Speech development program for educators. Literacy Course

Irina Khmelyuk
Speech development program for children (3–4 years old)

Explanatory note

The ages of two to four years are of particular importance for speech development child. Unlike the previous period early childhood When a child makes extensive use of extra-speech means (facial expressions, gestures, actions, etc.) to achieve speech goals, he moves on to actual speech communication. Language becomes the main means of establishing contacts with others, expressing thoughts and experiences, and non-verbal forms play a supporting role. Qualitative changes in the speech development of children are associated with the expansion of their contacts with the surrounding world of people, things, and nature. With the help of an adult, the child establishes various connections between objects and phenomena: temporal, spatial, quantitative, simple cause-and-effect. The need to reflect these relationships and connections in speech encourages children to actively master grammatical forms (endings, suffixes, prefixes). The expansion of social contacts forces us to perceive words correctly and strive to pronounce them more accurately in order to be understood by listeners.

The task of the teacher in the field of speech development of young children preschool age help them master spoken language. This main task involves developing the skills: to understand spoken speech with and without support from visual aids, to come into contact with others, to express one’s thoughts, feelings, impressions using speech means.

Development of coherent speech. The fourth year of life marks the emergence of new opportunities in the development of children's coherent speech. At this age, the child has a fairly large stock of ideas received both through sensory and indirect methods. With the help of an adult, the child establishes various connections in the world around him. Speech actively rearranges all mental processes and becomes an instrument of the child’s thoughts.

Indirect ways of understanding the world begin to play a significant role in the development of speech in children of the fourth year of life. Reading books, looking at pictures, objects, observing natural objects under the guidance of an adult significantly enriches the content of speech and contributes to the development of complex speech forms.

Improved skills in using established forms of polite communication, greeting, thanking, calling by name, apologizing, speaking in a friendly, calm tone; use elements of monologue speech in reports about completing assignments, in conversations with the teacher, in joint creative activities in composing pure phrases, finishing poetry, in retelling famous texts with the help of the teacher.

Expected results of mastering the program

Upon completion of the program, children will begin to:

Actively communicate with peers

Speak slowly, clearly,

Answer the teacher's question

Master the skills of dialogical speech:

Enter into verbal contacts with adults and peers on various occasions;

Answer questions and requests;

Report impressions, motives;

Agree on playing together;

Participate in general conversation;

Listen without interrupting the interlocutor, without being distracted from the topic of conversation.

Children's overall level of vocabulary development will increase, they will begin to:

Actively use words denoting actions (crumple, squeeze, stroke, etc., qualities and properties (softness, hardness, smoothness, roughness, etc.; objects tear, break, get wet);

Name some materials (clay, sand, paper, fabric);

Actively use words denoting objects and natural phenomena: names of plants close circle, some domestic and wild animals (cat, dog, horse, cow, bear, hare, fox, etc.);

Actively master and use in speaking practice necessary for successful

Communication words related to the ethics of communication, culture of behavior, everyday life and practice and other necessary manifestations of life.

Children's grammatical correctness of speech will increase, they will:

They will master the structure of a simple sentence, using the system of endings to coordinate words;

They will learn to construct complex sentences, first without conjunctions, then with conjunctions and allied words;

Learn to listen to the sound of words; hear parts of a word (ending, suffix, prefix, focus on them in understanding speech, use them in word formation, as well as to express various relationships;

They will master the system of endings of nouns, adjectives and verbs.

In the sound culture of speech, children master the following skills:

Reproduce the rhythm of speech, use speech breathing correctly;

People around heard it; hear and reproduce the sound image of a word, correctly convey its sound;

Hearing a frequently repeated sound in a nursery rhyme, rhyme or poem;

Hear in a separate word a vowel or a consonant sound that is easy to pronounce, highlighted by the teacher intonationally, and name it;

With the help of the teacher, pronounce monosyllabic three-sound words, intonationally emphasizing the desired simple articulation sound [a, o, y, i, e, m, f, v, b, p].

Criteria and forms for assessing the quality of classes

The criteria and forms for assessing the quality of classes are the levels of speech development: low, medium, high.

Level of speech development:

Low: -The child understands speech. Finds it difficult to formulate sentences, helps himself with gestures and substitute words. He refuses to retell it. Does not enter into communication on his own initiative. Does not speak polite forms verbal communication.

Average: -The child primarily uses simple sentences. Retells stories and fairy tales according to questions, in fragments. He enters into communication with teachers and peers, but communication is hampered by the insufficient development of speech forms.

High: The child uses simple and complex sentences in verbal communication. Willingly retells familiar fairy tales and stories with the help of an adult. Initiative and active in communication. Hears and intonationally identifies sounds in words with the help of an adult.

Diagnosis of the level of speech development

The basis for diagnosing the level of speech development was taken by O. S. Ushakova’s method “Identification of the level of proficiency in speech skills.”

The purpose of the technique is to identify skills:

1. Name words denoting an object, expressed by a noun and answering the questions: “Who is this?” or “What is this?”;

2. Denote the characteristics and qualities of an object, expressed by an adjective and answering the questions: “Which one?” or “Which one?”;

3. Name actions (verbs associated with movement, state, answering the questions: “What does it do? What can you do with it?”;

4. Use generalizing words (toys);

5. Understand the opposite meanings of words (big - small, loud - quiet, run - stand).

Forms of work with parents

An important component in the development of oral speech of younger preschoolers is the creation of a subject-specific developmental speech environment. Parents are active participants in activities for the speech development of children. Joint events are held with parents: training seminars on conducting articulation gymnastics at home, development of didactic material, holding business games, days open doors, literary gatherings, consultations, dramatization games. The forms of work with parents are:

Consultations

Parent meetings

Visual propaganda (photo newspapers, photo screens, etc.)

Participation in projects

Information on the preschool educational institution website

In the corner for parents we place a list of children's literature for home reading to children, texts of poems, nursery rhymes for children to memorize, photographic materials (newspapers, screens) about the events held.

For efficient work on dramatizing literary texts at home, parents receive recommendations in the form of consultations: “On the role of parents in the development of a child’s speech.” “Play with children”, “Staging games as a means of developing a child’s speech”, “The role of fiction in the development of children’s speech”, “Developing the speech of preschoolers in the game”.

The number of classes (organized form of training) is 72 per year, 2 classes per week for 9 months.

2. Educational and methodological planning

1. Compilation short stories.

1. “From prank to disaster - one step”/3

2. “Introducing the doll Dasha to our group”/2

3. “Let’s make up a fairy tale”/3

4. “Don’t go into the forest, little goat”/2

5. “Who Screams How”/2

6. “About my favorite kitten”/2

7. “The Christmas tree grew”/2

8. “We welcome guests”/2

9. “Our dolls are doctors”/2

10. “My beloved mother”/2

11. “Musical toys”/2

2. Writing descriptive stories.

12. “Admiring the beauty of autumn”/2

13. “Tell me about the fruit”/4

14. “How a kitten will be surprised by winter”/2

15. “Describe the toys”/2

3. Retelling

16. “What grows in the garden”/2

17. “About my beloved dad”/2

18. “Who is the hardworking one in our group”/2

19. “Like a fox and a bull quarreled”/2

20. “To enjoy a piece of bread you have to work hard”/2

4. Learning to answer questions correctly.

21. “Don’t get into trouble on the road”/2

22. “How animals escape from the cold”/2

23. “Our good deeds”/2

24. “Stories about my family”/2

25. “Our City”/2

5. Compiling stories based on the picture.

26. "Fire Truck"/2

27. “Spring has come to us”/3

28. “On a walk in winter”/3

29. “Wonderful flowers”/2

30. "Chicken"/2

31. “How transport helps us”/3

32. “Toys visiting children”/3

Ministry of Education and Science of the Republic of Tatarstan

Apastovsky municipal district of the Republic of Tatarstan

MBDOU "Apastovsky kindergarten of general developmental type "Rainbow" of the Apastovsky municipal district of the Republic of Tatarstan

PROGRAM

on speech development

“Development of the lexico-grammatical aspect of speech of preschoolers

in the process of using didactic games"

Gainutdinova R.R., teacher

MBDOU "Apastovsky kindergarten"

general developmental form "Rainbow"

Apastovsky municipal district

Republic of Tatarstan

urban village Apastovo 2015

Explanatory note.

Good speech – the most important condition comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is.

Speech development is considered in psychology and pedagogy as general basis training and education.

One of the main tasks of speech development is the formation of its lexical and grammatical categories. The formation of lexical and grammatical categories is a long and labor-intensive process. But if you skillfully interest children and think through the structure of activities, then you can achieve significant results. Already at preschool age, a child must master a vocabulary sufficient to understand the speech of adults and peers.

Violation of lexical and grammatical categories leads to the fact that the child incorrectly masters his own speech and incorrectly formulates his own speech statements. Incorrect assimilation of the laws of language leads to violations of the morphological structure of the word and the syntactic structure of the sentence. These violations have bad influence on the formation and development of other aspects of speech, complicate the process of schooling for children and reduce its effectiveness.

The urgent point is to solve the problem described above through a didactic game as the main activity of an older preschooler. A didactic game has two goals: one of them is educational, and the other is playful, for the sake of which the child acts. These two goals complement each other and help ensure high performance in the formation of lexical and grammatical categories. The solution to this problem is directly related to the child’s successful education at school.

Preschool education is determined by a variety of variable programs, each of which has its own priority aspects in the speech development of children. All of them are based on the ideas of humane, personality-oriented pedagogy and the creation of a favorable speech environment around them. At the same time, in our opinion, there is a need to create a program with more specific conceptual content, namely a program aimed at developing the lexical and grammatical side of preschoolers’ speech in the process of using didactic games.

The program is designed taking into account the Federal State Educational Standard for preschool education. The purpose of the program: to promote the formation of the ability of preschool children to use speech as a special object of knowledge of the world around them, using the sound and meaning of a word, its sound form, combination and coordination of words in speech in the process of didactic games.

Tasks:

Vocabulary development:

1) learn to correctly and accurately use words in speech that denote objects, phenomena, actions; their properties, qualities, material and its features;

2) to form a conscious use in speech of words denoting specific and generic generalizations;

3) learn to use means of expression in speech.

Development of grammatical correctness of speech:

1) learn to correctly use grammatical forms of speech to clearly express your thoughts;

2) develop the ability to use all parts of speech in a speech utterance and consolidate the skill of their coordination.

Development of coherent speech:

1) learn to enter into verbal contacts with others, participate in collective conversations;

2) teach to reasonably correct erroneous judgments of peers;

3) learn to ask and answer questions;

4) develop coherent speech, spreading sentences by introducing secondary and homogeneous members; introduction into speech of complex and complex sentences with and without conjunctions, through didactic games using signs of time, appearance, action, place;

5) learn to select antonyms, synonyms, homonyms;

6) learn to write short stories.

General developmental tasks:

develop imaginative and logical thinking through didactic games;

develop the ability to independently draw conclusions and conclusions; develop Creative skills.

Educational tasks:

1) cultivate artistic taste;

2) introduce to fiction and oral folk art;

3) cultivate interest in independent writing.

Areas of work:

Stage 1

Stage 2

ChapterI

ChapterII

ChapterIII

ChapterIY

ChapterV

ChapterVI

Stage 3

Assessing the effectiveness of pedagogical work on the development of the lexical and grammatical aspect of speech in children of senior preschool age.

Didactic game as a means formation of lexical and grammatical categories in children of senior preschool age

In didactic play, the child is required to use previously acquired knowledge in new connections and circumstances. While playing, the child independently solves various mental problems, describes objects, identifies their characteristic features, finds similarities and differences, guesses them from the description, and groups objects according to various properties.

Didactic games promote:

Sensory and mental development(development of visual perception, figurative representations, training in analysis, comparison of objects, their classification);

The acquisition of lexical and grammatical categories of the native language, and also help to consolidate and enrich the acquired knowledge, on the basis of which the child’s speech abilities develop;

Perform important methodological tasks: psychologically prepare children for verbal communication;

Ensure they repeat speech material multiple times;

They train children in choosing the right speech option, which is preparation for situational spontaneous speech in general.

Didactic games are used to solve all problems of speech development. They consolidate and clarify vocabulary, practice composing coherent statements, and develop explanatory speech.

In these games, the child finds himself in situations where he is forced to use acquired speech knowledge and vocabulary in new conditions. They manifest themselves in the words and actions of the players. "The game is fantasy world, freed from despotism and suppression of adults, a world of discovery of repressed desires, a world of realization of the unrealizable” (A. S. Spivakovskaya).

Didactic games – effective remedy consolidation of grammatical skills, since thanks to the emotionality and interest of children, they provide the opportunity to practice the child many times in repeating the necessary word forms.

Didactic games can be carried out in classes with the whole group, with a subgroup and individually with each child. Games are planned in advance. The program task is determined, the equipment of the game is thought through (handouts, vocabulary work is thought through (reminded, clarified, reinforced). The organization of the game is also thought through (at the table, on the carpet, on the street, depending on what material is used, with which of the children plant (strong with weak).

