Project presentation of word games in the middle group. Project on speech development for middle group children in play activities “It’s fun to play together”

PEDAGOGICAL PROJECT ON THE TOPIC “Speech trickle” (children 4-5 years old)

Description of material: The project is designed for middle school children.

1. Introduction.
2. Abstract part.
3. Design part.
4. Conclusion.
5. List of references.
6. Applications.

1. INTRODUCTION.

Mastery of the native language is one of the important acquisitions of a child in preschool childhood. Precisely acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.
In modern preschool education, speech is considered as one of the foundations of raising and educating children, since the success of children’s education at school, the ability to communicate with people and general intellectual development depend on the level of mastery of coherent speech. A child’s knowledge of the world around him begins with perception, which gives various sensations and impressions. The better the perception is developed, the richer, more varied and deeper the impressions on the basis of which the human consciousness is built. individual card peace. Consciousness small child syncretic, thanks to which he perceives the world holistically and harmoniously. Therefore, the process of education of preschool children must be integrated. In a culturally appropriate educational space, not only the content is built on integrated principles educational material, but also all forms of its organization. Including such a traditional form of education as a didactic game.
Famous child psychologist A.V. Zaporozhets said: “We need to ensure that the didactic game is not only a form of assimilation individual knowledge and skills, but would also contribute general development child, served to develop his abilities.” Today these words sound relevant and modern. In this project selected new approach To didactic game, which is expressed in the integration of cognitive and communicative activities. The essence of this approach is that children, in the process of learning and expanding their horizons, simultaneously develop all components oral speech through didactic games.

Relevance of the project:
By the beginning of preschool age, children experience a transition from dialogical speech to various forms monologue. This is a very long and labor-intensive process that requires special speech education. Dialogical speech is involuntary, it is poorly organized. Familiar lines and familiar combinations of words play a huge role here.
Children who did not receive appropriate speech development in preschool age, with with great difficulty catch up, in the future this gap in development affects his further development.

Objective of the project: formation of communicative and linguistic competence in children.
Project objectives: Ensure the quantitative accumulation of words necessary for meaningful communication;
Activate the dictionary, i.e. not only knowledge of words, but also introducing them into communication practice
Ensure mastery of the meaning of words based on their exact correlation to objects of the surrounding world, their characteristics and relationships;
To promote the development of the general meaning of a word based on identifying the essential features of objects and phenomena;
Promote the manifestation of independence and activity in the game.
Instead of physical education minutes, use educational games, but give them an active character
If possible, end the lesson with a developmental game.
Include in lessons games, tasks, “training” exercises to enrich and develop vocabulary, formation of grammatical correct speech;
Use methods and techniques in storytelling classes that create interest in children from the very first minutes of the lesson and ensure its retention until the end of the lesson.
Project hypothesis: If you implement the project work plan, then development is possible cognitive activity in children, formation adequate self-esteem, increasing their communication capabilities, developing activity, initiative, and independence.

2. Abstract part.

2.1. Theoretical background feasibility of the project.
The pedagogical conditions for applying experience include the following:
the project is being implemented September – April 2015 -2016 academic year (in middle group)
it is assumed that speech knowledge will be integrated into all components of the educational process;
It is expected that several pedagogical technologies will be widely used: health-saving technologies, technology of person-centered learning, collaborative pedagogy, gaming technologies, information and communication technologies;
it is assumed that an appropriate subject-development environment will be created in the group;
When planning and organizing work, the individual and age characteristics, interests and hobbies of children are taken into account.

2.3. Risk factors in project implementation.
Achieving the goal of this project may be influenced by a system of pedagogical facts and conditions that need to be predicted and taken into account at the stages of implementation, namely:





Factors that predetermine the possibility of success in implementing the work system and that can help in the implementation of the work also include:
Mandatory presence of a subject-development environment, saturated with appropriate material;
Personal factor, where it depends on the teacher himself how to interest the child in the game, enrich children’s knowledge, transform everyday social experience children into problem-based creative activities, create a playful atmosphere in the group;
An indispensable condition for success is the exchange of experience: studying advanced teaching experience from various sources(periodicals, use of Internet resources), exchange of experience within the kindergarten, visit open events in other kindergartens.
2.4. Principles of the project
The need for mandatory consideration of the age and psychological characteristics of children in the content and organization of speech development within the framework of the educational process contributed to the determination of the principles of work on the project:
The principle of visibility.
The principle of encyclopedicity.
The principle of integration.
The principle of the developmental nature of education
Principle of individualization
The principle of unity with the family
2.5. Educational environment of preschool educational institutions
Organization of conditions for independent activity occupies children according to their choice special place in the pedagogical process.
Improving the development environment, creating new benefits:
- layouts, models
- a collection of environmental and theatrical tales;
- layouts in the experimentation corner;
- video library “Favorite Pets”;
- corner “Seasons”;
- compiling a card index of didactic games;
- books - babies:
-Creation of a collection of observations during a walk, including thematic observations + literary words and riddles;
-Replenishment of corners;
-Questioning of parents to identify children’s speech development;
-Conducting consultations;

3. Design part.

Achieving the goal of this project may be influenced by a system of pedagogical facts and conditions that need to be predicted and taken into account at the stages of implementation, namely:
Weak interest of children and parents.
Ways to solve: Stimulating children and parents through publications on the pages of the preschool educational institution’s website, announcements of gratitude in the ticker and on the group’s honor board.
Frequently ill children and newly arrived children.
Solutions: Individual work with children and parents
Absence of the project manager for valid reasons
Ways to solve: The development of the project should be carried out jointly with a second teacher, who is ready to continue work at any time.
Project implementation stages:
I. Preparatory
– study of literature, systematization and selection of material, creation of a subject-development environment, selection and classification of didactic games
II. Practical:
- leading directly educational activities children's didactic games on the topic and areas of speech development;
- consultation with parents;
- Creation didactic material together with children at an educational activity on artistic creativity.
III. Final comparative diagnostic analysis of the development of communication abilities,
- filling out observation cards.
Project participants:
children of the secondary group “Rodnichok” of the MDOU “Kindergarten “Fairy Tale”, Pravokhettinsky village”;
teachers;
parents of pupils.
Project implementation period: September – April 2015-2016 academic year.
Expected result:
Children:
Children will be formed speech knowledge;
Children will develop an interest in fairy tales and educational games;
Children will learn to think, analyze and draw conclusions.

Teachers:
Acquisition of new experience by teachers in the speech literacy of preschoolers, improvement professional excellence;
The culture of teachers will increase, there will be an understanding of the need for speech development of pupils;
The development environment in the group will be replenished;
Improved organizational skills active forms cooperation with family;
Parents:
Enriching parents' knowledge of speech development children;
The culture of parents will improve, and there will be an understanding of the need for children’s speech development;
Creation of a unified educational space for preschool educational institutions and families on the speech development of preschool children;
Opportunity to participate in joint celebrations.
The need for mandatory consideration of the age and psychological characteristics of children in the content and organization of local history work within the framework of the educational process contributed to the determination of the principles of work on the project:
The principle of visibility.
The principle of encyclopedicity.
The principle of integration.
The principle of the developmental nature of education.
The principle of individualization.
The principle of unity with the family.

Project activity products:
Carrying out the holidays “Autumn Festival”; "Mothers Day"
Consultation for teachers “The role of the teacher in the development speech culture preschoolers";
Design of a card index of didactic games with a variety of contents

Visual propaganda for parents (moving folder “Igroteka”, with recommendations for developing the speech of preschool children at home, newspaper “Igroteka”);

Stages of implementation of the Rechevoy Ruchek project

STAGES OBJECTIVES ACTIVITIES TIMELINES
PREPARATORY Increasing one's own professional competence Studying program and methodological material in the field of work

April - May 2015
Getting to know new technologies:
Personality-oriented, collaborative technology, program
Providing the educational process with methodological material Selection of program and methodological material in the area of ​​work
Selection of diagnostic material
Enriching the speech development center Improving the developmental environment, creating new aids:
- “Gifts of the Forest” layout
- collection of fairy tales
- layouts in the experimentation corner
- video library “Favorite Pets”
- corner “Seasons”
- a selection of educational games
- little books: “Funny Why”, “Ecological Why” Throughout the year
Creation of a collection of observations during a walk, including thematic observations + artistic expression and riddles Throughout the year
Replenishing a corner of nature
Pedagogical education of parents Questioning of parents to identify children at home September
Conducting consultations
Design of visual propaganda material on organizing speech development at home Throughout the year
PRACTICAL To identify the level of speech literacy and education of children of the “Rodnichok” group. Carrying out diagnostics to identify the speech development of children of the middle group “Rodnichok” according to the method of M.V. Emelyanova September
Implementation of assigned tasks Drawing up long-term plan conducting classes and observations during a walk on the speech development of pupils of the Rodnichok group October
Conducting classes in accordance with the long-term work plan According to plan
Development of lesson notes using didactic games October
Using a collection of observations during a walk in work with children, including thematic observations + didactic games, artistic expression and riddles Throughout the year
Carrying out the holidays “Autumn Festival”, “Mother’s Day” According to plan
Individual work with children on a walk According to plan
Working with teachers Consultation for teachers
“The role of the teacher in the development of speech culture of preschool children”,
Open classes and events As planned
Speech at pedagogical council According to plan
Making a card index of didactic games During
Of the year
Working with parents Participation in the event

During a year
Creation of the newspaper "Rechevoy Brook"

Visual propaganda for parents (moving folder “Toy Library” with recommendations for the speech development of preschool children at home)
Parents attending open classes
FINAL Assessment of the effectiveness of work with children to identify the speech literacy of children in the Rodnichok secondary group Diagnostics and monitoring of the quality of speech education in the group April
Conducting final diagnostics to identify the speech literacy of children in the “Rodnichok” middle group according to the method of M.V. Emelyanova April
Assessing the effectiveness of the teacher’s work Summing up the work April
Presentation of the project (at the pedagogical council) April
Determining job prospects
Assessing the effectiveness of working with parents Questionnaire April
Generalization of family education experience April
Photo exhibition "" April
Conclusion.
The problem of speech development has traditionally been the focus of attention of Russian teachers due to its significance and relevance.

