Modern educational technologies as an effective means of developing the speech of preschoolers. Modern educational technologies for the development of coherent speech of preschoolers

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.

1. 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 connect 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 language acquisition in general, 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 language 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.

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

1. 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:

1. listened to the expressive reading of the text;
2. answered questions;
3. acted out the plot in a table theater or by roles;
4. 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.

1. 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.
2. The ratio of the sizes of the heroes, then the deputies will be strips of different lengths. For example, in the fairy tale "Mitten".
3. 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.

1. "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 fabulous 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 occur 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 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 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.

1. 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 activity. 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) samples, 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:

1. It 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.
2. Assists in the sensory development of children, as extends to all sense organs, including tactile analyzers.
3. Stimulates the development of mental processes, enriches the emotional sphere, helps to improve coherent speech, increase search activity, activity.

List of used literature

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

Modern technologies of speech development of children in the context of the implementation of the Federal State Educational Standard of preschool education

“Pedagogy should focus not on yesterday, but on the future of child development, only then will it be able to bring to life in the process of learning those processes that now lie in the zone of proximal development” L. S. Vygotsky

Dear colleagues, I bring to your attention the topic of a public lecture: "Modern technologies for the speech development of children in the context of the implementation of the Federal State Educational Standard of preschool education."
In the Federal State Educational Standard for preschool education, "Speech development" is singled out as the main educational area. (on slide)
At present, the development of children's speech remains one of the urgent problems of modern preschool education. And the decisive moment in the successful solution of the problems of speech development of preschool children is the right choice of pedagogical technologies that would not only be adequate to the age capabilities of children, but also provide the opportunity to easily solve speech problems in various forms of work with children. The organization of the speech development of children in educational activities provides for the search for effective technologies for the development of children's speech.
Pedagogical technologies are a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result due to dynamic changes in the personal development of a child in modern conditions.
You see the requirements for the choice of technologies on the screen.
In connection with the foregoing, I bring to your attention the disclosure of the following technologies used in my practice
1. The first technology that I want to talk about, probably often used by practicing teachers, is the method of visual modeling or (mnemonics).
1.1. Mnemonics (translated from Greek - "the art of memorization") is a system of various techniques that facilitate memorization. What is strongly associated is remembered, and what does not form strong associative links. - is forgotten.
K. D. Ushinsky wrote: "Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly."
The tasks of using mnemonic teaching aids are presented on the slide:
Like any technique, work on mnemonics is built from simple to complex. First, the simplest mnemonic squares, mnemonic tracks are used in the work, and then mnemonic tables are gradually introduced.
To enrich the vocabulary and when guessing and guessing riddles, children use mnemonic squares, mnemonic tracks with great pleasure.
When teaching how to compose stories, when retelling fiction, when memorizing poetry, mnemonic tables serve as effective didactic material.
mnemonic table- this is a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions, etc. The reference in the table is the image of the main characters of the fairy tale, as well as those objects, actions and phenomena that are "tied" around them.
Mastering the action of visual modeling contributes to the development of children's mental abilities. The child learns to compare, generalize, group material, in order to memorize, speech, memory and thinking develop. One of the methods of visual modeling is a geometric diagram - Euler circles. With the help of symbols, children visually display the relationship between concepts or sets of objects, laying them out in their circle. Then, at the intersection of circles (Euler circles), the same signs of objects are distinguished. Children compare objects, first identifying their similarities and then their differences.
Euler circles are used in the process of learning to compose creative and plot descriptive stories.
CONCLUSION:
Thus, using this game technology in my work, I form the social experience of children, exercise the ability to find objects that have not one, but several signs at once, and solve a whole class of interesting speech, logical tasks that a child needs when preparing for school.
2. Next, I want to dwell on the technology of activating speech teaching as a means of communication (author Olga Alfonsasovna Belobrykina).
According to the author of the technology, the most important prerequisite for improving the speech activity of preschoolers is the creation of an emotionally favorable situation that contributes to the desire to actively participate in speech communication.
The main activities of a preschooler include play and communication, therefore, game communication is the necessary basis within which the formation and improvement of the child's speech activity takes place through the use of linguistic games.
The linguistic games presented in this technology make it possible to develop various types of speech activity, it is easy and free for each child to show intellectual initiative, which is a specific continuation of not just mental work, but cognitive activity, not due to practical needs or external assessment.
Dear colleagues, I offer you such an exercise.
Let's try to fully name the proverbs in two words.
- Feeds, spoils
CLICK - Work feeds, and laziness spoils
– House, walls
CLICK – Houses and walls help
– family, soul
CLICK - Family together - the soul is in place. Amazing!
The most important condition for the development of speech is the creation of a comfortable communicative field in the family, as well as the sincerity and appropriateness of including speech etiquette formulas in various communication situations. The introduction of formulas of speech etiquette into the speech communication of preschoolers is also facilitated by special didactic family games and exercises, which are presented in the collection "The system of work on the formation of speech etiquette and a culture of communication." The common goal of both the family and the kindergarten is a well-mannered, cultured and educated person.
In this collection I have developed a system of rules for courageous and stubborn parents, formulas and situations of speech etiquette. I draw your attention to the slide:
Today we need people who are intellectually courageous, independent, thinking in an original way, creative, able to make non-standard decisions. Pedagogical technologies of speech development can not only change the processes of education and training, but also improve them.

These technologies have a significant impact on the development of coherent speech in preschool children.

Presentation on the topic: Modern technologies for the speech development of children in the context of the implementation of the GEF of preschool education

« Modern technologies of speech development of children in the context of the implementation of the Federal State Educational Standard of preschool education ».

