Creating a speech environment for the development of speech in preschool children

Why is it important to create a speech environment?

Today it is rare to meet a preschooler whose speech is fully developed. Therefore, you need to take care of the development of children's speech and monitor its purity. It is necessary to teach children to speak correctly, to correct their existing violations. Moreover, speech defects are considered to be any type of deviation from the socially accepted norms of the native language.

In the previous article, we already discussed the fact that the developmental environment has a huge impact on the formation of speech in preschoolers.

This environment must be properly organized, filled with a variety of sensory stimuli and tools for children to play with. At the same time, this environment must maintain its accessibility and naturalness.

What does “well-organized speech environment” mean?

A well-organized speech environment promotes active cognitive and creative activity on the part of all kindergarten students.

Today, there are many studies that confirm how important it is to create a speech environment that would correspond to the characteristics of children of a particular age group.

It is necessary to strive to have a positive educational impact on children, to develop their desire to explore the world around them, and to become acquainted with their native language. The child must be aware of what phenomena exist in his native speech and strive to use them in his own communication with other people: both adults and peers.

Therefore, today it is believed that the development of the speech environment within the kindergarten is one of the most important areas in improving the pedagogical process for the formation of speech in preschoolers.

The speech environment is created in such a way that children have favorable conditions for the formation of speech abilities. Moreover, children should have this opportunity not only during classes, but also in the process of independent activity.

The object environment should stimulate all the main types of activity of the child: his mental activity, physical activity, games, speech activity. All this lays the foundation for the full formation of speech abilities.

According to federal standards, the speech environment should be cozy and comfortable for children. It should be organized rationally, filled with various sensory stimuli, and contain games.

Developmental subject-spatial environment as a means of speech development of preschool children

«Developmental subject-spatial environment

as a means of speech development in preschool children»

Performed

Andronova Elena Gennadievna

teacher

MBDOU "Kindergarten No. 247"

Relevance

Formation of a child’s correct speech is one of the main tasks of preschool education. Speech, as the leading means of communication, accompanies all types of child activity. Therefore, it is necessary to take care of the timely formation of children’s speech, its purity and correctness.

Requirements for RPPS in accordance with
the Federal State Educational Standard for Education (clause 2.8)
Creating conditions for the full development of children’s speech involves the creation of a developing subject-spatial environment for the group.

In accordance with the Federal State Educational Standard, the environment should be:

Content-rich: must correspond to the age capabilities of children and the OO of the Program.
Transformable: assumes the possibility of changes in the subject-spatial environment depending on the educational situation, on the changing interests and capabilities of children
Multifunctional:

the possibility of varied use of various components of the subject environment, for example, soft modules, screens, etc.;
the presence in a group of objects that do not have a strictly fixed method of use
the presence in the group of various spaces for play, as well as a variety of materials, games, toys and equipment, ensuring free choice for children

periodic change of play material, the emergence of new objects that stimulate various types of children’s activities

Available:

free access for children to games, toys, materials, aids
serviceability and safety of materials and equipment.

Safe: assumes that all its elements comply with the requirements to ensure the reliability and safety of their use.

Contents of work in accordance with Federal State Educational Standards for Educational Education (clause 2.6)

According to the Federal State Educational Standard for Additional Education and Special Education, speech development includes:

mastery of speech as a means of communication and culture
acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature
enrichment of the active dictionary
development of coherent, grammatically correct dialogical and monologue speech
development of speech creativity
development of sound and intonation culture of speech, phonemic hearing
formation of sound activity as a prerequisite for learning to read and write.

A speech development environment (SDE) is not only a subject environment, but also an example of adult speech. The speech environment created in a certain group is a factor either restraining or activating the process of a child’s speech development, therefore, when creating a developmental environment, it is important to take into account the level of speech development, interests, and abilities of children in this group

The main components of the speech development environment are:

special equipment for each group
methods and techniques that we use to guide the development of different aspects of speech in preschoolers
teacher's speech

Based on all of the above, the basis of the speech environment includes gaming and didactic material aimed at developing different aspects of the speech of preschoolers.

Introduction to fiction

The book center includes various literary works: these are Russian folk and foreign fairy tales, works of Soviet and foreign writers, poems by various authors. Exhibitions of books by one author are organized in the book corner.

A collection of magazines about animals has been collected.

