The use of innovative technologies in the speech development of preschool children. Technologies for the development of speech of preschool children

Conference: Development of preschool children

Organization: MADOU "Kindergarten No. 1 in Soltsy"

Location: Novgorod region, Soltsy

"Speech is an amazingly powerful tool, but it takes a lot of intelligence to use it."

G. Hegel

Almost everyone can speak, but only a few of us speak correctly. When we talk to others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes a person from other representatives of the living world. It is through communication with other people that a person realizes himself as a person. It is impossible to judge the beginning of the development of the personality of a preschool child without assessing his speech development. In the mental development of the child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all the main mental processes. Therefore, determining the directions and conditions for the development of speech in children is one of the most important pedagogical tasks.

Employees of preschool institutions create conditions for the practical mastery of spoken language for each child.

1. Encourage children to communicate with adults and peers: addressing adults with questions, judgments, statements; encourage children to verbally communicate with each other.

2. Children are given samples of correct literary speech: the speech is clear, clear, colorful, complete, grammatically correct speech includes a variety of samples of speech etiquette.

3. Ensure the development of a sound culture of speech in accordance with age characteristics: monitor the correct pronunciation, correct and exercise children if necessary (organize onomatopoeic games, conduct classes on the sound analysis of a word, use tongue twisters, tongue twisters, riddles, poems); observe the pace and volume of the children's speech, if necessary, delicately correct them.

4. Provide children with conditions for enriching their vocabulary, taking into account age-related characteristics: include named objects and phenomena in a game and objective activity; help the child to master the name of objects and phenomena, their properties; provide the development of the figurative side of speech (figurative meaning of words); Introduce children to synonyms and antonyms.

5. Create conditions for children to master the grammatical structure of speech: they learn to correctly connect words in case, number, time, gender, use suffixes; learn to formulate questions and answer them, build sentences.

6. They develop coherent speech in children, taking into account their age characteristics: they encourage children to tell a story, a detailed presentation of a certain content; organize dialogues between children and adults.

7. Pay special attention to the development of children's understanding of speech, exercising children in the implementation of verbal instructions.

8. Create conditions for the development of the planning and regulatory function of children's speech in accordance with their age characteristics: stimulate children to comment on their speech; exercise in the ability to plan their activities.

9. Introduce children to the culture of reading fiction.

10. Encourage children's word creation.

According to the Federal State Educational Standard for Preschool Education (FSES DO): “speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytic-synthetic activity as a prerequisite for literacy training.

The development of the speech of preschoolers in kindergarten is carried out in all types of activities in the following areas:

1. Development of coherent speech (dialogical, monologue). Monologue speech (description, narration, reasoning).

2. Enrichment, expansion and activation of vocabulary.

3. Formation of the grammatical structure of speech, i.e. skills in the formation and use of grammatical forms: morphology - parts of speech and word changes by gender, number and case; word formation - the formation of words by analogy with the help of a prefix, suffix, endings; syntax - combining words into phrases, sentences of different types (simple, complex) and their emotional coloring (narrative, incentive, interrogative).

4. Development of sound culture. The ability to hear, recognize the phonological means of the language: familiarity with linear sound units: sound syllable word phrase text; prosodic units: stress, intonation (speech melody, voice power, speech tempo and timbre). The formation of these complex speech skills requires the repetition of phonetic exercises, coherent speech.

5. Development of figurative speech. This is an integral part of the education of speech culture in the broad sense of the word. The culture of speech is understood as the observance of the norms of the literary language, the ability to convey one's thoughts, feelings, ideas in accordance with the purpose and purpose of the statement: meaningfully, grammatically correct, accurate and expressive. Sources of development of expressiveness of children's speech: fiction; folklore.

It is very important that the process of development of children's speech be carried out taking into account general didactic principles that reflect the patterns of mastering language and speech (M. M. Alekseeva, L. P. Fedorenko, O. P. Korotkova, V. I. Yashina, etc.). The most important of them are:

The principle of the relationship of sensory, mental and speech development of children. It involves the assimilation of speech material not through simple reproduction, but on the basis of solving mental problems.
The principle of a communicative-active approach to the development of speech.
The principle of formation of elementary awareness of the phenomena of language (F. A. Sokhin, A. A. Leontiev). At the same time, it is emphasized that awareness is an indicator of the degree of formation of speech skills.
The principle of enrichment of the motivation of speech activity.

It is assumed that by the end of preschool age, speech will become a universal means of communication between a child and other people: an older preschooler can communicate with people of different ages, gender, social status, be fluent in the language at the level of oral speech, and be able to focus on the characteristics of the interlocutor in the process of communication. Today the focus is on the child, his personality, unique inner world. Therefore, the main goal of a modern teacher is to choose methods and technologies for organizing the educational process that optimally correspond to the goal of personality development.

Technology for teaching children to make comparisons.

Teaching preschool children how to make comparisons should start at the age of three. Comparison model: the teacher names an object, designates its attribute, determines the value of this attribute, compares this value with the value of the attribute in another object. At the younger preschool age, a model for making comparisons on the basis of color, shape, taste, sound, temperature, etc. is being worked out. At the fifth year of life, training becomes more complicated, more independence is given when making comparisons, and initiative is encouraged in choosing a sign to be compared. In the sixth year of life, children learn to independently make comparisons on a given basis. The technology of teaching children how to make comparisons develops observation, curiosity, the ability to compare features of objects in preschoolers, enriches speech, and promotes motivation for the development of speech and mental activity.

The technology of teaching children to compose riddles.

Traditionally, in preschool childhood, work with riddles is based on guessing them. Developing the mental abilities of a child, it is more important to teach him to make his own riddles than just to guess familiar ones. The teacher shows a model for making a riddle and offers to make a riddle about an object. Thus, in the process of compiling riddles, all the mental operations of the child develop, he receives joy from speech creativity. In addition, this is the most convenient way to work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without looking up from household chores, parents can play with the child in making riddles, which contributes to the development of attention , the ability to find the hidden meaning of words, the desire to fantasize.

Technology of teaching children to compose metaphors.

Metaphor is the transfer of the properties of one object (phenomenon) to another on the basis of a feature common to both compared objects. The mental operations that make it possible to compose a metaphor are fully assimilated by mentally gifted children as early as 4-5 years old. The main goal of the teacher is to create conditions for children to master the algorithm for compiling metaphors. If the child has mastered the model for compiling a metaphor, then he may well create a phrase of a metaphorical plan on his own. The method of creating metaphors (as an artistic means of expressiveness of speech) causes particular difficulty in the ability to find the transfer of the properties of one object (phenomenon) to another based on a feature common to the compared objects. Such a complex mental activity allows children to develop the ability to create artistic images that they use in speech as expressive means of language. That allows you to identify children who are undoubtedly capable of creativity, and contribute to the development of talent in them.

Teaching children to compose creative stories based on a picture.

The proposed technology is designed to teach children how to compose two types of stories based on a picture: a text of a realistic nature, a text of a fantastic nature. Both types of stories can be attributed to creative speech activity of different levels. The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child's education is carried out in the process of his joint activity with the teacher through a system of game exercises.

Widely used with preschoolers project activity and mnemonics. Research activity is interesting, complex and impossible without the development of speech. Working on the project, children gain knowledge, broaden their horizons, replenish passive and active dictionaries, learn to communicate with adults and peers. Very often, in order to memorize unfamiliar words, texts, and learn poems, teachers use mnemonics in their practice. Mnemonics, or mnemonics - translated from Greek - "the art of memorization." This is a system of various techniques that facilitate memorization and increase the amount of memory by forming additional associations. Features of the technique - the use of not images of objects, but symbols for indirect memorization. This makes it much easier for children to find and memorize words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic animals. Work on the development of coherent speech of children is carried out in the following areas: vocabulary enrichment, learning to compose a retelling and inventing stories, learning poems, guessing riddles.

The use of visual modeling arouses interest and helps to solve the problem of fatigue and loss of interest in the lesson. The use of symbolic analogy facilitates and speeds up the process of memorization and assimilation of material, forms methods of working with memory. Using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained. The method of visual modeling and the project method can and should be used in work with preschool children.

The above technologies have a significant impact on the development of the speech of preschoolers. But, unfortunately, in recent years, there has been an increase in the number of children with various speech disorders and traditional methods are not always effective. Therefore, teachers of preschool institutions use non-traditional methods and technologies for the development of speech in their work. One of these technologies is that it allows you to diversify the learning process of preschoolers Lego technology. This technology combines elements of the game with experimentation, and, therefore, activates the mental and speech activity of preschoolers. LEGO-technology is a means of developmental education, stimulates the cognitive activity of preschool children, contributes to the education of a socially active person with a high degree of freedom of thinking, the development of independence, the ability to solve any problems creatively. The use of LEGO in the educational activities of a preschool institution is relevant in the light of new transformations in preschool education, namely, the introduction of the Federal State Educational Standard for Preschool Education. The LEGO constructor is used both in the joint activity of an adult and children, as well as in the independent activity of preschoolers. LEGO is not just a toy, it is a wonderful tool that helps to see and understand the inner world of a child, his characteristics, desires, opportunities, allowing him to more fully reveal his personal qualities, to understand his difficulties.

One of the methods of the new educational technology "RKCHP" (development of critical thinking through reading and writing) - cinquain. The innovativeness of this method is the creation of conditions for the development of a personality capable of critical thinking, i.e. exclude the superfluous and highlight the main thing, generalize, classify. The use of the "Sinkwain" method allows you to solve several important tasks at once: it gives lexical units an emotional coloring and ensures involuntary memorization of the material; consolidates knowledge about parts of speech, about the sentence; significantly activates vocabulary; improves the skill of using synonyms in speech; activates mental activity; improves the ability to express one's own attitude to something; stimulates the development of creative potential.

Composing a syncwine is used to conduct reflection, analysis and synthesis of the information received. Cinquain (from the French word "cinq" - five) is a poem consisting of five lines. It has its own spelling rules and no rhyme.

Rules for compiling syncwine:

The first line is the title, the theme of the syncwine, it consists of one word - the name of the noun.

The second line - two adjectives that reveal the topic.

The third line is three verbs describing actions related to the topic.