“Pedagogy should focus not on yesterday, on the future of children'sdevelopmentOnly then will it be able to bring to life in the process of learning those processes that now lie in the zone of the nearestdevelopment» L. S. Vygotsky

In the Federal State Standardpreschool education« Speech development » highlighted as maineducational area. Speech is the basis fordevelopmentall other types of children's activities: communication, cognition, cognitive research and even play. In this connectiondevelopmentthe speech of the child becomes one of the urgent problems in my work. The main taskspeech development of a preschool childage is the possession of the norms and rules of the language, determined for each age stage, anddevelopmenttheir communication abilities.

Factors affectingchild's speech development:

1. Emotional communication with the child from the moment of birth.

2. Creationconditionsto interact with other children.

3. Joint games of an adult and a child.

4. Adult speech is an example to follow.

5. The development of fine motor skills of the hands.

6. Satisfaction of the child's curiosity, answers to all his "why".

7. Reading fiction.

8. Learning poetry.

9. Telling verses with your hands.

10. Joint field trips, excursions, museum visits.

The aim of the work onspeech development of preschool childrenage is the formation of the initial communicative competence of the child - his ability to solve game, educational, everyday tasks through speech.

Working on a problemspeech development in preschool children, teachers often make mistakes of the following nature, we have made an analysis in ourpreschool organization:

Teachers talk too much themselves, do not provide activechildren's speech practice. Often, when posing a question, they do not allow the child to think, they are in a hurry to answer themselves, or vice versa, they “pull out” the answer. It is important to ensurespeech activity of all children.

Atchildren are not formed, in due measure, the ability to listen to others.speechactivity is not only speaking, but also listening, perception of speech. It is important to accustomchildrenlisten to the teacher the first time.

Teachers repeat children's answers, and children do not get used to speaking clearly, loudly enough, understandable for listeners.

Very often, teachers require only "full" answers from the child. Answerschildrencan be short anddeployed. The answer depends on the type of question.

MOST RELEVANTTECHNOLOGIES IN THE CONDITIONS OF THE IMPLEMENTATION OF THE REQUIREMENTS OF THE GEF:

Health savingtechnology

Information and communicationtechnology

Development technologycritical thinking

Designtechnology

Gamingtechnology

Grouptechnology.

Personally oriented

Organizationspeech development of childrenprovides for the search for effectivetechnologies for the development of children's speech. innovativetechnologyis a system of methods, ways, methods of teaching,educational resourcesaimed at achieving a positive result through dynamic changes in personalchild development in modern conditions.

When choosingtechnologyyou need to focus on the following requirements:

Orientationtechnology not for education, and ondevelopmentcommunication skillschildreneducation of culture of communication and speech;

Technologyshould be health-saving in nature;

basistechnologyconstitutes a personality-oriented interaction with the child;

Implementationthe principle of the relationship between cognitive andspeech development of children;

Organization of an activespeechpractice of each child in different activities, taking into account his age and individual characteristics.

ABC OF COMMUNICATION

Goalstechnology: forming uchildrenideas about the art of human relationships, emotional and motivational attitudes towards oneself, others, peers and adults; creating the experience of adequate behavior in society and preparing the child for life.

Firsttechnology- This"ABC of communication" . The main authors of the program are Lyudmila Mikhailovna Shipitsyna, Oksana Vladimirovna Zashchirinskaya(co-authors Alla Voronova, Tatyana Nilova) .

Usagetechnology"ABC of communication" alloweddevelopinterpersonal skillschildrenfrom 3 to 6 years old with peers and adults.

The result of the implementationtechnology"ABC of communication" understanding and acceptance of ideas has become - learnchildrenlove and understand people, and there will always be friends next to you! If you don't understand the other person, you will have problems. The central idea for us was the establishment of mutual understanding between parents, children and teachers.

To solve these problems, the following forms are used in the workeducational activities: - educational games(verbal, role-playing, theatrical) ; - etudes, improvisations; - observations, walks, excursions; - modeling and analysis of communication situations; - writing stories, etc.

TRIZ TECHNOLOGY

The theory of inventive problem solving, or TRIZ - the field of knowledge about mechanismsdevelopment of technicalsystems and methods for solving inventive problems.

TRIZ-RTV TECHNOLOGY

The main stages of the TRIZ methodology

1. Search for the essence

2. "Mystery of the Double"

3. Resolution of contradictions

(with the help of games and fairy tales) .

I would also like to note that the most effective aretechnologies for the development of children's speechdeveloped on the basis of TRIZ methods and techniques(theory of inventive problem solving) and RTV( development of creative imagination )

AuthortechnologyTRIZ is Soviet(Russian) inventor and patent expert Genrikh Saulovich Altshuller, who was convinced that it was possible to identify from the experience of predecessors steadily repeating techniques of successful inventions and the opportunity to teach thistechniqueall interested and capable of learning. Now itWe also use technology, teachers. TRIZ forpreschool childrenage is a system of games, activities and tasks that can increase the effectiveness of the program,diversifytypes of children's activitiesdevelop creative thinking in children, technologyallows naturalwayimplement a person-centered approach, which is especially relevant in the context ofGEF preschool education.

The main stages of the TRIZ methodology

1. Search for the essence

Children are faced with a problem(A question to be answered.) And everyone is looking for different solutions, what is the truth.

2. "Mystery of the Double" . At this stage, we identify the contradiction: good-bad

for example : the sun is good and bad. Good - warms, bad - can burn

3. Resolution of these contradictions(with the help of games and fairy tales) .

for example : you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.