Due to the fact that there is a problem in our group - an insufficient number of literary works and illustrations for them, we have created an electronic file cabinet of audio works:

Russian folklore: songs, nursery rhymes, fairy tales
Stories by various writers
Fairy tales by A. Pushkin, C. Perrault and others.

Photographs of writers.

When introducing children to fiction, we introduce children to the authors of works, so we have collected a folder with portraits of various writers.

When introducing children to fiction, we always look at illustrations, and the children, in independent activities, take great pleasure in drawing pictures for familiar works. As a result, we have accumulated a collection of drawings that we place in special folders.

Dictionary development

Enriching active vocabulary when working with children aged 4 to 5 years is aimed at mastering and using in speech:

names of objects and materials from which they are made
names of living beings and their habitats, labor processes
words denoting parts of objects, objects and natural phenomena, their properties and qualities
words denoting some generic and species generalizations, as well as the essential features underlying these generalizations, for example, living organisms grow and reproduce, utensils are what people need for eating, cooking), etc.
words of apology, participation, emotional sympathy.

To implement this direction, the group has visual and illustrative material in accordance with lexical topics and board and printed games

Grammatical structure of speech

In order to develop the grammatical structure of speech, there is a series of visual demonstration materials “Grammar in Pictures”:

Word formation
Accent
Plural
Ambiguous words
Speak correctly
Antonyms verbs, adjectives
One-many

Development of coherent, dialogic and monologue speech

Mastering this section is based on children mastering the following skills:

Write descriptive stories about objects and narrative stories from personal experiences. Retellings. Description of paintings, toys. Compiling stories based on a series of paintings. Writing the end of a story. Working with riddles, proverbs, sayings, poems.
Answer questions and requests from adults; report your impressions and desires; ask questions in a clearly presented communication situation (Who is this? What is his name?).

Children of this age should, based on the teacher’s questions, compose a story based on the picture: together with the teacher, retell well-known fairy tales; recite short poems by heart, listen to children's books read and look at illustrations; agree adjectives and nouns; correctly use the names of animals and their young in the singular and plural in speech.

In this we are helped by a series of pictures and mnemonic tables for compiling descriptive stories, board-printed and didactic games such as “Professions”, “Tell about kindergarten”, etc.

Education of sound culture of speech and phonemic hearing

Nurturing the sound culture of speech involves the development of skills:

correct pronunciation of vowels and consonants
hear a sound specially intoned in the teacher’s speech.

Therefore, to implement this direction, we use subject and plot pictures to determine a given sound in a word.

We have compiled a card index of articulatory gymnastics, which includes a set of exercises that help prepare the child’s articulatory apparatus for the correct pronunciation of the necessary sounds and a card index of plot pictures for automating and differentiating sounds.

Development of phonemic hearing.

To develop phonemic hearing, noise bricks and sound boxes were made with the help of which the child learns to make pairs of identical noises.

There are audio recordings that contribute to the development of auditory memory, the ability to distinguish and differentiate noise.

Development of speech breathing.

Along with the development of speech sound culture, phonemic hearing and articulatory motor skills, work is being carried out aimed at developing correct speech breathing. Such aids as “Hot Tea”, breezes, plumes help us with this.

Health saving technologies.

Every teacher needs to know the basics of the necessary methods and practices that need to be used in educational activities.

In my work, I use various methods and techniques aimed at developing the ability to listen and hear: conversations, stories, reading; as a means of communication: instructions, a sample of communication, a pattern of interaction through speech in different types of activities.

I also use health-saving technologies when working with children:

Logorhythmic gymnastics, which is aimed at developing attention, auditory perception, developing spatial orientation, promotes the development of phonemic hearing, tempo and rhythm of breathing.
Gymnastics for the eyes to help prevent visual impairment in preschoolers

The use of these technologies led to the creation of card files: “Logorithymic gymnastics” and “Gymnastics for the eyes.”

Development of fine motor skills of the hands.

Play is one of the best ways to develop speech in preschoolers, and our children enjoy playing finger games: “Two Centipedes”, “Naughty Fingers”, etc.

Finger gymnastics - helps to activate the speech of children, taking into account recurrent and individual characteristics and is aimed at developing fine motor skills of the hand and the development of speech in children.

Our children also play games that also contribute to the development of fine motor skills (puzzles, lacing, stencils, balls)

Theater Center

Speech development is very closely related to theatrical activities, therefore the group has various types of theaters:

Magnetic
Rubber
Finger
B-ba-bo
Matryoshechny

We also include educational board games in this section. (Fairy tale after fairy tale, Let's play theater.)