The fourth line is a phrase in which a person expresses his attitude to the topic. It can be a catchphrase, a quote, a proverb, or the compiler's own judgment.

The fifth line is the summary word, which contains the idea of the topic. This line can contain only one word - a noun, but more words are allowed.

The relevance of using syncwine is that it is a relatively new method that opens up creative intellectual and speech possibilities. It harmoniously fits into the work on the development of the lexical and grammatical side of speech, contributes to the enrichment and updating of the dictionary.

Thirdly, it is a diagnostic tool that allows the teacher to assess the level of assimilation of the material passed by the child.

Fourthly, it has the character of a complex effect, not only develops speech, but also contributes to the development of memory, attention, thinking.

Fifthly, the use of syncwine does not violate the generally accepted system of influence on speech pathology and ensures its logical completeness. It is used to consolidate the studied topic.

And sixthly, it has a game orientation.

But its most important advantage is simplicity. Sinkwine can make everything.

These work technologies will be resourceful in terms of the development of the speech of preschoolers, the formation of the communicative competence of children, if:

Children jointly solve an interesting and meaningful educational and game task for them, acting as assistants in relation to someone,

Enrich, clarify and activate their vocabulary by performing speech and practical tasks,

The teacher does not act as a rigid leader, but as an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.

List of used literature:

Kuzevanova O.V. Forms of organization of communicative activity of preschool children / O.V. Kuzevanova, T.A. Koblov. // Kindergarten: theory and practice - 2012. - No. 6.
Maletina N.S., Ponomareva L.V. Modeling in descriptive speech of children with ONR. Preschool education. 2004. No. 6. pp.64-68.
Project method in the activities of a preschool institution: Pos. for managers and practitioners of preschool educational institutions / Ed.-comp.: L.S. Kiseleva, T.A. Danilina, T.S. Lagoda, M.B. Zuykova: Arkti, 2005.
Pozdeeva S. I. Open joint action of a teacher and a child as a condition for the formation of communicative competence of children / S. I. Pozdeeva / / Kindergarten: theory and practice. - 2013. - No. 3.
Rangaeva A.// Pedagogical excellence: materials of the IV Intern. scientific conf. (Moscow, February 2014). - M.: Buki-Vedi, 2014. - S. 58-60.
Sidorchuk, T.A., Khomenko, N.N. Technologies for the development of coherent speech of preschoolers. Methodological guide for teachers of preschool institutions, 2004.
Sokhin F.A. On the tasks of speech development. / Psychology of a preschooler. Reader. Comp. G. A. Uruntaeva. – M.: Academy, 1998.
Ushakova, O.S. Theory and practice of the development of speech of a preschooler: We develop speech. - M: TC Sphere, 2008.
Federal State Educational Standard for Preschool Education /http://www.rg.ru/2013/11/25/doshk-standart-dok.html

Introduction ................................................ ................................................. ....................

The main tasks of speech development .............................................................. ....................

2.1 Compilation of descriptive and comparative stories by preschoolers using diagrams .................................................................. ................................................. .....

2.2 Formation of the ability for visual modeling with

familiarization with literature .............................................................. ...

2.3 "Propp's Maps".................................................... ...............................................

2.4 Pictures with a problem plot for the development of speech and thinking

In children .................................................. ................................................. .........

Conclusion................................................. ................................................. ................

List of references .............................................................................. .........................

The development of speech is one of the most important tasks of the upbringing and education of preschoolers.

It is known that speech is not only a means of communication, but also tools of thinking, creativity, a carrier of memory, information, a means of self-awareness, self-development.

The development of speech is of decisive importance in preparing children for schooling and their subsequent assimilation of the basics of science.

In recent years, the development of speech has attracted more and more attention of scientists and researchers. Their solution is associated with the search for ways to improve the content and teaching methods that increase the efficiency of all parts of the public education system.

Improving developmental learning is not the only way to influence the development of abilities. The necessity of direct control over the development of the child's speech abilities has been proved. The basis for the development of these abilities is the child's mastery of the actions of substitution, visual modeling.

Game substitution is the beginning of a long way to understanding the true meaning of words, which not only indicate objects and phenomena, but also highlight important essential features in them, improve children's speech, teach them to clearly express their thoughts, enrich vocabulary (vocabulary of the language) not only quantitatively but also quality.

Any task requires an analysis of its conditions, the allocation of relationships between objects that must be taken into account when solving. And as practice confirms, it is visual models that are the form of highlighting and designating relationships that is most accessible to preschool children.

The main tasks of speech development

The comprehensive development of the child is carried out on the basis of the assimilation of the centuries-old experience of mankind only through the communication of the child with an adult. Adults are the keepers of the experience of mankind, its knowledge, skills and culture. This experience cannot be conveyed except through language.

Among the many tasks of educating and educating preschool children in kindergarten, teaching the native language, developing speech, speech communication is one of the main ones. This general task includes a number of special, particular tasks: the education of a sound culture of speech, the enrichment, consolidation and activation of the dictionary, the improvement of the grammatical correctness of speech, the teaching of colloquial (dialogical) speech, the development of coherent speech, the cultivation of interest in the artistic word, preparation for teaching literacy.

In kindergarten, preschoolers, acquiring their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually.

The formation of verbal communication between a child and an adult begins with emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life. The child responds with a smile to the smile of an adult, makes sounds in response to an affectionate conversation with him, to sounds uttered by an adult. He seems to be infected by the emotional state of an adult, his smile, laughter, gentle tone of voice. This is precisely emotional communication, and not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

In emotional communication with an adult, the child reacts to the peculiarities of the voice, the intonation with which the words are pronounced. Speech participates in this communication only by its sound form, intonation, accompanying the actions of an adult. However, speech, the word always denotes a well-defined action ( get up, sit down ), a specific item ( cup, ball ), a certain action with the object (take the ball, give the doll), the action of the object ( car rides ) etc. Without such an accurate designation of objects, actions, their qualities and properties, an adult cannot direct the child's behavior, his actions and movements, encouraging or forbidding them.

In emotional communication, an adult and a child express the most general relationship to each other, their pleasure or displeasure, i.e. feelings but not thoughts. This becomes completely insufficient when in the second half of the year the world of the child expands, his relationships with adults (as well as other children) are enriched, movements and actions become more complicated, and the possibilities of cognition expand. Now it is necessary to talk about many interesting and important things around, and in the language of emotions it is sometimes very difficult to do this, and more often it is simply impossible. We need a language of words, we need verbal communication with an adult.

The first meaningful words appear in the child's speech usually by the end of the first year. Approximately in the middle of the second year of life, a significant shift occurs in the development of the child's speech: he begins to actively use the vocabulary accumulated by this time in order to address an adult. The first simple sentences appear.

Even such an imperfect in its form and grammatical structure, speech immediately significantly expands the possibilities of verbal communication between an adult and a child. The kid understands the speech addressed to him, and he can turn to an adult, express his thoughts, desires, requests. And this, in turn, leads to a significant enrichment of the vocabulary. The main event in the development of speech during this period (by the end of the second year) is not in the quantitative growth of the dictionary, but in the fact that the words that the baby uses in his sentences (now often three- and four-word sentences) acquire the appropriate grammatical form.

Since that time, one of the most important stages of mastering the native language begins - mastering the grammatical structure of the language. The assimilation of grammar is very intensive, and the child learns the main grammatical patterns by the age of three - three and a half years. So, by this time he uses all the case forms in his speech.

By the age of three, a child's vocabulary is growing. The dictionary includes all parts of speech - nouns, verbs, adjectives, pronouns, numerals, adverbs; service words - prepositions, conjunctions, particles; interjections.

Often, by the beginning of the fourth year of life, all the sounds of the native language are assimilated.

All this does not mean, however, that neither the child himself nor the adults around him will have to work harder to improve his command of the language. Knowledge of the native language is not only the ability to correctly construct a sentence, even if it is complex. The child must learn to tell: not just name an object, but also describe it, talk about some event, phenomenon, or sequence of events. Such a story consists of a series of sentences. They, characterizing the essential aspects and properties of the described object, event, must be logically connected with each other and unfold in a certain sequence so that the listener fully and accurately understands the speaker. In this case, we will be dealing with connected speech, i.e. with meaningful, logical, consistent speech, quite well understood in itself, not requiring additional questions and clarifications.

In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation clearly appears. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main (for a given situation of communication) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena .

But coherent speech is still speech, and not a process of thinking, not reflection. Therefore, in order to achieve the coherence of speech, it is necessary to be able not only to select the content that should be conveyed in speech, but also to use the language tools necessary for this. It is necessary to skillfully use intonation, logical (phrasal) stress, highlight the most important, key words, select the most appropriate words for expressing a given thought, be able to build complex sentences, use different language means to link sentences and move from one sentence to another.

Connected speech is not just a sequence of words and sentences - it is a sequence of thoughts related to each other, which are expressed in exact words in well-formed sentences. A child learns to think by learning to speak, but he also improves his speech by learning to think.

Coherent speech, as it were, absorbs all the achievements of the child in mastering the native language, in mastering its sound side, vocabulary, and grammatical structure. This does not mean. However, it is possible to develop a coherent speech of a child only when he has mastered the sound, lexical and grammatical sides of the language very well. The formation of coherent speech begins earlier. The kid may not yet be able to clearly pronounce all the sounds, not have a large vocabulary and complex syntactic constructions (complex sentences), but work on the development of coherent speech serves as the basis for the transition to more complex forms (for example, to creative storytelling).

The coherence of monologue speech begins to form in the depths of the dialogue as the main form of verbal communication. In dialogue, coherence depends on the abilities and skills of not one person, but two. At first, the responsibility for its provision is performed, first of all, by an adult, but gradually the child also learns to fulfill them.

By talking to an adult, the child learns to ask questions to himself. Dialogue is the first school in the development of a child's coherent monologue speech (and in general the activation of his speech). The highest form of connected monologue speech is written speech.

It is more arbitrary and conscious, more planned ("programmed") than oral monologue speech. The task of developing written coherent speech (the ability to compose a text) in preschoolers cannot now be set. It can be used to form in preschoolers the ability to intentionally, arbitrarily build a coherent oral statement (retelling, story). This use is based on the "division of labor" between the child and the teacher in compiling a written text: the child writes the text, the adult writes it down. Such a technique - writing a letter - has long existed in the methodology for developing the speech of preschoolers.