Also, children can be given tasks for reflection,For example :

How to transfer water in a sieve(change the state of aggregation - freeze water) ; (ANSWER)

Next technology - this is a syncwine.

Cinquain is an unrhymed 5-line poem that absolutely everyone can compose. This is a huge plus in terms of maintaining the self-esteem of the child. Sinkwine helps childrenimplementtheir intellectual capabilities, to replenish vocabulary for compiling a brief retelling; helpsdevelopspeech and thinking through play. Drawing up a syncwine is used as a final task on the material covered, for reflection, analysis and synthesis of the information received.

MNEMOTECHNIQUE - (Greek) – "the art of memory" is a system of methods and techniques that ensure the successful memorization, preservation and reproduction of information.

This system of methods contributesdevelopment of different types of memory

(auditory, visual, motor, tactile) ;

thinking, attention,imagination and speech development of preschoolers.

Visual modeling methods are actively used in the work« mnemonics »

Methodsmnemonicsvery effective in teachingchildrenretelling works of fiction, when memorizing poetry. Moreover, the monitoring showed us the effectiveness of the implementation of methods and techniquesmnemonicsboth in learning anddevelopmentcorrect self-esteemchildren.

The authors : Valentina Konstantinovna Vorobyeva, who developed sensory-graphic schemes; Tatyana Alexandrovna Tkachenko, author of the object-schematic model; Vadim Petrovich Glukhov, who proposed the use of block squares; Tatyana Vasilievna Bolsheva introduced collage into« mnemonics » , Lyudmila Nikolaevna Efimenkova, who proposed a scheme for compiling a story. The main authors of mnemotables are presented on the screen. You may well make your own.

« mnemonics » uses the natural memory mechanisms of the brain and allows you to fully control the process of storing, storing and recalling information. Usagemnemonics in the speech development of preschool childrenage promotes creative cognitionpreschoolersphenomena of the native language, the construction of independent coherent statements, the enrichment of vocabulary.

Forchildrenjunior and middlepreschoolage, colored mnemonic tables are used, since in the memory ofchildrenremain separate fasterimages: fox - red, herringbone - green. For older children, we offer schemes in one color so as not to distract attention from the brightness of symbolicimages. mnemonicswe use in the form of mnemonic squares, mnemonic tables, mnemonic tracks. We compose mnemonic tables for Russian folk tales, riddles, counting rhymes, poems.

For readerschildrenyou can offer memorization of poems or fairy tales by keywords.

Linguistic games

"Name the common features" (strawberry and raspberry, bird and man, rain and shower, etc.) .

"How similar?" (grass and frog, pepper and mustard, chalk and pencil, etc.) .

"What is the difference?" (autumn and spring, book and notebook, car and bicycle, etc.) .

"How are they similar and how are they different?" (whale - cat; cat-mole; cat-current, etc.) .

"Anti-action" (pencil - eraser, dirt - water, rain - umbrella, hunger - food, etc.) .

"Who will be who?" (a boy is a man, an acorn is an oak, a seed is a sunflower, etc.) .

"Who Was Who" (a horse is a foal, a table is a tree, etc.) .

"What was, what became" (clay - pot, fabric - dress, etc.) .

"What can he do?" (scissors - cut, sweater - warm, etc.) .

Technology activating learning of speech as a means of communication (author Olga Afanasievna Belobrykina)

improvementspeech activity of preschoolersis to create an emotionally favorable situation conducive to the desire to actively participate inspeech communication.

Back to main activitiespreschoolerrelate the game and communication, therefore, game communication is the necessary basis within which the formation and improvement ofchild's speech activity.

Using the linguistic games presented in thistechnology, allowsdevelop various types of speech activity, it is easy and free for each child to show intellectual initiative, which is a specific continuation of not just mental work, but cognitive activity, notconditionedneither practical needs nor external evaluation.

Task foraudience : name the complete proverb(for 2 given words)

For example, dear colleagues, I offer you such an exercise.

Let's try to fully name the proverbs in two words.

CLICK - Family, soul

CLICK - Family together - soul in place

CLICK - House, walls

CLICK - Houses and walls help

CLICK - Feeds, spoils

CLICK - Work feeds, and laziness spoils

CLICK - Time, hour

CLICK - Business - time, fun - an hour.

Amazing!

I suggest you complete the linguistic task.

Each word must be replaced with the opposite in meaning and get the name of the fairy tale.

CLICK - Hatless Dog, CLICK - Puss in Boots

CLICK - Red mustache, CLICK - blue beard

CLICK - Beautiful chicken, CLICK - ugly duckling

CLICK - Silver Hen, CLICK - Golden Cockerel

CLICK - Black shoe, CLICK - Little Red Riding Hood

Rules for the brave and stubbornteachers :

Plan work fordevelopment of speech is not sometimesnot often, but very often.

Never answer your own question. be patient and youwait for thatthat your children will respond to it.

Never ask a question that can be answered"Yes" , or"No" . This makes no sense.

If the story did not work out or turned out with difficulty - smile, because it's great, because success is ahead

Having analyzedcollected material, my colleagues and I implementmodern technologies in your practiceincluding parents in this activity. And today we already see positive results in the manifestation of creative,speechactivities of our students.

Summing up, we can say that the abovetechnologyhave a significant impact onspeech development of preschool childrenespecially our institution. Today we need people who are intellectually courageous, independent, thinking in an original way, creative, able to make non-standard decisions and not afraid of it.

Organization: MDOU CRR Kindergarten No. 6 "Blue Bird"

Location: Kaluga region, Maloyaroslavets

The federal state educational standard for preschool education has determined new directions in the organization of the speech development of children. The Federal State Educational Standard of preschool education defines targets - the social and psychological characteristics of the child's personality at the stage of completion of preschool education, among which speech occupies one of their central places as an independently formed function, namely: by the end of preschool education, the child understands oral speech well and can express his thoughts and desires.