Mummers Corner

Our children are very happy to change their images. The mummers' corner is a favorite place for games not only for girls, but also for boys. This corner is one of the main components that influence the emotional sphere of the child, and contributes not only to speech development, but also to the formation of communication skills, the development of imitation and creative abilities of children.

Teacher's speech

It must be remembered that the speech development environment is not only the objective environment, the role of the adult is also important, his own speech, because It is the teacher who lays the foundations of the culture of children’s speech, forms the foundations of children’s speech activity, and introduces them to the culture of oral expression.

A teacher’s speech is a reflection of the inner world and an important part of professional culture.

Therefore, I improve my self-education and the culture of my speech through listening to webers and participating in various competitions.

Conclusion

Thus, competent organization of the speech development environment in kindergarten should create positive emotional responsiveness in children and evoke a desire to participate in verbal communication with adults and with each other.

Creates favorable conditions for the development of children’s speech skills not only in specially organized training, but also in independent activities
Provides a high level of speech activity for children
Promotes children's mastery of speech skills in a natural environment of live conversation.

Efficiency of the speech environment

The speech environment, with different organizational approaches, can have both a stimulating and a restraining effect. Therefore, it is necessary to take into account the characteristics of children associated with their age, as well as the individual characteristics of each preschooler.

In preschoolers at the age of six, speech formation can be developed at a very high level. Many preschoolers clearly pronounce the sounds of the Russian language. They can control voice volume, intonation and tempo. With the help of speech, they are able to express their surprise or demonstrate their joy.

At this age, the child has a fairly large vocabulary. But his vocabulary continues to actively expand. One of the main stages of speech formation is completed: mastering the grammatical structure of speech. Preschoolers are able to construct different statements: they can describe something, reason about something, or narrate. As children develop coherent speech, they begin to use different approaches to connections between words in sentences and between different sentences.

It is worth noting that there are other specific characteristics of older preschoolers in relation to speech development.

Some children at this age have not yet learned to correctly pronounce every sound of their native language. They cannot control the volume and pace of their own speech in different situations, and often make mistakes in grammatical forms. They find it difficult to coordinate different parts of speech in a sentence. Difficult syntactic constructions cause difficulties.

As a result, the child incorrectly uses words within a sentence. And during monologue speech, he incorrectly connects sentences with each other.

If you pay attention to the formation of coherent speech, you will notice that children are not able to construct coherent texts. Their speech is missing important components such as introduction, body and conclusion.

Therefore, the preparatory group is a period when you need to actively continue working on speech development. It is necessary to pay special attention to replenishing the vocabulary of words.

One of the most important tasks at this level of development is developing the ability to select precise words and use them correctly in different contexts.

The formation of coherent speech should be carried out in such a way as to teach children to construct statements of different types. The way a preschooler can construct his statements, how lively and interesting his speech is, can be judged about his formed speech, about how he masters the richness of the Russian language.

Directions of functioning of the speech environment

Taking into account the peculiarities of the formation of various speech aspects, it is necessary to organize the following directions in the speech environment for older preschoolers:

it is necessary to continue to develop speech as a means of communicating with other people. Children should be able to make acquaintances, use the rules of etiquette in speech, develop all dialogic skills, and competently argue their position on certain issues;
it is necessary to purposefully develop the child’s ability to independently tell something (encourage children when they tell something, teach them to make stories out of statements, clarify something or generalize);
you need to organize joint activities with children in the area of interesting objects (things are brought here that help children expand their understanding of how diverse the world around them is);
create the opportunity for children to independently engage in speech creativity.
you need to organize children's activity in the experimentation corner (here children can better learn about the world around them, and then discuss it with each other and the teacher).
approaches and techniques that allow children to develop their ability to tell something independently (encourage children to tell something).

MAGAZINE Preschooler.RF

Organization of a subject-development environment for speech development in the younger group

— Grigorieva Anna Aleksandrovna — teacher of the 1st qualification category — Baltabaeva Gulshira Ersainovna — teacher of the 1st qualification category

Good speech is the most important condition for the comprehensive development of children. One of the main tasks is to enrich the preschool environment with elements that would stimulate the cognitive, speech and motor activity of children. We present to you the speech corner of the junior group “Romashka” of primary school-kindergarten No. 76 in the city of Tyumen.