The game should be played casually, in a playful way, without using complex grammatical terminology.

The grammatical structure of speech in children of senior preschool age will be successfully formed using games if:

Games will be selected in accordance with the grammatical structure of the language;

The games will correspond to the interests of older preschoolers;

The management of games with grammatical content must correspond to the laws of children’s acquisition of the grammatical structure of the language.

You can use the following games and exercises with lexical and grammatical content:

- “One-many”, “We are a few wizards - there was one, but there are many”, “Catch and call”, “Word - words - many words” (formation of the plural of nouns in the nominative and genitive cases);

- “Call it affectionately”, “Big - small”, “Think and name” (formation of diminutive nouns);

- “What for what? "(formation of nouns using the suffix -nits - work on cards).

- “Who has whom?” ", "Name the cub", "Name the cubs" (formation of the names of the cubs in the singular and plural).

- “Dad, mom, me”, “Name the family” (children specify the names of domestic animals and their cubs: they name dad, mom and cub).

- “Whose tail? ", "Whose trace? ", "Whose paws? ", "Whose head? ", "Find your clothes", "An unprecedented beast" (formation of possessive adjectives).

- “What juice? ", "What soup? ", "What compote? "; game "Porridge"; “Name the branch (leaf)”, “Delicious jam”, “Cheerful cook”, “Tell me which one? "(formation of relative adjectives).

Comic game“We drove and drove. "(differentiation of verbs with prefixes).

- “What from what? ", "Guess whose things these are? "(fixing the genitive case form of nouns);

- “Who will we give what to? ", "Who needs these things? ", "Gifts" (consolidating the dative form of nouns);

- "Who lives where? ", "Help the animals find their home" (consolidating the form of the prepositional case of nouns);

- “Two and five” (fixing the form of genitive singular and plural nouns);

- “Let's count”, “Count to 5” (coordination of numerals with nouns);

- “My, mine, mine, mine”, “Greedy” (coordination of possessive pronouns with nouns);

- "What colour? "(agreement of adjectives with nouns in gender, number);

- “Sweet tooth Carlson” (coordination of nouns with adjectives in gender and number);

- “Say the opposite” (formation of antonym words);

- “Kitten and chair”, “Rearrange the furniture”, “Find a place”, etc. (consolidation and differentiation of prepositions: IN, ON, UNDER, FOR)

It is good to use the element of competition in games in older preschool age, which increases children’s interest in completing tasks and ensures better assimilation of program material, helps children complete tasks clearly and correctly, without making mistakes.

Games are one of the most important means of developing independent speech activity, while one should remember their significance in general as a means of physical, mental, moral and aesthetic education in children.

Didactic games develop children's speech; The vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech develops, and the ability to correctly express one’s thoughts. Some games require children to actively use generic and species concepts.

Thus, the use of didactic games and the creation of various gaming techniques in children arouse great interest, revitalization, joy, and support a positive emotional mood. Children make fewer mistakes in the use of nouns, adjectives, and verbs. Application gaming facilities in direct educational activities for a long time allows you to maintain performance at a high level even in children with unstable attention. Creating a game in direct educational activities ensures easy and quick assimilation of program material, making it more lively, interesting, and effective.

The use of special didactic games and exercises makes it possible to most successfully solve issues related to the formation of the grammatical structure of speech.

Stage 1

Diagnosis of the state of the lexico-grammatical aspect of speech in children of senior preschool age.

Diagnosis of the state of the lexico-grammatical aspect of speech

To diagnose the state of the lexico-grammatical aspect of speech, T.B.’s methods are used. Filicheva and E.A. Strebeleva.

The purpose of diagnostics: to study the state of vocabulary in preschool children. Taking into account the age characteristics of children, clarity is used during the examination process ( didactic manual T.B. Filicheva and N.V. Soboleva)

To study vocabulary, children are offered the following types of tasks:

1. Survey of subject vocabulary.

Goal: Examination of active and passive vocabulary based on pictures.

Procedure: the child is presented with object pictures: book, notebook, pen, ruler; vegetable garden, cabbage, radishes, zucchini, parsley, etc. vegetables; dishes - plate, cup, coffee pot, ladle. In addition, rarely used specific vocabulary is presented: elbow, eyelashes, knee, eyebrows; windows, window sill, frame, glass.

Instructions: “Tell me what it is?”

Along with the objects, plot pictures are presented: “In the library”, “At the station”, “In the pharmacy”, etc., allowing one to examine a wide range of lexical means. Children are asked questions like: “What is this?”, “What is it for?”, “Who is in the picture?”, “Who else works there?”, “What are they doing there?” etc. (depending on the situation depicted in the picture and the child’s life experience).

Score in points:

2. Naming an object according to its description.

Goal: Semantics survey.

Procedure: the experimenter describes a specific object. The child must say what subject we're talking about. It is more difficult for a child to name an object by its description when the object is missing.

Instructions: “What is this?”

Fluffy with sharp claws, meows, (cat)

Covered with feathers flies (bird)

Upholstered furniture used for sitting relaxation (chair)

A building where people watch plays (theater)

Score in points:

5 points – independently copes with all assigned tasks

4 points – makes 2-3 mistakes, which he corrects independently

3 points – the child does not know 50% of the presented material

2 points – makes many mistakes, inaccuracies, does not use the experimenter’s help

1 point – no result or all answers are incorrect.

3. General concepts.

Goal: Formation of generalizing concepts.

Procedure: the child is asked to complete the following tasks:

1. Name the pictures and match them with species concept

a) the child is presented with pictures: eggplant, lemon, cucumber, apple, tomato, beetroot, banana, currant, cherry, pear.

Instructions: “Name the vegetables and fruits”

b) Pictures are presented: deer, wolf, camel, cow, sheep, bear, badger.

Instructions: “Name domestic animals and wild animals.”

2. List a number of names of objects related to the general concept given by the teacher.

Instructions: a) “List what pieces of furniture you know?”

b) “List what items of clothing you know?”

Score in points:

5 points – independently copes with all assigned tasks

4 points – makes 2-3 mistakes, which he corrects independently

3 points – the child does not know 50% of the presented material

2 points – makes many mistakes, inaccuracies, does not use the experimenter’s help

1 point – no result or all answers are incorrect.

3. Name a generalizing word.

Instructions: “Continue the series of objects and name them with one general word: plate, cup...”

4. What are they doing?

Purpose: Examination of the verb dictionary.

Procedure: the child is offered pictures depicting people of various professions: builder, doctor, teacher, cleaner, salesman, hairdresser, dressmaker, violinist, ballerina.

Instructions: “What are the people in the pictures doing?”

Score in points:

5 points – independently copes with all assigned tasks

4 points – makes 2-3 mistakes, which he corrects independently

3 points – the child does not know 50% of the presented material

2 points – makes many mistakes, inaccuracies, does not use the experimenter’s help

1 point – no result or all answers are incorrect.

5. Selection of adjectives for nouns.

Goal: Examination of the dictionary of signs.

Procedure: the experimenter shows the child a picture and asks him to answer the question. List of pictures: apple, fox, ball. The child must select as many adjectives as possible for the noun. Instructions: “Which apple? etc."

Score in points:

5 points – independently copes with all assigned tasks

4 points – makes 2-3 mistakes, which he corrects independently

3 points – the child does not know 50% of the presented material

2 points – makes many mistakes, inaccuracies, does not use the experimenter’s help

1 point – no result or all answers are incorrect.

6. “Explanation of the meaning of words.”

Procedure: the child is offered the words: airplane, hammer, book, raincoat, friend, beat, prickly.

Instructions: “What does the word airplane mean?”

Score in points:

5 points – independently copes with all assigned tasks

4 points – makes 2-3 mistakes, which he corrects independently

3 points – the child does not know 50% of the presented material

2 points – makes many mistakes, inaccuracies, does not use the experimenter’s help

1 point – no result or all answers are incorrect.

7. Name of animals and their young.

Purpose: examination of word formation skills.

Procedure: the experimenter names and places on a flannelgraph pictures with images of adult animals: cat, hare, pig, wolf. Pictures of the babies of these animals are on the table in front of the child. The child must find, name and place the baby animals next to the adult animals on the flannelgraph accordingly.

Instructions: “Different animals came out into the clearing. Find the cubs, name them and place each one with its mother.”

Score in points:

5 points – independently copes with all assigned tasks

4 points – makes 2-3 mistakes, which he corrects independently

3 points – the child does not know 50% of the presented material

2 points – makes many mistakes, inaccuracies, does not use the experimenter’s help

1 point – no result or all answers are incorrect.

8. Formation of adjectives from nouns.

Purpose: Examination of word formation skills.

The experimenter pronounces a sample speech: “A glass is made of glass - it’s glass.”

Instructions: “A wooden chair – what is it? Chocolate candy - what is it? Oak table - what is it? Milk soup – what is it?”

Score in points:

5 points – independently copes with all assigned tasks

4 points – makes 2-3 mistakes, which he corrects independently

3 points – the child does not know 50% of the presented material

2 points – makes many mistakes, inaccuracies, does not use the experimenter’s help

1 point – no result or all answers are incorrect.

Stage 2

Development of the lexical and grammatical aspect of speech of older preschoolers in the process of using didactic games

Chapter I

Didactic games aimed at developing observation, verbal and non-verbal memory in children of senior preschool age

Goal: to teach children to name observed actions, remember their sequence and reproduce from memory.

Instructions: “Let’s play the game “Remember and Show.” Look and remember what I will do.”

Children are shown several actions, asked to name them and repeat them in the same sequence.

Then the children themselves name the actions. For this, a driver is selected. He is given a task in a whisper. The driver performs it, the children carefully watch his actions, and then talk about them in strict sequence.

The following sequence of actions is suggested:

He got up from his chair and went to the board.

He walked up to the table, took a book, and sat down on a chair.

He went to the window, took a watering can, watered the flower, and put the watering can in place.

He went to the table, took the book, took it to the closet, and put the book on the top shelf.

He got up from his chair, went to the closet, took a toy from the bottom shelf, took it to the window, and put it on the windowsill.

Chapter II

Didactic games aimed at developing the ability to analyze the subject content of situational pictures and establish predicative relationships

Goal: to teach to analyze the subject content of situational pictures, to establish predicative relationships.

Children are offered situational pictures with the following content:

The plane is flying.

The girl is coming.

The children are singing.

The boy washes himself.

Mom sews.

Grandfather is reading a newspaper.

Mom is cooking soup.

The girl draws a flower.

Grandma knits socks.

A girl catches a butterfly.

Instructions: “Let’s play the game “Who is the most attentive?” I will show pictures and ask questions, and you will answer. The one who answers correctly will receive a mushroom. The one with the most mushrooms in the basket wins.”

Children are shown pictures and asked questions about their content (Who is shown in the picture? What is he doing?).

Chapter III

Didactic games aimed at developing the ability to analyze the visual content of situational pictures.

Goal: to teach to analyze the visual content of situational pictures, to compare pictures that differ in the objects depicted on them, the actions performed, and the subjects.

Children are offered pairs of situational pictures with the following content:

The bird is flying. - The plane is flying.

The girl washes herself. - The boy is washing his face.

The boat is sailing. - The duck is swimming.

The girl is standing. - The girl is coming.

The duck is standing. - The duck is swimming.

The girl is sleeping. - The girl is sitting.

The girl draws a bunny. – The girl is drawing a house.

The bunny eats a carrot. - The bunny eats cabbage.

The hedgehog carries pears. - The hedgehog carries mushrooms.

Mom cuts sausage. - Mom is cutting fish.

Grandmother washes an apple. - Grandma washes a pear

The girl collects berries. – The girl collects mushrooms.

Instructions: “Let’s play the game “Find the Differences.” Look carefully at who is doing what in the pictures. Tell me how they differ."

Chapter IY

Didactic games aimed at developing the ability to establish the sequence of events

Goal: to learn to establish the sequence of development of an event depicted in a series of pictures.

On the table in front of each child there is a series of three pictures: a growing flower, a shrinking apple, a burning candle, a flying dandelion, a bird flying away from a nest.

Instructions: “Let’s play the game “What first, what then?” The pictures depict some event. Look at them carefully, think about how it all began, what happened next, and how it ended. Put all the pictures from left to right in order.”

After finishing the work, the children are asked to check with each other whether they completed the task correctly.

Chapter V

Didactic games aimed at developing the ability to compare objects according to various signs and reflect them in speech

1. “Choose an object of the desired shape”

Goal: to teach children to select vegetables by shape and reflect their name and characteristic in speech.

Equipment: on the teacher’s table there are cucumbers, tomatoes, carrots, radishes, zucchini, and beets.

Children are asked to come to the table and name the vegetables. Then they are shown a card with an outline image of a circle and an oval, the name of the geometric shapes is specified, and the card is placed on the board.

Instructions: “Let’s play the game “Choose an object of the desired shape.” Let's split into two teams. Your team will choose round vegetables and fruits, and yours will choose oval ones (the teacher points to the image of the corresponding figure on the card). The team that chooses the correct items will win.”