Thus, according to the requirements of the Federal State Educational Standard, the speech development of children includes:

• possession of speech as a means of communication and culture;
• active vocabulary enrichment,
• 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.

Speech is also included as an important component as a means of communication, cognition, creativity in the following targets:

• actively interacts with peers and adults, participates in joint games;
• able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;
• can fantasize aloud, play with sounds and words;
• shows curiosity, asks questions about near and distant objects and phenomena, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions;
• possesses initial knowledge about himself, about the objective, natural, social and cultural world in which he lives.

Thus, in fact, none of the targets of preschool education can be achieved without mastering all the components of speech.

A speech therapist teacher at the present stage is in a constant active search for ways to improve and optimize the process of teaching and developing children. To achieve the targets, it is necessary to systematically work on the development of the speech of preschoolers, the prevention and correction of speech disorders in children.

In the modern practice of preschool education, a number of problems arise that need to be addressed. Recently, the number of children with speech disorders has significantly increased, while quantitative and qualitative changes in their development are observed. According to the data of speech therapists of schools and kindergartens, 58% of preschool children and 56% of first graders have speech development disorders. It should also be noted that competent, detailed connected speech is losing its significance, because. other speech standards have appeared that modern children use (television advertising, modern cartoons, communication in social networks, etc.). The leading trend in the linguistic development of modern society is bilingualism and multilingualism (bilingualism and polylingualism).

Insufficient level of speech development of a preschooler leads in the future to school failure, tk. the structural components of speech and the components of mental functions that are not sufficiently formed at preschool age are the most vulnerable in the new school conditions, requiring their maximum mobilization.

At the present stage, traditional teaching methods are not effective enough and do not meet the modern requirements of the state and society. In conditions when it is necessary to solve the maximum number of tasks in the shortest possible time, the speech therapist needs to use new methods and technologies.

The use of modern educational technologies opens up new opportunities for the education and training of preschoolers. It is also important that truly innovative technologies are initially built on a competency-based approach and are aimed at the student's future in learning outcomes. In my work, I used educational technologies that can be used not only by specialists (speech therapist, defectologist), but also by educators in general developmental groups:

1. Technologies for the development of articulatory motor skills:

• complexes of self-massage "Cheerful cheeks";
• acupressure;
• articulation gymnastics using the Articulation Cube.

2. Technologies for the development of fine motor skills:

• art therapy: sand therapy, non-traditional forms of visual activity;

3. Technologies for the development of phonemic hearing.

• music therapy;
• tempo-rhythmic training;
• phonemic gymnastics.

4. Technologies for the formation of speech breathing

• elements of biofeedback technology (diaphragmatic-relaxation type of breathing);
• breathing trainers.

5. Technologies for the development of lexical and grammatical components and coherent speech:

• syncwine technology;

• fairy tale therapy;
• case technologies.

I use information and communication technologies in all areas of my work with children.

How to organize work with children in order to teach them to think, analyze, show initiative and independence, find and summarize information, and draw conclusions? In modern conditions, it is important to use methods in working with children aimed at developing creative abilities and communication skills necessary for successful schooling. One of the most relevant and effective in our days has become the method of projects.

She developed and implemented a project for the development of the speech of preschoolers "Pearls of Native Speech", in which she used modern educational technologies.The project is aimed at creating conditions for the full speech development of preschoolers.

“Pearls of Native Speech” are various directions in the work on the formation of all components of speech in children: articulatory motor skills, correct speech breathing, phonemic processes, correct sound pronunciation, lexical and grammatical side of speech, coherent utterance. The project is built on the principles of an activity approach. Knowledge, skills that a child acquires in the process of practical activities are absorbed faster, easier and give better results; complex and sometimes uninteresting exercises become an exciting activity for the child. Successfully and efficiently working on a project, mastering new activities, the child receives "magic pearls" as a reward. And each such "pearl of knowledge" the child must find consciously, understanding and as much as possible appropriating the knowledge and experience of this activity.

The participants of the project "Pearls of Native Speech" were children with speech disorders of the preparatory group for school, a speech therapist teacher, educators and specialists, parents. The purpose of my work within the framework of the project was to teach preschoolers with the help of modern technologies coherent, grammatically correct speech; introducing children to the process of active cognition, the formation of a stable motivation of children for speech self-realization.

In the process of working with children, I solved the following tasks:

• to form the speech function of children using modern educational technologies;
• develop the speech and creative abilities of children, activate the processes of perception, attention, memory;
• to educate in the child the desire to actively participate in the process of formation of all components of speech;
• to unite the efforts of teachers and parents in joint activities to develop the speech of children, to widely use parental potential, to stimulate joint productive creative activity of children and parents.

At the preparatory stage While working on the project, I studied the pedagogical literature on modern educational technologies used in preschool education. I have selected the most effective technologies aimed at the comprehensive development of children and built on the basis of taking into account the individual characteristics of each child, contributing to active independent activity. At the initial stage, a diagnostic examination of children was also carried out according to the method of V.P. Glukhov. On the basis of the survey, she made a long-term plan for working with children, parents and educators using selected technologies, prepared a developing object-spatial environment.