Organization of a subject-developmental environment for speech development in the younger group of kindergarten

The subject-development environment of the group changes depending on the topic of the week. The photo shows the speech corner of the younger group, namely, manuals for the development of air flow and the formation of correct speech breathing, printed board games, and an album with pictures on onomatopoeia.

To develop auditory perception, noise boxes from the Maria Montessori series and various musical instruments are used. An integral part of the speech corner are toys and aids for organizing theatrical activities (Bi-ba-bo glove puppets, finger and table theater, mask theater).

To stimulate and develop the speech of children, a zone of sensorimotor games has been created in the group. Most of the manuals are made by teachers. Children enjoy working with massage balls and sticks, playing with tactile aids, buttons and clothespins, and sorting various objects.

The multifunctional screen helps in organizing surprise moments and independent theatrical activities, and also serves as a privacy zone. The children's library is represented by books of various formats, as well as manuals for independently reproducing familiar fairy tales ( "Turnip" and "Kolobok" ).

Doll Tanya is the owner of the speech corner. On her behalf, we organize surprise moments, ask riddles, and introduce new material to younger preschoolers. The group has created a card index of games for the development of phonemic hearing, coherent speech, vocabulary, etc.

The following photographs show material from the group’s methodological classroom, which teachers use during organized educational activities with children (printed board games, albums on lexical topics, finger games and physical exercises, educational posters and games).

their own tactile manual “The World of Insects” quite recently. The multifunctional book instantly earned the delight and love of children.

Next >

The principle of rationality of the speech environment

The speech environment must be organized rationally. Children should feel natural and at ease. At the same time, they must be surrounded by sensory stimuli. This will also include gaming materials that stimulate speech development.

Moreover, the components of this environment can be the following: a book library, an area for the development of sensory and motor skills, an area for performing theatrical activities, a natural corner, a corner for conducting story games, a workshop, and traffic rules. All these zones carry a teaching load; they have a positive impact on the formation of children's speech.

The speech environment contains high formative potential. But this largely depends on the actions of the teacher. It is important that educators themselves set a good example of correct speech.

Kindergarten workers have the responsibility to regularly improve their proficiency in various speech skills. Therefore, you need to take care of developing the communication skills of the teacher himself.

According to the works of F.A. Sokhin and other researchers, speech development, children learn to speak through hearing and imitation. Children say what they hear. And the kind of speech that surrounds them shapes the internal speech mechanisms of preschoolers.

One of the main means of teaching speech is imitation. According to S. Benilova, children imitate adults. They very subtly adopt the peculiarities of producing phrases and using words. They also pick up mistakes in pronunciation and other speech defects.

Therefore, teachers must take a very responsible approach to their own speech culture.

Thus, we included the following among the features of creating a speech environment in a preschool educational institution:

the speech environment should be cozy and comfortable for children;
the speech environment must be organized rationally, filled with various sensory stimuli, and contain games.
the speech environment must maintain its accessibility and naturalness.

A good organization of the speech environment allows children to develop speech abilities not only during classes, but also in the process of independent activity.

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Article:

The truly creative development of a preschool child is most successfully carried out in an enriched subject-development environment, which ensures the unity of social and natural means, a variety of activities and enrichment of the child’s speech experience.
In the group, we try to organize a subject-development environment that provides an opportunity for effective educational influence aimed at forming an active cognitive attitude not only to the surrounding world, but also to the system of the native language, thereby forming an elementary awareness of the phenomena of the native language and speech.

“Federal state requirements for the structure of the basic general education program of preschool education” put forward the development of each child as the main goal of pedagogical work.

The cognitive-speech direction can be considered as the basis for the full development of the personality of each child. Speech, as the leading means of communication, accompanies all types of children's activities. From the quality of speech, the ability to use it in a game, in classes, when planning and discussing a drawing, observing while walking, when discussing a performance, etc. depends on the success of the child’s activities, his acceptance by peers, authority and status position in the children’s community.

Speech activity is unthinkable without cognition, without the child mastering the surrounding world. On July 20, 2011, by order No. 2151 of the Ministry of Science and Education of the Russian Federation, the FGT was approved for the conditions for the implementation of the educational program of preschool education. The integrative result of the implementation of these requirements is the creation of a developing educational environment.

A subject-development environment is a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development. An enriched environment is the unity of social and objective means of ensuring a child’s varied activities.