The writing of a letter is usually carried out collectively, but this does not mean at all that the monologue of speech disappears, the requirements for arbitrariness, awareness of the construction of the text are reduced: after all, each child composes the text. Moreover, the collective composition of the letter makes it easier for the educator to develop in children the very important ability to select the best, most appropriate version of the sentence (phrase) or larger part of the text that continues the presentation of the content of the letter. This ability, in fact, is the essence of arbitrariness, awareness of the construction of the statement (“I can say this, but it’s probably better to say it differently”). In addition, the predominant use of a collective form of work does not mean at all that individual writing of a letter cannot take place. A combination of both is needed.

Using the composition of a letter, one can achieve significant results in the development of the coherence of a child's oral speech, in enriching it with complex syntactic constructions (compound and complex sentences). Since speech, remaining oral in external form, will at the same time be built on the level of unfolding and arbitrariness, characteristic of written speech, and due to this, in its structure, in the quality of coherence, it will approach it.

The formation of the arbitrariness of speech, the ability to choose language means is an important condition not only for the development of coherent speech, but also for general language acquisition, mastering what the child does not yet have in active speech. Coherent speech becomes an important condition for mastering the language - its sound side, vocabulary, grammar, as well as a condition for educating the ability to use linguistic means of artistic expressiveness of speech.

In the general system of speech work in kindergarten, vocabulary enrichment, its consolidation and activation occupy a very large place. And this is natural. The word is the basic unit of the language, and the improvement of verbal communication is impossible without expanding the child's vocabulary. At the same time, cognitive development, the development of conceptual thinking is impossible without the assimilation of new words that express the concepts acquired by the child, reinforcing the new knowledge and ideas he receives. Therefore, vocabulary work in kindergarten is closely related to cognitive development.

In kindergarten, the education of a sound culture of speech requires a lot of attention. The development of the sound side of speech is not only the assimilation of the sounds of the native language, their correct pronunciation, but also the ability to regulate the pace, volume, etc.

The range of tasks for the development of speech and teaching the native language in the preparatory group for school includes preparing children for learning to read and write. The teacher develops in children an attitude towards oral speech as a linguistic reality: he leads them to the sound analysis of words.

If we single out the general task in preparing children for learning to read and write (“speech becomes the subject of study”), then in simpler forms the solution of this task begins not in the preparatory group, but in the previous groups. For example, in classes and didactic games on the sound culture of speech, children are given tasks: listen to the sound of a word, find the most frequently repeated sounds in several words, determine the first and last sounds in a word, remember words that begin with the sound indicated by the teacher, etc. Process preparing for literacy is not just about mastering the success of reading and writing. This is an important means of further development of speech itself, its improvement, and improvement of its culture.

Work is also being carried out to enrich and activate the vocabulary, during which they receive tasks, for example, to select antonyms - words with the opposite meaning, synonyms - words that are close in meaning.

In the development of children's speech, the leading role belongs to adults: the teacher - in kindergarten, parents and relatives - in the family. From the culture of speech of adults, how they speak with the child, how much attention they pay to verbal communication with him, the success of the preschooler in mastering the language largely depends.

Modern pedagogical technologies in the classroom for the development of speech.

Drawing up descriptive and comparative stories by preschoolers using diagrams.

In kindergarten, great importance is attached to the formation of skills in compiling descriptive and comparative stories. Experimental data confirm that when describing and comparing objects and objects, children experience significant difficulties associated with:

With an independent definition when considering the subject, its main features and properties;

Establishing a sequence in the presentation of the identified signs;

Keeping this sequence in the child's memory.

As practice shows, for compiling descriptive and comparative stories within the framework of the most typical groups of objects, such as toys, clothes, animals, dishes and others, one can successfully use visual models - diagrams. Analyzing the results of the work, we can conclude that the use of schemes in compiling descriptive stories makes it much easier for our children to master this type of coherent speech. In addition, the presence of a visual plan makes such stories clear, connected, complete, consistent. These and similar schemes can be used not only for compiling descriptive stories, but also for comparative stories, inventing riddles about objects, and also in such an important and complex section of work as teaching children to ask questions on their own.

The importance of mastering the skills of describing objects in terms of preparing for schooling, the difficulties in mastering this type of detailed statements determined the need to find the most adequate ways and means of developing the skills of coherent descriptive speech in children. Classes in compiling descriptive stories are part of a comprehensive work on the formation of coherent speech in children. In this case, the following tasks are solved:

Formation of skills to identify essential features and main parts (details) of objects, use adequate phrases - statements to determine them;

Formation of generalized ideas about the construction of a description of objects;

Mastering by children the linguistic means necessary to compose coherent statements in the form of a description;

Practical assimilation of the skills of describing objects through training exercises.

Training is carried out in stages and includes the following main types of work:

Preparatory exercises for describing objects;

Formation of initial skills of self-description;

Description of objects according to the main features;

Teaching a detailed description of the subject (including various features);

Consolidation of description skills, including in the process of gaming and subject-practical actions;

Preparation for teaching a comparative description of objects;

Training in the comparative description of objects.

Teaching descriptive speech is carried out in connection with the work on the formation of grammatically correct speech in children in the following direction:

Systematic exercises in the correct use of word forms (case endings of nouns, adjectives, some verb forms);

Formation of practical inflection skills in children;

Exercises in the correct construction of phrases;

Formation of skills to control the grammatical correctness of speech;

Activation and enrichment of vocabulary.

In the classes on the description of objects, children are presented with a number of objects belonging to the same group. Before compiling a description, the children name all the objects. At the same time, special attention is paid to their difference in appearance. This helps children to highlight the main features of the object of description and contributes to the consolidation of relevant messages and oppositions. The object of description is chosen either by the educator or by the child (depending on the specific tasks of this lesson and the degree of preparedness of the children).

In the course of training, a number of auxiliary techniques can be used: gestural indications of the shape of an object, its details; description based on pictures. Effective in teaching children is the reception of a parallel description by the educator and the child of two similar game objects, when the teacher, followed by the child, make up a description of the object by gestures, naming the same signs.

This technique is used in working with children who experience the greatest difficulty in remembering the sequence of the plan-scheme.

It is fashionable to describe objects from memory (animals, toys, plants) in separate classes on the topics: “My favorite toy”, “Vegetables and fruits”, etc. The game forms of work used provide for the consolidation and development of speech skills formed in the process of learning to describe. They include: exercises in recognizing objects, composing questions on the text of the description, reproducing a speech sample, and independently describing objects.

The work on a comparative description of two objects begins with the use of the following types of exercises: supplementing the sentences started by the teacher with a word that is necessary in meaning, denoting the attribute of the object (“The goose has a long neck, and the duck ...”), making sentences on questions of the type: “ What do lemon and pear taste like? exercises in highlighting and designating contrasting features of two objects related to spatial characteristics (“The tree is tall, and the bush is low, the river is wide, and the stream is narrow”). It also uses the technique of a parallel description (in parts) of two objects - a teacher and a child (a description of a cat and a dog, a cow and a goat, etc.).

Using diagrams when writing descriptive stories will help to achieve good results. Schemes are used not only in compiling descriptive stories, but also in retelling, which has a special role in the formation of coherent speech.

2.2 Formation of the ability for visual modeling when familiarizing with fiction.

When familiarizing preschoolers with fiction, two directions can be distinguished that are of great importance for the development of the mental abilities of children. This is learning the ability to retell what was heard and the formation of elements of the child's artistic creativity.

Retelling is one of the main tasks that preschoolers face. The solution of this problem requires from the child a certain level of development in general and related speech in particular.

It is necessary to highlight the main parts of the heard text, link them together, and then, in accordance with this scheme, build a coherent retelling. If the child does not have a preliminary mental processing of the text, then even with sufficient speech development, he finds it difficult to clearly and accurately retell what he heard, slips into details, repeats, etc.

The second task is to compose your own story or fairy tale - as if the opposite of the first task. Here the child should not draw up a diagram of the finished work, but create his own idea and then expand it into a full story with various details and events. If the child does not compose some preliminary scheme of the story, his works are fragmentary, structurally unorganized.

Preschoolers can form the ability to coherently retell the text based on learning to draw up its plan. Such a plan can be a visual model that fixes the sequence of the most significant parts of the text.

Teaching children to create their own works can be based on the formation of the ability to unfold a compressed, schematic concept, which is some visual model of a sequence of events, into a complete fairy tale or story rich in details.

The significance of a fairy tale in the development and upbringing of children can hardly be overestimated - it is not only a storehouse of folk wisdom, but also an inexhaustible source of development of the emotional sphere and the creative potential of the child.

Creativity is unthinkable without fantasy and imagination, which, in turn, are closely related to the development of feelings. Unity in the development of feelings and fantasy introduces the child to the spiritual wealth accumulated by mankind. A fairy tale is a means of introducing a child to the world of human destinies, to the world of history, it is the “golden key” to changing the world, to its creative, constructive transformation. The child half lives in an imaginary, unreal world, and not just lives, but actively acts in it, transforms it and himself.

The fairy tale reveals to the child the accuracy and expressiveness of the language, shows how rich the native speech is with humor, lively and figurative expressions, comparisons.

K.I. Chukovsky believed that the purpose of a fairy tale “is to educate a child in humanity - this marvelous ability to worry about someone else's misfortune, rejoice in the joys of another, experience someone else's fate as one's own. After all, a fairy tale improves, enriches and humanizes the child's psyche, since a child listening to a fairy tale feels like an active participant in it and always identifies himself with those of her characters who fight for justice, goodness and freedom. A child is an active being by nature, he loves not only to listen to fairy tales, but also to act, create, relying on them.

An important means of cognition is visual modeling, i.e. the use by children of various kinds of conditional substitutes for objects. Therefore, to reveal the structure of a fairy tale or other literary work, various visual models can be used.

Before starting work on building and using visual models, it is necessary that the child:

listened to the expressive reading of the text;
answered questions;
acted out the plot in a table theater or by roles;
reviewed the illustrations.