The relevance of the problem of my research is due to the social order of society on speech development in preschool children; the need to improve the quality of work of teachers on the speech development of children of secondary preschool age by creating special pedagogical conditions at the preschool educational institution.

Since my research work is based on ideas about the patterns of speech development of preschool children proposed by A.N. Gvozdev, I determined that at each specific age stage it is just beginning to form, what is already sufficiently formed, and what lexical and grammatical manifestations should not be expected at all in the near future.

Analysis of the features of the development of coherent speech in children of senior preschool age allowed us to determine high level development of coherent speech in older preschool age, which includes the following skills: using, depending on the context, a short or extended form of utterance; active use different ways connections of words within a sentence, between sentences and between parts of a statement, while respecting its structure (beginning, middle, end); the ability to independently compose different types of texts (description, narration, reasoning, contaminated), observing the logic of presentation, using artistic means of expression, selecting compelling arguments for proof and precise definitions; the ability to independently retell and compose fairy tales, short stories, fables, riddles, etc.
As a result of the analysis of psychological and pedagogical literature, I identified following conditions development of coherent speech in children of senior preschool age: the use of effective methods, techniques, tools that can contribute to the emergence of motivation speech activity and interest in storytelling activities.
To identify the levels of development of coherent speech in children of middle preschool age, the following criteria were used: coherence, consistency, logic.
and solve problems regarding environmental protection measures.
Thus, with a systemic comprehensive implementation the planned work can achieve the intended goals:
1. enrichment of the child’s active and potential vocabulary,
2. development of grammatical structure of speech
LITERATURE
1.N.V.Kolomina. 1. Bondarenko, A.K. "Didactic games in kindergarten." / A.K. Bondarenko. – M.: Education, 1991. – p. 28.
2. A.K. Bondarenko “Word games in kindergarten”
3. Ushakova, O. S., Strunina E. M. Methods of speech development for preschool children. - M., 2004.
4. M. D. Makhaneva “Theatrical classes in kindergarten”,
Moscow, 2001
5. Kolesnikova E.V. Development sound culture speech in children 4–5 years old. – M.: Yuventa Publishing House, 2002.
6. Komarova T.S. Classes on visual arts in the middle group of kindergarten. Lesson notes. – M.: Mosaika-Sintez, 2008.

Larisa Baltina

I present to your attention long-term project on speech development using mnemonic tables.

Everyone can speak confusedly

Few speak clearly.

Galileo Galice.

Introduction

Speech is a form of communication that has developed in the process of human historical evolution and is mediated by language. Speech arises as a necessary and sufficient means for solving those communication problems that confront a child at a certain stage of his development.

Every child in kindergarten must be taught how to express their thoughts correctly. Children's speech should be lively, spontaneous, expressive. Coherence of speech is the coherence of thoughts, which reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in coherent speech.

In my practice, I use various methods and techniques for speech development. This is an artistic word, questions, conversation, story, drawing up a plan, re-reading we negotiate, didactic games, etc. But all of the above was not enough to solve the problem. After studying the literature, I came to the conclusion that mnemonics can help me in solving the problem of developing coherent speech in preschool children.

Relevance

The study of the problem of the development of coherent speech is due to the fact that in human activity there is no area where speech is not used; it is needed everywhere, and especially at the learning stage. The success of learning depends on the quality of speech. With the help of speech and communication, a child easily and imperceptibly enters the world around him, learns a lot of new and interesting things, and can express his thoughts, desires, and demands. Speech is an activity during which people communicate with each other through their native language. Development of coherent speech - the highest form mental activity– determines the level of speech and mental development of the child (L. S. Vygotsky, A. A. Leontyev, S. L. Rubenstein, F. A. Sokhin, etc.). It is in coherent speech that the main, communicative, function of speech is realized.

But, unfortunately, nowadays children are increasingly experiencing speech disorders, which sharply limit their communication with people around them. Figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon.

There are many problems in children's speech:

Insufficient vocabulary and, as a result, the inability to form a common sentence;

Poor dialogical speech: inability to formulate a question competently and clearly and construct an answer;

Poor monologue speech: the inability to compose a plot or descriptive story on the proposed topic, or to retell the text.

According to modern teachers and psychologists, the number of children with low level speech development. Due to the close relationship between speech and thinking, the development of scientifically based content and effective methods aimed at increasing the level of related speech development has great importance and is a complex pedagogical problem.

Considering that in given time Children are oversaturated with information; it is necessary that the learning process be interesting, entertaining, and developmental for them.

There are factors that facilitate the process of developing coherent speech.

One of these factors, according to S. L. Rubinshtein, A. M. Leushina, L. V. Elkonin and others, is visibility. Looking at objects and paintings helps children name objects, their characteristic features actions performed with them.

The creation of a plan of utterance, the significance of which was repeatedly pointed out by the famous psychologist L. S. Vygotsky, is highlighted as the second auxiliary factor. He noted the importance of sequential placement of all specific elements of an utterance in a preliminary scheme.

K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly.”

Mnemonics - translated from Greek - “the art of memorization.” This is a system of methods and techniques that ensure successful memorization, preservation and reproduction of information, knowledge about the characteristics of natural objects, the world around us, effective memorization of the structure of a story, and, of course, the development of speech.

I believe that if you use mnemonic techniques in teaching children coherent speech, this will help the child to be more sociable, his vocabulary will expand, the child will learn to speak coherently, tell stories, and express his thoughts.

the main objective my project: Create conditions for the development of cognitive and speech abilities in preschool children using mnemonics.

Project objectives:

Educational:

Create conditions for increasing children's knowledge about the world around them.

Practice the ability to dramatize short fairy tales.

Create conditions for the development of skills to memorize and retell short works using mnemonics techniques.

Educational:

Continue to develop articulatory apparatus, work on diction, improve clear pronunciation words and phrases, intonation expressiveness of speech.

Develop independence skills to overcome timidity, shyness, and uncertainty in children.

Continue work to create interest in Russian folk tales.

Educational:

Foster a culture of speech, enrich and expand the vocabulary of children.

When working with parents:

Increasing the competence of parents on issues of cognitive and speech development of children of middle preschool age.

Active inclusion of parents in the educational process.

Project type: informational - creative

Project type: long-term

Expected Result:

Children's interest in cognitive activity, children will be willingly included in the educational process;

The following will increase: accuracy, coherence and expressiveness of speech;

Creative abilities develop;

The creative activity of children will increase: they will be happy to participate in the dramatization of fairy tales;

Children will watch the theatrical performances of others with interest and will be happy to reproduce them in their play activities;

Parents will actively participate in the educational activities of the group and will be interested in developing technologies for working with preschool children.

Mnemonics not only develops coherent speech, but also promotes the child’s psychological emancipation, eliminates the fear of speaking, and develops courage and self-confidence.

Abstract to the project

To develop cognitive and speech abilities, the project involves a variety of activities: gaming, motor, visual, musical, cognitive and research. The work takes place throughout the entire educational process of the child being in kindergarten. Throughout the month, the content may change and be supplemented depending on game situations.

Retelling training literary works they begin with familiar fairy tales: “Turnip”, “Kolobok”, “Ryaba Hen”, and use the technique of sharing a story.

Scheme for teaching retelling a fairy tale:

1. Telling a fairy tale while simultaneously showing a tabletop theater.

2. Repeated story by the teacher with the children. The teacher begins the phrase, the children continue. For example, Once upon a time there was a grandfather (and a woman) They had (a pockmarked hen) Children find object pictures or me-squares with colored images of fairy tale characters on the table, arrange them in the correct sequence.

3. Showing illustrations, the teacher draws attention to the heroes of the fairy tale and the children learn to describe their appearance and actions. The literary technique is used: nursery rhymes and songs on the theme of a fairy tale are read.

4. Involving children in acting out the fairy tale

The work on using mnemonic tables consists of 3 stages:

Stage 1: Examination of the table and analysis of what is shown on it.

Stage 2: The information is recoded: symbols into images.

Stage 3: After coding, the fairy tale is retold with the help of an adult.

For children of middle preschool age, it is necessary to take colored mnemonic tables, since children retain individual images in their memory: chicken - yellow color, gray mouse, green Christmas tree.

Project implementers: Children of the middle group, their parents and group teachers.

Project implementation stages:

1. Setting goals, determining the relevance and significance of the project.

2. Selection of methodological literature for the implementation of the project.

3. Selection of visual and didactic material.

4. Organization of a developmental environment in the group.

Literature.

1. Bolsheva T.V. Learning from a fairy tale, ed. "Childhood - PRESS", 2001.

2. Veraksy N. E., Komarova T. S., Vasilyeva M. A. Program “From birth to school” - M.: mosaic synthesis, 2014.

3. Preschool education Teaching creative storytelling 2-4/1991.

4. Poddyakova N. N., Sokhin F. A. Mental education of preschool children - 2nd ed., revised. – M.: Education, 1998.

5. Rubinstein S. L. Fundamentals of general psychology - St. Petersburg, 2000.

6. Smolnikova N. G., Smirnova E. A. Methodology for identifying features of the development of coherent speech in preschoolers.

7. Tkachenko T. A. Formation and development of coherent speech LLC Publishing House GNOM and D, 2001.

8. Ushakova O. S., Sokhin F. A. Classes on speech development in kindergarten M.: Education, 1993.

9. Fomicheva G. A. Methods of speech development for preschool children. manual 2nd ed., revised. – M.: Education, 1984.

10. Chernobay T. A., Rogacheva L. V., Gavrilova E. N. Assessment of the success of speech and physical development preschoolers: method. Recommendations for kindergarten teachers; Ed. V. L. Malashenkova. – Omsk: OOIPKRO, 2001.

Implementation of the action plan:

1. Work according to the action plan

2. Creating a presentation.

3. Work with parents (active involvement of parents in the implementation of the project, individual and group counseling on the use of mnemonic techniques in working with preschool children).