Children from different teams are asked to take turns approaching the table, select objects of a given shape, name the object and its shape (“Round Tomato,” etc.).

2. “Choose an item of the desired color”

Goal: to teach children to select fruits by shape and reflect their name and characteristic in speech.

Equipment: each child has one fruit on the table (apple, pear, lemon, orange, tangerine, plum); on the floor in the play corner there are 6 hoops containing colored strokes of cardboard (yellow, orange, red, blue, green).

Instructions: “Let’s play the game “Find your house.” Take the fruits that are on your tables. Look what color they are. Find a suitable house for them.”

Then the children are asked to name the fruit and its color.

3. “Compare and name”

Goal: to teach children to compare vegetables according to various characteristics and reflect them in speech.

Equipment: tomato and carrot.

Children are asked to look at vegetables, name them and determine whether they are the same or different based on the following questions:

Are they the same shape or different? What is the shape of a tomato? What shape is a carrot?

Similarly, objects are compared by color, texture, taste, place of growth, and group affiliation.

4. “Guess what it is?”

Goal: guessing an object based on its characteristics based on object pictures.

Equipment: pictures of vegetables and fruits are placed in a chaotic order on the board.

Children are told various signs of vegetables and fruits (shape, color, texture, taste, place of growth, group affiliation) until the object is guessed.

Instructions: “Guess what this is? Round, red, hard, sweet, grows on a tree, fruit.” Etc.

5. “Who knows, let him answer”

Goal: highlighting the main signs of autumn based on pictures-symbols natural phenomena; selection of words denoting actions and signs on the topic “Autumn”.

Equipment: pictures-symbols of natural phenomena with contour images of the sun, wind, snowflakes and raindrops, trees, bears, birds, people; painting “Autumn”; mushroom chips, cardboard baskets with a pocket for mushrooms for each child.

Instructions: Let's play the game “Who knows, let him answer?” I will ask questions and you will answer. The one who answers correctly will receive a mushroom. The one with the most mushrooms in the basket wins.”

The teacher places the picture “Autumn” on the board and invites the children to look at it.

Instructions: “What time of year is shown in the picture? (Autumn) Why do you think so? (Children’s guesses).”

The teacher lays out pictures-symbols on the typesetting canvas and asks the children questions:

The sun (what is it doing?)… hides, does not shine…

the wind (what is it doing?)… blows, howls, whistles, tears off clothes…

wind (what?)… cold, strong…

rain (what is it doing?)… it’s coming, it’s pouring, it’s drizzling, it’s hitting the roof, it’s getting wet…

leaves (what are they doing?)… turn yellow, fall off, lie on the paths, dry out…

leaves (what?)… yellow, red, beautiful, dried out…

animals (what are they doing?)… making provisions for the winter, preparing for hibernation, changing their coats…

birds (what are they doing?)… fly away to warm countries…

people (what are they doing?)... harvesting, preparing supplies for the winter...

Chapter VI

Didactic games aimed at strengthening the ability to coordinate words in a sentence.

1. “Say the word”

Goal: select any words to match the given one.

Instructions: “Let’s play the game “Say the Word.” I will name the words, and in response you name the first word that you remember (or whatever comes to mind).”

List of words:

Table, dishes, wood, butterfly, dog, hare, courage, color.

It stands, speaks, illuminates, grows, sings, laughs, falls, climbs down.

Yellow, big, tall, fat, good, angry, fox, wooden.

Fast, high, fun, two, flying.

2. “Who can do what?”

Goal: selection of action words to words denoting the names of objects.

Equipment: pictures used in the previous exercise.

Children are asked to look at the pictures, determine who is depicted in them, and what he can do.

3. “Finish the sentence.”

Goal: selection of words to adequately complete the meaning of the statement (development of proactive synthesis).

Grandfather is reading... (newspaper, book...).

The boy catches... (butterfly, fish...).

The girl draws... (bunny, house...).

The bunny eats... (carrots, cabbage...).

The hedgehog carries on thorns... (apples, mushrooms...).

Grandma bought (milk, soap...).

Mom cuts... (sausage, fish...).

Grandmother washes... (dishes, apple...).

The guys went into the forest... (for what?)... (for mushrooms, for berries...).

Masha went into the forest... (with whom?)... (with her friends, with her mother...).

Lena often helps her mother... (what to do?).

Yesterday Petya went... (to the store, to the zoo...).

Mom gives an apple... (to her daughter, grandmother...).

Syllabus

Didactic games aimed at developing observation, verbal and non-verbal memory in children of senior preschool age

September

Didactic games aimed at developing the ability to analyze the subject content of situational pictures and establish predicative relationships

October

November

III

Didactic games aimed at developing the ability to analyze the visual content of situational pictures.

December

January

Didactic games aimed at developing the ability to establish the sequence of events

February

March

Didactic games aimed at developing the ability to compare objects according to various criteria and reflect them in speech

April

Didactic games aimed at strengthening the ability to coordinate words in a sentence.

May

Total:

Educational and thematic plan

Didactic games aimed at developing observation, verbal and non-verbal memory in children of senior preschool age

Goal: to teach children to name observed actions, remember their sequence and reproduce from memory

Didactic games aimed at developing the ability to analyze the subject content of situational pictures and establish predicative relationships

Goal: learn to analyze the subject content of situational pictures, establish predicative relationships

III

Didactic games aimed at developing the ability to analyze the visual content of situational pictures

Goal: to teach to analyze the visual content of situational pictures, to compare pictures that differ in the objects depicted on them, the actions performed, the subjects

Didactic games aimed at developing the ability to establish the sequence of events

Goal: to learn to establish the sequence of development of an event depicted in a series of pictures

Didactic games aimed at developing the ability to compare objects according to various criteria and reflect them in speech

Goal: to teach children to select vegetables by shape and reflect their name and characteristic in speech

Goal: to teach children to select fruits by shape and reflect their name and characteristic in speech

Goal: to teach children to compare vegetables according to various characteristics and reflect them in speech

Goal: guessing an object based on its characteristics based on object pictures

Goal: highlighting the main signs of autumn based on pictures-symbols of natural phenomena; selection of words denoting actions and signs on the topic “Autumn”

Didactic games aimed at strengthening the ability to coordinate words in a sentence

Goal: select any words to match the given one

Goal: selection of action words for words denoting the names of objects

Goal: selection of words to adequately complete the meaning of the statement (development of proactive synthesis)

Literature

Borodich A. M. Methods of developing children's speech: Textbook. manual for pedagogical students. in-tuv on special. "Preschool pedagogy and psychology." – 2nd ed. – M.: Education, 1981. – 255 p., ill.

Vygotsky L.S. Thinking and speech. Psyche, consciousness, unconscious. (Collected works.) Textual commentary by I.V. Peshkova. Publishing house "Labyrinth", M., 2001. - 368 p.

Zimnyaya I.A. Linguistic psychology of speech activity. – M.: Moscow Psychological and Social Institute, Voronezh: NPO “MODEK”, 2001. – 432 p.

Zhinkin N.I. Mechanisms of speech. – M.: Publishing House of the Academy of Sciences of the RSFSR, 1958. – 371 p.

Loseva L.M. How the text is structured: A manual for teachers / Ed. G.Ya. Solganika. –

M.: Education, 1980. – 94 p.

Luria A.R. Language and consciousness / Ed. E.D. Chomsky. 2nd
ed. – M.: Moscow State University Publishing House, 1998. – 336 p.

Methods for examining children's speech: A manual for the diagnosis of speech disorders / Ed. ed. prof. G.V. Chirkina. – 3rd ed., add. – M.: ARKTI, 2003. – 240 p.

Nechaeva O.A. Functional and semantic types of speech (Description, narration, reasoning). Ulan Ude, Buryat. book publishing house, 1974. – 261 p.

Reader on the theory and methods of speech development in preschool children: Textbook. aid for students higher and Wednesday ped. schools, institutions / Comp. MM. Alekseeva, V.I. Yashina. – M.: Publishing Center “Academy”, 2000. – 560 p.

Tseytlin S.N. Language and the child: Linguistics of children's speech: Textbook. aid for students higher textbook establishments. – M.: Humanite. ed. VLADOS center, 2000. – 240 p.

Application

Lesson notes on the development of the lexical and grammatical aspects of speech in the process of using didactic games

Subject. Compiling a story based on a series of plot paintings “Found a Hedgehog”

Goal: developing skills in constructing a detailed speech statement based on a series of plot pictures.

Tasks:

1) to develop the skills of purposeful perception of the visual content of a series of plot pictures;

2) learn to analyze their subject content, establish and convey the depicted actions in speech;

3) practice constructing simple common sentences with adverbs of place, additions and definitions;

4) develop attention to the speech of others and your own speech.

Equipment:

A typesetting canvas in the form of a train with carriages;

Mushroom chips made of cardboard;

A series of 3 story pictures with the following content:

1. A girl and a boy found a hedgehog in the forest under a bush.

2. The guys are carrying a hedgehog in a hat.

3. The hedgehog drinks milk from a bowl. A girl and a boy are standing next to each other.

Lesson 1.

Progress of the lesson

I. Organizational stage

Have you been on a walk in the forest?

Did you like it in the forest? (What did you like in the forest?)

Who did you go to the forest with?

Who (what) did you see in the forest?

II. Communicating the purpose of the lesson

Educator: “A little train from Romashkov came to visit us and brought magical pictures. A story is drawn on them, about one incident with the guys in the forest. We will make up a story based on the pictures and find out what happened to them.”

III. Analysis of the content of a series of pictures

On the typesetting canvas (train) there are plot pictures with the side opposite to the image.

The teacher opens the pictures one by one, invites the children to look at them and answer the questions.

Questions for the 1st picture:

Who are we going to talk about? (About a boy and a girl)

What are the names of the boy and girl?

Who else will we talk about? (About the hedgehog)

Where did the guys go? (The guys came to the forest)

- What kind of hedgehog? (Small, prickly)

Where was the hedgehog sitting? (The hedgehog was sitting under a bush)

Questions for the 2nd picture:

What did the guys do? (The guys took the hedgehog)

Where did they put the hedgehog? (They put the hedgehog in the hat)

Why did they put a hedgehog in the hat? (Children's guesses)

Where did the guys take the hedgehog? (Children's guesses)

Questions for the 3rd picture:

Where did the guys bring the hedgehog? (The guys brought the hedgehog home)

What did the guys do? (They gave the hedgehog milk)

What kind of milk? (White, tasty, warm)

IV. Lexico-grammatical exercises

1. Selection of words denoting the character’s actions in accordance with their sequence.

Instructions: “Let’s play the game “Who is the most attentive.” I will point to the picture and ask questions. You need to answer in one word. The one who answers correctly will receive a mushroom. The one with the most mushrooms in the basket wins.

Suggested questions: What did you do? - We've arrived. What did you do? - Found. What did you do? - They put it down. What did you do? - They carried it. What did you do? “They gave me something to drink.”

2. Reproduction of various syntactic structures (simple common sentences with adverbs of place, addition and definition).

Instructions: “Let’s play the game “Who remembered more?”

The teacher removes the pictures and invites the children to answer the questions:

Where did the guys go? (The guys came to the forest)

Who did they find in the forest? (They found a hedgehog in the forest)

Where was the hedgehog sitting? (The hedgehog was sitting under a bush)

Where did the guys put the hedgehog? (The guys put the hedgehog in the hat)

Where did they take him? (They carried him home)

What did the guys give the hedgehog to drink? (The guys gave the hedgehog milk)

V. Summary

Educator: “Who did we learn to talk about in class? (About the guys and the hedgehog).

Lesson 2.

I. Organizational stage

Instructions: “Who did we learn to talk about in class? (About the guys and the hedgehog).

II. Explanation of the purpose of the lesson

Instructions: “Today in class we will continue to learn how to compose a story using pictures.”

III. Compiling a story based on a series of plot paintings

1. Children placing a series of pictures on a typesetting canvas

Instructions: “Arrange the pictures in the trailers in order.”

2. Writing a story together

Instructions: “Let’s play the game “Complete the sentence.” I’ll start telling the story using the pictures, and you’ll complete the sentences with the words that make sense.”

One day a boy and a girl went... (to the forest). Under a bush they found a small... (hedgehog). The guys put the hedgehog... (in the hat). They carried him... (home). At home, the guys gave the hedgehog warm... (milk).

3. Compiling a story based on a series of pictures as a whole

In the course of the work, children's stories are analyzed, stories compiled by other children are supplemented according to the questions of the speech therapist: “Did you like the story? Did you tell it in order? What mistakes did you notice in the story? What can you add?

IV. Bottom line

Educator: “Who did we learn to talk about in class? (About the guys and the hedgehog).”

Children's work in class is assessed in general and individually.

Subject. Compiling a story based on a series of plot paintings “How Tanya cured the bird”

Goal: teaching children to compose a story based on a series of plot pictures.