Only after that, with the help of visual models, it is possible to develop in children the ability to independently analyze the content of the text, to highlight the most significant. In the future, this will help them independently understand any work of art, expressively and consistently talk about what they have read and heard.

The simplest type of visual models is the serial series model. It may look like gradually increasing strips of different lengths and circles of different sizes. For example, to play the fairy tale "Turnip", you will need a yellow circle (turnip) cut out of paper and six triangles of different sizes for the characters. An adult discusses with a child which of the heroes of the work will be replaced by one or another triangle. At the next stage of work, as the fairy tale is read, the child lays out the substitutes in the right order.

The introduction of a visual model allows children to understand the logic of a fairy tale. It is interesting that most of the children, before conducting such classes, answered the question: “Who should be invited if the mouse does not help pull out the turnip?” - answered: “The bear, he is strong”, then after modeling, most of the children began to answer that they should invite a fly or a mosquito, i.e. children began to act in the logic of a fairy tale.

With three-year-old children, motor modeling can be used, i.e. learn through the movement of deputies to convey the main events of the tale. For example, you can play the fairy tale "Fox, Hare, Rooster" with children. This will require circles of the same size, but different colors. For example: white (hare), orange (fox), gray (dog), brown (bear), red (rooster). In this case, an adult tells a fairy tale, and the children perform all the necessary actions (leave, come, etc.). On the table or on the flannelograph, where the scene will be played, you can place decorations cut out of cardboard: fox and hare houses, Christmas trees.

In some cases, both types of modeling are combined: motor and serial series. For example, to play out A. Tolstoy's fairy tale "Three Bears", children are given three circles: large, medium and small. They remember the fairy tale and decide which bear, which circle fits. Then the adult tells a fairy tale, and the child points to the corresponding circle and performs simple actions with it.

When conducting such classes, it is especially important that the child understands the principles of substitution. Therefore, before the start of the lesson, it should be discussed which circle and why replaces any hero of the fairy tale.

You can use placeholders based on a color specific to the character's appearance. For example, a red circle would represent Little Red Riding Hood.
The ratio of the sizes of the heroes, then the deputies will be strips of different lengths. For example, in the fairy tale "Mitten".
The symbolism of color, when a positive hero is indicated by light tones, and a negative one by dark ones. For example, in the fairy tale "Khavroshechka", the evil stepmother and her daughters are in a black circle, and the good fellow and Khavroshechka are white.

Now the child needs to strictly follow the sequence of actions of a fairy tale or story, which will help him analyze the main events and the connection between them. This is how elements of self-control are gradually laid.

Tasks can be complicated by offering children not only to distribute the necessary circles or stripes between the characters, but also to choose from them those that are needed for a given fairy tale or story. In this situation, the child must already mentally represent the main characters of the fairy tale, know their characteristics and independently choose the appropriate models. For example, choose the characters for the fairy tale "The Wolf and the Seven Kids". If the children complete the task, invite them to come up with how to designate the characters of the fairy tale.

Older children can retell episodes of fairy tales based on selected substitutes. For example, after playing the fairy tale "Resin Goby", all the material is removed, only two circles remain (the goby and the bear). The adult asks the child to tell what is happening at the moment and helps him retell the desired episode as accurately as possible. Moving from episode to episode, depending on the location of the substitutes, the children retell the tale in full. You can play and tell such tales as "Teremok", "Two greedy bear cubs", "Fox with a rolling pin", etc.

With children of five or six years old, you can use a new type of modeling - temporal-spatial models (block-frames in which the deputies of the main characters of the fairy tale are located). This type of model makes it possible to understand the main sequence of events in a fairy tale.

Such a model must be compiled together with the children. First, discuss how the fairy tale begins, who the hero is, how to designate them. As substitutes, schematic images of figurines, colored circles, sticks of different lengths can be used. Gradually fill all the frames.

It is important that there are not too many frames and that they really correspond to the main events of the work. Then, looking at the model, the children can try to retell the story.

If children together with you easily compose and use similar models when retelling, then you can proceed to independent modeling of fairy tales and stories.

"Propp's Maps"

The remarkable folklorist V. Propp, studying fairy tales, analyzed their structure and singled out constant functions. Propp singled out 20 basic, main functions. It is they that are used in working with children when compiling fairy tales.

D. Rodari notes that "the advantages of Propp's cards are obvious, each of them is a whole slice of the fairy-tale world." Each of the functions presented in the fairy tale helps the baby to understand himself and the world of people around him. What is the purpose of Propp's maps?

Firstly, it is the clarity and colorfulness of their performance. This allows the child to retain much more information in memory, which means it is better to use it when writing fairy tales.

Secondly, the functions presented in the cards are generalized actions, concepts, which allows the child to abstract from a specific act, situation, and therefore, his logical thinking develops intensively.

Thirdly, cards stimulate the development of attention, perception, fantasy, activate coherent speech, enrich vocabulary, etc. Propp's cards provide invaluable assistance in the sensory development of children, as their effect extends to all senses. The child acts not just as an observer, listener, but is the center of creative activity, the creator of original literary works.

Before you start writing fairy tales using Propp's cards, you should first organize the so-called "preparatory" games in which children will get to know and master all the fairy-tale functions.

a) "Miracles in a sieve"

In this game, children identify various miracles that occur in fairy tales: how and with the help of what transformations are carried out, magic (magic words, objects and their actions.

b) “Who in the world is the most evil of all?”

In the process of this game, children identify evil and insidious fairy-tale characters, describe their appearance, character, lifestyle, housing (thus, they analyze positive characters). Then they analyze whether a fairy tale can exist without such characters, what is their role in the development of the plot; for whom these heroes are evil and why, and who accepts their qualities, characteristics in the opposite sense, on the contrary, who considers Baba Yaga good? Probably, for Koshchei the Immortal, she is a very kind woman and friend, and why?

c) "Treasured words".

During this game, children try to figure out the most significant words in a fairy tale. These can be both magic words, fabulous sentences, and words that carry the main semantic load. For example, the hero's reasoning about his actions, which allow him not only to evaluate what is happening, but also his role in it. (For example: the repentance of a false hero, the rejection of false ideas, etc.)

d) “What will come in handy on the road?”

Based on the analysis of fairy tales (description of appearance, identification of properties) that help the heroes defeat the enemy, resolve the situation (self-assembled tablecloth, walking boots, scarlet flower), children come up with new helper items. A magical item can be the most ordinary item. If he begins to perform functions that are not characteristic of him through the use of hidden resources: the properties of the material, its shape, color, which can play a certain role in some unforeseen problem situation (for example, a bowler hat can be used as a nest for birds, a mirror , bag, etc.). An interesting fairy tale always has the most fabulous task, which is solved as the plot unfolds.

The source of the fairy task is usually problematic situations that a person encounters in life.

e) "Magic Names"

In this game, based on the analysis of fairy tales, the meaning and meaning of various names of characters, their role are revealed. How is the name of this or that hero perceived by other characters? For example, why was the girl called Cinderella, who worked all day at the stove? How will the names affect the character of the hero, how is this reflected?

f) "What do you have in common?"

This game involves a comparative analysis of various fairy tales in terms of similarities and differences between them. For example: how are the fairy tales "Teremok" and "Mitten" similar; "Morozko" and "Mrs. Metelitsa"?

g) "Good - bad"

In this game, children try to highlight the positive and negative character traits of the characters, evaluate their activities. For example, what is good about the fact that the Serpent Gorynych has three heads, and what is bad about it?

h) "Nonsense"

In this game, children come up with two unrelated sentences that contain directly opposite functions.

The main goal of this game is to understand the purpose of a particular function.

For example: the functions "prohibition - violation of the prohibition" are set. To do this, together with the children, you need to find out what a ban is; its purpose, nature, forms; to whom they are addressed, why; who forbids; who violates them; what could be the consequences? The sentences that the children came up with may be absurd (taken from other fairy tales), but the main thing is that they correspond to its essence: “The king forbade sewing clothes from fur in his kingdom”; "The crocodiles did not obey and began to fly in the sky."

Acquaintance with the cards should take place gradually, in a semantic sequence and obey a number of requirements.

The cards that are used at the very beginning of working with them must be colorful and in a plot manner. In further work, maps with a rather compressed schematic representation of each function are used. When making cards - supports, the symbols that denote functions should be understandable to children. The symbols invented by the children themselves are better remembered, and their awareness is more productive.

After the preliminary work, we proceed to the main tasks. They are:

a) in the reproduction of a familiar fairy tale

After reading and dividing the fairy tale into semantic plots, you need to discuss each of them with the guys, give it a name. If several names are proposed that are close in meaning, then you need to choose the most accurate one.

To give the correct name means to decipher information that can later be “hidden” in the map using visual means. Thus, the guys will be able to correlate two familiar systems: speech and graphic.

b) in a joint search and finding the indicated functions in the newly offered fairy tales for listening

When reading a new, unfamiliar fairy tale to children, no more than 3-5 function cards should be used during one lesson, otherwise the children lose interest.

c) writing stories

It is best to start inventing fairy tales collectively and using a limited set of cards, then the realization of the goal will be more productive. Gradually, 3-4 additional cards are added for the fairy tale, and so on until the entire set is used. When the children have mastered inventing fairy tales in the order of functions, you can start writing blindly, that is, by pulling out at random any card from the deck turned upside down. But this is already a more difficult task, children cope with it quickly enough.

d) in working with an individual set of cards

Each child receives their own set of cards (may prepare their own set) and works with it. Invents a new work or modifies a familiar one. At first, the children can be offered ready-made names of fairy tales (for example, “The Adventures of a Hare in the Forest”), negotiate with them the number of characters.

After that, the activity of children acquires independence - they themselves come up with a name, a place of action, heroes, endowing each of them with the appropriate qualities, figurative characteristics.

In the future, options for working with Propp's cards to invent fairy tales can be very different. This is a composition in turn, from the end, from the middle, the use of cards in order, through one, according to a certain number; division of a fairy tale into semantic parts (verdict, plot, conflict); choice of the main character; modification of a familiar fairy tale by limiting or increasing the functions used, etc. It is here that the creative potential of each child is revealed.