Activities plan with children

(responsible for implementing the plan are the group teachers)

Telling the Russian folk tale “Ryaba Hen”. (work according to the scheme)

Telling the Russian folk tale “Teremok”. (work according to the scheme)

Reading the Russian folk tale “Turnip”. (work according to the scheme)

Reading the Russian folk tale “Kolobok” (work according to the scheme)

Reading the Russian folk tale “Masha and the Bear.” (work according to the scheme)

Reading the Russian folk tale “Zayushkina’s hut.” (work according to the scheme)

Reading the Russian folk tale “The Cockerel and the Bean Seed.” (work according to the diagram)

Reading the Russian folk tale “The Wolf and the Little Goats.” (work according to the diagram)

Working with parents

1. Parent meeting: Speech development in children in the fifth year of life: “Mnemonics for preschool children” - November.

2. Consultation for parents “How to teach a child to describe what he sees?” - December.

3. Moving folders “What is mnemonics?”, “Mnemonics for children of middle preschool age” - December.

4. Seminar-workshop “How to work with mnemonic tables” - January.

5. Folder moving “Creating and using mnemonic tables at home” - February.

6. Consultation for parents “Developing and enriching children’s vocabulary” - March.

7. Making drawings for the exhibition with parents: “Oh, these fairy tales!” - May.

8. Involving parents in making costumes for the fairy tale presentation - June.

9. Results of the project: presentation of the fairy tale “The Wolf and the Seven Little Goats” - July.

The final stage: July 2018

Analysis of the project results, conclusions and additions to the project.

Guessing riddles from fairy tales.

Didactic game "Our Tales".

Let's remember the fairy tale based on the collage.

Children's dramatization of fairy tales using mnemonic tables.

Presentation of the results of the project: Show a dramatization of the fairy tale “The Wolf and the Seven Little Goats” to children of other groups and parents.

Monitoring children's speech development.

Drawing up a plan to expand the project on the use of mnemonic techniques in working with children in the senior group.

Conclusion:

Having completed this work, we can conclude that the implementation of the developed mnemonic technique in practical work with children of primary preschool age, leads to positive changes in the speech and general mental development of children. Children develop high culture speech, accuracy, coherence and expressiveness of speech increases. The child begins to use drugs appropriately artistic expression in your own speech. At the same time, clarifying the means of forming and expressing thoughts becomes an important stimulus for the development of higher speech forms his thinking. Replacing text with symbols is an effective development tool for children creativity, ability to summarize received information, speak coherently and figuratively. Mnemonics not only develops coherent speech, but also promotes the child’s psychological emancipation, eliminates the fear of speaking, and develops courage and self-confidence.

In the future, I plan to continue using mnemonic techniques in my work on the development of coherent speech, while expanding their range with my own developments.

municipal budget preschool educational institution

"Kindergarten "Forest Fairy Tale" of the municipal formation "city of Desnogorsk" of the Smolensk region.

Project activities

on speech development through gaming activities

"Learning by playing"

The project was implemented in the secondary group "Ryabinka"

(September, October - November 2017).

The project was developed by the teacher:

Bogatko N. M.,

Desnogorsk 2017 - 2018

kindergarten "Forest Fairy Tale"

Topic: Learning by playing.

Relevance of the project.

Speech is amazing strong remedy,

but you need to have a lot of intelligence,

to use it.

G. Hegel.

Not many people can speak correctly these days. Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, 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. All preschool age- This is a time of energetic speech development. Education of clear speech in preschool children is a task of social significance. There are many means of eliminating speech deficiencies and forming coherent speech. Games play a big role in this work:

Didactic (for the development of auditory attention and exercises in the clear pronunciation of polysyllabic words and difficult sounds);

Plot - role-playing and (with the development of coherence)

Theatrical (with the development of dialogic speech)

It should be remembered that in order to develop children’s speech, it is necessary to develop emotional communication with the child, develop children’s fine motor skills, conduct joint games, as well as get acquainted with fiction and learn poetry, and the teacher’s speech should be an example for children to follow.

Target:

Development of coherent speech in middle preschool children through play activities

Tasks:

Creating conditions for children's play activities in the group and on the site.

Selection of the most effective methods, techniques, means that help create interest and motivation for speech activity among students;

· Formation of skills in composing stories using mnemonic tables; retelling of fairy tales in a series plot paintings.

Enrichment of vocabulary and formation of the grammatical structure of children's speech in the process of play activities.

Involve parents of pupils in the issue and problem of children’s speech development in modern conditions.

Project implementation timeframe: 3 months: September, October - November 2017

Project participants: children of the middle group "Ryabinka" (4 -5 years old); kindergarten "Forest Fairy Tale" Desnogorsk, Smolensk region. in the amount of 21 people, parents, teachers, music director

Project type: cognitive, speech, play, creative.

Project type: Group, long-term.

Subject development environment

1. Flannelograph and pictures for the fairy tales “Turnip”, “Teremok”, “Kolobok”; “Zayushkina’s Hut”, “The Wolf and the Seven Little Goats”, “The Ryaba Hen”, etc.

2. Didactic games "Fairy-tale heroes"; “Professions”, “Give full name”, “distribute into groups”,

3. Tabletop puppet theater "The Three Little Pigs"; "Puss in Boots", "Teremok", "Morozko", "Cat. Rooster and Fox", "Fox and Wolf"

4. "Plot pictures for composing stories according to the seasons,

5. Plot pictures for compiling retellings of familiar fairy tales,

6. A selection of GCDs on speech development on lexical topics:

7. Mnemonic tables for memorizing simple poems and composing descriptive stories.

Forms and methods. The project presents the following types of gaming activities:

Didactic games,

Outdoor games,

Theatrical games

Story-based role-playing games

Finger games

The implementation of this project is carried out through a series of games with children, creating conditions for children’s play activities in the group and on the site.

The project implementation involves different kinds games with children: this is a series of didactic games with toys and objects, verbal, board and printed. The work system includes outdoor games. Theatrical games are also included, children listen to fairy tales and dramatize them. A significant place is devoted to role-playing games.

Also, during the course and implementation of project activities, the following forms and methods were used: GCD, observations, games, conversations, storytelling, looking at illustrations, reading fiction: riddles, proverbs, sayings, poems, speech five-minutes. exhibition design, consultations for parents.

Expected Result: When systematically working on this project Children’s vocabulary will increase significantly, speech will become the subject of children’s activity, children will begin to actively accompany their activities with speech

Project stages.

1.Preparatory stage. Setting methodological objectives, deadlines for their implementation

2. Development of a plan by teachers.

3. Main stage. Project implementation.

4. Summing up. Project presentation.

1.Preparatory stage.

1. Statement of methodological tasks, deadlines for their implementation.

2. Determination of project participants.

3. Determining the time frame for the group to implement the project.

4. Determination of the state of children’s speech, in accordance with the age of the children in the group, taking into account the requirements of the basic educational program

5. Determination of the content, methods, forms of work with children for parents on the project.

2. Development of a plan by the teacher. Drawing up a long-term plan for working with children and cooperation with parents.

1. Selection of fiction.

2. Selection of benefits for working with children.

3. Choosing forms of work with parents.

4. Selection of main activities.

3. Main stage. project implementation

1. . Preparation necessary equipment.

2. Reading fiction, memorizing poems and sayings.

4. Joint activities with parents and children: Children showing the staged fairy tale “Visiting the Bee” for parents

4. stage – productive.

Exhibition creative works for parents

Album design with the help of parents:

Project implementation:

Forms of work

Working with parents:

Consultation "The importance of fairy tales in a child's life."

Consultation "Child and Book".

Selection of coloring pages on the theme "Heroes of Russian folk tales" in accordance with the age of the children.

Target: Promote the active participation of parents in project activities. Provide information about the importance of speech development in the middle group

Forms of working with children at the 2nd - main stage of work.

Didactic games:

Target: expansion of children's vocabulary through the use of generalizing words, words - antonyms, words of homonyms, development of reaction speed, dexterity.

“Pick up a couple”, “Give me a word”, “Who moves how”, “What happens in nature?”, “What is it made of?”, “Who was who? Who will become who?”, “What vegetable?”, “Whose Whose tail?" "Name and guess","Where is what lies","Name in one word","Say the opposite","Hot - cold", "Divide into groups", "The fourth is odd", "One - a lot”, “Good - bad”, “Far - close”, “General concepts”, “Call me affectionately”, “Give me the full name”

Outdoor games with words:

Target: promote the development of phonemic awareness;

Form the lexical and grammatical side of speech;

Activate your vocabulary.

“By the bear in the forest”, “On a level path”, “We are cheerful guys”, “Sparrows and a cat”, “Birds in nests”, “Leaf fall”, “Day - night”, “Geese - swans”, “Cat” and mice”, “Burn - burn clearly”, “Mousetrap”, “Shepherd and flock”, “Governor”, ​​“Cook and kittens”.

Theatrical games:

Goals:

Enrich children's vocabulary, activate it;

Develop speech as a means of communication;

Improve the dialogical form of speech;

To develop an interest in Russian folklore and theatrical activities;

Develop the ability to concentrate attention on the chosen character and convey it character traits using facial expressions and gestures;

Game-dramatization “Turnip”, “Kolobok”, “Teremok”

The game is a dramatization of the Russian folk tale “Visiting the Bee”

Game - dramatization of a fairy tale (finger table) theater "Winter quarters of animals", "Goby - tar barrel"

Role-playing games:

Tasks:

continue to develop speech

enrich your understanding of the surrounding life and professions.

"Hairdresser", "Shop", "Cafe", "Builders", "Hospital", "Family", "Aibolit", "City Trip"

Consultation for parents:

“Development of coherent speech of children in the middle group through didactic games.”

Timely and complete mastery of speech is the first the most important condition formation of a full-fledged psyche in the child and its further correct development. Speech, in all its diversity, is necessary component communication. It is in the process of communication that it is formed.

The goal of speech development classes in kindergarten is to help the child master his native language. The development of speech in children is also closely related to the formation of the child’s thinking and imagination.

The main tasks of speech development in kindergarten are:

Education of sound culture of speech,

Enrichment and activation of vocabulary,

Formation of grammatical structure of speech,

Development of coherent speech.