Objectives: 1) learn to analyze the depicted visual situation, establish the cause-and-effect relationship of events, and arrange semantic links in a certain sequence;

2) teach the definition of the subject of the statement and its main idea;

3) develop skills in correct lexical and grammatical formatting of individual statements;

4) learn to identify contextual synonyms from a sample story;

5) develop skills to control the construction of statements.

Equipment: - type-setting canvas in the form of a train with carriages;

Mushroom chips made of cardboard;

Cardboard baskets with a pocket for mushrooms for each child;

A series of 4 story pictures with the following content:

1. The girl found a wounded bird in the bushes.

2. A girl sits on a bed in a room and bandages a bird’s wing.

3. A girl feeds a bird from a bowl

4. The girl released the bird out the window and sees it off.

Progress of the lesson

I. Organizational stage

The teacher asks the children to answer the questions:

Do you love animals, birds?

Have you ever helped an animal in trouble?

There is a knock on the door.

The teacher goes out to see who came and returns with a toy - a kitten.

Kitten (in a sad voice): “Hello, guys.”

Teacher: “Hello, Kitten. Why are you so sad?”

Kitten: “I lived with the boy Petya. He offended me all the time, pulled my tail. And now my ponytail hurts all the time. What should I do?".

Educator: “I know one girl, Tanya, who really loves animals and helps them.”

Kitten: “Please tell me about this girl.”

Teacher: “Stay in our class and listen.”

II. Communicating the purpose of the lesson

Educator: “Today the guys and I will talk about how the girl Tanya cured a bird. And the little train from Romashkov and its helper pictures will help us.”

III. Working on the content of the future story (working with a visual plan)

Children placing a series of pictures on a typesetting canvas.

The plot pictures of the series are located on the board out of order.

Instructions: “Look at the help pictures. Arrange the pictures in the trailers in order.”

The teacher invites one of the children to arrange a series of pictures in the desired sequence. Then the children are asked to evaluate the correctness of the task and, if necessary, correct errors.

2. Analysis of the visual content of pictures

The teacher invites the children to look at the pictures and answer the questions:

Questions for the 1st picture:

Who are we going to talk about? (About a girl)

What's the girl's name? (Tanya)

Who else will we talk about? (About the bird)

- Where did Tanya walk? (Tanya was walking in the forest)

- What happened to her in the forest? (She found the bird)

-Where did she find the bird? (In the bushes)

- What kind of bird was it? (Wounded)

Questions for the 2nd picture:

- What happened next? (Where did the girl bring the bird? What did she do next?) - The girl brought the bird home and bandaged the wing.

Questions for the 3rd picture:

- What did the girl do then? – The girl began to feed the bird.

Questions for the 4th picture:

- What happened to the bird next? (The bird recovered)

- What happened then? (What did Tanya do then?) - Tanya released the bird into the wild.

When asking questions, the teacher points to the corresponding pictures.

3. Exercise in selecting words denoting the actions of characters

Instructions: “Let’s play the game “What does it do?” I will point to the picture and ask questions. The one who answers correctly will receive a mushroom. The one with the most mushrooms in the basket wins. You need to answer in one word: What did you do? - I was walking. What did you do? - Found it. What did you do? - I brought it. What did you do? - I bandaged it. What did you start doing? - Feed. What did you do? - Recovered. What did you do? “I let you go.”

IV. Compiling a story according to a visual plan

1. Writing a story together

Instructions: “Let’s play the game “Complete the sentence.” I’ll start telling you, and you’ll complete the sentences with suitable words.”

Once Tanya... (walked in the forest). In the bushes she... (found a wounded bird). Girl... (brought her home and bandaged her wing). The bird will soon... (recovered). Then Tanya... (let her go free).

2. Isolating contextual synonyms from the story

Instructions: “In the story, the girl is called by different words. Remember which ones? (Tanya. She. Girl) This is necessary so that the words are not repeated, and the story is beautiful.”

If necessary, the speech therapist reads out the appropriate sentences.

3. Coming up with a title for the story.

4. Writing a story for children

Instructions: “Tell the kitten... (title of the story).”

In the course of the work, children's stories are analyzed using the questions: “Did you like the story? What mistakes did you notice in the story? What can you add?

Kitten: “Thank you, guys, for your stories. I realized that this is a very kind girl. I'll go to Tanya. She will take pity on me and cure me.”

He says goodbye to the guys and leaves.

V. Summary

Educator: “Who did we talk about in class? (About the girl Tanya and the bird). What did we call the story?

Children's work in class is assessed in general and individually.

VI. Homework: “Tell it to your mom (grandmother, dad, friend).”

Subject. Compiling a story based on the plot picture “How crows protected their chicks”

Goal: learning to compose a story based on a plot picture with the reconstruction and reproduction of events preceding and subsequent to those depicted in the picture.

Tasks:

1) learn to analyze the depicted visual situation, recreate and reproduce previous and subsequent events;

2) develop skills in planning a detailed statement;

3) improve the ability to determine the subject of a statement and its main idea;

4) practice selecting contextual synonyms and using them as means of interphrase communication;

5) develop the ability to evaluate the results of speech activity.

Equipment:

- a plot picture with the following content: the boys climbed a birch tree on which there is a crow’s nest with chicks; two crows fly far from the tree;

- light chips (orange cardboard circles);

- a cardboard flashlight for each child;

Lesson 1.

Progress of the lesson.

I. Organizational part

The teacher asks the children to answer the questions:

Guys, what is the name of the house where the birds live?

Who do the birds hatch in the nest?

Is it possible to touch bird nests? Why?

Would you like it if someone else broke into your house?

II. Communicating the purpose of the lesson

Educator: “Today in class we will learn and learn to talk about one incident that happened to the boys in the forest.”

III. Working on the content of the future story

The teacher invites the children to look at the story picture and answer the questions:

-Who do you see in the picture? (Boys)

- Who else do you see in the picture? (Raven, chicks)

- What is the name of this tree? (Birch)

Instructions: “Now, let’s play the game “What comes first, and what then?” and let’s figure out where it all began, what happened next and how it all ended. The one who answers the questions correctly will receive the light. The one with the brightest flashlight will win.”

-Where did this incident happen? (In the forest)

- What were the boys doing in the forest? (The boys were walking, picking mushrooms, berries...)

- What did they see on the birch tree? (They saw a nest on a birch tree)

- Who was in the nest? (There were chicks in the nest)

- What did the boys do? (The boys climbed the tree)

- What did the boys want to do? (The boys wanted to take out the chicks...)

- Why did they want to take out the chicks? (They wanted to play with the chicks...)

- Who arrived suddenly? (Suddenly the crows flew in)

- What did the crows do? (The crows began to peck at the boys and beat them with their wings...)

- What did the boys do? (The boys climbed down from the tree and ran away...)

- Why did the crows begin to peck the boys? (They wanted to save their chicks...)

IV. Selection of contextual synonyms

The teacher invites the children to choose words that can be used to call boys (they, guys, are friends).

V. Summary

Educator: “Who did we learn to talk about in class?”

Children's work in class is assessed in general and individually.

Lesson 2.

I. Organizational part

Checking children's readiness for class.

II. Explanation of the purpose of the lesson

Instructions: “Remember who we talked about in the last lesson? Today in class we will continue to learn how to write a story based on a picture.”

III. Writing a story

1. Compiling a story in a chain

The teacher invites one of the children to tell about where the boys came and what they did, to the other - what happened next, to the third - about who arrived and what they did, to the fourth - how this story ended. He invites the rest of the children to listen carefully to the children and, if necessary, correct their mistakes.

If you have any difficulties while composing a story, help is provided in the form of guiding questions, pointing out the corresponding detail of the picture, and hints. initial word phrases.

2. Coming up with a story title

3. Compiling the story as a whole according to the preliminary plan

Story outline:

1. Where did the boys come and what did they do?

2. What happened then?

3. Who arrived and what did they do?

4. How did this story end?

Sample story: “The boys were walking in the forest. They saw a nest on a birch tree. There were chicks in the nest. The boys climbed the tree. They wanted to take out the chicks and play with them. Suddenly the crows flew in. They began to peck at the boys and beat them with their wings. The guys got scared, climbed down from the tree and ran away. This is how the crows saved their chicks.”

In the course of the work, children's stories are analyzed, stories compiled by other children are supplemented by the questions: “Did you like the story? Did you tell it in order? What mistakes did you notice in the story? What can you add?

IV. Bottom line

Educator: “Who did we learn to talk about in class? What did we call the story?

Children's work in class is assessed in general and individually.

Subject. Writing a story describing a tomato

Goal: developing skills in constructing a descriptive story based on a pictorial-symbolic plan.

Objectives: 1) practice identifying the main features of an object based on a visual plan and conveying them in speech in a given sequence;

2) practice sentence construction skills with homogeneous definitions;

3) learn to change interphrase connections using personal pronouns;

4) develop skills to control the construction of statements.

Equipment: - a picture-symbolic plan for a story-description of vegetables (fruits, berries), an object picture with a picture of a tomato, a toy - Dunno.

Progress of the lesson

I. Organizational stage

Educator: “Today Dunno came to visit us.”

Dunno greets the children and invites them to answer the questions:

- Have you been to the grocery store?

- Who did you go there with?

- What did you buy there?

Dunno: “Today I went to the store and bought a blue square sweet tomato.”

Educator: “Dunno, you’re probably mistaken. Guys, can a tomato be blue and square? (No)"

II. Communicating the purpose of the lesson

Educator: “Guys, let’s tell Dunno what a tomato is like to help him correct his mistake. And the hint pictures will help us with this.”

III. Working on the content of the future statement (working with a visual plan)

In the plan there is a picture of a tomato on the board. Picture symbols are located on the opposite side to the image.

The teacher opens the pictures one by one, invites the children to look at them and answer the questions:

-What are we going to talk about? (About tomato)

- What is the shape of a tomato? (Round tomato)

- What color is the tomato? (Tomato red)

- What does a tomato feel like? (Tomato soft)

- What does a tomato taste like? (The tomato is sour)

-Where does tomato grow? (A tomato grows in a garden bed)

- What is a tomato? (A tomato is a vegetable)

During the conversation, the speech therapist points to the corresponding picture-symbol of shape, color, texture, taste, place of growth, group affiliation, and then an object picture.

Educator: “Dunno, do you understand what your mistakes are?”

Dunno (sad): “Yes, I told you wrong about the tomato. It can’t be blue and square.”

Educator: “Don’t be upset, Dunno, study with us and learn how to correctly talk about your purchase.”

VI. Writing a story based on a visual plan

1. Compiling a story “in a chain”

Instructions: “Let’s play the game “Who knows, let him continue.” We will look at the clue pictures and talk about the tomato. The one I name will start talking until I say stop. The one I name will continue the story.”

The teacher reminds that you need to immediately say which tomato is by color and shape, by touch and taste.

Children make up a story, for example: “This is a tomato. The tomato is round and red. The tomato is soft and sour. A tomato grows in a garden bed. A tomato is a vegetable."

2. Changing the means of interphrase communication

Instructions: “What word is repeated in the story (if necessary, the speech therapist pronounces two sentences, highlighting the repeated word with his voice)? (Tomato). To prevent this word from being repeated, it can be replaced with the word “he”. Listen to what happens: “This is a tomato. It's round and red." Repeat. And in order not to forget about this, repeat after me and remember the hint poem: “In order not to repeat words, we will replace them.”

3. Compiling the story as a whole.

Instructions: “Now you will tell Dunno about the tomato, and he will choose the story that he likes best.”

In the course of the work, children's stories are analyzed using the questions: “Did you like the story? Did you tell it in order? What mistakes did you notice in the story? What can you add?

Dunno: “Thank you guys for your stories. I really liked them. Now I won’t make mistakes.” He says goodbye to the children and leaves.

V. Summary

Educator: “What did we learn to talk about in class? (We learned to talk about a tomato).”

The teacher evaluates the children’s work in class in general and individually.

MBDOU Kindergarten No. 3 Biysk

“Work program for speech development in the preparatory group”

The material presents a work program for the preparatory group of a kindergarten on speech development.

Educational field "Speech development"

Work program for the discipline “Speech Development”, preparatory group for school (6-7 years old) for 2016-2017.

Section 1. Explanatory note

Work program for the discipline "Speech development"(hereinafter referred to as the Program) is included in the content section of the main educational program of preschool education MBDOU Children's kindergarten No. 3”, developed taking into account the Model general educational program for preschool education “From birth to school” / edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva and covers the following educational areas: cognitive development, social and communicative development, artistic and aesthetic development, speech development, physical development.

Contents of the Program includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; 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 analytical-synthetic activity as a prerequisite for learning to read and write.

Working with students is aimed at developing free communication with adults and children, mastering constructive ways and means of interaction with others.

Development of all components of children's oral speech: grammatical structure of speech, coherent speech - dialogical and monologue forms; vocabulary formation, education sound culture speech.

Practical mastery of speech norms by pupils.