Pictures with a problem plot for the development of speech and thinking in children

The famous teacher K.D. Ushinsky said: "Give a child a picture, and he will speak." It’s hard to disagree with the classic, but in our time, not every picture encourages a child to engage in interested communication with an adult!

A modern preschooler is accustomed to colorful toys, dynamic cartoons, that is, strong impressions. It is already difficult to interest him in paintings with a standard plot, in which, for example, children ride down a hill or pick pears.

The role of the picture in teaching a preschooler is still great. According to the teacher E Tiheeva, “pictures develop the field of direct observation… The images and ideas they evoke are, of course, less vivid than those that real life gives us. However, it is impossible to see life in all its diversity.” And in this sense, the picture is a wonderful visualization.

The picture in its various forms (subject, plot, photography, illustration, reproduction, drawing), and the plot in particular, allows you to stimulate all aspects of the child's speech activity.

The following types of work with a picture are known: examination, description and storytelling. The last one is the most difficult. Composing, inventing a story about the events allegedly happening to the heroes of the picture, the child not only relies on his own experience, but also uses fantasy, imagination. At the same time, the child's speech should be meaningful, logical, consistent, coherent, competent.

The famous French psychologist Jacques Piaget believed that the intelligence of the child and his emotions are inextricably linked. Feelings are the regulator of internal energy that affects all activities. If the plot of the picture used by the educator is bright, entertaining, non-standard, then such visibility increases cognitive interest and motivation for learning activities, but also encourages the child to analyze, reason, look for cause-and-effect relationships, and draw conclusions.

Pictures with a problematic plot are modeled in such a way that they reflect an interesting event, a non-standard situation; cause a strong emotional reaction; encourage reflection; stimulate imagination; promote interested communication between the child and the adult

Each plot has different interpretations, therefore, using one picture, you can make several stories. Questions are used as the main aid for speech exercises. When communicating with an adult, the child learns to respond to them. Questions should be asked sequentially, without gaps and permutations. In addition, these questions help the child to analyze, reason, replenish knowledge, fantasize and compose.

The role of fantasy in the upbringing of a modern child is great! According to psychologists, this is the first step towards creativity. Questions and tasks for the development of imagination constitute another stage in working with the manual.

Most of the paintings are matched with appropriate poems (authors A. Vishneva, V. Orlov, V. Viktorov, etc.). Listening, analyzing and memorizing them will help develop a sense of humor in children.

Tasks for adding a missing word to the rhyme allow you to improve the phonemic perception of children.

For older preschoolers, the tasks of replenishing vocabulary and improving grammatically structured speech are important. To this end, children are offered difficult questions, as well as exercises for choosing words, compiling sentences and stories. When compiling stories for children, one should try to make them not only correct (semantically, grammatically and logically) examples, but also a kind of “helpers” in creating an atmosphere of kindness, warmth, and philanthropy.

Conclusion

In working with children on the development of speech, one can use modern techniques, such as the visual modeling method, Propp's Maps, pictures with a problematic plot, schemes for compiling descriptive and comparative stories.

The use of substitutes and visual models develops mental abilities. A child who owns external forms of substitution and visual modeling (using symbols, drawings, schematic drawings, etc.) has the opportunity to use substitutes and visual models in his mind, to imagine with their help what adults are talking about in advance "see" the possible results of their own actions. And this is an indicator of the high development of mental abilities.

The use of Propp's Maps in the classroom - symbol models with a rather concise schematic representation of individual functions of a fairy tale, provides invaluable assistance in the development of attention, perception, fantasy, and creative imagination.

The use of diagrams in the classroom for the development of speech, for compiling descriptive stories and pictures with a problematic plot, develop thinking, imagination, attention, memory, perception, help to replenish the stock of knowledge and information, and most importantly, develop the speech of children, replenish vocabulary.

As a result, the use of modern methods in the classroom and in various activities of children:

Allows the child to retain in memory a much larger amount of information, which means it is more productive to use it in solving various mental problems, abstract, logical thinking develops more intensively.
Assists in the sensory development of children, as extends to all sense organs, including tactile analyzers.
Stimulates the development of mental processes, enriches the emotional sphere, helps to improve coherent speech, increase search activity, activity.

List of used literature

Alkhazishvili, A.A. Psychology of teaching oral descriptive speech / A.A. Alkhazishvili. - M., 2003
Bolshakova, S.E. Formation of fine motor skills of hands / S.E. Bolshakov. - M., Sphere, 2006
Belobrykina, O.A. Speech and communication / O.A. Belobrykin. - Yaroslavl, Academy of Development, 1998
Belousova, L.E. Amazing stories / L.E. Belousov. - St. Petersburg, Childhood-Press, 2002.
Borodich, A.M. Methodology for the development of children's speech / A.M. Borodich. - M., Education, 1981.
Games and exercises for the development of mental abilities in preschool children / edited by L.A. Venger.-M., Enlightenment, 1989.
Korotkova, E.P. Teaching preschool children to storytelling / E. P. Korotkova.-M., Enlightenment, 1982.
The development of cognitive abilities in the process of preschool education / edited by L.A. Venger.-M., Enlightenment, 1986.
Speech development of preschool children / edited by F.A. Sokhin. -M., Enlightenment, 1976.
Tkachenko, T.A. Criteria with a problem plot for the development of thinking and speech in preschoolers / T.A. Tkachenko. - M., 2001.
Ushakova, O.S. Lesson on the development of speech for children aged 5-7 years / O.S. Ushakov. - Moscow, 2010.
Tsvyktarsky V.V., We play with fingers and develop speech / V. Tsvyktarsky. - St. Petersburg, 1996.

Elena Bludova
The use of innovative technologies in the process of educational activities for the speech development of preschoolers

Master class "The use of innovative technologies in the process of educational activities for the speech development of preschoolers within the framework of the Federal State Educational Standard of Education"

The purpose of the master class:

Raising the professional level of teachers;

Formation of experience in the use of innovative technologies in the process of educational activities for the speech development of preschoolers within the framework of the Federal State Educational Standard.

Tasks:

1. Demonstration of work experience on the use of innovative technologies in the process of educational activities on the speech development of preschoolers in the framework of the Federal State Educational Standard

2. Stimulation of cognitive interest, development of conditions for planning, self-organization and self-control in the field of pedagogical activities with preschoolers.

3. Implementation of an individual campaign in relation to each participant of the master class, tracking positive results activities of each teacher.

Material and equipment:

1. Laptop and projector.

2. Presentation on the topic.

3. Photo games and educational activities.

4. Attributes to role-playing games.

5. Brochures.

Master class progress:

Topic: "The use of innovative technologies in the process of educational activities for the speech development of preschoolers within the framework of the Federal State Educational Standard of Education"

introduction:

Good afternoon, dear colleagues!

I would like to start my speech with the words of E.I. Tiheeva: "We must introduce children to the treasury of our richest language, but for this

we ourselves must know how to use its treasures."

You will most likely agree with me that the most optimal condition development of children's speech communications, stands cultural environment, bearing in itself signs, symbols and samples speech as a means and form of communication. It is no coincidence that it is believed that a person’s speech is his calling card, and the teacher’s speech is his face. A teacher who speaks fluently and correctly using methods and techniques for the development of speech of preschoolers, is now a rarity. Exactly speech development is considered today by both researchers and authors of various programs as the dominant of the formation of a communicative culture at the level preschool education.

Today I want to show you some innovative technologies in the development of speech of preschool children age in the context of the introduction of federal state educational standards for preschool education and, like me use them in practice.

In this regard, I would like to ask you question: what according to the Federal State educational standard of preschool education(FGOS DO) includes « speech development» ?

(teachers think, discuss)

Quite right, this:

Possession of speech as a means of communication and culture;

Enrichment of the active dictionary;

communication development, grammatically correct dialogic and monologue speech;

development of speech creativity;

development sound and intonation culture of speech, phonemic hearing;

Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

Formation of sound analytic-synthetic activity as a prerequisite for teaching literacy.

Now let's determine together what affects speech development of preschoolers?

The research hypothesis is that targeted diverse the work of the educator with children with the help of various innovative and developing technologies in the process of OA, use of various forms of work with parents and teachers will lead to positive dynamics of indicators speech development of preschoolers.

For us teachers preschool education it is necessary to be able not only to freely navigate in a wide range of modern technologies but also to implement them effectively.

Based on the analysis of pedagogical technologies conducted by G. N. Selevko, we can distinguish the main technology used in the system preschool education, you see them on the slide.

- developmental learning technologies,

- technology problem learning,

Gaming technology,

Computer technology,

Health saving technology

Alternative technology.

Game pedagogical technology

What is the main form of work with children preschool age and leading view activities? Of course, it's a game. If the game is the main view child's activities, then the teacher needs to build his own activity based on it. The peculiarity of the pedagogical game is that it is cognitively directed and has a goal, objectives and results.

To gaming technologies include:

Games on development of fine motor skills;

Theatrical games;

Didactic games;

Role-playing games.

Innovative gaming technologies are technologies that have appeared relatively recently. In my practice I I use the following innovative game techniques: games "Train", "Salad from fairy tales". I will introduce you to them now.

Purpose of the game "Train"(otherwise called "Head - body - tail") - determining the place of sound in a word. Attached to the board drawn train: head and 2 wagons, each of which has pockets. I distribute pictures to the guys and give the task: locate the sound A (for example) in words. In accordance with the place of the sound, the picture is placed in the desired car. This game is useful in preparing children for learning to read and write.

A game "Salad from fairy tales" helps develop not only the speech of the child, but also memory, thinking, fantasy. The meaning of the game is that you can compose your own fairy tale by mixing the characters of different fairy tales. Let's try (on the screen pictures with depicting fairy tales, teachers are trying to compose a new fairy tale).

The implementation of game techniques and situations takes place according to such basic directions:

The didactic goal is set for children in the form of a game task;

educational activities obeys the rules of the game;

development material is used as its means;

IN educational activities an element of competition is introduced, which translates the didactic task into a game one.

Technology problem-based learning is based on the theoretical positions of the American philosopher, psychologist and educator D. Dewey.

Today, problem-based learning refers to such an organization educational activities, which involves the creation of problem situations under the guidance of the educator and active independent pupils' activities, which results in speech development.