Practical stage The implementation of the project consisted of several topics studied sequentially with children. In order to arouse in the child the desire to actively participate in the process of speech development, it was necessary to interest the children and motivate them to be active. The work on the project for each child was built as an exciting journey, during which, by doing exercises, tasks and achieving a certain result, the child found his “pearls of his native speech”. At the completion of each topic, the child received his "pearl"; the desire to collect one's "pearl necklace" was one of the means of maintaining the child's constant interest in educational activities. When studying each topic, certain tasks were solved and a complex of modern educational technologies was applied. During the implementation of the practical phase of the project, active work was carried out with parents and teachers.

Theme "Obediant breeze"

The work within the framework of this topic is aimed at developing in children the concept of proper breathing; teaching children the skills of diaphragmatic relaxation breathing; the formation of strength, smoothness and direction of the exhaled air stream. The development of speech breathing plays an important role in the formation of correct speech. Entertaining breathing exercises with the use of breathing simulators develop a long, even exhalation in children, form the correct strong air stream, and contribute to the development of creative imagination and fantasy.

To develop the strength and purposefulness of the air jet in children, I used elements of BFB technology (biofeedback). In this technology of diaphragmatic-relaxation type of breathing, breathing exercises are used, as a result of which the volume and depth of breathing, the strength and endurance of the respiratory muscles increase. The children mastered breathing exercises using the software of the innovative BOS-Health kit, which includes a slide show with educational illustrative material (exercises "Balloons", "Sailboat", "Bee", "Butterflies", "Clouds") . The use of modern computer multimedia technologies makes it possible to ensure a high level of children's interest in the correct performance of breathing exercises.

She also used breathing simulators made jointly by children and parents, and the choice of which simulator to make was made by the child himself (“Bear's lair”, “Funny peas”, “Air confetti”, etc.). Breathing simulators are multifunctional, as they contribute not only to the development of speech breathing, but also to the activation of the child's vocabulary, the consolidation of lexical and grammatical categories, and the automation of the set sounds. After all, having understood the subject in detail, it is easier for children to understand, “accept” new information, and master a new skill. Parents were consulted about the types and purpose of breathing simulators "Formation of correct speech breathing", "Respiratory simulators in the development of speech". Based on the results of work on the topic, we held an exhibition of breathing simulators “Obediant Breeze” with children and parents. With educators she held a workshop "Games and simulators for the development of speech breathing", at which booklets "Let's breathe properly" were made.

Theme "Adventures of a cheerful tongue"

An important role in the formation and pronunciation of sounds is played by a clear, subtle, coordinated work of the articulatory apparatus, the ability to quickly and smoothly switch from one movement to another. Therefore, of paramount importance is the elimination of violations in the work of the articulatory apparatus in the child, preparing him for the production of sounds. Working on this topic, I used the following technologies: self-massage complexes "Funny cheeks", acupressure, articulatory gymnastics using the "Articulation Cube". The children got acquainted with the structure of the speech organs through speech therapy fairy tales, the Articulation Cube manual. Complexes of articulation exercises were learned using colorful illustrations, multimedia presentations "Tales of the Merry Tongue", a speech therapy cube. The collective inventing of the “Tale of the Merry Tongue” and its illustration contributed to the development of the desire in children to correctly pronounce the sounds of speech.

The practical result was the creation by children together with their parents of home-made books "Tales of the Merry Tongue" and their presentation at a joint entertainment.

Theme "Nimble Fingers"

The speech ability of a child largely depends on the movement of the hands. Even Vasily Alexandrovich Sukhomlinsky wrote: "The mind of a child is located at the tips of his fingers." A child with well-developed fine motor skills is able to reason logically, he has good coherent speech, memory and attention.

The topic "Nimble fingers" was aimed at:

• development of tactile-kinesthetic sensitivity and fine motor skills of the hands;
• formation of positive communication (stabilization of the emotional state);
• development of activity, development of creative action;
• development of visual-spatial orientation;
• development of speech capabilities: expansion of vocabulary; sound-syllabic analysis and synthesis; development of phonemic hearing, coherent speech and lexico-grammatical representations.

At this stage of the project, I used the following modern pedagogical technologies in working with children:

• kinesiotherapy (game training);
• lithotherapy (pebbles "Marbles");
• art therapy (non-traditional forms of visual activity)
• sand therapy, fairy tale therapy.

The movements of the fingers stimulate the activity of the central nervous system and accelerate the development of the child's speech. Constant stimulation of the areas of the cerebral cortex responsible for fine motor skills is a necessary element in the development of children's speech. Kinesiology is the science of brain development through movement. Kinesiology exercises are a set of movements that allow you to activate interhemispheric effects, which contribute to the improvement of memory and attention, the development of motor skills and, accordingly, speech function. Kinesiology exercises with children were carried out in a playful way - in the form of game trainings "Fist - rib - palm", "Lanterns", "House - hedgehog - castle", in which hand movements are combined with speech. Game training develops fine motor skills in combination with the development of phonemic hearing, coherent speech and lexical and grammatical representations.

One of the popular children's games today is the game of colored stones or, as it is also called, the game of Marbles. New manufacturing techniques Marbles allow you to achieve spectacular interesting colors. Such aesthetic appeal of Marbles makes preschoolers interested in this game, as opposed to the latest, high-tech toys. The use of pebbles "Marbles" This is one of the most effective ways to develop children's speech. This is a multifunctional guide that I use for:

• development of coherent speech, consolidation of prepositional-case constructions;
• enriching children's vocabulary;
• development of spatial orientation;
• automation and differentiation of delivered sounds.

For example, I suggest that children lay out a plot picture on sand or groats and write their own story based on it. With the help of pebbles, you can compose colored fairy tales, correlating color with certain objects. The tasks “Draw your mood”, “Find an object”, “Affectionate word”, “Pick up a word”, “Guess”, “Colors of a snowman and the sun” contribute not only to the development of motor skills, but to the development of all components of children's speech, the creation of emotional positive attitude to include the child in educational activities. The process of working with Marbles immerses children in a world of fantasy and creativity, where each child takes his own initiative. Thus, conditions are created for children to make decisions, express their feelings and thoughts.