It is necessary to create an emotionally favorable situation at work that would contribute to the child’s desire to actively participate in verbal communication. And it is the game that helps create situations in which even the most shy and unsociable children open up. Involving children in play activities helps to enhance their speech development.

By the age of three, the child has the means necessary and sufficient for everyday communication. His speech is colloquial. It is involuntary and situational, and contains many incomplete sentences. At the stage of 4-5 years, the main focus is the formation of concrete speech. In the fifth year of life, the child begins to see the connection between the structure of a word and the function of the object that this word denotes. Children begin to actively experiment with words. At this age, the child begins to be attracted to improvisational storytelling. In addition to role-playing games, it is useful to act out theatrical performances. Connected speech- this is a detailed, complete, compositionally and grammatically designed, semantic and emotional statement, consisting of a number of logically related sentences.

Coherent speech presupposes mastery of a rich vocabulary of the language, mastery of language laws and norms, and the ability to fully, coherently, and consistently convey the content of the finished text.

Connected speech has two forms:

dialogical(conversation between two or more people)

monologue(speech of one person).

Each of them has its own characteristics.

Dialogue speech encourages incomplete, monosyllabic answers. The main features of dialogic speech are incomplete sentences, exclamations, interjections, bright intonation expressiveness, gesture, facial expressions.

Monologue speech requires the ability to focus your thoughts on the main thing, not get carried away by details and at the same time speak emotionally, vividly, figuratively. And also, it requires detailedness, completeness and clarity of expression. Parents, supporting the work begun in kindergarten on the formation of coherent monologue speech, compose fairy tales and stories with your child, following the structure of the text: beginning, middle and ending.

A preschool institution takes on a large amount of work on the development of coherent speech, and teachers cannot do it without the help and participation of parents.

Basic conditions for child development issues that need to be addressed in the family and preschool educational institution:

Form a child's interest in fiction.

It is necessary to teach a child to listen. This is achieved not by calls to listen, but by selecting interesting literature accessible to the child, leisurely expressive reading adult.

The skills in composing coherent texts acquired in kindergarten must be reinforced in the family.

The speech skills that a preschooler acquires in the game must be transferred to monologue coherent speech. To do this, the situation of oral storytelling is included in the pedagogical process. The teacher helps the child formulate his thoughts in the form of a story: he suggests the plot progression, logical connections, and sometimes the beginning of each sentence. Below are examples speech games and exercises that are carried out with children starting from the middle group.

case of nouns, aspect and mood of verbs:

"Find out by description"

Goal: to develop the ability to focus on the endings of words when agreeing on the gender of an adjective and a noun.

Materials: painted wooden egg, painted wooden nesting doll, shiny button, painted tray, large wheel, blue saucer and cup, green bucket and scoop, large plate.

The teacher lays out the objects on a tray, then gives their description. Children must guess what subject we're talking about.

Educator. It is round, shiny, like gold...(button); it is required for playing with sand, it is big, green...(bucket), etc.

"What changed?"

Goal: to develop the ability to use prepositions with spatial meaning (on, between, about).

Material: ladder, toys - bear, cat, frog, hare, fox.

The teacher places toys on the steps of the ladder.

Adult. Now we will play a game of attention. Remember which toy is where. Close your eyes. What changed? What happened to the bear? (He stood on the top step on the left, and now stands on the middle step between the cat and the frog).

In this way, all possible positions of the toys on the ladder are played out. The game is repeated 5-6 times.

Word formation games:

"Guess the animal"

Target : to develop the ability to accurately use the names of baby animals in a single and plural.

The teacher invites the children to guess the riddle and portrays a tiger cub (growls, spreads his fingers).

Adult:. Who did I portray? Who is this? (tiger). Who is the tiger's cub? One is a tiger cub, but if there are many of them, how will we tell? (tiger cubs). Draw tiger cubs.

Adult Instructs one of the children in a whisper to pretend to be a kitten. The kitten washes its face with its paw and purrs.

Guess who it is?

Children. Kitty.

Adult Yes, it's a kitten.

A similar task is given to several more children.

Now who do we have?

Children. Kittens.

Adult . The kittens got scared, ran away, and who was gone?

Children. Kittens.

Similarly, children depict and name a kid, kids, ducklings, and ducklings. Then the kids and ducklings run away.

"Dishes shop"

Goal: to develop the ability to form names for utensils.

Material: shelf with utensils - two crackers, a bread box, a napkin holder (different in shape, size, material), a cookie dish, a butter dish, salt shakers.

Adult tells the child that a dishware store has opened. To buy dishes, you need to know exactly what they want to buy: what item it is, why it is needed. If the item is named incorrectly, the seller will not understand and will not sell the right thing. But first we need to consider. what kind of dishes are in the store. The teacher points to objects, the children name them (breadbox, sugar bowl, napkin holder).

Adult . Here is a special dish for crackers - su... (harnitsa). Here's the cookie platter. It has no other name. Just a dish. But the salt shaker and butter...(lenka). Please come in, the store is open.

Games to develop understanding of the semantic side of a word:

"Which? Which? Which?"

Goal: to develop the ability to select definitions for an object or phenomenon.

The teacher names an object, and the children take turns naming as many features as possible that may be inherent in this object.

The wolf is gray, toothy, angry, hungry.

The sun is bright, radiant, hot.

The bread is fresh, hot, tasty, rye.

The ball is rubber, round, blue, large.

Hat – knitted, warm, winter, white.

"It happens - it doesn't happen"

Goals : to develop listening skills simple sentences and imagine the situations they talk about, clarify the meanings of the words.

Material: Dunno doll.

Dunno comes to visit the children.

Adult . Dunno says that they are laughing at him in vain because it is as if he doesn’t know anything and can’t do anything. It’s just that he knows what happens and what doesn’t happen, but the guys don’t know.

Dunno tells various fables. Children should notice mistakes and explain why they shouldn’t say that.

Dunno. The dog under the door meows. The dog is guarding the house. A boy skis in winter. A girl rides on a sled on the water in summer. A squirrel hatches chicks in a nest. The chickens in the yard are pecking at the grains. The plane plows the ground.

"Choose another word"

Goals: deepen knowledge about lexical meaning words, develop the ability to form new constructions using prefixes and suffixes.

Educator. From one word you can make another, similar one. For example, you can say “milk bottle”, or you can say “milk bottle”.

Apple compote (apple compote);

Pear jam (pear jam);

Book shelf ( bookshelf);

Glass vase (glass vase);

Thatched roof (thatched roof);

Snow slide (snow slide);

Paper boat (paper boat).

Didactic games for speech development in the middle group "Ryabinka"

Educator: Bogatko N.M.

Didactic games are a type of games with rules, specially created by pedagogy for the purpose of raising and teaching children. These games are aimed at solving specific tasks teaching children, but at the same time the educational and developmental influence of gaming activities is manifested in them.

A didactic game is a means of teaching and upbringing that affects the emotional and intellectual sphere of children, stimulating their activities, during which independence in decision-making is formed, acquired knowledge is absorbed and consolidated, skills and abilities of cooperation are developed, and socially significant personality traits are formed.

Goals:

Formation of a dictionary.

Replenish and activate children's vocabulary based on deepening knowledge about their immediate environment. Intensify the use of names in speech

objects, their parts, materials from which they are made.

Learn to use the most common adjectives in speech,

verbs, adverbs, prepositions.

Sound culture of speech.

Fasten correct pronunciation vowels and consonants,

practice the pronunciation of whistling, hissing sounds.

The grammatical structure of speech.

Continue to develop in children the ability to coordinate words in

sentences, use prepositions correctly in speech; shape

plural of nouns denoting young

animals (by analogy), use these nouns in the nominative

"Who talks like that?"

Target: expansion of vocabulary, development of reaction speed.

Move : The teacher throws the ball to the children one by one, naming the animals. Children, returning the ball, must answer how this or that animal gives a voice: A cow moos A tiger growls A snake hisses A mosquito squeaks A dog barks A wolf howls A duck quacks A pig

Option 2 . An adult throws a ball and asks: “Who is growling?”, “Who is mooing?”, “Who is barking?”, “Who is crowing?” etc.

"Who lives where?"

Target : consolidating children's knowledge about the homes of animals and insects. Consolidating usage in children's speech grammatical form prepositional case with the preposition "in".

Move : Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers. Option 1. teacher: - Children: Who lives in a hollow? - Squirrel. Who lives in the birdhouse? - Starlings. Who lives in the nest? -Birds. Who lives in the booth? - Dog. Who lives in the hive? - Bees Who lives in a hole? - Fox. Who lives in the lair? -Wolf. Who lives in the den? -Bear. Option 2. teacher: - Children: Where does the bear live? - In the den. Where does the wolf live? - In the den. Option 3. Work on the correct sentence construction. Children are asked to give a complete answer: “The bear lives in a den.”

"Give me a word"

Target : development of thinking, reaction speed.

Move : The teacher, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?” The child, returning the ball, must answer: “The magpie is chirping.” Examples of questions: – An owl flies, but what about a rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? - The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? – The bear cub has a mother bear, and the baby squirrel?

"Who moves how?"

Target : enrichment of children's verbal vocabulary, development of thinking, attention, imagination, dexterity.

Progress: The teacher, throwing the ball to each child, names an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal. teacher: - Children: Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse...)

"Hot Cold"

Target : consolidation in the child’s imagination and vocabulary of opposite signs of objects or antonym words.

Move : the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, calls another - with the opposite meaning. teacher: - Children: Hot - cold Good - bad Smart - stupid Cheerful - sad Sharp - dull Smooth - rough

"What happens in nature?"

Target: strengthening the use of verbs in speech, agreement of words in a sentence.

Option 1: Progress: The teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked. It is advisable to play the game by topic. Example: Theme “Spring” teacher: -Children: The sun - what is it doing? - It shines, it warms. Streams - what are they doing? -They are running and murmuring. Snow - what does it do? - It’s getting dark, melting. Birds - what are they doing? - They fly in, build nests, sing songs. Drops - what does it do? - It rings and drips. The bear - what it does - Wakes up, crawls out of the den.

Option 2. "What happens in the fall?"

Target : teach the seasons, their sequence and main features.