In my work I I use the game"What to do, if…"

And now I invite you to play with me.

I will name the words, if the word has a B sound, stand up if P - sit down: train, butterfly, cabbage, field, bun, wagon, sugar, book ...

Of course, the question arises, what to do if the given sound is not in the word? So way we not only develop attention but also encourage children to speech activity. This game can use in class instead of a physical minute.

Health saving technology

The goal of health-saving educational technologies training - to ensure the possibility of maintaining health during the period of training and education, to form the necessary knowledge, skills and abilities for a healthy lifestyle, teach use acquired knowledge in everyday life. To health-saving technologies can be:

Articulation gymnastics;

Finger gymnastics;

Su-Jok-therapy;

Breathing exercises;

Gymnastics for the eyes;

Rhythmoplasty, etc.

In my work, in addition to the main methods, I I use the game"Chants - whispers - silences". On a signal, children perform certain tasks: if I show a green card - children are allowed to move, run, talk loudly, etc., if the card is yellow - then you can no longer run, you can walk calmly, you can only speak in a whisper, if the card is red, then the children should sit down and silently listen to the necessary information. Such a game can also be played as a physical minute.

Alternative technology

In a broad sense, under alternative technologies it is customary to consider those that oppose the traditional system of education by any of its sides, whether it be goals, content, forms, methods, attitudes, positions of participants in the pedagogical process. From this point of view, every innovation may qualify for the status of an alternative technology.

Technology TRIZ - the theory of inventive problem solving - I started use very recently.

The goal of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of what is happening processes. The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge, reveal the truth to him, he should teach him to find it. If a child asks a question, do not immediately give a ready-made answer. On the contrary, one should ask him what he himself thinks about it. Invite him to discuss. And lead with leading questions to ensure that the child himself finds the answer. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where you need to find the answer, i.e., to some extent, repeat the historical path of cognition and transformations object or phenomenon.

The motto of the Trizovites is "You can say everything!"

I am doing this work step by step:

At STAGE 1. To teach to find and resolve contradictions in the objects and phenomena that surround him, develop systems thinking, i.e. the ability to see the environment in the relationship of all components.

At STAGE 2. Teach children to invent objects with new properties and qualities: For example, a new toy.

At STAGE 3. We solve fairy-tale problems and invent new fairy tales.

At STAGE 4. I teach children to find a way out of any difficult situation.

You can play with the children in the game that has already become popular "Answer on the Forehead". Its purpose is to guess the object according to the description of the comrades. Let's try! (playing with teachers)

Another game for TRIZ technologies -"Tales from living drops and blots".

First you need to teach children to make blots (black, multicolored). Then even a three-year-old child, looking at them, can see images, objects or their individual parts and answer questions: “What does your or my inkblot look like?” Who or what does it remind you of?, then you can proceed to the next step - tracing or drawing a blot. Images of “live” drops, blot help compose a fairy tale. This game develops not only speech, thinking, but also the self-blowing blot is peculiar breathing exercises.

Developmental learning technologies.

At the core technology development learning lies in the theory that originates in the works of I. G. Pestalozzi, K. D. Ushinsky and others, which was continued by L. S. Vygotsky, he wrote: "Pedagogy should focus not on yesterday, but on the future of children's development”, i.e. on an essential feature developmental learning.

What could be an important sign? developmental learning? What creates the zone of proximity development evokes, induces, sets in motion internal processes of mental neoplasms in preschoolers? Of course, the game again!

I want to introduce you to some unusual, innovative games which I I use in my work.

"Magic Rings"- this game is built on the method mnemonics. It helps memorize small poems with the help of rings with image certain items. This game can also use as a finger exercise.

Who lives in the village?

Couch potato is a red cat.

little calf,

yellow chicken,

white sheep,

Mouse under the roof!

One, two, three, four, five,

Who lives in the forest?

Under a snag - an old mole,

Behind the mountain fox,

In the spruce forest - elk.

Under the bush - a fox,

On a pine - a titmouse!

One, two, three, four, five,

Let's bend our fingers

One more technique -"Drudles". This technology allows you to develop thinking, imagination, fantasy, the result of the work - collective viewing and discussion of drawings - develops children's speech.

Drudles - pictures from depicting different shapes sometimes seeming rather abstract. Each picture is a small game in which you have to think of something shown in the picture. You can offer several different interpretations for images. If you manage to see something in a drudle picture that others do not see - congratulations - you are the owner of original creative thinking! Now I will give you drudles, your task is to finish them. (teachers are working)

innovative technology"Scribing"– process visualization of complex content in a simple and accessible way, during which the sketch images occurs right during the transmission of information. Scribing can be performed not only in the form of a drawing, but also in the form of appliqué, modeling, plasticineography, etc.

So way, usage scribing in the formation of coherent speech of children significantly increases the effectiveness memorization process, increases its volume, enriches vocabulary, develops coherent speech, contributes to the transfer of text by children in accordance with its content and develops the creative imagination of preschoolers.

"Grateful Bear". A girl walks through the forest, and a bear meets her, walking on two legs like a man. The girl was frightened, she wanted to run away, but she could not move from her place from fear. And the bear came up and stretched out its paw. The girl is looking, and there is a splinter in her paw. She pulled out a splinter, the bear bowed and went into the forest.

No one in the village believed her, and she went back to the forest. She raised her eyes, and in front of her was a bear. He holds a large beehive with honey in his paws. He placed a beehive in front of the girl, bowed again, and went into the forest.

The whole village ate this honey.

This concludes my tutorial. I hope it was useful for you. In this regard, I ask you to mark your place on the ladder of success.

All participants of the master class are awarded certificates.

Municipal budgetary preschool institution

" Sun"

Presentation on the topic:

"Technologies of speech development of preschoolers"

Compiled by:

Senior teacher Leshukova A.N.

One of the main indicators of the level of development of the child's mental abilities is the richness of his speech, so it is important for adults to support and ensure the development of the mental and speech abilities of preschoolers.

At present, in accordance with the Federal State Standards for the structure of the general educational program of preschool education, the educational area "Speech Development" involves:

possession of speech as a means of communication and culture;
enrichment of the active dictionary;
development of coherent, grammatically correct dialogic and monologue speech;
development of speech creativity;
development of sound and intonation culture of speech, phonemic hearing;
acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
the formation of sound analytical-synthetic activity as a prerequisite for teaching literacy.

When working with children, it is necessary to pay great attention to speech development, therefore, from the previously developed methods for this problem, the following technologies can be applied in practice:

Teaching children to create figurative characteristics by compiling comparisons, riddles, metaphors.

Games and creative tasks for the development of expressiveness of speech.

Teaching children to compose creative stories based on a picture.

Teaching children the expressiveness of speech is one of the problems of preschool education. Under the expressiveness of speech is understood not only the emotional coloring of the sound, achieved by interjections, strength, timbre of the voice, but also the figurativeness of the word.

The work of teaching children figurative speech should begin with teaching children how to create comparisons. Then the ability of children to compose various riddles is worked out. At the final stage, children of 6-7 years old are quite able to compose metaphors.

Technology for teaching children to make comparisons.

Teaching preschool children how to make comparisons should start at the age of three. Exercises are carried out not only in the classroom for the development of speech, but also in their free time.

Comparison model:

The teacher names an object;

Denotes its sign;

Specifies the value of this attribute;

Compares the given value with the attribute value in another object.

At a younger preschool age, a model for compiling comparisons on the basis of color, shape, taste, sound, temperature, etc. is being worked out.

In the fifth year of life, trainings become more complicated, more independence is given when making comparisons, and initiative is encouraged in choosing a sign to be compared.

In the sixth year of life, children learn to make comparisons on their own according to the criterion given by the educator.

The technology of teaching children how to make comparisons develops observation, curiosity, the ability to compare features of objects in preschoolers, enriches speech, and promotes motivation for the development of speech and mental activity.

The technology of teaching children to compose riddles.

Traditionally, in preschool childhood, work with riddles is based on guessing them. Moreover, the technique does not give specific recommendations on how and how to teach children to guess hidden objects.

Observations of children show that guessing occurs in the smartest preschoolers, as it were, by itself or by sorting through options. At the same time, most of the children in the group are passive observers. The teacher acts as an expert. The correct answer of a gifted child to a specific riddle is very quickly remembered by other children. If the teacher asks the same riddle after a while, then most of the children in the group simply remember the answer.

Developing the mental abilities of a child, it is more important to teach him to make his own riddles than just to guess familiar ones.

The teacher shows a model for making a riddle and offers to make a riddle about an object.

Thus, in the process of compiling riddles, all the mental operations of the child develop, he receives joy from speech creativity. In addition, this is the most convenient way to work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without looking up from household chores, parents can play with the child in making riddles, which contributes to the development of attention , the ability to find the hidden meaning of words, the desire to fantasize.

Technology of teaching children to compose metaphors.

As you know, a metaphor is the transfer of the properties of one object (phenomenon) to another on the basis of a feature common to both compared objects.

The mental operations that make it possible to compose a metaphor are fully assimilated by mentally gifted children as early as 4-5 years old. The main goal of the teacher is to create conditions for children to master the algorithm for compiling metaphors. If the child has mastered the model for compiling a metaphor, then he may well create a phrase of a metaphorical plan on his own.

It is not necessary for children to use the term "metaphor". Most likely, for children, these will be the mysterious phrases of the Queen of Beautiful Speech.

The method of creating metaphors (as an artistic means of expressiveness of speech) causes particular difficulty in the ability to find the transfer of the properties of one object (phenomenon) to another based on a feature common to the compared objects. Such a complex mental activity allows children to develop the ability to create artistic images that they use in speech as expressive means of language. That allows you to identify children who are undoubtedly capable of creativity, and contribute to the development of talent in them.

Games and creative tasks for the development of expressiveness of speech, they are aimed at developing the skills of children to highlight the signs of objects, teach children to determine the object from the description, highlight the characteristic specific meanings of the object, select different values for one attribute, identify the signs of the object, make riddles according to models.

The development of speech in a playful form of activity gives a great result: there is a desire of absolutely all children to participate in this process, which activates mental activity, enriches children's vocabulary, develops the ability to observe, highlight the main thing, concretize information, compare objects, signs and phenomena, systematize accumulated knowledge .