In my work with children, I used sand games, which contribute to the development of tactile-kinesthetic sensitivity. Transferring the lesson to the "sandbox" gives a greater educational and developmental effect than the standard form of education. The desire of children to act independently, to experiment increases, communication skills improve (when working in a subgroup). For the organization of sand games with their own hands, equipment was made (sandbox table with backlight). Game tasks "Secret tasks of moles", "Sand circle", "The first lesson of magic", "Archaeologists", "Sand tales" children perform with great interest and desire, compose, come up with original stories and solutions to problem situations.

Non-traditional drawing techniques also make it possible to solve the problems of developing fine motor skills and children's speech in a complex (plasticineography, drawing with cereals, etc.). They composed and illustrated fairy tales with children, made up collective stories from drawings.

Parents were active participants in the work on the topic “Nimble fingers”. For them, consultations were held on the topics: “The Magic World of Sand”, “We play Marbles - we develop speech and motor skills”; as well as training "We train fingers" (kinesiotherapy gymnastics).

The practical result of the joint work on the topic "Nimble fingers" was the exhibition of children's and parental art "Drawing with plasticine and cereals" (works made in non-traditional techniques) and "Colorful fantasies" (creative works using "Marbles" pebbles).

Theme "Rhymes"

The topic "Rhymes" is aimed at developing children's phonemic hearing and perception, interest and attention to the sounding word. The following modern educational technologies were effective at this stage of the project:

• music therapy;
• tempo-rhythmic training;
• phonemic gymnastics;
• fairy tale therapy.

In working with children, she used pronunciation of tongue twisters with given and oppositional sounds, chants with a certain sound, tempo-rhythmic exercises "Repeater", "Guess the melody", "Morse code". The games "Entertaining rhyme", "Composing" serve to acquire the ability for children to find words similar in sound content, to establish how they differ, to select words, replacing one sound in a word, to highlight the sound that changes the word. Together with their parents, the children composed and illustrated fairy tales about difficult sounds (“Sasha and Kasha”, “How the Puppy Found the Sound “P”, “Sweet Fairy Tale”, “Greedy Beetle”) and presented them to the children. In order for parents to be active assistants to their children in the difficult process of perceiving sounds similar in sound, she held a consultation workshop “Formation of phonemic processes in children”, where parents received a booklet “The Magic World of Sounds” (games for the development of phonemic representations);

The result of the joint creative work of children, teachers and parents was the theatrical performance "Turnip in a new way."

Theme "All right"

Working with children on this topic solved the problems of developing children's coherent speech, communication skills, and thinking; the ability to build a speech statement based on graphic schemes.

I consider the following technologies to be the most effective for solving these problems:

• case technology,
• syncwine technology.

Case technology is one of the most relevant today in preschool education. The essence of case technology is the analysis of a problem situation. Analysis as a logical operation of thinking contributes to the child's speech development, "since speech is a form of existence of thinking, there is unity between speech and thinking" (S.L. Rubinshtein). The main purpose of case technology is to develop the ability to analyze various problems and find their solution, as well as the ability to work with information. She used case illustrations and case photos most widely in her work with children. Case illustration, case photo is an illustration or photograph that is used to consider a problematic situation (“Why was Sasha late for kindergarten?”, “Why was mom upset?”, “Why did friends quarrel?”, “Friends cross the road”, "We play in the yard", etc.). The illustration does not imply an unambiguous solution and has several options for getting out of this situation. While analyzing the situation together, the children exchange thoughts, ask questions to each other, discuss the subject of the conversation, talk about their experience that arose in memory under the influence of the perceived, try to find the right solution to the problem on their own. I try to take the position of an equal partner, I live events together with the children, build a dialogue in which the child is the main bearer of the word.

Sinkwain technology (creating a non-rhyming poem) is also effective in the child's speech development, especially in the formation of a coherent statement. Compiling syncwines facilitates the process of generalization and classification, teaches you to accurately express your thoughts, and contributes to the expansion and updating of vocabulary. Cinquain is translated from French as "five lines". Sincwine is compiled as follows:

1) the first line is one word, usually a noun (object or phenomenon);

2) the second line - two words, (adjectives describing the features of the subject); 3) the third line - three words, (verbs describing the actions of the subject);

4) words related to the subject;

5) the fifth line is a phrase of several words showing the child's attitude to an object or phenomenon.

For example: "Rain. Mushroom, summer. It pours, drips, knocks. Puddles, clouds, rainbows! I love walking in the rain." To help the child in compiling a syncwine, I used graphic model diagrams (mnemonic tracks). After compiling the syncwine, they played the game “Good - bad” with the children. Considering an object or phenomenon, the children tried to give as many answers as possible to the question of what this phenomenon is good and what is bad. For example, it's raining. Good: the plant will grow better, boats can be launched through the puddles, all the dust will be nailed to the ground, houses and streets will be clean... Bad: you can’t walk along the street, you can get wet and get sick, the water in the river can overflow the banks ... In work on syncwine is important overall positive attitude. Some children, of course, have difficulty updating words, but most are actively involved in the creative process. The use of this technology gives excellent results in the formation of oral speech, contributes to the rapid growth of vocabulary, the ability to compose associative series. And, most importantly, it is an inexhaustible source of creativity for children and adults.

