatus.

In theatrical play, didactic, emotionally rich speech is formed. Children better assimilate the content of the work, the logic and sequence of events, their development and causality. Theatrical games promote the assimilation of elements of verbal communication (facial expressions, gestures, posture, intonation, voice modulation)

.

Of a special nature is the game that children create themselves, reproducing in it what is close and interesting to them (the actions of people with household objects, labor processes, people’s attitude towards each other, their recreation, entertainment, etc. ). Of course, in such games the theme, content and sequence of the displayed events are not determined in advance by adults, but are based on the life experience of children ; the rules are, as it were, hidden in the content of the events displayed. Such games are called creative, role-playing games.

The first joint games instill in children a sense of collectivism and friendship. Kids learn to communicate, make requests and proposals to their comrades. With the timely formation of a plot game, children of the third year of life begin to play together, sometimes in threes, entering into role-playing interaction. In games like Barbershop

,
“At a doctor’s appointment
,” we introduce children to the names of professions, teach them to take on a role, perform appropriate actions
(cutting, combing hair, treating, giving injections, etc.)
.
Initially, children imitate what you show them, then they begin to independently organize the game, enter into dialogue, and transfer actions from one object to another. During the games, we encourage children to name the objects they use and pronounce the actions they perform.
Games are often accompanied by poems and songs. The poetic text determines the course of the game, regulates the motor activity of children and their behavior. Kids listen to the words of the text and focus on the content. Poetic syllables set the rhythm of movement. Movements with speech accompaniment cultivate a sense of beauty, the ability to listen to every word of the teacher, and activate attention. When the game is repeated, the kids remember the words and begin to sing along.

When conducting outdoor games with text, we use appropriate attributes (pictures with game characters, we encourage them to repeat the text. We also involve shy children , who reveal their capabilities in the game, they develop speech , they learn to communicate with others. In outdoor games In order for the child to accept the plot, we characterize the depicted image, the toys must speak, thus creating a true play situation.

A developing subject-spatial environment promotes not only the creative , but also the speech development of children based on play activities. This environment provides playful activities and is also designed to help establish effective communication between children and the teacher and with each other. The equipment is located so that children can freely use it without resorting to the help of an adult, so that with its help the child can easily get involved in a play situation at any time.

Gaming activity creates that positive emotional background against which all mental processes occur most actively. In addition, gaming activities reveal the individual abilities and personal qualities of the child, and allow us to determine the level of his knowledge and ideas, which is necessary for the further effective work of the teacher with each child.

We also work among parents to introduce children In the corner for parents we display a folder with games, where we inform the goal and progress of the game. The formation of children's interests was noticeably influenced by the positive attitude of parents towards games, towards the children's enthusiasm for outdoor games and exercises. Parents listen to our consultations and often seek advice themselves. Such dialogue between educators and parents promotes confidential communication between parents and children.

Work systematically carried out in kindergarten and reinforced at home gives positive results. It can already be noted that children are more willing to play together and can agree on the use of toys. The teacher’s participation in the game is now quite natural.

In conclusion, it should be noted that we constantly work with children of primary preschool age and at the end of the school year we present our results to the teachers of the older groups to whom our pupils move.

Literature

1. Arushanova, A. G. Forms of joint activities of a teacher with children on development at an early age [Electronic resource]. —

Access mode: https://www.moi-detsad.ru/konsultac13.htm#_ftnref1

2. Arushanova, A. G. Speech and verbal communication of children : a book for kindergarten teachers. - M.: Mosaika-Sintez, 1999. - 272 p.

3. Karpukhina, N. A. Lesson notes for the of kindergarten, a practical guide for educators and methodologists of preschool educational institutions. - Voronezh, 2007. - 207 p.

4. Kolycheva, T. I. Speech development of young children in the classroom and in everyday life [Electronic resource]. —Access mode: https://www.ivalex.vistcom.ru/konsultac146.htm

Methods and techniques for speech development

The main method of speech development at this age is conversation. Encouraging children to talk, the teacher asks reproductive (“who is this?”, “What is this?”) and search questions (“why are there puddles on the street?”, “Why wear a hat?”), stimulates contact with peers and adults (“ask at Masha’s, will she play with us?”