Teaching children to compose creative stories from a picture .

In terms of speech, children are characterized by the desire to compose stories on a specific topic. This desire should be fully supported and their skills of coherent speech should be developed. Pictures can be a great help for the teacher in this work.

The proposed technology is designed to teach children to compose two types of stories based on a picture.

1st type: "text of a realistic nature"

2nd type: "text of a fantastic nature"

Both types of stories can be attributed to creative speech activity of different levels.

The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child's education is carried out in the process of his joint activity with the teacher through a system of game exercises.

Technology for the development of speech and thinking through mnemonics.

Mnemonics is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.

Mnemotables - schemes serve as didactic material when working on the development of coherent speech of children, to enrich vocabulary, when teaching how to compose stories, when retelling fiction, when guessing and guessing riddles, when memorizing poems.

Technologies of mnemonics allow solving problems of development of all types of memory (visual, auditory, associative, verbal-logical, processing of various memorization techniques); development of figurative thinking;

development of logical thinking (ability to analyze, systematize); development of various general educational didactic tasks, familiarization with various information; development of ingenuity, training of attention; development of the ability to establish causal relationships in events, stories.

Information and communication technologies allow you to make each lesson unconventional, bright, rich, lead to the need to use different ways of presenting educational material, provide for a variety of techniques and teaching methods.

Priority technologies for the speech development of a preschooler are also
1. TRIZ. (Theory of Inventive Problem Solving)
2. Logarithmics. (Speech exercises with movements)
3. Writing.
4. Fairy tale therapy. (Composing fairy tales by children)
5. Experimentation.
6. Finger gymnastics.
7. Articulation gymnastics.
Consider some word games using non-traditional techniques.
“Yes, no” \ the subject is thought about, a question is asked, we answer only “yes” or “no”. Scheme for the game: a circle divided into two parts - living, not living, depending on the age of the children, there are more divisions
“Name the common features” \ strawberry and raspberry, bird and man, rain and shower, etc. \
“How are they similar?” \ grass and frog, pepper and mustard, chalk and pencil, etc. \
“What is the difference?”\ autumn and spring, a book and a notebook, a car and a bicycle, etc.\
“How are they similar and how are they different?”\ kit-cat; mole cat; cat-current, etc.\
“Name the object by action.”
"Anti-action" \ pencil-eraser, dirt-water, rain-umbrella, hunger-food, etc. \
“Who will be who?”\ Boy-man, acorn-oak, sunflower seed, etc.\
“Who was who” \ horse-foal, table-tree, etc. \
"Name all the parts" \ bicycle → frame, handlebars, chain, pedal, trunk, bell, etc. \
“Who works where?” \ cook-kitchen, singer-stage, etc. \
“What was, what became” \ clay-pot, cloth-dress, etc. \
“So it was before, but now?”\ sickle harvester, torch-electricity, cart-car, etc.\
“What can he do?”\ scissors - cut, sweater - warm, etc. \
"Let's swap"\elephant→drenches→water, cat→licks→tongue→fur, etc.\

Writing fairy tales.
"Salad from fairy tales" \ mixing different fairy tales
“What will happen if?” \ The plot is set by the teacher
"Changing the nature of the characters" \ old fairy tale in a new way
"Using models" \ pictures - geometric shapes
"Introduction to the fairy tale of new attributes" \ magic items, household appliances, etc. \
"Introduction of new heroes" \ both fabulous and modern
"Thematic tales" \ flower, berry, etc. \

Composing poems.\ Based on Japanese poetry
1. The title of the poem.

The first line repeats the title of the poem.

3. The second line is the question, which one, which one?
4. The third line is an action, what feelings does it cause.
5. The fourth line repeats the title of the poem.

Riddles writing.
"Land of Mysteries"

City of simple riddles color, shape, size, substance
-city 5 senses \ touch, smell, hearing, sight, taste
- city of similarities and dissimilarity \ for comparison
-city of mysterious parts development of the imagination: streets of unfinished paintings, dismantled
objects, silent riddles and debaters
- the city of contradictions can be cold and hot - thermos \
- the city of mysterious affairs.

Experimentation.
"Modeling by little men"
gas formation, liquid, ice.
-more complex models: borscht in a bowl, an aquarium, etc.
-highest level: depicting relationships between objects \attracted, repelled, inactive\
"Dissolves, does not dissolve."
"Floats, sinks."
"Flowability of sand".
Examining the picture and compiling a story based on it \should take place in the game
“Who sees the picture like?” \ see, find comparisons, metaphors, beautiful words, colorful descriptions
"Live pictures"\ children depict objects drawn in the picture\
"Day and night" \ painting in a different light
« Classical paintings: "Cat with kittens" \\ the story of a little kitten, what he will grow up to be, find friends for him, etc.\

A system of exercises for the formation of a sound culture of speech.
"Airplane" \ t-r-r-r \
"Saw" \ s-s-s-s \
"Cat" \ f-f, f-f \ phrasal, energetic.

Articulation.
"Yawning Panther", "Surprised Hippo", etc.\exercises to warm up the muscles of the neck\
"Snorting Horse", "Piglet", etc.\exercises for the lips\
"The longest tongue", "Needle", "Shovel", etc. \ exercises for the tongue, relaxation
articulation apparatus

Diction and intonation expressiveness.
Onomatopoeia with different strengths and voice heights \ funny and sad, affectionate, gentle song, whispered song, loud, hero's song.
Tongue twisters, tongue twisters, rhymes at a pace, any speech material.
Development of auditory perception whispering speech
“Who called?”, “Bring a toy”, “Call”, “What rustles?”, “What is that sound?”, “Repeat after me”, “Broken phone”.

Phonetic-phonemic hearing. Speech experimentation.
Finger games with a word, games with a word and onomatopoeia, outdoor games with text, round dance games and round dance games based on nursery rhymes for young children "Bubble", "Loaf", etc. \

Minidramatizations, dramatizations.

Finger gymnastics.
"Rubbing" or "Sipping", "Spiders" or "Crabs" \ warming up each finger "Birds", "Butterflies", "Motors", "Fish" \ large and small, "House", etc.

Theory of Inventive Problem Solving.
TRIZ toolkit.
Brainstorming or collective problem solving.
A group of children is given a problem, everyone expresses their opinion on how to solve it, all options are accepted\there are no incorrect judgments\. When brainstorming, there may be a "critic" who expresses doubts that activate thought processes.

Focal object method \intersection of properties in one item
Any two objects are selected, their properties are described. In the future, these properties are used to characterize the object being created. We analyze the subject from the position of "good-bad". We draw the object.
Describe the properties of a banana, curved, yellow, tasty, and a round, wooden table.

Morphological analysis.
Creation of new objects with unusual properties, the choice of properties is random. We are building a house. Constituent elements: 1) color. 2) material. 3) form. 4) floors. 5) location.
(I live in a blue, wooden house, round, on the 120th floor, in the middle of a puddle).

system operator. \Perhaps, give a description of any subject.
A table of nine windows is compiled: past, present, future horizontally and vertically by subsystem, system and supersystem. An object is selected.
Unfold:
-properties, functions, classification.
-functions of parts.
-what place does it take in the system, communication with other objects.
- how the object looked before.
What parts does it consist of.
where they could meet him.
- what it can consist of in the future.
What parts will it consist of?
- where it can be found.

Synthetics \combining the incompatible\
- reception "Empathy" \ sympathy, empathy. "Depict the unfortunate animal what it is experiencing."
Gold fish. \ Helps to understand the essence of magic, fairy tales, fiction.
Floor-by-floor construction \ drawing up a descriptive story about objects and phenomena of the surrounding world.
Canvas in the form of a house with a dormer window and nine pocket windows.
1) Who are you? 2) Where do you live? 3) What parts do you consist of? 4) What size? 5) What color? 6) What shape? 7) What does it feel like? 8) What do you eat? 9) What benefit do you bring?
Snowball.
Three scales are laid out in a circle, on which the letters of the Russian alphabet are located.
We come up with a name by connecting letters with strings \ name from 3 to 5 letters. Next We invent a friend for him → planted a tree → grew up → harvested fruits → made jam → invited a friend to a tea party, etc. \ the story is being saturated with objects and actions,
growing snowball.

The following technologies play a leading role in organizing work on the development of communication and speech:

technology of project activity;

technology for the development of children's speech creativity;

technology of group interaction of children;

technology of search and research activities;

technology for creating a children's portfolio;

collection technology;

information and communication technologies.

When choosing a technology, it is necessary to focus on the following requirements:

orientation of technology to the development of children's communication skills, education of a culture of communication and speech;

technology should be health-saving in nature;

the technology is based on personality-oriented interaction with the child;

implementation of the principle of the relationship between the cognitive and speech development of children;

organization of active speech practice of each child in various activities, taking into account his age and individual characteristics.

Sincwine - new technology in the development of speech of preschoolers.

Cinquain is a five-line poem without rhyme.

Work sequence:

The choice of words-objects. Differentiation "living" - "non-living" object. Statement of relevant questions (graphic image).

Selection of action words that this object produces. Asking relevant questions (graphic).

Differentiation of the concepts "words - objects" and "words - actions".

Selection of words - attributes to the object. Asking relevant questions (graphic).

Differentiation of the concepts "words - objects", "words - actions" and "words - signs".

Work on the structure and grammatical design of the sentence. (“words - objects” + “words - actions”, (“words - objects” + “words - actions” + “words - signs.”)

Pros of syncwine

The material studied in the lesson acquires an emotional coloring, which contributes to its deeper assimilation;

Knowledge about parts of speech, about the sentence is being worked out;

Children learn to observe intonation;

Vocabulary is significantly activated;

The skill of using synonyms and antonyms in speech is being improved;

Cogitative activity is activated and develops;

The ability to express one's own attitude to something is being improved, preparation for a brief retelling is being carried out;

Children learn to determine the grammatical basis of sentences ...

The above technologies have a significant impact on the development of speech in preschool children.

Modern educational technologies can help in the formation of an intellectually bold, independent, original thinking, creative person who can make non-standard decisions.