Formation of cognitive and speech development of a child in a preschool educational institution

The formation of correct speech is one of the main tasks of preschool education. However, a dynamic analysis of the practical situation over the past few years indicates an annual increase in the number of preschool children with speech disorders.

Today, figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. There are many problems in children's speech. Therefore, pedagogical influence on the development and speech of preschool children is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.

Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. Therefore, it is necessary to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted forms of the Russian language.

Any speech disorder to one degree or another can affect the child’s activities and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, and indecisive. The correct, clear pronunciation of sounds and words by children during the period of learning to read and write is especially important, since written speech is formed on the basis of oral speech and deficiencies in oral speech can lead to academic failure.

The most important tasks of cognitive and speech development are:

1. Development of mental activity (mastery of mental operations, cognitive processes and abilities).

2. Formation of a holistic picture of the world in the process of solving problems to comprehend one’s experience.

3. Sensory development.

4. Formation of the ability for active mental activity.

5. Getting to know your native language.

6. Formation of speech.

The task of speech therapists is to determine the causes and nature of speech disorders, their classification, and the development of effective methods of prevention and correction. By developing articulatory motor skills, strengthening facial muscles, we form the correct pronunciation of sounds.

Problems to be solved:

1. Improving dialogic speech and its grammatical side.

2. Expansion and activation of children's vocabulary.

3. Development of expressiveness of speech, using verbal and non-verbal means.

In this regard, teachers of preschool educational institutions were faced with the question of creating optimal psychological and pedagogical conditions for the full cognitive and speech development of children.

Creating conditions for the full cognitive and speech development of children includes: providing a developing subject-spatial environment in the preschool educational institution; purposeful work of educators and specialists on the speech development of children in all types of children's activities; increasing the professional growth of teachers in matters of speech development of preschool children; creation of additional services for children's speech development; studying the state of children's oral speech; participation of parents in speech education of children.

The role of the subject-development environment in the cognitive and speech development of the child

One of the conditions for the full cognitive and speech development of children involves providing a developing subject-spatial environment in a preschool educational institution.

The creative development of a preschool child is successfully formed in a subject-development environment that provides a variety of activities and enriches the child’s speech experience.

In preschool pedagogy, a developmental environment is understood as a natural environment, rationally organized, rich in a variety of sensory stimuli and play materials. In this environment, it is possible to include children in the group in active cognitive and creative activities.

The main components of the speech development environment of a preschool educational institution can be identified as follows :

1. Teacher’s speech.

2. Methods and techniques of different aspects of children’s speech.

3. Special equipment for each group.

One of the most important speech development environments is the teacher’s literate speech, since the teacher lays the foundations for the culture of children’s speech, forms the foundations of the culture of children’s speech activity, introduces them to the culture of oral expression, i.e., has a huge influence on all aspects of speech. The teacher’s speech has a teaching and educational orientation. Qualities of teacher speech: correctness, accuracy, logic, purity, expressiveness.

A child will not speak in empty walls, E. I. Tikheeva noted at one time. By saturating the group space, teachers primarily ensure that children in the group can satisfy their important life needs in movement, cognition, and communication with adults and peers. Groups should be equipped with modern gaming and didactic equipment, which includes visual handouts that ensure a higher level of cognitive and speech development of children.

The environment is considered as an opportunity for the greatest development of the child’s individuality, taking into account his inclinations, interests, and level of activity. When organizing the subject environment, you must adhere to the following principles.

Principles of building a developmental environment in a group.

1. The principle of “distance, position in interaction”, which focuses on organizing a space for communication between an adult and a child “eye to eye”, facilitating the establishment of optimal contact with children, which is realized through the “solitude” corner.

2. The principle of “activity”, the possibility of its manifestation and formation in children and adults through participation in the creation of their subject environment, is carried out in the corners of the groups: “house”, “construction”, “garage”, “sports”.

3. The principle of “stability - dynamism”, which focuses on creating conditions for changing and creating the environment in accordance with the “tastes, moods, changing capabilities of children”, which can be observed in the changing corner “art activities + board games”.

4. The principle of “integration and flexible zoning”, which realizes the possibility of building non-overlapping spheres of activity, allowing children to freely engage in different types of activities at the same time, without interfering with each other; only in the zoned areas “house”, “shop”, “hospital”, “construction”, “garage”, art activities”.