In the school preparatory group, the Program provides psychological and pedagogical work:

Developmental speech environment. To teach children - future schoolchildren - to take initiative in order to gain new knowledge.

Improve speech as a means of communication.

Find out what children would like to see with their own eyes, what they would like to learn about, in which tabletop and Mind games would like to learn how to play, what cartoons they are willing to watch again and why, what stories (about what) they prefer to listen, etc.

Based on the experience of children and taking into account their preferences, select visual materials for independent perception, followed by discussion with the teacher and peers.

Clarify children’s statements, help them more accurately characterize an object or situation; learn to make assumptions and draw simple conclusions, to express your thoughts clearly for others.

Continue to develop the ability to defend your point of view.

Help master forms speech etiquette.

Continue to meaningfully and emotionally tell children about interesting facts and events.

To teach children to make independent judgments.

Formation of a dictionary. Continue work to enrich children’s everyday, natural history, and social science vocabulary.

Encourage children to be interested in the meaning of words.

Improve the ability to use different parts of speech in strict accordance with their meaning and purpose of the statement.

Help children master expressive language.

Sound culture of speech. Improve the ability to distinguish by ear and pronunciation all the sounds of the native language. Practice diction: teach children to clearly and distinctly pronounce words and phrases with natural intonations.

Improve phonemic awareness: learn to name words with a certain sound, find words with this sound in a sentence, determine the place of the sound in a word.

Practice intonation expressiveness of speech.

The grammatical structure of speech. Continue to practice children in matching words in a sentence.

Improve the ability to form (following a model) words of the same root, nouns with suffixes, verbs with prefixes, comparative and superlative adjectives.

Help to correctly construct complex sentences, use linguistic means to connect their parts (so that, when, because, if, if, etc.).

Coherent speech. Continue to improve dialogic and monologue forms of speech.

To develop the ability to conduct dialogue between the teacher and the child, between children; teach to be friendly and correct interlocutors, cultivate a culture of verbal communication.

Continue to teach how to meaningfully and expressively retell literary texts and dramatize them.

Improve the ability to compose stories about objects, about the content of a picture, based on a set of pictures with a sequentially developing action. Help create a story plan and stick to it.

Develop the ability to write stories from personal experience.

Continue to improve the ability to write short tales on a given topic.

Feature of the item is its close relationship with other educational areas:

1. Cognitive development. Development of children's interests, curiosity and cognitive motivation.
2. Social and communicative development. Development of communication and interaction of the child with adults and peers.
3. Artistic and aesthetic development. Development of prerequisites for value-semantic perception and understanding of works of art (verbal).
4. Physical development. Development of fine motor skills of both hands. Formation of focus and self-regulation in the motor sphere.

Program type: preschool education program.

Program status: work program for the discipline “Speech Development”.

Form of activity: organized educational activities (hereinafter referred to as OED).

OOD mode:

OOD table

Methods of pedagogical diagnostics (monitoring): observation, conversation.

Characteristic possible achievements child:

• Participates in a collective conversation: asks questions, answers them, giving reasons for the answer; talks about a fact, event, phenomenon in a consistent and logical manner that is understandable for interlocutors. He is a friendly interlocutor, speaks calmly, without raising his voice.
• When communicating with adults and peers, he uses verbal politeness formulas.
• Uses synonyms, antonyms, and complex sentences of various types.
• Retells and dramatizes short literary works; composes stories from experience, about an object, according to a plan and model, based on a plot picture, a set of pictures with a plot development of the action.

Section 2. Calendar-thematic planning

Block	Month	Topic of the week	OOD topic	the date of the	Number of hours	Program tasks	Training and metodology complex
Day of Knowledge	September	1. Day of Knowledge. We are future first-graders.			1
		2. Favorite kindergarten. What surrounds us?			1
		3.Kindergarten. Who meets us in kindergarten? Adult labor.	Preparations		1	Talk to the children about what their group is now called and why, find out if they want to become students. Help children construct sentences correctly.	1,14
Autumn	October	4.Autumn time. Forest in autumn.	It's so light all around today!		1	Introduce children to poems about autumn, introducing them to poetic speech.	1, 31
		1.What did autumn give us? People's work in autumn.	Retelling of the story by V. Sukhomlinsky "Apple and Dawn"		1	Improve the ability to retell and draw up a story plan.	1, 34
		2. Pets and birds.	Reading the fairy tale “The Blind Horse” by K. Ushinsky		1	Introduce children to K. Ushinsky’s fairy tale “The Blind Horse.”	1, 45
My city. My country. My planet.		3.My motherland. City of Biysk.	Compiling a story based on the painting “To School”		1	U teach children to compose a plot story based on a picture, using previously acquired plot-building skills (plot, climax, denouement), independently invent the events preceding those depicted.	2, 135
		4.Transport. Safety on the street.	Conversation about A. Pushkin		1	Talk about the great Russian poet, evoke a feeling of joy from perceiving his poems and a desire to hear other works of the poet.	1, 21
National Unity Day.	November	1.I am human. My rights.	Writing a story on the topic “My favorite toy”		1	Learn to select facts from personal experience according to the topic; tell a coherent, complete and expressive story, clearly build the composition of the story. Learn to choose words to describe certain qualities and characteristics; systematize knowledge about word formation methods. Develop creative imagination.	2, 165
		2. Home country. Symbols of Russia.	Memorizing the poem “Motherland” by Z. Alexandrova		1	Help children understand the meaning of the poem and remember the work.	1, 74
		3. Home country. Moscow is the capital of our Motherland.	Reading A. Remizov’s fairy tale “The Voice of Bread”		1	Introduce children to the fairy tale, find out whether they agree with the ending of the work. Improving children's abilities to reproduce the sequence of words in a sentence.	1, 28
		4.My family. Mothers Day.	Working with a plot picture		1	Find out how children mastered the ability to title a picture and draw up a story plan.	1, 20
New Year	December	1.Winter. Winter-winter.	Hello, guest - winter!		1	Introduce children to poems about winter.	1, 52
		2.Winter. Wintering birds, animals in winter.	Shaggy and winged		1	Continue to teach children to write interesting and logical stories about animals and birds.	1,67
		3.Electrical appliances. Fire safety.	Reading the fairy tale “Warm Bread” by K. Paustovsky		1	Introduce children to K. Paustovsky’s fairy tale “Warm Bread”.	1, 37
		4. New Year's holiday.	New Year's meetings		1	Improve children's ability to write stories from personal experience. Activate the speech of preschoolers.	1, 50
Winter	January February	1.Health week.	Compiling a story based on the paintings “We are not afraid of frost”		1	Learn to tell stories from a picture without repeating each other’s stories; use figurative words and expressions to describe winter. Introduce the polysemy of words.	2, 163
		2.Winter fun. Sport	Compiling a story on the topic “How we play in the winter on the site”		1	Learn to select the most interesting and significant things for a story and find an appropriate form of conveying this content; include descriptions of nature and surrounding reality into the narrative. Intensify the use of cognate words; learn to compose two or three sentences with given words, combining them correctly according to their meaning. Develop creativity, imagination, memory. Cultivate a kind attitude towards each other.	2, 175
		3. Clothes, hats, shoes.	Works by N. Nosov		1	Recall with your children the stories of N. Nosov, favorite episodes from the book “The Adventures of Dunno and His Friends.”	1, 50
		1.Animals and birds of the North and hot countries.	Retelling of the fairy tale "The Fox and the Goat"		1	To improve children's ability to retell a fairy tale in person.	1, 72
Defender of the Fatherland Day		2.Professions of dads.	Compiling a story based on the painting “If We Were Artists”		1	Learn to compose a collective narrative-description. Learn to build sentences with a predicate, an expressed verb in the subjunctive mood. Develop creativity, imagination, memory. Develop the ability to listen without interrupting your comrades.	2, 203
		3. Home country. Our Army.	Here's the story.		1	Continue to teach children to write stories from personal experience.	1, 27
International Women's Day	March	4.Items nearby environment. Furniture, dishes.	Tyapa and Top made compote.		1	Improve children's ability to compose stories based on pictures with sequentially developing action.	1, 44
		1.International women's	Composing a text of congratulations		1	Learn to compose a text of congratulations. To consolidate the correct pronunciation of the sounds “s”, “w”, to teach how to differentiate these sounds by ear and in pronunciation; pronounce words and phrases with these sounds clearly and distinctly at varying volumes and speeds, correctly use interrogative and affirmative intonations. Develop attention and memory. Cultivate children's interest in words.	2, 196
		2.Professions of mothers.	Reading L. Tolstoy's story “The Jump”		1	Tell children about the writer, help them remember famous stories and introduce you to something new.	1, 43
Folk culture and traditions		3. Folk culture and traditions.	Fables - shapeshifters		1	To introduce children to folk and original fables, to inspire the desire to write their own.	1, 29
		4.My region. Culture and traditions.	Russians folk tales		1	Find out whether children know Russian folk tales.	1, 26
		5.Children's Book Week. International Theater Day.	Writing a fairy tale on a given topic		1	To develop the ability to invent a fairy tale on a given topic, to convey the specifics of the fairy tale genre. Give tasks to select synonyms and antonyms, definitions and comparisons; work on the use of feminine, masculine and neuter nouns and adjectives; give tasks on word formation. Learn to convey different feelings using intonation (joy, indifference, grief). Develop memory and observation skills. Cultivate a love for the natural environment.	2, 196
Spring	April	1.Spring. Awakening of nature.	Spring is coming, make way for spring!		1	Reading poems about spring to children, introducing them to the poetic style of speech.	1, 65
		2.Spring. Arrival of birds, animals in spring.	Description of the landscape painting		1	To develop the ability to correctly perceive, feel the mood reflected by the artist in the landscape, and convey it in words. Train in the selection of definitions and comparisons, synonyms and antonyms. Learn to come up with sentences and pronounce them with different intonation colors, conveying feelings of joy and sadness in your voice. Develop the ability to feel and respond to the mood conveyed by the artist, the desire to communicate about what he saw. To cultivate a sense of beauty in the process of perceiving paintings.	2, 201
Victory Day		3.Planet. Space. Cosmonautics Day.	In a forest clearing		1	Develop children's imagination and creativity, activate speech.	1, 29
		4.Underwater world. World of plants. Red Book.	Undersea world		1	Improve children's dialogical speech and ability to write stories on a given topic.	1, 37
		1. Home country. Victory Day.	What are poems for?		1	Talk with children about why people write, read and recite poetry. Find out which program poems children remember.	1, 18
Goodbye, kindergarten. Hello school.		2.Insects.	Retelling of M. Prishvin’s story “Golden Meadow”		1	To convey the content and artistic form of the story in unity; consolidate understanding of the specifics of the story genre; learn to retell in the third person. Learn to select definitions and comparisons; give tasks to coordinate nouns and adjectives in gender and number. Give tasks to regulate speech rate and voice strength. Develop logical thinking and intelligence. Cultivate a sense of beauty.	2, 206
		3.Summer.			1
		4.Goodbye, kindergarten. Hello school!			1

Section 3. Educational and methodological complex

3.1. Methodical manuals

1. Complex classes according to the program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Preparatory group.

3.2. Electronic educational resources

1. Gerbova V.V. Speech development in kindergarten: Preparatory group for school (6-7 years old).

3.3. Workbooks

Daria Denisova, Yuri Dorozhin. Speech development in preschool children. School preparatory group.

3.4. Visual and didactic aids

Posters: “Alphabet”

Series “Grammar in Pictures”: “Antonyms. Verbs"; “Antonyms. Adjectives"; "Speak correctly"; " Plural"; "Polysemantic words"; “One is many”; "Word Formation"; "Emphasis."

DEPARTMENT OF EDUCATION

CITY ADMINISTRATION NOVIY URENGOY

MUNICIPAL AUTONOMOUS PRESCHOOL

EDUCATIONAL INSTITUTION

"KINDERGARTEN "RUCHYOK"

ACCEPTED APPROVED

By the Pedagogical Council By order of the director

from November 20, 2015. MADO "Kindergarten "Rucheyok"

protocol № 2 dated_______2015 No. ____

Continuing education program

"Rechetsvetik"

age 4-5 years

(implementation period – 1 year)

The program was developed by:

Efremova Tatyana Alexandrovna,

teacher

G. New Urengoy

EXPLANATORY NOTE

CHAPTER I

Techniques that promote better assimilation of the material:

Alternating choral and individual responses

Using a variety of game situations

Justification for the need to complete the task

Techniques aimed at maintaining attention:

Combination of exercises with gaming techniques

Motivated assessment of children's answers

Use of physical education breaks.

Sound culture of speech.

Formation of a dictionary.

The grammatical structure of speech.

Coherent speech.

CHAPTER IV

Calendar-thematic planning of speech development classes

CONCLUSION

BIBLIOGRAPHY

EXPLANATORY NOTE

The speech development of preschool children is the main direction in the preschool education system, laying the foundations for the intellectual, speech, emotional, spiritual and moral development of preschool children, and their ability to use oral speech.