List of used literature

The development of speech and creativity of preschoolers: Games, exercises, notes of classes. Ed. Ushakova O.S.-M: TC Sphere, 2005.
Sidorchuk, T.A., Khomenko, N.N. Technologies for the development of coherent speech of preschoolers. Methodological guide for teachers of preschool institutions, 2004.
Ushakova, O.S. Theory and practice of the development of speech of a preschooler: Developing speech.-M: TC Sphere, 2008.
Akulova O.V., Somkova O.N., Solntseva O.V. et al. Theories and technologies for the development of speech in children of preschool age. - M., 2009
Ushakova O.S. The program for the development of speech of preschool children in kindergarten. - M., 1994
O.S. Ushakova, N.V. Gavrish "Introducing literature to preschoolers. + Lesson notes" - M., 2002
Sidorchuk T.A., Khomenko N.N. Technologies for the development of coherent speech of preschoolers. 2004, /tmo/260025.pdf
The development of speech and creativity of preschoolers: games, exercises, notes of classes / ed. O.S. Ushakova. - M., 2007

How children build their statements, one can judge the level of their speech development. Professor Tekucheva A.V., the development of speech should be understood as any unit of speech, the constituent language components of which (significant and functional words, phrases). This is a single whole organized according to the laws of logic and grammatical structure of a given language.

The main function of speech development is communicative. The development of both forms of speech - monologue and dialogue - plays a leading role in the development of a child's speech and occupies a central place in the overall system of work on the development of speech in kindergarten. Learning to develop speech can be seen as both a goal and a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child's independent use of individual words and syntactic constructions.

In children without speech pathology, the development of speech occurs gradually. At the same time, the development of thinking is associated with the development of activity and communication. At preschool age, there is a separation of speech from direct practical experience. The main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types of coherent statements (description, narration, partly reasoning) with and without visual material. The syntactic structure of stories gradually becomes more complicated, the number of complex and complex sentences increases. Thus, by the time they enter school, coherent speech in children with normal speech development is well developed.

Modern computer technologies allow us to combine and systematize the available material on the development of speech. And we avoid wasting time looking for manuals on the shelves of the office, copying illustrations, storing a large amount of speech material. This material can be stored on disks, flash cards and in the computer itself.

We can use the unique ability of a computer to demonstrate illustrative and speech material on an interactive whiteboard when teaching children to retell a story using a series of plot pictures, reference signals, a plot picture, a story read by a speech therapist.

With the help of a computer, we can not only show and see, but also hear the necessary speech material. In this case, we can use the computer as a CD player.

The possibilities of computer technology are very great. Not always interesting speech material can be found in the CD. A speech therapist teacher can record the speech material on a disk and use the computer as a tape recorder and player.

There are computer programs that are invaluable in learning to compose a story from a series of pictures. With their help, pictures can be moved around the screen field, line them up in a plot-logical sequence. In case of correct or incorrect arrangement of pictures, the computer beeps.

When teaching creative storytelling, DVDs can be used. When playing a disc, we can demonstrate the beginning, middle or end of a fairy tale, thereby encouraging children to be creative: inventing previous or subsequent events.

The computer makes it possible to use ready-made training programs in the work. It is almost impossible to find them for sale or the material contained in these programs is not professional enough. I really want to believe that in the future speech therapists will have decent working material on the development of coherent speech using the capabilities of modern computer technology. Here they should be helped by numerous methodological centers, institutes, academies and other institutions of pedagogical science.

Creation of conditions for the use of modern technologies in communicative speech activity

In the context of the activity-communicative approach, technology is an open dynamic system that is capable, on the one hand, of being transformed under the influence of "external" social factors, and on the other hand, of actively transforming the social reality surrounding it.

At present, the role of new technologies is great. We cannot move forward if there are no new technologies in the preschool. Such technologies give children new knowledge, new opportunities for self-expression, broaden their horizons. Modern fundamental documents, including the national educational initiative "Our New School", require an increase in the competence of not only the teacher, but also the child. Pedagogical technologies play a significant role in this. If information technologies are used in preschool educational institutions, then this allows us to overcome the intellectual passivity of children in directly educational activities. It also makes it possible to increase the effectiveness of the educational activities of the preschool teacher. All this is an enriching and transforming factor in the development of the objective environment. Research technology is aimed at developing in children scientific concepts, research skills, familiarity with the basics of experimental work.

We can consider a technology that contributes to the formation of a child's communicative and speech activity.

The speech development of a child is one of the main factors in the formation of a personality in preschool childhood, which determines the level of social and cognitive achievements of a preschooler - needs and interests, knowledge, skills and abilities, as well as other mental qualities. The effectiveness of the process of forming a child's communication and speech skills largely depends on the organization of comprehensive work in this area in a preschool institution using modern technologies. Which help to solve the problem of the formation of communicative and speech activity of a person. And this is becoming increasingly important in modern life. Speech performs the most important social functions: that is, it helps to establish connections with other people, determines and regulates the norms of behavior in society, which is a decisive condition for the formation of a person. Different communication situations require different communication and dialogic skills. It is important to form which, starting from an early age. If we take this into account, then the formation of communicative and speech activity of preschoolers has become a priority area of activity for the teaching staff of the kindergarten. In my work at the preschool educational institution, I use modern technologies, and work in the following areas (means):

* teaching children retelling using mnemonics;
* development of coherent speech in the course of creative storytelling (composing fairy tales, compiling stories, we use the black and white version of Propp's cards);
* development of coherent monologue speech using visualization (toys, paintings, objects, diagrams);
* fairy tale therapy.

At the same time, I form the communicative and speech activity of preschoolers.

The tasks of teachers are to form the skills of a culture of speech communication, develop speech and expand vocabulary. Word creation and imagination of children are also developing in the process of integrating different types of activities.

To solve the tasks we have identified, we have created special conditions, taking into account the Federal State Educational Standard:

* the emergence of new practical ideas, the combination of these ideas in the pedagogical practice of specific educators;
* reflection of the practice of pedagogical activity (both parents, and educators, and children - I teach everyone to analyze what they did);
* dissemination of experience, innovation, correction, elimination of negative factors - all this helps to analyze, see shortcomings, create your own technology, highlight the structure, specify knowledge on the creation of new technologies;
* formulation of the essence and name of the new technology and its description;
* creation of a subject-developing environment. The territory of the kindergarten is a continuation of the speech development environment in the preschool educational institution, where teachers, together with children, use decor elements to show creativity and imagination. Classes in a theater studio and music classes contribute to the development of children's eloquence, the ability to use intonation - to build an intonation pattern of an utterance, conveying not only its meaning, but also an emotional "charge";
* since the development of fine motor skills is directly related to the speech development of the child, kindergarten teachers pay special attention to the organization of classes in beadwork, graphics, and fine arts;
* formation of the speech environment (speech games, Propp cards, mnemonic tracks);
* cooperation with parents. The work would not have been possible without close cooperation with the parents of the pupils. The groups have corners that contain information on the development of speech. Parents are offered brochures, cheat sheets, information sheets with the necessary educational information;
* carrying out directly-educational activities in various forms (directly-educational activities-travel, directly-educational activities-project, directly-educational activities-fairy tale therapy);
* scientific and methodological support, which consists in participation in the section of the scientific society "Insight". All this presupposes the organization of activities on the basis of the task method, systematic analysis, identification of difficulties, identification of introspection, which includes self-diagnosis, awareness of difficulties, self-control. This also includes tracking updates. The main thing is to analyze, establish connections, carry out diagnostics, and document the results.

In my work, I use such techniques as mnemonics, fairy tale therapy, design technology, TRIZ technology "Salad from fairy tales", communication technology. Mnemonics contributes to the development of memory and imagination, the emotionally sensitive sphere of the child. Fairy tale therapy is a direction of psychotherapeutic influence on a person with the aim of correcting behavioral reactions, working out fears and phobias. Fairy tale therapy can be used for very young children, almost from birth.

It contributes to the development of all aspects of speech, the education of moral qualities. Also to activate mental processes (attention, memory, thinking, imagination). Tatyana Zinkevich -

Evstigneeva in the book "Fundamentals of Fairy Tale Therapy" notes that the main principle of work is to grow an internal creator who knows how to take control of the internal destroyer. The fairy-tale situation that is given to the child must meet certain requirements:

* The situation should not have a correct ready-made answer (the principle of "openness");
* The situation should contain an actual problem for the child, "encoded" in the imagery of the fairy tale;
* Situations and a question should be constructed and formulated in such a way as to encourage the child to independently build and trace cause-and-effect relationships.

In preschool children, there is a practical mastery of speech. The main tasks of speech development in preschool age are:

expand the vocabulary and develop the grammatical structure of speech;
Decreasing egocentrism of children's speech;
develop the functions of speech;
Speech should be used as a tool for communication, thinking, as a means of restructuring mental processes, planning and regulating behavior;
develop phonemic hearing and awareness of the verbal composition of speech.

At preschool age, in essential connection with speech, imagination actively develops as the ability to see the whole before the parts.

V.V. Davydov argued that imagination is "the psychological basis of creativity, which makes the subject capable of creating something new in various fields of activity."

GEF preschool education defines five main

directions of child development:

social and communicative development;
· cognitive development;
Speech development;
artistic and aesthetic;
· physical development.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world, about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features its nature, diversity of countries and peoples of the world.

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

It is necessary to pay the attention of teachers when planning work on the cognitive and speech development of children.

At preschool age, due to the cognitive activity of the child, the primary image of the world is born. In the process of child development, an image of the world is formed.

But teachers should remember that the process of learning children is different from the process of learning adults. Adults can learn the world with the mind, and children with emotions.

For adults, information is primary, and attitude is secondary. And in children, the opposite is true: attitude is primary, information is secondary.

Cognitive development is closely related to the development of the speech of a preschooler. It is impossible to develop a child's speech without including it in any activity! Speech development of children occurs very rapidly.

With an unmistakable organized pedagogical process using methods, as a rule, such as games, taking into account the characteristics of children's perception, as well as with a properly organized subject-developing environment, children can learn the proposed material already at preschool age without stress overload. And the better prepared the child comes to school - I mean not the amount of accumulated knowledge, but the readiness for mental activity, the more successful the beginning of school childhood will be for him.

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