Building a developmental environment taking into account the stated principles gives the child a sense of psychological security, helps the development of personality, abilities, and mastery of methods of activity.

Organization of a subject-development environment for the purpose of cognitive and speech development of children

In order to create an effective developmental subject environment in preschool institutions, speech activity centers have been established in all age groups. Certain requirements for their content have been developed.

Teachers have accumulated and systematized a variety of practical material for organizing speech games and classes: card indexes and manuals for conducting articulation gymnastics, complexes of finger games, toys and game aids for the development of correct speech breathing, thematic albums, games for enriching passive and active vocabulary, the formation of grammatically correct speech structure, coherent speech, development of phonemic hearing and fine motor skills. In the methodological office, a catalog of pedagogical literature on the topic of speech development of preschool children was created, cards for analyzing cognitive-speech classes were developed, and diagnostic material was selected.

Our goal was to create conditions in the group for the full cognitive and speech development of children.

To achieve this goal, we have identified the following tasks :

1. Creation of a subject-development environment.

2. Finding effective forms, methods and techniques for teaching children.

2. Organize work with parents aimed at developing correct cognitive and speech education in the family.

Particular attention is paid to the subject environment, primarily its developmental nature. We consider one of the main tasks to be enriching the environment with elements that would stimulate the cognitive activity of children.

In order to create an effectively developing subject-spatial environment, a cognitive-speech corner has been created in the group, which provides the child with the opportunity to act individually. A variety of practical material for organizing speech games and activities has been accumulated and systematized: manuals for articulation exercises, sets of finger games, physical exercises, didactic games, manuals promoting the development of children: materials for storytelling, fiction, a variety of didactic, board-printed games, games for development of fine motor skills of the hands.

In order for children to take on the role of characters in fairy tales, we purchased tabletop theaters “Pinocchio”, “Three Bears”, “Teremok”, which contribute to the development of dialogical speech of pupils. The group has play equipment, visual play and demonstration material, which provides a higher level of cognitive development for children and provokes speech activity. We created the necessary conditions for conducting role-playing games “Hospital”, “Family”, “Bus”, etc., which contributes to the development of children’s role-playing speech, the ability to conduct a dialogue with a partner - a peer, a partner - an adult.

We most successfully use such forms as games - activities, individual lessons. We approach each lesson creatively, carefully prepare it, use a lot of visual material, use a lot of games and play exercises. The use of elements of physical activity and dramatization makes classes more lively, interesting, and effective.

We also use various teaching tools: texts (stories, fairy tales, riddles, poems); not only to simply introduce children to a variety of objects, nature and phenomena, the life of animals and plants, human relationships, ideas about grammatical structures, but also to ensure that all this is consciously used by the children themselves.

We widely use TSO funds. Problematic situations are created in which the child would need to speak out.

The active use of developmental techniques is comprehensive and developmental in nature, aimed at developing intelligence and mastering communication skills.

Organizing work with parents aimed at developing cognitive and speech development in the family is a necessary condition in our work. To increase the pedagogical competence of parents in matters of speech development, we use, first of all, traditional forms that have served well for many generations.

There is a corner for parents in the reception area. In the section “Mom, play with me,” a list of games for the cognitive and speech development of children at home is indicated throughout the year. A photo exhibition “We play all day long, it’s not too lazy to play all day long” was created. Consultations were held on “Cognitive and speech development of children” with recommendations for creating a developmental environment at home, “The role of toys in the cognitive and speech development of a child.” A library for parents has been created, which includes periodical methodological and educational publications. A lesson on cognitive and speech development “Journey to the Land of Knowledge” was conducted.

Parent meetings are a huge help in working with parents. We try to turn every parent meeting, every meeting with them into a holiday. Together with parents, we produce and purchase games and aids for cognitive and speech development, prepare costumes for theatrical events, watch colorful slides, listen to music, and go on excursions.

The parents “worked” on the interior of the group: they decorated the walls on the theme of fairy tales, painted the chairs and tables, in general, they transformed the group. The task was this: to get acquainted, make friends, involve mothers and fathers, grandparents in the upbringing and development of children and grandchildren, help them with this, share their experience and gain new ones. The inclusion of parents in the pedagogical process is the most important condition for the cognitive and speech development of the child.