Progress: on the table there are mixed pictures depicting various seasonal phenomena (it’s snowing, a flowering meadow, autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that depict only autumn phenomena and names them.

"Who can perform these actions?"

Target: activation of children's verbal dictionary, development of imagination, memory, dexterity.

Progress: The teacher, throwing the ball to the child, names the verb, and the child, returning the ball, names the noun that matches the named verb.

Teacher: Children who are walking (running, flying, swimming, etc.)

Children: Walking - a person, an animal, a train, a steamship, rain... Running - a stream, time, an animal, a person, a road... A bird, a butterfly, a dragonfly, a fly, a beetle, an airplane is flying... A fish, a whale, a dolphin, a boat, a ship are swimming, Human…

"What is it made of?"

Target: consolidating the use of relative adjectives and methods of their formation in children’s speech.

Progress: The teacher, throwing the ball to the child, says: “Boots made of leather,” and the child, returning the ball, replies: “Leather.”

Teacher: -Children: Fur mittens - fur Copper basin - copper. Crystal vase - crystal Wool mittens - wool, etc.

"Put it into pieces"

Target: orientation in space.

Progress: Fyodor’s character asks the guys to help her: put pots and pans on the bottom shelf, plates, spoons, knives and forks on a higher shelf, and saucers and jugs on the top shelf.

"Who was who?"

Target: development of thinking, expansion of vocabulary, consolidation of case endings.

Progress: The teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: Chicken - egg Bread - flour Horse - foal Wardrobe - board Cow - calf. Bicycle - iron. Oak is an acorn. Shirt - fabric. Fish - caviar. Boots - leather. Apple tree - seed. A house is a brick, a Frog is a tadpole, a strong one is a weak one, a butterfly is a caterpillar, an adult is a child.

"What vegetable?"

Target: development of tactile, visual and olfactory analyzers.

Progress: The teacher cuts the vegetables, the children smell and taste them. The teacher gives an example: “The tomato is sweet, but the garlic is spicy.”

"Whose head?"

Target: expanding children's vocabulary through use possessive adjectives.

Progress: The teacher, throwing the ball to the child, says: “The crow has the head...”, and the child, throwing the ball back, finishes: “... a crow.” For example: A lynx has a lynx's head. In a fish - fishy In a cat - feline In a magpie - magpie In a horse - equine In an eagle - eagle In a camel - camel

You can also play Whose tail? Whose legs?

"The fourth wheel"

Target: consolidating children’s ability to identify common features in words and develop the ability to generalize.

Progress: The teacher, throwing the ball to the child, names four words and asks them to determine which word is the odd one out. For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, stormy, gloomy, clear.

"One is many"

Target: consolidation of various types of endings of nouns in children's speech.

Progress: the teacher throws the ball to the children, calling nouns in singular. Children throw the ball back, naming plural nouns. Example: Table - tables chair - chairs Mountain - mountains leaf - leaves House - houses sock - socks Eye - eyes piece - pieces Day - days jump - jumping Sleep - dreams gosling - goslings Forehead - foreheads tiger cub - cubs

"Animals and their young"

Target: consolidating the names of baby animals in children’s speech, consolidating word formation skills, developing dexterity, attention, and memory.

Move : when throwing a ball to a child, the teacher names an animal, and the child, returning the ball, names the baby of this animal. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs. Group 1. The tiger has a tiger cub, the lion has a lion cub, the elephant has a cub, the deer has a fawn, the elk has a calf, the fox has a fox cub. Group 2. The bear has a baby bear, the camel has a baby camel, the hare has a baby hare, the rabbit has a baby rabbit, the squirrel has a baby squirrel. Group 3. The cow has a calf, the horse has a foal, the pig has a piglet, the sheep has a lamb, the hen has a chick, the dog has a puppy.

"What's round?"

Target: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.

Move : The teacher, throwing the ball to the children, asks a question; the child who caught the ball must answer it and return the ball. -What is round? (ball, sphere, wheel, sun, moon, cherry, apple...) - what is long? (road, river, rope, tape, cord, thread...) - what is tall? (mountain, tree, rock, person, pillar, house, closet...) - what is prickly? (hedgehog, rose, cactus, needles, Christmas tree, wire...), square, oval.

"Generalizing concepts"

Target: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.

Option 1 . Progress: the teacher names a generalizing concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to that generalizing concept. teacher: -Children: Vegetables - potatoes, cabbage, tomato, cucumber, radish

Option 2. The teacher names specific concepts, and the children name generalizing words. teacher: Children: Cucumber, tomato - Vegetables.

"Good bad"

Target: introducing children to the contradictions of the world around them, developing coherent speech and imagination.

Progress: The teacher sets the topic of discussion. Children, passing the ball around, tell what, in their opinion, is good or bad in weather phenomena. Teacher: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it is bad - it wets us, it can be cold. Teacher: City. Children: It’s good that I live in the city: you can travel by subway, by bus, there are a lot of good shops, but the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.

(Water, winter, etc.).

"Near and Far"

Target: development of auditory attention, hearing acuity.

Progress: The teacher behind the screen makes sounds with a large or small toy. Children determine the size of the toy (large or small) by the strength of the sound.

"Call me kindly"

Target : strengthening the ability to form nouns using diminutive suffixes, developing dexterity and reaction speed.

Progress: The teacher, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball). Words are possible

group by similarity of endings. Table-table, key-key. Beanie hat, squirrel squirrel. Book-book, spoon-spoon. Head-head, picture-picture. Soap-soap, mirror-mirror. Doll-doll, beet-beet. Braid-braid, water-water. Beetle-beetle, oak-oak. Cherry-cherry, tower-tower. Dress-dress, chair-chair.

"Fun account"

Target: strengthening the agreement of nouns with numerals in children’s speech.

Progress: The teacher throws the ball to the child and pronounces a combination of a noun with the numeral “one”, and the child, returning the ball, in response calls the same noun, but in combination with the numeral “five”, “six”, “seven”, “eight”. Example: One table - five tables One elephant - five elephants One crane - five cranes One swan - five swans One nut - five nuts One cone - five cones One gosling - five goslings One chicken - five chickens One hare - five hares One hat - five caps One can - five cans.

" Give your full name"

Target: Strengthen in children the ability to form forms of full names from children's names

Move. The teacher talks through the pictures “What will the name of the girl (boy) Natasha (Kolya) be when she becomes an adult?” then they play What will our name be when we grow up.

" Who will become who when he grows up?"

Target : practical mastery of a complex sentence with an adversative conjunction A

Progress of the game: first, children compare simple sentences like: “The cow has a calf”

Then, following the example of the teacher, they make up complex sentences based on two pairs of pictures: “The cow has a calf, and the goat has a kid.”

" Guess the tree by its leaf"

Material: cards with leaves of familiar trees

Progress of the game: The teacher shows the cards one by one and asks which tree this leaf belongs to. Gives a sample answer:

This birch leaf

This maple leaf

Autumn finger games

1 Autumn, autumn has come to us,(we walk our fingers on the table)

Brought rain and wind.

(tap the finger of the left hand on the palm of the right)

Drip-drip-drip, drip-drip-drip,

Brought rain and wind.

2. The green garden turned yellow,

The leaves are spinning and flying. (three palms on palm)

Shu-shu-shu, shu-shu-shu,

The leaves are spinning and flying.

The songs of the birds are not heard,

Let's wait for them until spring

. (cross hands, move hands up and down)

Chick-chirp, chick-chirk, Let's wait for them until spring.

3. This finger went into the forest,

I found this finger - a mushroom,

This finger began to fry,

Well, this one helped. This finger was just eating,

That's why I got fat.

(For each line, bend your fingers first on one hand, then, with experience and development of motor skills, on both)

4. One, two, three, four, five (bend your fingers, starting with the thumb)

We will collect leaves (clench and unclench our fists)

Birch leaves, rowan leaves (bend your fingers, starting with the thumb)

Poplar leaves, aspen leaves,

I will collect oak leaves

I will give my mother an autumn bouquet

("walk" on the table with your middle and index fingers)

5. The wind flew through the forest, (smooth, wave-like movements of the palms)

The wind counted the leaves:

Here's an oak one, here's a maple one, (they bend one finger on both hands) Here's a carved rowan one,

Here from a birch tree - golden,

Here is the last leaf from the aspen tree (calmly place your palms on the table)

The wind blew it onto the path.

6. Quiet, quiet, quiet rain

(knock on the floor with our fingers, imitating drops).

Rain, rain, drip-drip-drip.

Heavy, heavy, heavy rain (knock your palms on the floor).

Rain, rain, drip-drip-drip.

Heavy, heavy, heavy downpour (we hit the floor hard with our palms) Downpour, downpour, drip-drip-drip!

7. Yellow leaves are flying and rustling under the legs (the arms are lowered from top to bottom, the palms are turned, depicting falling leaves)

Nice, naughty, naughty. Lump, lush, lush (shuffle palm against palm)

Nice, naughty, naughty. Lump, lush, lush (shuffle with our feet)

Yellow leaves fly and rustle under your feet

Nice, naughty, naughty. Lick, lice, lice

(index fingers shuffle about each other

Outdoor games with speech accompaniment, used in the middle group "Rowan".

1. Geese - swans

Game description : Participants in the game choose a wolf and an owner, the rest are geese-swans. On one side of the site they draw a house where the owner and geese live, on the other - a wolf lives under the mountain. The owner lets the geese out into the field to take a walk and browse some green grass. Geese go quite far from home. After some time, the owner calls the geese. There is a roll call between the owner and the geese:

Geese-geese! -Ha-ha-ha.

Do you want anything? - Yes, yes, yes.

Swan geese! Home! -Gray wolf under the mountain!

What is he doing there

Ryabchikov is pinched.

Well, run home!

The geese run into the house, the wolf tries to catch them. Those caught leave the game. The game ends when almost all the geese are caught. The last remaining goose, the most agile and fastest, becomes a wolf.

Rules: The geese should “fly” all over the site. The wolf can catch them only after saying: Well, run home!

