An educational project for the development of coherent oral and written speech for primary schoolchildren: “Once upon a time there were words!”
Project Manager : Sutolkina Olga Andreevna – primary school teacher.
Relevance of the project topic.
A properly organized process of developing coherent oral and written speech includes the work and creativity of the student. Dialogical speech is involuntary and poorly organized. Familiar lines and familiar combinations of words play a huge role here.
Monologue speech is an organized and expanded type of speech. This type of speech is more arbitrary; the speaker must think about the content of the statement and choose the appropriate linguistic form.
Written speech is complicated by spelling and punctuation knowledge in close cooperation with the phoneme. Sound, letter, word are the basis for the development of coherent speech.
The problem of the development of coherent speech was dealt with by many domestic teachers, psychologists, linguists (Vygotsky, L.S., Rubinstein S.L., Elkonin D.B., Leontiev A.A., Vinogradsky V.V., Ushinsky K.D., Solovyova O.I., etc.). However, this problem is still very acute and has not been fully studied.
Research problem
.
Search for effective forms, methods, techniques of correctional work that promote the development of oral and written speech.
Project goal: development of coherent monologue speech of each
student through reference words-hints.
Project objectives:
Educational: - learn to compose detailed sentences based on supporting words;
- learn to select the right words for a specific lesson topic;
- perform creative dictations in Russian language lessons in order to enrich
vocabulary, grammatical and lexical structure of speech is studied.
Developmental: - develop students’ intellectual skills of coherent speech;
- develop spelling skills;
- improve writing speed;
- develop operational, auditory, visual memory; verbal-logical,
imaginative, creative thinking; attention (volume, stability, switching,
distribution); imagination;
- develop cognitive processes.
Educational: - cultivate a sense of collectivism while working in groups;
- cultivate a culture of speech.
Project Description
.
“If a student at school has not learned on his own
create, then in life he will always be
just imitate!
L.N. Tolstoy.
Project Manager Goals:
creation of organizational and technological conditions for the formation of creative competence of students;
improving spelling literacy of project participants;
formation of a positive attitude towards project activities.
Goals of project participants:
compliance with the principle of “the right to make mistakes”;
satisfaction with the educational process aimed at the success of everyone.
Project type:
1. By dominant activity: practice-oriented.
2. By subject area: interdisciplinary.
3. By nature of coordination: with open coordination (the teacher is directly involved in the work, organizing and directing it, as well as coordinating the activities of all participants).
4. By the nature of contacts: internal (within one class).
5. By number of participants: group.
6. By duration: long-term (November 2014 – May 2015).
Project work form: classroom, extracurricular, independent.
Item: Russian language, speech development, literature.
Pedagogical technologies of the project:
1. Pedagogical technologies based on the activation and intensification of students’ activities (active teaching methods): “Development of critical thinking through reading and writing” (RCMP). Authors: C. Temple, D. Steele, K. Meredith.
Formation of a thinking style, which is characterized by openness, flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, and the alternative nature of decisions made:
highlight cause-and-effect relationships;
consider new ideas and knowledge in the context of existing ones;
reject unnecessary or incorrect information.
2. Pedagogical technologies based on the effectiveness of management and organization of the educational process:"Collective way of learning" (CSR). Authors – A.G. Rivin, V.K. Dyachenko.
Organization of learning, which is carried out through communication in dynamic pairs, when everyone teaches everyone (the student alternates between being a student and then a teacher).
Principle of project activity:
Scientific principle– meets the requirements of science.
Accessibility principle- assumes ease of understanding, suitable for everyone.
Systematic principle– means a certain order, system.
The principle of visibility– based on display.
Activity principle– active, energetic, makes it possible to actively get acquainted with
educational material.
The principle of creativity– involves introducing students to the experience of creative activity.
Principle of cooperation– close communication in dynamic groups.
Expected results:
1. Increase interest in Russian language lessons and speech development with various types of creativity.
2. Increase the level of coherent oral and written speech.
3. Increase the spelling literacy of 4th grade students.
Stages of work on the project.
1. Initial stage(November 2014).
Checking the level of development of coherent monologue oral and written speech among 4th grade students.
Proposing a project idea, discussing it with participants during the “Interesting to Learn!” class hour:
- choosing the main theme of the project;
- formulating a problem based on a preliminary test during a speech development lesson;
- formulating goals for teachers and students, project objectives
- drawing up a project activity plan with participants for the entire project period (November
2014 – May 2015);
- familiarization with types of work.
2. Main stage(November 2014 – May 2015).
Checking the level of development of coherent oral and written speech at the beginning of project work and at the end. Drawing up a performance chart.
Fulfilling the goals of project work in Russian language lessons and speech development.
Searching for sources of necessary information, collecting material.
Active participation in Russian language week: compiling a wall newspaper.
Defense of your work on the topic of the project.
3. Final stage(May 2015).
Preparation and defense of the project (teacher + students).
Discussion of performance in class.
Project work plan
.