The basis for the development of a work program for additional education on speech development for children 4-5 years old was:

Federal state educational standards for preschool education Order No. 1155 of October 17, 2013

Sanitary and epidemiological rules and regulations SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations”

Educational and methodological complex: Ushakova O. S.

Target:

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

To achieve the set goals, it is necessary to solve the following practical Tasks:

- Support the child’s initiative and independence in verbal communication with adults and peers, the use of descriptive monologues and elements of explanatory speech in communication practice.

Develop the ability to use variable forms of greeting, farewell, gratitude, and making a request.

Maintain the desire to ask and correctly formulate questions, and use elements of explanatory speech when answering questions.

Develop the ability to retell fairy tales, compose descriptive stories about objects and objects using pictures.

Enrich vocabulary by familiarizing children with the properties and qualities of objects, items and materials and performing research activities.

Develop the ability to clearly pronounce the sounds of your native language, the right word pronunciation.

To cultivate a desire to use means of intonation expressiveness in the process of communicating with peers and adults when retelling literary texts.

Cultivate interest in literature, correlate literary facts with existing life experience, establish causal relationships in the text, reproduce the text using illustrations.

The speech development program is based on general didactic and specific principles :

The principle of systematicity and consistency: concentric assimilation of the program; organization and consistent presentation of material “from easy to difficult”, “from simple to complex” training;

The principle of visibility: an illustrative (visual) image of the objects and concepts being studied contributes to the formation of more complete and clear images and ideas in the minds of preschoolers;

The principle of accessibility and feasibility: is implemented in dividing the studied material into stages and presenting it to children in successive blocks and parts, according to age characteristics and speech development;

Ontogenetic principle (accounting age characteristics trainees).

The program involves two classes per week, in the second or first half of the day, as part of the “Rechetsvetik” elective. The total number of lessons per year is 64, lesson duration is 20 minutes. It is focused on working with students aged 4-5 years and is designed for one year of study.

Children's organization form: (small groups of 5-6 children)

CHAPTER II Methods and techniques:

Verbal (conversation, artistic expression, riddles, reminder of the sequence of work, advice);

Visual

Practical

Gaming

Techniques that promote better assimilation of the material:

alternating choral and individual responses. Alternating a variety of choral and individual responses allows all children to be involved in the work and provides each child with a good speech load. Choral answers can be from all children and from a large (small) subgroup: only girls or only boys; children sitting by the windows or at the first tables; guys in T-shirts with appliqués, etc.;

use of various game situations. For example, writing a story about a toy is often preceded by a dramatization game. By participating in it, the child willingly and easily remembers words and expressions that he can later use in his answer;

justification for the need to complete the task. This technique, as already noted, acquires particular significance with repeated repetition of the same type of speech material. The teacher must use motives that are significant for the child (to help someone, to protect someone weaker, etc.). For example, children say to the cat: “Go away, Scratchy, don’t touch, don’t scare the chickens” (consolidating the pronunciation of the sound ts in words).

Techniques aimed at maintaining attention:

combination of exercises with game techniques significantly increases children’s speech activity and allows them to maintain a steady interest in the lesson material. Gaming techniques can be very diverse. For example, the teacher explains and shows the articulation of a sound and exercises children in pronouncing it. Next, the children make a sound, imitating the rustling of leaves, the hiss of an angry goose, the air coming out of a burst car tire, etc.;

motivated assessment of children's answers. This technique increases children’s desire not only to answer correctly, but to find an interesting word or comparison to characterize an object or situation. (“How good, how figuratively you compared falling snowflakes with lace fluffs!” the teacher rejoices.) Children enjoy the assessment “coming” from the character present in the lesson. (“Look how the puppy turns his head, trying to see his ears. After all, Masha said that they are “as if rolled up into a tube.”);

preparing children to perceive a peer’s response. For example, the teacher suggests: “This morning Oleg and I learned to read a poem expressively. It seems to me that now he reads much better than in the last lesson. Shall we listen to him?” “Natasha has a clear voice, and the mosquito’s song should sound very good. Shall we check?";

use of physical education breaks. A static pose is tiring for four-year-old children, so the teacher should provide them with the opportunity to change it during the lesson, for example, offer them to get up from the tables and go to the easel, go to the table, find something in the room (according to the conditions of the didactic game), accept participation in dramatization, etc.

If it is difficult to foresee these options, you can take a pause, during which the children do not perform physical exercises, but various imitation actions (as instructed by the teacher): they depict the animal that was just discussed (they show how a hedgehog curls up into a ball; they jump like frogs; show how a puppy tries to grab its tail with its teeth; walk like herons, etc.).

A physical education break does not always occur in the middle of a lesson and is offered not as a means of relaxation (“Now let’s rest a little!”), but as another educational task that must be completed well. Such tasks teach children to improvise. Later, this has a positive effect on the quality of children's dramatizations and role-playing games.

CHAPTER III. CONTENT OF THE SPEECH DEVELOPMENT PROGRAM

Sound culture of speech. Reinforce the correct pronunciation of vowels and consonants, practice the pronunciation of whistling, hissing and sonorant sounds. Develop the articulatory apparatus.

Isolate the sound when clearly pronouncing a word or phrase and come to an understanding of the terms “sound”, “word”.

Continue to work on diction: improve the clear pronunciation of words and phrases.

Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.

Improve intonation expressiveness of speech.

Formation of a dictionary. Replenish and activate children’s vocabulary based on the accumulation and enrichment of the vocabulary based on knowledge and ideas from the child’s surrounding life; activating different parts of speech, not only nouns, but also adjectives and verbs.

Distinguish objects according to essential characteristics, name them correctly, answering the questions: who is this? What is this? see their features, highlighting characteristic features and qualities (which one?), as well as actions associated with them, their condition and possible human actions (what does it do? what can be done with it?)

Expand ideas about objects, phenomena, events that did not take place in their own experience.

When naming the actions of an object, develop the ability to see the beginning and end of the action (game with pictures “What’s first, what’s next”).

On a visual basis, preschoolers learn to distinguish words with opposite meanings (big - small, high - low).

Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.

Learn to use nouns with a general meaning (clothing, dishes, furniture, vegetables, animals, etc.).

Grammatical structure of speech. Learning to change words by case, agreeing nouns in gender and number.

The activation of spatial prepositions in the child’s speech (in, on, for, under, about) simultaneously leads him to the use of case forms.

Education in different ways word formation: the names of animals and their young, the names of utensils are formed using a wide variety of suffixes (hare-hare-hares; sugar bowl, bread box).

Familiarization with the formation of onomatopoeic verbs (sparrow chirp-tweet-tweet, duckling quack-quack-quack). To develop the ability to form verbs and consolidate this information in the games “Add a word”, “Who is doing what?”, “Who can name the most actions?”, “What do they do on musical instruments?”

Encourage the word creation characteristic of the fifth year of life, tactfully suggest a generally accepted word pattern.

Encourage children to actively use the simplest types of compound and complex sentences in speech.

Coherent speech. Retell literary works, developing the ability to reproduce the text of a familiar fairy tale or short story, first with questions from the teacher, and then without them.

When looking at pictures, preschoolers are taught to answer questions about the content and are led to compose short stories, first together with an adult and then independently.

When examining toys and objects, children answer questions prompting them to describe the toy, its qualities and actions, the purpose of the objects, and are led to compose a story.

When teaching children to compose stories of a narrative type, it is necessary to develop the ability to see the structure of the story (beginning, middle, end) and encourage them to use the appropriate verbal vocabulary.

Develop children's ability to tell stories: describe an object, a picture; practice composing stories based on a picture created by a child using didactic handouts.