The next method is storytelling. The teacher's stories should be short in volume, interesting and meaningful. For example: “Guys, look at what a beautiful doll I have. Her name is Katya. Katya has soft, fluffy hair, brown eyes, a white blouse with buttons and a colorful sundress.”

Fiction also contributes to the speech development of children. The teacher reads poems and nursery rhymes by heart and retells short fairy tales. If the work is familiar to children, then you can use the technique of negotiation. The teacher begins the phrase, and the students finish:

Our Tanya loudly... (cries)

Dropped it into the river... (ball).

Since babies do not yet know how to think abstractly, preschool speech development is a combination of verbal methods with visual ones: demonstration of toys, small pictures, book illustrations, puppet and shadow theater scenes.

Practical methods are the organization of didactic games and exercises discussed above.

Planning work on speech development

Speech development in preschool educational institutions is carried out on the basis of a long-term plan, which is drawn up by the teacher in accordance with the kindergarten education program or other program document. The long-term plan is drawn up in the form of a list or table. The name of the month, topic and program content of the lesson are indicated. An example of a long-term plan is shown in Table 1.

Table 1. Long-term work plan for October

Based on the long-term plan, a summary of speech development is drawn up. In addition to the topic and program content of the lesson, the notes indicate the material used (toys, pictures, etc.), describe the preliminary work (if carried out), describe in detail the remarks and actions of the teacher, and the expected answers of the children. A summary is also a kind of plan. Speech development occurs systematically. Young specialists write detailed plans and notes, but an experienced teacher needs a long-term plan.

Summary of a lesson on speech development in the first junior group “Golden Autumn”

Educator:

In autumn, a cold wind blows and shakes the trees.

Game exercise (breathing exercises) “Breeze”:

Educator:

The wind blows and blows leaves from the trees. Leaves fly to the ground. The leaves are light, so they fall to the ground slowly. They fly and spin in the air. Let us blow on the leaves like a breeze and see how they spin and fly. (Imagine a breeze, blow on the leaves).

Educator:

Guys, look at the autumn trees. What color are the leaves?

Children:

Green, yellow, red. (Shows and names the color, repeats with the children).

Educator:

In summer all the leaves were green. (Encourages to name the color “green”, show green leaves).

Educator:

Many yellow, golden leaves appear on the trees in autumn. Autumn is called “golden”. (Draws attention to the picture, to the leaves, encourages you to repeat the words “yellow”, “golden”, suggests showing the named color).

Educator:

Autumn is called colorful and variegated because red leaves also appear on the trees. (Encourages to name the word “red”, show red leaves). The leaves are falling, underfoot there is a multi-colored carpet of leaves - green, yellow, red.

Educator:

What size are the leaves? They are identical? Look!

Children:

No, not the same! Big and small.

Educator:

The leaves are sometimes large, sometimes small.

Game exercise “Find the leaf by color.”

Large leaves are laid out on the tables (yellow on one table, green on the other, red on the third). Invite the children to arrange the small leaves according to color (To the big yellow one - small yellow ones. Etc.).

Educator:

How many leaves are there on the table?

Children

: A lot of!

Educator:

What beautiful leaves autumn has given us. All the leaves found their place and formed a round dance - yellow, red, green. (Shows).

Let us imagine that we are autumn leaves.

Physical education

(sounds "Autumn Waltz").

Recommendations for parents on speech development in children

For the development of speech in the first junior group to be successful, the efforts of the teacher are not enough. Much depends on the parents and close relatives of the child. Teachers advise mothers and fathers to talk with their children more often, discuss various questions (“why does a flower grow?”, “what color is the sky?”, “what should we feed the cat?”, etc.).

An adult's speech should be clear and moderately loud. You cannot copy a child’s statements or pronounce words the way a child does.

With the help of parents, you can perform puppet shows based on the plots of familiar works, and memorize short poems. The teacher places a list of books and texts of poems in the parent's corner.

You should be attentive to children's issues. If you can’t immediately satisfy the baby’s curiosity, then you can give the answer later, look for the necessary information in books.

You need to treat the child’s speech very carefully, follow the teacher’s recommendations, and, if necessary, contact a speech therapist.