To familiarize parents with new technologies, she held a consultation "Case and syncwine technologies in the development of children's speech." Children, together with their parents, composed their own syncwines, illustrated them and presented their joint creative work. With the use of case technologies, the joint leisure time with the parents of the “Club of cheerful and resourceful” was very interesting and creatively rich. For family teams to successfully solve problem situations (“If mom is sick”, “Mom comes home from work ...”, “How to wish dad a happy birthday”), it was necessary to demonstrate the ability to negotiate, work in a group, accept all points of view and come to a common problem solving.

The theatrical performance "Journey to the country of native speech" completed the project. Performing interesting tasks, the children demonstrated their ability to speak, creative and intellectual potential, communication skills. Each child participating in the project assembled his own "necklace" from the "pearls of his native speech".

At the final stage the project carried out diagnostics in order to identify the effectiveness of the use of modern educational technologies in the process of speech development of children. According to the results of the diagnostics, it was revealed that due to their use, a stable motivation for speech self-realization was formed in children. It can be concluded that the use of these technologies contributes to the effective development of all components of speech in children (phonemic perception and sound pronunciation have improved, vocabulary and the lexico-grammatical side of speech have reached a higher level). Children learned to plan and build their speech statement, the need for communication increased among preschoolers. The children had a desire to invent interesting stories, fairy tales, an interest in memorizing poems and tongue twisters increased. Children overcame shyness, shyness, learned to freely stand in front of an audience. The achievement of high performance was facilitated by the desire and interest of each child to “find” their “pearls of speech”, which made children active, creative, proactive participants in the process of learning and mastering their native speech.

As a result of the work on the project, parents have become full and active participants in the process of development of children's speech, the pedagogical competence of parents in matters of teaching and raising children has increased.

Also, as a result of the implementation of the project “Pearls of Native Speech”, my methodological piggy bank was replenished with didactic games using Marbles pebbles and a sandbox table, breathing simulators, game training complexes (kinesiology exercises) and self-massage “Cheerful cheeks”, case illustrations and methodological support for him, basic diagrams for compiling syncwine, a music library for conducting tempo-rhythmic exercises and games, as well as a variety of materials for working with parents.

She presented her experience in the use of modern educational technologies (fairy tale therapy, sand therapy, kinesiotherapy, art therapy) to teachers as part of the work of the regional innovation platform based on the MDOU TsRR No. 6 “Introduction of innovative correctional technologies into the educational process in accordance with the Federal State Educational Standard of Education”. In the future, work - the dissemination of work experience through seminars, consultations, master classes with teachers and parents.

I believe that the proposed material is of practical importance and can be used by teachers in the development of the speech of preschool children.

Bibliography:

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2. Akimenko, V.M. Developmental technologies in speech therapy [Text] / V.M. Akimenko. - Rostov n / D .: Phoenix, 2011. - 109s
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MDOAU "Kindergarten No. 91 of the combined type" Rosinka "Orsk"

MASTER CLASS

PREPARED:

caregiverIQC

Derenskaya Olga Alekseevna

Orsk, 2014

Target: Raising the professional level of teachers, developing experience in the use of modern educational technologies in the process of educational activities for the speech development of preschoolers in the context of the introduction of the Federal State Educational Standard.

Tasks:

1. Demonstration of experience in the use of modern educational technologies in the process of educational activities for the speech development of preschoolers in the context of the implementation of the Federal State Educational Standard

2. Acquaintance with the technology of modeling the educational situation using modern educational technologies and taking into account the requirements of the Federal State Educational Standard

4. Stimulation of cognitive interest, working out the conditions for planning, self-organization and self-control in the field of pedagogical activity with preschoolers.

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

Preparation for the master class:

Material and equipment:

By the number of participants: a tree layout, an image of flowers - a test, orange and red leaves, pencils.

For three microgroups: problem situations, tables for filling in the matrix.

Laptop and projector.

Presentation on the topic.

Fragments of video games and educational activities.

Card file of problematic situations, brochures, leaflets, manuals on the topic, an exhibition of didactic games, attributes for role-playing games.

Master class progress:

Content

SLIDE #1 - TOPIC: "The use of modern educational technologies in the process of educational activities for the speech development of preschoolers in the context of the implementation of the Federal State Educational Standard of DO"

Introduction:

Good afternoon, dear colleagues!

I would like to start my speech with a simple question to you: “What are the professions that require communication skills?”

You will most likely agree with me that a teacher needs to have a sufficiently high level of communication skills and abilities. You and I have to communicate with people of different ages, different professions, views. Each of you, of course, held parent-teacher meetings, lectures, consultations, round tables, that is, you had the experience of public speaking.

So, before each performance, my knees tremble. I think, not only me, these feelings are familiar, right?

American scientists conducted a public opinion poll and came to the conclusion that 40% of people panic at the thought that they will have to speak in front of an audience.

Can you imagine what happens to children, I'm not talking about those moments when they perform on stage, but I ask you to remember those moments when they have to answer our questions in the process of organized activities? Remembered?

You will agree with me that until now our pedagogical activity is based on the paradigm: “the adult said, the child learned and performed”.

Today I offer yougo on an unusual journey to the island where the tree of life or knowledge grows, as you like to call it!

And talk about how use modern educational technologies in the process of educational activities for the speech development of preschoolers in the context of the introduction of Federal educational standards for preschool education.

But before we get there, we need to say what? How do you think? (magic words)

Of course, these words will be words from the Federal State Educational Standard, everyone studied the Federal State Educational Standard, so I propose to recall them:

SLIDE #2 What, according to the Federal State Educational Standard for Preschool Education (FSES DO), includes "speech development"?