CHAPTERIII

SAMPLE LONG-TERM PLANNING

						Goals, objectives
		Conversation with children on the topic “Do we need to learn to speak?” Introducing the vowel sound A			Help children understand what and why they will do in speech development classes, expand lexicon children. Develop the skill of clearly pronouncing the sound “a”			Game "Clap your hands when you hear the sound "A"“Come up with a word with the sound A”Looking at toys and paintings,solving riddles. Articulation of sound
		Retelling of the fairy tale “The Little Goats and the Wolf”			Expand children's vocabulary. Learn to retell together with the teacher, teach to clearly and correctly pronounce the sound A, isolated and in words			Laying out letters from sticks. Articulation of sound. Telling nursery rhymes about a goat, choral and individual responses
		Reading of I. Bunin's poem "Falling Leaves". Writing a story about a doll			Continue teaching children to write stories about the toy. Introduce a poem about early autumn, introducing poetry and developing a poetic ear			Reading of I. Bunin's poem "Falling Leaves". Examining a doll.
		Compiling a story about the dolls Faya and Fedya			Learn to use words with opposite meanings in speech, coordinate adjectives with nouns in gender, reinforce the correct pronunciation of the sounds f f, v v, learn to hear these sounds in words, highlight them with your voice, regulate the strength of your voice			Examination of dolls, description of them. Memorizing pure sayings. Game "Guess by sound". Reading a fairy tale about hedgehogs “Fuk, Fok, Fak”
		Reading poems about autumn			Introduce children to poetry, develop a poetic ear. Vocabulary and grammar: practice forming words by analogy. Sound culture of speech: to train children in clear and correct pronunciation of sounds [m]-[m’], (isolated, in phrases, in words)			A story about autumn. Looking at a painting about autumn. Reading the poems “Autumn” and “Bunny”. D/I “Call me affectionately.” Pronunciation of words with sounds [m]-[m’]
		Reading and dramatization of K. Chukovsky's tale "Telephone"			Please children by reading a funny fairy tale. Practice dramatizing excerpts from a work			Phone game. Speech with the “Wash your nose” movement. Didactic game “Whose branch are the kids from?” Speech exercise “Knock-knock”
		Compiling stories about toys using subject pictures			To develop the ability to examine objects, highlighting their characteristics, qualities and purpose. Together with the teacher, compose a descriptive story about “special” machines. Practice using nouns in the genitive case. Activate the names of “special” machines in speech			Game "Name and Explain". Looking at pictures of cars. Writing stories about cars. D/i "Which car is gone?"
		Reading poems about autumn. Writing stories - descriptions of toys			To introduce children to the perception of poetic speech. Continue to teach how to talk about a toy according to a specific plan (by imitation of the teacher)			Reading of A. Pushkin’s poem “The sky was already breathing in autumn”, A. Pleshcheev’s “Autumn has come”. Game “say the word”. Guessing riddles
		Sound culture of speech: sounds s and s			Explain to children the articulation of sound With, practice in correct, distinct pronunciation (in words, phrasal speech)			Articulation of sound, memorization of pure phrases. Telling the story “Blue Sundress”
		Description of toys: cats and dogs			Coherent speech: learn to write a story about toys with a description of their appearance; vocabulary and grammar: activate words denoting actions (verbs), sound culture of speech			Didactic game “Compare different animals.” Game "Guess by Voice". Didactic game “Merry and sad doll.” Game exercise “Say it in one word.” Articulation sound "C"
		let's play			Forming in children the ability to meaningfully work on their own pronunciation. Use verbal and non-verbal means communication			A fragment of the dramatization of the fairy tale “The Wolf and the Seven Little Goats.” Game: “My Mood” A game to develop the verbal and nonverbal aspects of speech
		Learning by heart: “Ball” S.Ya.Marshak						Acquaintance with the works of S.Ya.Marshak, his portrait. Examination of the exhibition of books by S. Ya. Marshak.
		Compilation of “Riddles-Descriptions”			Teach children to compose and guess descriptive riddles; develop the ability to compare and argue; develop creative imagination; improve coherent speech skills			Game “Parsley, guess my toy”, “Guess who’s gone” Didactic game "Finish the sentence." Game exercise “Who can do what”
		"How the mouse outwitted the cat." Storytelling through a series of pictures with a general plot			Learn to compose a story based on a plot picture, answer questions about its content. Enrichment of the active dictionary			Guessing riddles. Compose an interesting fairy tale about a cat and a mouse. Word game"Finish the sentence" Game exercise “Say it in one word”
				Writing a story on a topic from personal experience			Learn to write a story from personal experience. Activate adjectives and verbs in speech. Reinforce the correct pronunciation of sounds s and s, teach to hear and isolate sounds in words, pronounce phrases at different volumes		Memorizing pure sayings. Articulation sound "C" Game: “Clap your hands if you hear a sound”, “Say loudly, quietly”
				Description of toys - cats and dogs			Develop the ability to write a story about toys describing their appearance; activate words denoting actions (verbs); agree adjectives with nouns in gender and number; consolidate the idea of ​​the meaning of the terms “word, “sound”.		Looking at toys. Note and name differences and similarities. Game "Name and Explain" Articulation of the sound "S" Game: “Clap your hands when you hear a sound”
				Story based on the painting “Cat with Kittens”.			Learn to compose a short story based on a picture: talk about the events preceding those depicted in the picture, come up with an ending; clarify and consolidate the correct pronunciation of sounds s and z		Making riddles. Looking at the painting. Didactic game: "Correct the mistake." Word game with a ball "What can a cat do?" Compiling stories based on paintings." Didactic game “Mosquitoes and wasps”»
				Retelling of the fairy tale "Teremok"			To form an idea of ​​such a feature of folk tales as observation, with the help of models. To develop the ability to select substitute items based on a distinctive feature (size) characteristic of the character’s appearance. Exercise your ability to guess riddles based on the visual image of animals		Game "Drawn Guesses". Reading the Ukrainian folk tale "The Mitten". Reading the Russian folk tale "Teremok". D/exercise "What will be who?" Retelling a fairy tale using models. Game "Who can show the best"
				Teaching storytelling: "Our tumbler"			Teach children, following the plan for viewing the toy, talk about it with minimal help from the teacher		Putting the tumbler in the crib. Reading: Vanka-Vstanka by S. Ya. Marshak. Conversation based on the story. Description of the tumbler. Game exercise “Who can do what”
				Sound culture of speech: sounds z and z			Exercise children in pronunciation of isolated sounds h(in syllables, words); learn to pronounce sounds h hard and soft; distinguish words with sounds h, s		Articulation gymnastics Speech therapy chant “Vodichka” (Sound C), Speech therapy chant “Fox” (pronouncing pure talk). Reading an excerpt from A. Prokofiev’s poem “On the Green Lawn”
				Compiling a story based on the painting “Dog with Puppies”			To develop the ability to carefully examine the characters in a picture and answer questions about its content. Promote elements of creativity when trying to understand the content of the picture. Develop the ability to engage in storytelling together with the teacher		Looking at the painting. The game “I see”, “I hear”. D/exercise "Make a story based on the picture"
				Retelling of the story by Ya. Taits "Train"			To form ideas about different genres of fiction (short story, fairy tale). Develop the ability to retell a story together with the teacher. Exercise in the selection of tools for people of different professions. Fix the names of professions in speech. Develop the ability to be attentive when performing a task		Conversation: What is a story, a fairy tale? Reading the story “Train” by Ya. Taits. Looking at the illustrations for the story. Retelling the story. Painting "Sasha and the Snowman". Find the sound “s” in the words in the picture
				Learning the Russian folk song “Shadow-shadow-sweat”					Reading poetry by children. Reading, conversation based on the text and dramatization of the Russian folk song “Shadow-shadow-sweat”. D/game "Who needs what for work"
				Compiling a narrative story “Masha’s Adventure in the Forest”			To develop the ability to compose a joint narrative story using the utterance scheme specified by the teacher. Practice selecting signs for an animal, as well as selecting verbs that denote the characteristic actions of animals. Develop a sense of humor		Riddle, conversation about the forest. Ex. “Choose words for the toy” (picture). Coming up with a story together with the teacher. Independent retelling of questions from the teacher. Collective coloring of a picture
				Reading the fairy tale “The Three Little Pigs”			Introduce children to the English fairy tale “The Three Little Pigs” (translated by S. Mikhalkov), help them understand its meaning and highlight words that convey the fear of piglets and the suffering of a wolf scalded by boiling water		Reading and viewing a fairy tale. Performance in masks. Game "Drawn Guess"
				Sound culture of speech: sound ts			Exercise children in pronouncing sounds ts(isolated, in syllables, in words). Improve intonation expressiveness of speech. Learn to distinguish words starting with a sound ts, focusing not on the meaning of the word, but on its sound		Game: distinguish the sound by ear s, s – z, z, clap your hands if you hear the sound ts. Guessing riddles. Articulation gymnastics. Game "Talkative Men" Learning a tongue twister: “Water flows from a neighboring well all day long”
				Writing a story about a toy. Didactic exercise “What is what?”			Check how well children have developed the ability to compose a consistent story about a toy. Exercise children in the ability to form words by analogy		Game: Choose the words. What comes from what... (orange - orange juice), (plum - plum jam). Game "Ask politely." Describe your favorite toy
				Reading to children the Russian folk tale “Sister Fox and the Wolf”			Introduce children to the Russian folk tale “Sister Fox and the Wolf” (arranged by M. Bulatov), ​​help evaluate the actions of the heroes, dramatize an excerpt from the work		Conversation: what fairy tales do children know in which one of the heroes is a fox. Reading the Russian folk tale “The Fox - Little Sister and the Wolf.” Conversation with children on the content of the fairy tale. Acting out an excerpt from a fairy tale
				Teaching storytelling based on the picture “This is a snowman!”			Teach children to compose stories based on the picture without repeating or omitting essential information. Teach the ability to come up with a title for a painting		Name the signs of winter. Conversation: “Winter fun.” Looking at the painting “This is a snowman!” and a conversation about it. Planar design
				Sound culture of speech: sound sh			Show children articulation of sound w, learn to clearly pronounce a sound (in isolation, in syllables, in words); distinguish words with sounds w		Reading the poem "Snail". Introducing the sound sh. Games: Say kindly. Tell me about the animals in the picture
				Reading the Russian folk tale "Zimovye" to children			Help children remember Russian folk tales they know. Introduce the fairy tale “Wintermovie” (modeled by I. Sokolov-Mikitov)		Find out the fairy tale from the illustration. Guessing riddles. Articulation gymnastics. Retelling a fairy tale using models. Game "Who can show the best"
				Sound culture of speech: sound w			Exercise children in correct and clear pronunciation of sounds and(isolated, in onomatopoeic words); in the ability to identify words with sound and		Reading an excerpt from the story “The Singing Bouquet” by V. Biryukov. Guessing and inventing riddles. Speech therapy chant. Game "Drawn Guess"
				Teaching storytelling based on the painting “Tanya is not afraid of the frost”			Teach children to look at a picture and talk about it in a certain sequence; learn to come up with a title for a painting		Didactic game: Dress the doll for a walk. Articulation of sound, memorization of pure sayings. Didactic game “What is missing.” Game "Catch the Sound"
				Reading your favorite poems. Memorizing the poem by A. Barto “I know what I need to come up with”			Find out what program poems the children know. Help children remember a new poem. Develop memory, auditory attention		Clarify the meaning of the word the day before. Game "Change the world with colored glasses." Attention game "Who is the most attentive?" Game: Say Kindly
				Writing stories about toys (cars and trucks)			To develop the ability to examine objects, highlighting their characteristics, qualities and actions. To develop the ability to write a descriptive story about toys together with the teacher. Practice using prepositions and agreeing them with nouns. Establish rules for handling toys. Bring up careful attitude to toys		Game "Bring a toy that I will name." Looking at toys. Writing stories about cars and trucks. Game "Listen carefully, clean up carefully." Didactic exercise What from what
				Mini-quiz based on the fairy tales of K. Chukovsky. Reading the work "Fedorino's grief"			Help children remember the names and contents of K. Chukovsky’s fairy tales. Introduce the fairy tale "Fedorino's grief"
				Sound culture of speech: sound h			Explain to children how to pronounce sounds correctly h, practice pronouncing sounds (isolated, in words, poems). Develop children's phonemic hearing		Articulation exercise “Delicious jam”, “Cup”. Getting to know the sound Ch. Game: clap your hands when you hear the sound Ch. Automation of the sound Ch in syllables and words. Game “Say the Word”
				Compiling stories based on the painting "In the Clearing"			Help children examine and describe the picture in a certain sequence. Continue learning to come up with a title for the picture.		Attention game "Who is the most attentive?" Game: Say it kindly. Looking at and talking about the painting. Game: Man-made or natural.
				A Lesson in Politeness			Tell the children about how it is customary to greet guests, how and what is best to show the guest so that he does not get bored		Reading the poem by V. Orlov "Why does the bear sleep in winter." Games: Say kindly, Say polite words
				Making up stories based on pictures on the theme “New Girl”			Exercise children in examining and describing individual pictures of the set and then composing a complete story to develop speech		Conversation and viewing of the painting. Game: Choose the words. Role-playing. Word game "Finish what I said"
				Getting ready to celebrate spring and International Women's Day			Introduce children to A. Pleshcheev’s poem “Spring”. Practice the ability to congratulate women on the holiday		Guessing spring mysteries. Learning the nickname “Sun”. Making proposals about spring. Selecting related words for the word “SPRING”. Modeling the painting “SPRING”
				Sound culture of speech: sounds shch – ch			Exercise children in correct pronunciation of sounds sch and differentiation of sounds sch – h .		Game “Loud - Whisper”, “Fast - Slow”. Game "Find the sound". Didactic game “Wonderful chest”.
				Russian fairy tales (mini-quiz). Reading the fairy tale "The Cockerel and the Beanstalk"			Help children remember the names and contents of fairy tales they already know. Introduce the fairy tale "The Cockerel and the Bean Seed"		Guessing the riddle. Learning nursery rhymes. Reading the fairy tale “The Cockerel and the Bean Seed.” Didactic exercise: “Complete the sentence.” Find out the fairy tale by the opening phrase. Game - dramatization "Ducks and the Wolf"
				Friendship is the main miracle in the world			Activate figurative expressions in children’s speech (in the distant kingdom, in the thirtieth kingdom / they didn’t have time to blink three times). Lead to the ability to expressively intone the characters’ lines in problematic situations(treat, greed, forgiveness)		Reading the fairy tale "The Greedy Giant"? Bring to children the meaning of the fairy tale (no one wants to be friends with someone who is greedy)
				Parts of speech agreement			Strengthen the ability to describe an object, its appearance, qualities. Teach children to agree on nouns and adjectives and pronouns in gender. Reinforce the correct pronunciation of the sound “r” (“ry”), teach to hear this sound in words and names		Game: "Wonderful bag." Pronunciation is pure talk. Speech game: “Our names”
				Reading the poem by A. Alexandrovna “About the girl “Yes” and the boy “No”			Exercise children in using augmentatives and diminutives with and without illustrations. Arouse negative feelings towards the boy “No”, and approval towards the girl “Yes”, learn to reproduce the content of the poem, partially using the author’s text		A game "Find the first sound","Loud - Whisper" Didactic exercise“How can I say it differently?” Game: “We won’t tell you where we were, but we’ll show you what we did.”
				Reading S. Marshak’s poem “Confusion”, children inventing fables and shapeshifters			Develop a sense of humor, bring joy to children by reading good poems, teach children to invent fables		Reading and looking at illustrations: K. Chukovsky “Confusion.” Speech game: “What kinds of needles are there?” Didactic exercise: “Who can say the most words”
				"The Tale of the Stupid Mouse" S. Marshak			continue to teach children to listen carefully to the work, trying to understand its meaning, to let children feel the beauty of the verse and the humor of the content of the work, to evoke a negative feeling towards the capricious mouse		Reading and conversation based on the text by S. Marshak “The Tale of a Stupid Mouse.” Dramatization of a fairy tale. Game: Guess the name of the item from the description
				Sound culture of speech: sounds l, l			Train children to pronounce sounds clearly l(in sound combinations, words, phrasal speech). Improve phonemic awareness – learn to identify words with sounds l, l		Articulation exercise "turkey" Games "Make no mistake", "Find the odd one out" Games:
				Reading to children the fairy tale by D. Mamin-Sibiryak "The Tale of Komar Komarovich."					Reading an excerpt from “The Tale of the Brave Hare – Long ears, slanting eyes, short tail” by D. Mamin-Sibiryak Game "Opposites", "Antonyms". Game "Match adjectives to nouns" (ball game)
				Teaching storytelling: working with a matrix picture and handout pictures			Teach children to create a picture and talk about its content, develop creative thinking		Game "Where do the products live?" Word game: "Good - bad." Examination of subject pictures. Drawing up a picture on the theme: “Forest clearing”, on flannelgraph.
				Compiling a story based on roles			Develop dialogical speech skills, learn to ask and answer questions independently. Activate in speech words denoting the qualities and actions of objects, learn to choose accurate comparisons		Reading the fairy tale “The Bubble, the Straw and the Bast Shot.” Games: who's lost? Say it kindly. Speech game: Choose a word. Articulation exercise (z, s, з, з)
				Memorizing poems			Memorizing the poem by Yu. Kushak "Little Deer"		Reading, conversation and memorization of the poem by Yu. Kushak "Deer" Learning the Russian folk song "Grandfather wanted to cook fish soup"
				Compiling a story based on a set of toys “An Incident in the Forest”			Encourage children to compose short stories based on a set of toys. Learn to correctly use the prepositions In, on, under, between in speech, consolidate the ability to form names for baby animals. Reinforce the correct pronunciation of the sound z		Onomatopoeia game Game with a picture “Who is sitting where”. Examining toys, describing them, composing a plot story. Games “What is missing”. "Catch the Sound", "Living Words"
				Description of lost bunnies from pictures			Learn to write a description of an object drawn in a picture, highlighting essential features, and practice selecting a verb to a noun. Learn to clearly and correctly pronounce the sound “Ш”, highlight the sound in words		Didactic exercise “Sound cloud”. Pronunciation is pure talk. Word game "Finish what I said." Game "Drawn Guess"
				Compiling the story “Tanya’s Birthday”			Learn to write a description of utensils and a story on a given topic, form names of utensils, be able to describe them, naming qualities and actions, consolidate the ability to form nouns - names of utensils. Reinforce the pronunciation of "Ш"		Games "What's gone?" "Shop" Speech game “Describe the toy”, “finish the sentence”. Articulation gymnastics
				Conversation: Victory Day			Find out what children know about this great holiday. Help me remember and expressively read T. Belozerov’s poem “Victory Holiday”		Didactic game “Who has what object.” Memorizing pure sayings. Game "Guess by Sound"
				The use of words with spatial meaning in speech			Continue to teach how to write descriptions of objects and toys, learn to pronounce sounds clearly and correctly (l, l), identify these sounds in words by ear, select words, determine the first sound in a word		Didactic game “What is missing.” Game “Catch the Sound”, “Wonderful Bag”, “Match a Pair”
				Sound culture of speech: sounds r, r			Exercise children in clear and correct pronunciation of sounds R(isolated, in pure language, in words)
				Retelling of N. Kiliniina’s story “Helpers”			learn to retell a story, notice inconsistencies with the text in the retellings of comrades, consolidate the idea of ​​the sound composition of a word, a certain sequence of sounds, learn to independently select words with certain sounds (s, w)		Performance in masks. Word game "Finish what I said." Game "Drawn Guesses". Speech game “Name the extra word.” Reading and conversation based on the story “Helpers” by N. Kilinina
				Compiling a story based on the painting “Chickens”			Learn to write a short descriptive story based on a picture. Learn to compare by appearance and the behavior of a rooster and a hen, a hen and chickens, to consolidate the ability to independently select words that are similar and dissimilar in sound		Games "Where does anyone live?""Opposites". Didactic game: “When does this happen?”
				Compiling descriptions of the characters in the fairy tale “Teremok”			Learn to write descriptions of objects, consolidate the assimilation of general concepts: “vegetables,” “clothing,” “furniture.” Learn to clearly pronounce sounds (р, рь), select words with this sound, determine the first sound in a word		Didactic games “Whose house is this?”, “Who eats what?”Game "Match adjectives to nouns" (ball game). Re-enactment in masks
				Literary kaleidoscope			Find out if children have favorite poems, fairy tales, stories; Do they know riddles and counting rhymes?		Game "Make no mistake", "Find the odd one out" A game: "Find the picture", "Complete the sentence"
				Final lesson “This is what we learned” (together with parents)			Summarizing the material covered