2. We are funny guys

Game description Number of players (all children). Place - hall, platform. Before the game, draw two parallel lines - “homes”. The driver stands in the center, the rest of the players are located behind the line of one of the “houses”. At the teacher’s signal, the children say:

We are funny guys

We love to run and play.

But try to catch up with us!

After the word “catch up,” the players run to the opposite “house.” The driver tries to catch up with them and touch them with his hand. The children touched by the driver move aside. After this, the game is repeated. The drivers should be changed after 3-4 runs. Together with the change of drivers they enter the game.

Rules : You can only cross after the words “catch”. You can't run back into the house. You can only catch those running as far as the opposite “house”.

3. Cat and mouse

Description : All players, except 2, stand in a circle, at arm's length, and join hands. The circle does not close in one place. This passage is called a gate. Two players are behind the circle, representing a mouse and a cat. The mouse runs outside the circle and in the circle, the cat follows it, trying to catch it. The mouse can run into the circle through the gate and crawl under the arms of those standing in the circle. The cat is only at the gate. Children walk in a circle and say:

“Vaska walks grey, with a fluffy white tail.

Vaska the cat is walking.

He sits down, washes himself, wipes himself with his paw, and sings songs.

The house will silently go around,

Vaska the cat will hide.

Gray mice are waiting"

After the words, the cat begins to catch the mouse.

Rules:

Those standing in a circle should not let the cat pass under their clasped hands.

The cat can catch the mouse around and in the circle.

The cat can catch and the mouse can run away after the word “waiting.”

Options: Arrange additional gates, introduce 2 mice, increase the number of cats

4. Circle traps

Game description: children stand in a circle, holding hands. The trap is in the center of the circle, with a bandage on the arm. The players move in a circle and say:

We, funny guys, love to run and jump.

Well, try to catch up with us. One, two, three - catch it!

The children run away, but the trap catches up. The caught one temporarily moves aside. The game continues until the trap catches 2-3 children. Duration 5-7 minutes.

5. Burn, burn clearly!

Game description:

The players stand in a column in pairs. A line is drawn in front of the column at a distance of 2-3 steps. The “catcher” stands on this line. Everyone says:

Burn, burn clearly, so as not to go out.

Look at the sky - Birds are flying,

The bells are ringing! One, two, three - run!

After the word “run,” the children standing in the last pair run along the column (one on the left, the other on the right, trying to grab the hands in front of the catcher, who tries to catch one of the pair before the children have time to meet and join hands. If the catcher succeeds to do, then he forms a pair and stands in front of the column, and the remaining one is the catcher.

6. Mousetrap

Target: develop children's self-control, the ability to coordinate movements with words, and dexterity. Exercise in running and squatting, forming in a circle and walking in a circle.

Game description: The players are divided into two unequal teams, the larger one forms a circle - a “mousetrap”, the rest - mice. Words:

Oh, how tired the mice are,

Everyone gnawed, everyone ate.

Beware of the cheat,

We'll get to you.

Let's set up mousetraps,

Let's catch everyone now!

Then the children lower their hands down, and the “mice” remaining in the circle stand in a circle and the mousetrap increases

7. Shepherd and flock

Target: strengthening the ability to play according to the rules of the game. Practice crawling on all fours around the hall.

Game description: They choose a shepherd and give him a horn and a whip. Children depict a herd (cows, calves, sheep). The teacher says the words:

Early in the morning

Shepherd: “Tu-ru-ru-ru.”

And cows suit him well

They sang: “Moo-moo-moo.”

Children perform actions according to the words, then the shepherd drives the herd into the field (to the designated lawn, everyone wanders around it. After a while, the shepherd cracks his whip and drives the herd home.

Outdoor games based on works of art.

"Teremok"

Children stand in a circle - this is a tower. Several children wear masks of fairy tale heroes:

mice, frogs, hare, wolf, fox and bear.

Children raise their hands clasped together and say the words:

“Here stands the tower

He is neither short nor tall.

How will the animal enter it?

So the lock will slam shut"

While pronouncing the words, children wearing animal masks run in and out of the circle.

When the teacher says “CLAP,” the children lower their clasped hands. Whoever gets caught stops being an “animal” and gets into the little house with the rest of the children.

The game is played until the most dexterous one remains.

"The Wolf and the Little Goats"

A wolf is chosen, the rest of the children are goats.

Children-goats jump around the playground, saying:

"We are funny little goats

All the boys are naughty

We are not afraid of anyone

Except one wolf.

(approach the wolf)

Gray wolf, don't yawn

Hurry up and catch up with us"

On last words The “wolf” catches up with the “kids”. Whomever he caught (slapped), he crouches.

Game stops when caught most of Guys.

Then a new “wolf” is selected

"Little Red Riding Hood"

Children stand in a circle with their hands clasped. In the center is a child with a red cap on his head, slightly covering his eyes.

Children walk around Little Red Riding Hood and say:

"Little girl

Little Red Riding Hood

She went to grandma with a basket

And I found the guys here.

Don't take off your hat

Who called you, find out?

The child, whom the teacher points to, calls: “Little Red Riding Hood”

She must guess who called her and name her.

The correct child becomes Little Red Riding Hood.

"Barmaley"

A child is chosen - Barmaley, and he is given a hero's mask.

He approaches the children and says:

“I am the kindest Barmaley

I love children very much.

Who will go for a walk with me:

Run, jump and gallop?”

The children move away from Barmaley, saying:

“We don’t want to go with you,

You’d better catch up with us!”

Children run away from Barmaley. He takes the caught children to his “house”

The game then continues with the newly selected child.

« Fly Tsokotukha»

Children stand in a circle, holding hands.

IN center - child in the cap of the Tsokotukhi Fly.

Children walk in a circle, saying the words:

“Fly, Fly-Tsokotukha

Gilded Belly

We are coming to visit you

Who do you want us to bring?

Maybe striped bees?

Or furry caterpillars?

Blood-sucking mosquitoes?

Or fat worms?

The child in the center (Fly-Tsokotukha) chooses.

If the child named bees, then the children fly in a circle and buzz;

if there are caterpillars, they walk in small steps;

if there are mosquitoes, they fly, saying “z-z-z”;

if there are worms, they walk in a circle, alternately tilting and raising the body.

After each show, the presenter chooses the child who, in his opinion, performs the movements best and he becomes the presenter.

"Hares and Fox"

Children wearing bunny masks stand in a circle.

A child in a fox mask walks around the circle and says:

“Oh, my house has melted

How can I go home?

I need to run to the bunny

Take away his house"

He approaches the house of one of the “bunnies” and knocks:

"Knock-Knock….

Gray bunny, run out

And play with me"

“Bunny” and “Fox” are racing around the circle to see who will occupy the house first.

Whoever loses becomes a “fox”

Story-based role-playing game "Trip around the city."

Tasks: consolidate the ability to carry out game actions according to verbal instructions, act with imaginary objects, use substitute objects,

continue to develop speech

enrich your understanding of the city and professions.

Materials:

driver's cap, steering wheel,

sign "ticket office", cafe "Fairy Tale", "Stadium",

headbands with inscriptions of park employees, instructor, waiter,

animal masks,

carousel,

construction material.

Preliminary work:

▪ viewing the photo album “Our Beloved City”,

▪ study of traffic rules,

▪ role-playing game "Road"

▪ acquaintance with work, instructors physical culture, waiter,

▪ learning games and songs, role-playing words and actions.

Progress of the game.

Children with a teacher are building a bus.

Leading. Guys, I want to invite you to go on an excursion. Do you agree? (children's answers). Then get on the bus quickly. I will be the tour guide, and Kolya will be the driver (the children take seats on the bus).

Bus driver. Attention, the bus is leaving! Fasten your seat belts.

An audio recording of “Bus” plays.

Chauffeur. Stop "Stadium".

Leading. Let's go there. Tell me guys, what are people doing at the stadium? (Children's answers). Who conducts the training? Instructor, trainer

Boy - instructor: Hello, I am your physical education instructor, I offer

If you want to improve your health, let's take up animal hunting (children put on animal hats). Stand on the flowers!

Children stand on flowers and perform movements to the music.

Leading. Is your health okay?

Children's answer. Thanks for charging.

The presenter and children thank the instructor.

Leading. I’ll ask everyone to board the bus, our city tour continues.

Chauffeur. Be careful, the doors are closing, fasten your seat belts. Next stop: Amusement Park.

Fun bus,

Run along the path

And to the amusement park

You bring us.

Leading. There are a lot of swings

And the magician is waiting

There are carousels there

Cheerful people.

Chauffeur. Amusement Park stop.

Leading. We go out slowly, without pushing.

Park director. Hello, I am the director of the park, I invite you to take a ride on our fun carousels, but first I ask you to purchase a ticket at the box office (gestures to the box office).

Children go to the ticket office and buy tickets. Game being played "Carousel".

Director. Well, how did you like our park? (children's answers). But not

Would you like to visit the children's cafe "Skazka"? (children's answers)

Leading. Guys, the cafe is on the other side of the street and we will have to walk across the road. How to cross the road correctly? (children's answers). Get up in pairs, I will go in front with a red flag, and Misha will go behind our column. Watch, don't lag behind, otherwise you will get lost in the city.

We're walking through the streets

We lead each other by the hand.

We want to see everything

We want to know about everything.

Children cross the road at a pedestrian crossing.

Leading. Here we are.

Waiter. Hello, please place your order. Here's the menu

Leading. Let's order juice (a box of juice for each).

Waiter. Will be done.

The waiter brings juice, the children drink, thank the waiter and leave the cafe.

Leading. This is where our tour ends. Please take your seats on the bus, fasten your seat belt - we are going back to kindergarten (children get on the bus, sing a song).

Chauffeur. Stop "Kindergarten "Forest Fairy Tale"". The children get off the bus, thank the driver and the tour guide, the teacher invites the children to tell their family about the excursion.

GCD on speech development on the topic"

Telling the fairy tale "Kolobok" for children of the middle group

Program content:

Learn to use words denoting state, qualities and characteristics.