(teachers think, discuss)

It’s good that you don’t think for a long time, like a good fairy, I give you a hint - a flower - a seven-color one that will help you remember these tasks, according to the Federal State Educational Standard, there are just 7 of them, like petals.

(On the petals of a seven-color flower, 7 tasks from the Federal State Educational Standard are written:

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;

formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

So, well done, we remembered the magic words, let's go to the island to the tree of knowledge!

MUSIC SOUNDS, PRESENTATION JOURNEY TO THE ISLAND

SLIDE No. 3 Method for clarifying expectations and fears "Knowledge Tree" Purpose: to identify the expectations and fears of the participants, for each participant to formulate their needs and expectations and at the same time be aware of them .

Here we are on a miracle island, I suggest that you carefully read the name of the master class again, come to our tree, pick one of the leaves you like and write on the yellow leaves what you expect from today's master class, and on the orange leaves - what are you afraid of. Leaves can be left under the tree. Thus, we will determine what you expect from the master class: fears or expectations for the best? I remind you again: yellow leaves - expect the best, orange leaves - you are afraid of something. I suggest leaving the leaves under the tree.

Evaluation of results:

Under the tree, you can clearly see how many fears the participants have.

You probably noticed that in addition to flowers, our tree of knowledge also has fruits, they are not simple, also magical, they will help us remember and get acquainted today with some speech technologies.

But first, let us dwell on the disclosure of the theoretical aspect of this problem.

Fruits (which are made using the origami technique and numbered) inside which are cuttings with the names of technologies.

SLIDE number 4: INDUCTOR "Relevance of the topic of the master class"

It is obvious that for modern society the problem of the formation of communicative competence is one of the most relevant, including at the stage of preschool education. Therefore, the mandatory solution of the tasks of the communicative development of the child's personality, which we recalled today, is also defined at the state level - in the text of the Federal State Educational Standard.

Modern educational policy, characterized by a change in educational paradigms, the transition to new pedagogical technologies focused on variability, individual creative forms and methods of preschool education and training, actualizes the problem the use of modern educational technologies in the process of educational activities for the speech development of preschoolers.

Application No. 1

1. Generous and moral

2. Fascinating and true

3. Smart and thoughtful

21:31

5. Confident and dominant

7. Happy and unflappable

8. Kind and sensitive

1. Generous and moral

You strive to be the best. You have the highest ambitions and standards. It may seem to people that it is difficult with you, but the most difficult thing for you is with yourself. You work hard, but you are not selfish. You work because you want to make the world a better place. You love until you get hurt. And then... you still don't stop loving. Very few people can appreciate everything you do.

2. Fascinating and true

You are a responsible person who likes to take care of others. You believe in honest work and make commitments easily. You have a good character. You inspire confidence in people. You are bright, fast and witty, you always have something interesting to tell.

3. Smart and thoughtful

You are an excellent thinker. Your thoughts and ideas are the most important. You like to ponder your theories and views alone. You are an introvert. You get along with those who like to think and learn. You are never superficial. You spend a lot of time thinking about morality. You are trying to do what is right, even if most of society disagrees with you.

4. Insightful and philosophical

You are a unique, one of a kind soul. There is no one next to you, even slightly, similar to you. You are intuitive and a bit quirky. You are often misunderstood and it hurts you. You need personal space. Your creativity needs to be developed, it requires the respect of others. You are a person who clearly sees the dark and light sides of life. You are very emotional.

5. Confident and dominant

You are very independent. Your principle is "do it yourself". Rely only on yourself. You know how to stay strong for yourself and the people you love. You know what you want and you are not afraid to go for it. The only thing you require from people is that they be sincere with you. Are you ready for the truth.

6. Charming and energetic

You are a funny, funny person. You are in harmony with the whole world. You are spontaneous. Always full of enthusiasm. You are always "For!", especially when it comes to some kind of adventure. You often surprise and shock people. But what can you do... you just always remain yourself. You are interested in everything, you are easily carried away. If something interests you, you will not rest until you study it thoroughly.

7. Happy and unflappable

You are a sensitive, understanding person. You listen carefully and without judgment. You believe every person has their own path in life. You easily accept events and people. You are stress-resistant, rarely worry. You are usually very relaxed. Always have a good time and don't stray from your own path.

8. Kind and sensitive

You easily build relationships with people. You have many friends and you love making their lives better. You have a warm and light aura. People feel extremely calm in your presence. Every day you think about how to become even better. You want to be interesting, insightful and unique. You need love more than anyone in the world. You are willing to love those who don't love you back.

9. Full of optimism and lucky

You believe that life is a gift and you try to make the most of it and take advantage of as much as possible of what you have been given. You are immensely proud of what you have achieved in life. With those you love, ready to share all the joys and sorrows. You have a very healthy outlook on life. You see that the glass is (at least) half full. You take every opportunity to forgive, learn, and grow. Life is too short to do anything else.

Application No. 2

LEAF LAYOUT FOR CHALLENGE: EXPECTATIONS AND FEARS

Application No. 3

Tasks for apples

1 TECHNOLOGY

GAME PEDAGOGICAL TECHNOLOGIES

2 TECHNOLOGY

PROBLEM LEARNING TECHNOLOGY

3 TECHNOLOGY

TECHNOLOGY OF DEVELOPING LEARNING

4 TECHNOLOGY

INFORMATION TECHNOLOGY

5 TECHNOLOGY

ALTERNATIVE TECHNOLOGY

Application No. 4

Flower-semitsvetik for task number 1

- core
flower

Appendix No. 4/1

The reverse side of the seven-flower flower for task No. 1

possession of speech as a means of communication and culture

active vocabulary enrichment

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 teaching literacy