To create conditions for the cognitive and speech development of preschool children in accordance with the regulatory document, in our group we adhere to the following principles :

– information content, providing for a variety of topics of materials and equipment to activate students in interaction with the subject environment. In accordance with zoning, the group has a designated area for the cognitive and speech development of children. It is marked with a logo that gives children information about the activities in the area. Next to the “Book Corner” zone there is an “Art Activities” zone, which encourages children to express their impressions of interacting with books in practical activities. The theatrical corner plays an important role in children’s mastery of conversational dialogic speech skills. The board games zone, ecological zone, construction zones, and role-playing games expand children’s opportunities to interact in various types of children’s activities, the main one of which is play.

– variability, which is determined by the general developmental type of educational institution, in our case, the priority artistic and aesthetic direction in the development of preschool children, regional characteristics, and cultural traditions. In accordance with the priority direction of the preschool institution, teachers pay great attention to the aesthetic design of the reception and group rooms, involving children and parents in this activity. Exhibitions with creative family works of pupils, which reflect the themes of our region, are regularly organized in the reception group. Regional characteristics are also taken into account in the design of the group, in gaming and illustrative materials, which contribute to the development of cognitive and speech skills of preschoolers.

– multifunctionality, which provides for the provision of all components of the educational process and the possibility of varied use of various components of the subject-development environment. This principle is implemented through comprehensive thematic planning and integration of educational areas. The subject-development environment is transformed in accordance with the theme of the week - corners are decorated, children are provided with gaming material that will serve to develop and consolidate certain cognitive and speech abilities.

– pedagogical expediency, which allows us to foresee the need and sufficiency of filling the subject-developmental environment, as well as to ensure self-expression of students, individual comfort and emotional well-being of each child. Due to the limited space in the group, teachers make sure not to overload the zones with an excessive amount of information and game materials. Instead, thoughtfully filling play areas allows you to increase the efficiency of their use and get better results.

– transformability, providing the possibility of changes in the subject-development environment, allowing, depending on the situation, to bring to the fore one or another function of space. The transformability of the subject-development environment of our group occurs mainly due to the rational placement of tables and the use of easels. If the teacher plans individual work, strengthening organization skills, then the tables are in rows. If you are planning a joint activity that requires patience and perseverance, the furniture is arranged in the form of a semicircle or square. Often, teachers do without tables at all: during conversations and didactic games, children sit directly on the carpet. We plan to use portable lightweight screens and a partition house to divide the group space, which in turn will increase the children’s interest and provide an opportunity to develop communication skills.

Thus, adherence to the principles of organizing the group’s subject-developmental environment contributes to the development of children’s cognitive and speech skills.

It is important that the subject environment has the character of an open, non-closed system, capable of change, adjustment and development. In other words, the environment is not only developing, but also developing. Practice suggests that it is difficult to completely replace the subject environment in a group. But still, under any circumstances, the objective world surrounding the child needs to be replenished and updated, which is what we do. Only then does the environment contribute to the formation of cognitive, speech, motor and creative activity.

Conclusion

In modern preschool pedagogy, the tasks of humanizing the process of education and training, protecting and strengthening the physical and mental health of children, and their full development are brought to the fore. The development of cognitive and speech abilities in children is one of the main tasks of preschool education. One of the most important cognitive processes of a person is speech. Solving these problems is impossible without creating a modern subject-development environment.

The organization of a “Subject-Developing Environment” in a kindergarten brings the effectiveness of educational influence aimed at developing in children an active cognitive attitude towards the surrounding world of objects, people, and nature.

Teachers pay special attention to the subject environment, especially its developmental nature. One of the main tasks is to enrich the environment with elements that would stimulate cognitive, speech, motor and other activity of children.

Bibliography:

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2. Zheleznova S.V. On the issue of organizing a developmental subject environment in a preschool institution / Doshk. education establishment No. 122 “Sun” Tolyatti [Text]: / S.V. Zheleznova, T.A. Falkova. - Ulyanovsk, 2001. - 72 p.

3. Novoselova S. Developing subject environment [Text]: Methodological recommendations for the design of variable design projects for developing subject environment in kindergartens and educational complexes / S. Novoselova. – M.: Education, 2001. – 89 p.

4. Rodionova O.R. Pedagogical conditions for organizing a developmental subject environment in a preschool educational institution [Text]: abstract. dis. Ph.D. ped. Sciences /O.R. Rodionova. - M., 2000. - 18 p.

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Features of creating a speech environment in preschool educational activities