Name your favorite fairy tale and tell your favorite stories from

Improve children's ability to use a variety of means of expression: intonation, tempo, timbre of speech, plasticity, movement, ability to convey the image of a hero, invent and fantasize,

learn to dramatize with the help of an adult a little fairy tale("Kolobok")

Cultivate children's interest in Russian folk art.

Develop coherent speech.

Vocabulary work: joy, cowardly, angry, hungry, rude, insidious, fat, angry, cunning.

Material: illustrations for the fairy tale "Kolobok" masks depicting fairy-tale characters, simple decorations.

Preparation:

reading the Russian folk tale “Kolobok”, dramatizing the fairy tale, guessing riddles from fairy tales, looking at books with Russian folk tales,

NOD STROKE.

Conversation on the fairy tale "Kolobok"

We read a lot of fairy tales, we love fairy tales very much, and today all the fairy tales gathered and came to visit us. (children look at books with fairy tales) Look, guys, among our familiar books, one completely appeared A new book. Have you already guessed the name of this book? ("Kolobok").

- If we close our eyes

And we won't peek

Together we will be transported

Visiting fairy-tale characters.

(Children close their eyes, meanwhile the teacher displays colorful pictures from the fairy tale “Kolobok”)

We were visiting fairy-tale characters. What fairy tale did we find ourselves in (The fairy tale "Kolobok")

Game for attention "Kolobok""

I will list various animals, and you, if they are heroes of the fairy tale “Kolobok”, clap your hands, and if not, stomp your feet:

Bear, wolf, dog Bug, fox, chicken Ryaba, hare, mouse - violator, mosquito - squeaker,

frog

Guys, do you remember the kolobok’s favorite song?

(children’s answers, individual and choral singing)

Who was the first to meet a bun on a forest path? (hare)

What kind of character was the hare? ( cowardly, timid, fearful, defenseless)

What did the hare say to the bun when they met? (answers)

The bun rolled and rolled and met someone who walks around angry and hungry in the cold winter. Who is this? (wolf)

What was the wolf like in the fairy tale? ( angry, hungry, scary)

You would be scared if you met a wolf in the forest. ?

Do you think the bun was scared of the wolf? (answers). This means that the bun was also brave.

How does a wolf walk through the forest? His eyes sparkle and he looks around.

A bun was rolling, and a big, clubfooted bun met him, he sleeps in a den in winter, he loves pine cones, he loves honey. Well, who will name it? (bear)

What was the bear like in the fairy tale? ( fat, clumsy, big, clumsy)

What did the bear say when we met? How did the bun behave? (I wasn’t afraid and sang a song)

The bun is rolling, and towards it, “The tail is fluffy, the fur is golden. Lives in the forest and steals chickens" (fox)

What was the fox like in the fairy tale? ( cunning, insidious, dexterous, deceiver)

Why did the fox talk like that in a thin, gentle voice? Is she affectionate?

(she wanted to outsmart the kolobok so that he would believe her)

Guys, let's remember how the fairy tale ended? (children's answers) Did you like the end of this fairy tale? (answers)

Why did the fox eat the bun? (because the bun did not behave carefully. He was disobedient and playful.)

Phys.cultural minute "Kolobok" Grandma kneaded neither a bun nor pancakes

(Hands clasped, circular movements to the left -to the right)

It was not a pie or rolls that I took out of the oven

(Turns the torso left - right, arms to the sides)

How I put it on the table -

(Lean forward and extend your arms)

He left his grandmother! (Jumping in place)

Who runs without legs? (Running in place)

Well, of course, Kolobok! (Clap your hands)

Dramatization of a fairy tale.-Would you like to turn into the heroes of this fairy tale? And I have a surprise for you, look how beautiful the masks are

I'll look you in the eyes,

I'll tell the children a fairy tale.

Your eyes look merrily,

Listen to the story about Kolobok.

Summarizing At the end of the story, conversation:

Did you like the fairy tale?

Which of the characters did you like the most?

Why did the bun run away from the fox?

Well done!

Encouraging children with gifts for well-played roles.

Now we will say goodbye to the fairy-tale meadow and will definitely return here again.

Outdoor game."KOLOBOK AND THE FOX" Kolobok, Kolobok,

Browned side

Baked in a hot oven,

It's cold at the window,

And he left his grandfather,

And he left his grandmother,

These are the miracles

The fox is just waiting for you.

Description of the game progress: the players lead a round dance, in the center of which there is a bun, pronouncing or singing the words. As soon as the song is over, the players raise their hands without opening them - “the doors open”, the bun runs out and runs from the fox who was waiting for him outside the round dance.

Middle group group "Rowan" Educator:: Bogatko N. M;

Theater - flannelograph "Chicken - Ryaba".

Tasks for the teacher:

Encourage children to actively participate in theatrical play.

Game task for children: Develop the ability to coordinate actions with other children

Attributes: Figures of the fairy tale "Chicken - Ryaba" fairy tale characters (grandfather, woman, hen, mouse, house decorations) made of cardboard and glued to flannel.

Preliminary work: Examination of illustrations, learning the words of the fairy tale characters.

Game rules: 5 children playing. The teacher helps distribute roles and determines the order of performance of the heroes

Game actions: The game starts in the house. Grandma and grandfather admire the chicken. It turns out that the chicken laid an egg that no grandfather can break. no woman.

Result: Staging a fairy tale with the help of a teacher

Theater-flannelograph

"Turnip"

Tasks for the teacher: Develop visual thinking.

Continue to encourage active participation in theatrical play

Game task for children: Develop elementary mathematical concepts: first, then, first, second, last.

Attributes: Fairy tale characters cut out for flannelgraph (grandfather, grandmother, granddaughter, dog, cat, mouse, large turnip, small turnip).

Preliminary work: Looking at illustrations based on a fairy tale, watching a cartoon.

Game rules: 8 children playing. Children, with the help of the teacher, distribute roles and determine the order of performance of the heroes

Game actions: The game takes place in the garden. Grandfather planted a turnip. She has grown up. The grandfather himself cannot pull it out and called his grandmother, granddaughter, dog Zhuchka, cat Murka and mouse for help. Everyone pulled out and ate the turnip together.

Result: Fairy tale dramatization

Theater on the hand - finger

"Goby - tar barrel"

Tasks for the teacher: Develop the ability to analyze the positive and negative actions of heroes.

Game task for children:

Attributes:

Preliminary work: Reading the Russian folk tale “Bull - Tar Barrel”, looking at the illustrations and learning the words of the characters.

Game rules: There are 9 children and a leading adult playing.

Result: Dramatization of a fairy tale

Tabletop theater

"Teremok".

Tasks for the teacher: Develop children's coherent speech

Game task for children:

Attributes: Glued together figurines for tabletop theater.

Preliminary work: Learning the words of fairy tale characters.

Game rules: The teacher helps distribute roles. 7 children play, they determine the order according to the plot of the fairy tale.

Game actions: The game takes place in the forest. There is a house. A mouse comes into it - a little mouse, a frog - a frog, a bunny - a little runner, a fox - a little sister, Gray wolf- teeth click. A bear comes and crushes everyone, asking to live with them. But the bear does not enter the house. He climbs onto the roof and the house falls apart. The residents escape and decide to build a new house – a big one. They build together with a bear. Everyone fits in and lives together.

Result: Staging a fairy tale with the help of a teacher

Theater-flannelograph

"The Fox, the Hare and the Rooster"

Tasks for the teacher: Develop children's coherent speech

Game task for children:

Expand children's vocabulary

Attributes: figurines for the theater - flannelograph. fox, hare, rooster, house for fox and house for hare, dog, bear, bull.

Preliminary work: Reading the Russian folk tale “The Fox, the Hare and the Rooster”, learning the words of the heroes of the fairy tale.

Game rules: Three children and an adult presenter play.

Game actions: The game begins in the forest in winter. There are 2 huts: ice and bast. A fox lives in the ice one, and a hare lives in the bast one. In the spring the ice hut melted. The fox drives the hare out bast hut and settles in it herself. Having cried, the hare complains to the dog, bear, and bull. They couldn't drive the fox out. And a rooster with a scythe drives out the fox. The hare and the rooster began to live together. Result: Dramatization of a fairy tale.

"Three piglets "

Tasks for the teacher: Develop children's coherent speech.

Game task for children: Develop onomatopoeia skills for your characters.

Develop an understanding of emotional states.

Game task for children: Develop onomatopoeia skills for your characters.

Attributes: figurines of fairy tale heroes (three little pigs and a wolf, three houses glued together from paper

Preliminary work: Reading the Russian folk tale “The Three Little Pigs”, looking at the illustrations

learning the words of fairy tale characters.

Game rules: Four children and an adult presenter play.

Game actions: according to the plot of the fairy tale

Theater - flannelograph

Game "The Wolf and the Seven Little Goats"

Tasks for the teacher: Develop children's coherent speech

Game task for children: Develop onomatopoeia skills for your characters.

Expand children's vocabulary

Attributes: figures for flannelgraph goat, kids, wolf.

Preliminary work: Reading the Russian folk tale “The Wolf and the Seven Little Goats”, learning the words of the heroes of the fairy tale.

Game rules: Several children play, but the dialogical speech involves children portraying a wolf, a goat, and a small kid.

Game actions: The game begins in the hut of the goat's mother. Then the plot of the fairy tale develops and the teacher changes the scenery accordingly.

Result: Fairy tale dramatization.

Theater on the hand - finger

"Winter quarters of animals"

Tasks for the teacher: Develop the ability to analyze the positive and negative actions of heroes, Develop children’s coherent speech, Develop onomatopoeia skills for their heroes

Game task for children: Develop creativity and independence in creation artistic image.

Attributes: figurines of fairy tale characters glued together from paper

scenery - illustrations for a fairy tale

Preliminary work: Reading the Russian folk tale “Winter quarters of animals”, looking at illustrations and learning the words of the characters.

Game rules: Plays with 7 children and a leading adult.

Result: Dramatization of a fairy tale

Elena Zayats
Project for the development of coherent speech for children in the middle group “Composing descriptive stories on the topic “Pets”

View project: pedagogical.

Duration project: long-term.

Participants project: children middle group No. 3, educators, parents of students.

Relevance of the topic.