BIBLIOGRAPHY

Scenarios for classes on the integrated development of preschool children. L.G. Gorkova, L.A. Obukhova

Hello, book by L. A. Taller

Speech development of children 3-5 years old O. S. Ushakova

Development of speech in preschool children, edited by F. A. Sokhin

Speech development by V. V. Gerbova

The tasks of speech development are implemented in a program that determines the scope of speech skills and abilities, the requirements for the speech of children in different age groups.

Modern speech development programs have their own history of development. Their origins are found in the first program documents of the kindergarten. The content and structure of the programs developed gradually. In the first programs, the tasks of speech development were of a general nature; the need to connect the content of speech with modern reality was emphasized. The main emphasis in the programs of the 30s. was done at work with a book and a picture. With the development of pedagogical science and practice, new tasks appeared in the programs, the scope of speech skills was clarified and supplemented, and the structure was improved.

In 1962, the “Kindergarten Education Program” was created for the first time, which defined the tasks of speech development of children from two months to seven years. Unlike the previously published “Guides for Kindergarten Teachers” software requirements separated from methodological instructions, the repertoire of works of fiction for reading and telling to children has been significantly revised. In the preparatory group for school (distinguished for the first time in the program), preparation of children for learning to read and write is provided.” Model program of education and training in kindergarten" (1983 - 1984) is essentially the basis for the development of modern educational content. In this regard, we will give a description of this particular program.

It takes into account the unique nature of speech activity, which “serves” all types of activity and, thus, is connected with the entire life activity of the child. In this regard, the speech development program is built on the basis of an activity approach: the requirements for speech skills and abilities are reflected in all sections and chapters of the program. The nature of speech skills is determined by the characteristics of the content and organization of each type of activity.

For example, in the “Game” section, the need is pointed out for teaching children the rules and norms of verbal communication, developing the ability to use speech when agreeing on the theme of the game, distributing roles, developing role-playing interaction, in theatrical games - acting out scenes based on familiar fairy tales, poems, and improving performing skills. In the “Labor Education” section, attention is paid to the ability to name objects, their characteristics, qualities, and labor actions. In teaching the beginnings of mathematics, it is impossible to do without mastering the names of shape, size, spatial arrangement of objects, cardinal and ordinal numbers.

The requirements for communication skills and culture of verbal communication are set out in the section “Organization of life and raising children.” Similarly, you can highlight the content of speech work in other chapters of the program.

The independent chapter “Speech Development” is highlighted in the “Learning in the Classroom” section, and in the senior and preparatory school groups in the “Organization of Life and Raising Children” section. In the preparatory group for school, the requirements for the speech development of children are reflected in the chapter “Native Language”, since it is at this age that some linguistic knowledge is imparted and children’s awareness of the phenomena of language and speech deepens.

It should be noted that in the program documents of the kindergarten up to 1983–1984. the tasks of speech development were indicated along with the tasks of familiarization with the surrounding life. For the first time in the “Standard Program” they are given separately from each other, “taking into account the fact that the formation of most of the actual language skills and abilities (choosing a word from a synonymous series, using expressive means, comparisons, definitions, mastering the elements of word formation and inflection, developing phonemic hearing etc.) cannot be ensured along the way when introducing children to the environment, which requires the organization of special forms of education (verbal didactic games, creative tasks, performances, dramatizations, etc.) (Standard program of education and training in kindergarten / Ed. R. A. Kurbatova, N. N. Poddyakova. - M., 1984. - P. 5).

The kindergarten program was developed taking into account scientific data on the patterns of speech development of preschool children and the experience of preschool institutions. Requirements for different aspects of speech reflect age-related indicators of speech development. The tasks of vocabulary development have been significantly clarified and specified (here more attention is paid to revealing the semantic side of the word); the tasks of forming the grammatical structure of speech are more clearly formulated; For the first time, the tasks of developing skills and abilities of word formation and the formation of the syntactic structure of speech are highlighted. The program for teaching storytelling has been clarified, the sequence of using different types of storytelling and their relationship has been determined, the task of developing coherent speech is introduced starting from the second junior group. The content of artistic and speech activity of children is determined.

In general, we can say that this program makes an attempt to reflect the level of correct speech and the level of good speech in the requirements for children's speech. The latter is most pronounced in older groups.

The program has a close connection with the program of work on familiarization with the environment (although they are presented separately). This is especially true for the size of the dictionary. The dictionary reflects the content of knowledge about the world around us. It is known that they are based on the sensory experience of children. In this regard, the program clearly shows the idea of ​​the unity of sensory, mental and speech development.

Most speech development tasks are set in all age groups, but their content has its own specifics, which is determined by the age characteristics of children. Yes, in younger groups main task is the accumulation of vocabulary and the formation of the pronunciation side of speech. Starting from the middle group, the leading tasks are the development of coherent speech and the education of all aspects of the sound culture of speech. In older groups, the main thing is to teach children to construct coherent statements different types, work on the semantic side of speech. In the senior and pre-school groups, a new section of work is being introduced - preparation for literacy and literacy training.

Continuity is established in the content of speech education in age groups. It manifests itself in the gradual complication of the tasks of speech development and learning the native language. Thus, when working on a word, tasks become more complicated from mastering the names of objects, signs, actions, mastering the generalization that is expressed in different words, to distinguishing meanings polysemantic words, synonyms and conscious choice of the word most suitable for a particular case. In the development of coherent speech - from retelling short stories and fairy tales to composing coherent statements of various types, first on a visual basis, and then without relying on visualization. The program is based on taking into account “end-to-end” trends in the development of vocabulary, grammatical structure, phonetic aspects of speech, and connected speech.

Continuity is also manifested in the repetition of individual requirements in adjacent groups in order to develop strong and sustainable skills and abilities (the use of forms of speech etiquette, consistent and logical construction of coherent statements, etc.).

Along with continuity, the program also shows promise for the development of children’s speech. This means that at each stage of learning the foundations are laid for what will be developed at the next stage.

The kindergarten program creates prospects for the development of children in school. It has continuity with the Russian language program in primary school. In kindergarten, such qualities of oral speech are formed that are further developed in the first grade of school. A rich vocabulary, the ability to clearly and accurately express one’s thoughts, and selectively and consciously use language means are prerequisites for successful learning of the Russian language and mastery of all academic subjects.

Within each task, the core points underlying the formation of communicative and speech skills are identified. In the development of a dictionary, this is work on the semantic side of a word; in monologue speech, it is the selection of the content of a statement, mastering ways of connecting words and sentences; in the development of dialogical speech - the ability to listen and understand the interlocutor, interact with others, and participate in a general conversation.

A special feature of the program is the brevity of the presentation of tasks and requirements. The teacher must be able to specify the general requirement, taking into account the individual characteristics of the children.

Based on the standard program, education and training programs were created in the Union republics (now the CIS countries). The Russian Federation also developed a “Program of Education and Training in Kindergarten” (1985), approved by the Ministry of Education. It preserved the fundamental approaches to the speech development of children, the main content of program tasks and the sequence of their complication, structure. At the same time, the specific cultural and national conditions of Russia were taken into account. The explanatory note to the program drew attention to the fact that “in national preschool institutions, where work is carried out in their native language, children from the first nursery group are taught oral native speech according to a program developed in the autonomous republic, territory, region, and from the senior group - Russian conversation (2 lessons per week). In those preschool institutions where work with children of non-Russian nationality is carried out in Russian, from the senior group, teaching the native language is introduced (2 hours per week) according to a program developed locally" (Program of education and training in kindergarten / Responsible editor M A. Vasilyeva. – M., 1985. – P.6).

Currently, so-called variable programs are used in preschool institutions of various types. Among them, the most famous are “Rainbow” (edited by T. N. Doronova), “Development” (scientific supervisor L. A. Wenger), “Childhood. Program for the development and education of children in kindergarten" (V. I. Loginova, T. I. Babaeva and others), "Program for the development of speech of preschool children in kindergarten" (O. S. Ushakova).

The Rainbow program, recommended by the Ministry of Education of Russia, takes into account modern requirements for the speech development of children, highlighting generally accepted sections of work on speech development: sound culture of speech, vocabulary work, grammatical structure of speech, coherent speech, fiction. One of the most important means of development of preschool children is the creation of a developmental speech environment. Much attention is given to the development of dialogical speech through communication between the teacher and children, children with each other in all areas of joint activities and in special classes. A carefully selected literary repertoire for reading, telling to children and memorizing.

The Development program is focused on development mental abilities and creativity of children. Classes on speech development and familiarization with fiction include three main areas: 1) familiarization with fiction (reading poetry, fairy tales, stories, conversations about what you read, play improvisations based on the plots of the works you read); 2) development special means literary and speech activity (means artistic expression, development of the sound side of speech); 3) development of cognitive abilities based on familiarization with children's fiction. Mastery of different aspects of speech occurs in the context of familiarization with works of art. The idea of ​​the unity of sensory, mental and speech development is clearly expressed and implemented. IN middle group preparation for learning to read and write is set as an independent task, and in the senior and preparatory groups - learning to read (Development Program. (Basic provisions). - M., 1994.)

The “Childhood” program contains special sections devoted to the tasks and content of children’s speech development and familiarization with fiction: “Developing children’s speech” and “Child and the book.” These sections contain for each group a description of the traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, and the education of a sound culture of speech. The program is distinguished by the fact that at the end of the sections, criteria are proposed for assessing the level of speech development. It is especially important that it clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types activities.

“The program for the development of speech for preschool children in kindergarten” was prepared on the basis of many years of research conducted in the speech development laboratory of the Institute preschool education under the leadership of F. A. Sokhin and O. S. Ushakova. It reveals the theoretical foundations and directions of work on the development of children's speech skills. The program is based on an integrated approach to speech development in the classroom, the relationship between different speech tasks with a leading role in the development of coherent speech. Within each task, priority lines are identified that are important for the development of coherent speech and verbal communication. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent utterance, about the methods of connection between individual phrases and its parts. The content of the tasks is presented by age group. This material is preceded by a description of the speech development of children. The program significantly deepens, complements and clarifies the standard program developed earlier in the same laboratory (See: Ushakova O. S. Program for the development of speech for preschool children in kindergarten. - M., 1994.)

Given the opportunity to choose different programs Of key importance is the teacher’s knowledge of the age-related capabilities of children and the patterns of speech development, the tasks of speech education, as well as the teacher’s ability to analyze and evaluate programs from the point of view of their impact on full development children's speech. Special attention One should pay attention to how the development of all aspects of speech is ensured, whether the requirements for children’s speech correspond to age standards, whether the general goals and objectives of speech development, teaching the native language and personality education are being achieved.