Speech development is one of the most important acquisitions of a child in preschool childhood and is being considered in modern preschool education How a common problem education. At present there is no need to prove that speech development in the closest possible way associated with the development of consciousness, knowledge of the surrounding world, development of the personality as a whole.

Language and speech traditionally considered in psychology, philosophy and pedagogy as "knot", in which various lines of the psychic converge development - thinking, imagination, memory, emotions. Being the most important means human communication, knowledge of reality, language serves as the main channel for introducing the values ​​of spiritual culture from generation to generation, as well as a necessary condition education and training. Development of coherent speech in preschool childhood lays the foundations for successful schooling.

Preschool age is a period of active acquisition of spoken language by a child, formation and development of all aspects of speech - phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education children during the most sensitive period development.

Main goals speech development- education of sound culture speeches, enrichment and activation of vocabulary, formation of grammatical structure speeches, education coherent speech- are solved throughout preschool childhood, however, at each age stage there is a gradual complication of the content speech work, teaching methods are also changing. Each of listed tasks there is a whole range of problems that need to be solved in parallel and in a timely manner.

In preschool childhood, the child masters, first of all, dialogic speech, which has its own specific features, manifested in the use of language funds acceptable in colloquial speeches, but unacceptable in the construction of a monologue, which was built according to the laws of literary language. Only special speech education leads a child to mastery coherent speech, which represents extended statement, consisting from several or many sentences, divided according to functional and semantic type into description, narration, reasoning. Formation speech coherence, development The ability to construct a meaningful and logical statement is one of the main tasks of speech education of a preschooler.

Thus, the relevance of the topic is determined by the unique role played by native language in the development of the personality of a preschool child. Every child should learn in kindergarten content, grammatically correct, coherently and express your thoughts consistently. At the same time speech children must be alive, direct, expressive. Messenger speech is inseparable from the world thoughts: coherence of speech is coherence of thoughts. IN coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in a correct, clear, logical way speeches. By the way a child knows how to construct his statement, one can judge the level of his speech development.

Target project: education writing descriptive stories with and without the use of a mnemonic table.

Tasks project:

Learn children write a short descriptive story based on mnemonic tables, reference diagrams, using your knowledge of appearance and life animals.

Develop the ability to select for story interesting facts and events.

Learn to select the most accurate definitions when describing the appearance of the animal based on a diagram.

Learn to start and finish on your own story.

Learn children make up a story, comparing objects, accurately denoting characteristic features with words.

Teach your child accurately, concisely and figuratively describe animals.

Learn children choose words for the animal - epithets characterizing him and reflecting the child’s subjective attitude towards him.

Learn to invent story according to the proposed scheme, without deviating from the topic, without repeating the stories of his comrades.

Learn compose a story - a description based on the subject

(illustration).

Expected result: carrying out intermediate diagnostics, improving the diagnostic indicator in development of coherent speech in children.

Participants information:

The project is calculated for older preschool age. Encourages active parental involvement children and teachers in working on project.

Stages of implementation project:

Monday

1. Conversation » .

3. Consideration subject pictures with image pets.

4. Pronunciation of a pure tongue:

“Sa-sa-sa - a wasp flew to us.

Su-su-su - the cat drove away the wasp"

5. Reading a fairy tale by V. Suteev "Three kittens".

6. P/n. "Horses".

1. Conversation « Pets and me» .

2. D/i. "Confusion" ("Who lives where?").

3. Onomatopoeia games.

4. Reading a fairy tale by V. Suteev "About the little goat who could count".

5. P/n. "Rabbits".

6. Watching the cartoon “A kitten named "Woof".

Wednesday

1. Conversation "Service Dogs".

2. D/i. "Who lost young?» .

3. Games. sieve "Lost Kitten"

5. Memorizing an excerpt from a poem by S. Marshak "Cat house".

6. P/n. "Cat and Mice".

1. Conversation "What do they eat? Pets» .

3. R.O.S. “How to behave correctly with strays animals»

4. Reading a fairy tale by S. Marshak "The Tale of the Stupid Mouse".

5. P/n. "Shaggy Dog".

6. Watching a cartoon "Cat house".

1. Conversation "My pet"

2. D/i. "Call me kindly".

3. Compilation descriptive story on this topic»

4. Reading a fairy tale by S. Mikhalkov "Three piglets".

5. P/n. "Shepherd and Flock".

Working with parents:

1. Parent survey “Speech behavior of parents with a child”.

2. Consultation " Development of speech activity in middle school children preschool age."

3. Child-parent leisure "We and our friends - Pets» .

Literature

1. Popova L. N. Children and Parents Club "Merry Family" page 65

2. Danilina T. A. “Interaction between preschool institutions and society” page 62

3. Doronova T. N. "Together with family" page 84

4. Davydova O. I. “Working with parents in preschool educational institutions” page 121

Publications on the topic:

Summary of a lesson on speech development “Writing descriptive stories about toys” Summary of a lesson on speech development. Topic: Writing descriptive stories about toys. Goal: to teach children how to write descriptive stories.

Summary of educational activities for speech development (senior group). Compiling creative stories “Unseen space animals” Abstract of educational activities for speech development (senior group) Topic: Compilation creative stories: “Unseen space animals” Municipal.

Summary of a lesson on familiarization with the outside world and speech development “Composing descriptive stories about wild animals” Topic: “Writing descriptive stories about wild animals.” Educator: Klyuchka Larisa Ivanovna GOAL: 1. To develop coherent speech in children.

Municipal preschool educational institution "Kindergarten No. 79 of a combined type" Lesson notes on speech development for.

Summary of a lesson on speech development “Who, who lives in the little house? Writing descriptive stories about vegetables" Correctional and educational goals. Consolidating children's knowledge about vegetables (color, shape, place of growth, what they taste, what they feel,...

Summary of a lesson on speech development in the senior group. Writing descriptive stories about wild animals. Program tasks: 1. Activate children's vocabulary using the names of wild animals and their cubs. 2. Practice using the noun telnik.

Goal: -activation, consolidation, lexical (words, dictionary) material, enrichment of vocabulary; -develop the ability to differentiate.

GCD Topic: “Pets”. Compiling stories based on the painting “Goats”. Tasks. Continue to develop the ability to carefully examine a picture, highlighting main idea(with the help of the teacher’s questions, reason.

“A child learns to think by learning to speak, but he also improves speech by learning to think.” Currently, problems associated with the process.

Lesson on speech development in a preparatory school group “Composing descriptive stories about a cockerel, a mouse and bread” Lesson on speech development in a pre-school group. Topic: “Composing descriptive stories about a cockerel, a mouse and bread” Purpose: To form.

Image library:

Nomination: short-term projects in kindergarten in the middle group, project vegetables and fruits - healthy products.

Objective of the project: expanding the knowledge of children 4-5 years old about food (description of the product, its beneficial features, method or place of its extraction, preparation of dishes from it).

Project objectives: develop oral coherent monologue and dialogic speech of children, expand and activate children’s vocabulary, train children in project activities, teach children to defend their projects, encourage children and their parents to create a joint family project, develop creative imagination children.

Relevance of the problem: insufficient development of oral coherent monologue speech of children 4-5 years old, insufficiently developed skills and abilities of children in project activities, insufficient level of knowledge about food in children 4-5 years old.

Problem situation: lack of sufficient information in the group about a variety of food products, creation of a family project " Healthy foods nutrition."

Planned result: children’s defense (presentation) of their projects.

Enrollment of pupils: subgroup, individual.

Number of participants: all children of the group.

Duration: 1 Week.

the date of the: September 2017.

Forms of joint activities:

1. Classes in sections " Cognitive development" and "Speech development":

• examining food products on posters and in children's encyclopedias;
• conversations on the topic “What foods do we know?”, “Where can I find information about food?” (from books, from adults, etc.);
• children's stories about their favorite foods and dishes;
• guessing riddles about food;
• reading articles about food from children's encyclopedias.

1. Classes in the section “Socio-communicative development”:

• Didactic games “Fruits and vegetables” (lotto), “Divide food into groups” (fruits, vegetables, meat, fish, bread, etc.).

1. Classes on the section “Artistic and aesthetic development” (consultation for parents):

• design of the family project “Healthy Food Products”.

1. Children's defense (presentation) of their projects.

Project Implementation Plan

1 day.

Teacher’s activity: formulation of the question “What food products do we know?” in front of children 4-5 years old, problem statement, conversation on the topic “Where can I find necessary information about food? (sources); examining food products on posters and in children's encyclopedias.

Children's activities: answering a question, entering a problem situation, participating in a conversation, participating in examining a poster and children's encyclopedias.

Day 2.

Activities of the teacher: didactic game (lotto) “Fruits and vegetables.”

Children's activities: participation in a didactic game.

Parents' activities: helping children create and design projects, preparing children to defend projects.

Day 3.

Activities of the teacher: reading articles about food in the encyclopedia, conversation on the topic “My favorite foods and dishes.”

Children's activities: listening to articles, stories about their favorite foods and dishes.

Parents' activities: helping children create and design projects, preparing children to defend projects.

4 day.

Teacher’s activities: didactic game “Divide food into groups” (fruits, vegetables, meat, fish, bread, etc.), riddles about food.

Children's activities: participation in a didactic game, guessing riddles.

Parents' activities: helping children create and design projects, preparing children to defend projects.

5 day.

Activities of the teacher: organizing the defense (presentation) of children’s projects “Healthy Food”, helping children defend their projects.

Children's activities: defense (presentation) of their projects.

Parents' activities: helping children create and design projects, preparing children to defend projects.

Results of the short-term project “Healthy Food”

• Expanding knowledge about food in children of middle group No. 3;
• Formation of skills and abilities of children of secondary group No. 3 in project activities (development of oral coherent monologue and dialogic speech, development of the ability to speak in front of peers and listen to speakers);
• Participation of 17 children in the presentation of their family projects on the topic “Healthy food” (17 projects).

Nomination: project activities in the preschool educational institution there are ready-made projects in the middle group, a vegetable and fruit project in kindergarten.

Position: teacher first qualification category
Place of work: MADOU "Kindergarten No. 278"
Location: Perm region, Perm city