1. Increasing the level of coherent oral and written speech:
Mini-essays on key words (oral and written), on a topic given by the teacher (group and individual);
Composing anagrams (words from mixed letters according to a certain pattern - first all consonants, then all vowels), sub-anagrams (composing words from a given set of letters);
Composing deformed sentences from anagram words and texts;
Making up stories based on pictures.
2. Improving spelling literacy and writing speed:
Daily writing of creative dictations under the guidance of a teacher in order to develop thinking and working memory;
Self-control of writing;
Independent compilation of anagrams and sub-anagrams.
Project methods:
"Discovery" method;
Dialogue method;
"Comparison" method;
Immersion method.
Project execution
.
L.N. Tolstoy advised teachers: “If you want to educate a student with science, love your science and know it, and your students will love science, and you will educate them!”
A large place in teaching the Russian language is occupied by creative works, which increase children’s interest in learning, develop their powers of observation, and teach them to independently solve their goals. It is also important that students’ individual qualities are revealed in creative written works.
This type of work, such as creative dictation, also contributes to the development of creativity. It develops students' independence, their speech and serves as a means of repeating the spelling of vocabulary words, working with which, the children learn to establish situational connections between objects.
The following tasks are offered:
make up as many questions as possible, connecting two subjects. Try to keep the questions unusual.
For example: boots – crow
– How many boots do you need to wear to catch one crow?
- How many boots can a crow wear in its life?
– Can a crow put boots on a cat?
- How many years will it take for the boots to catch up with the crow?
come up with as many events as possible that could happen due to the named event:
- The girl dropped her pencil on the floor...
– The teacher opened the class magazine...
Creative dictations on a painting help students master the skills of describing what is depicted in a painting and develop attention to words.
When completing the proposed creative tasks, students repeatedly read and pronounce words, which helps memorize their spelling based on visual and auditory memory.
Effective work with deformed text, which allows you to prevent oral and written speech errors.
For example: ZMIA
Plya snge. In lseu thio. Mdvdeei evil in brlgeoi and sptya. Blkey sdtiya v dplhua i grztyu rhoei. Zykai zlzlaei pdo kstuy. Zile vlkoi bgteayu po lseu.
Working with words is painstaking, complex, but at the same time interesting work. It involves a creative approach: we play with words: riddles, anagrams, sub-anagrams).
When working on a word, it is necessary to maintain inextricable unity in correctional work from word to object. By linking words into a single whole, expressing a thought with them, a vast field of knowledge is formed, called the semantics of a word (the semantic meaning (one or more) of a given word). The semantics of a word strongly depends on stress. It is semantics that fills a word with content, deepens its understanding, and enriches students’ vocabulary.
By developing the necessary conditions for vocabulary, the prerequisites for spelling-correct writing are formed, while maintaining the most important principle of morphology: mastering the rules of writing.
Active participation in variants of working on words teaches to prevent and correct dysgraphia and dysorthography, to develop mental operations of analysis, synthesis, comparison, and generalization.
Project activities in Russian language lessons, speech development, literature
When preparing for lessons, I often ask myself questions about how to interest students in their subjects and new material; how, taking into account the knowledge already acquired, to stimulate their activity, what method or technique is best to use for this. After all, in the lessons of the Russian language and speech development, it is necessary to teach children to think independently, find and solve problems, attracting knowledge from different fields for this purpose, and develop the ability to establish cause-and-effect relationships. Project activities can help with this in Russian language lessons and speech development. The presence of a creatively significant problem that requires integrated knowledge helps students not only to master the program material well, but also develops thinking, independence, cognitive and creative activity.
Recommendations
.
It is not the duration, but the frequency of training exercises that is important. Human memory is structured in such a way that what is remembered is not what is constantly before the eyes, but what flashes: that is, that is not. This is what creates irritation and is remembered. Therefore, if we want to master some skills, bring them to automatism, to the level of skill, then we should not carry out long exercises that take a long time; exercises should be carried out in short portions, but with great frequency.
Project:
on the development of coherent speech in children
senior group of general developmental orientation
Topic: “Composing descriptive stories.”
Relevance of the topic.
Speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as a general educational problem. At present, there is no need to prove that the development of speech is closely related to the development of consciousness, knowledge of the surrounding world, and the development of personality as a whole.
Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a “node” in which various lines of mental development converge - thinking, imagination, memory, emotions. Being the most important means of human communication and 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 for education and training. The development of coherent speech in preschool childhood lays the foundation for successful learning at school.
Preschool age is a period of active acquisition by a child of spoken language, the 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 of children in the most sensitive period of development.
The main tasks of speech development - nurturing the sound culture of speech, enriching and activating the vocabulary, forming the grammatical structure of speech, teaching coherent speech - are solved throughout preschool childhood, however, at each age stage the content of speech work gradually becomes more complex, and teaching methods also change. Each of the listed tasks has a whole range of problems that must 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 linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue, which was built according to the laws of the literary language. Only special speech education leads a child to mastering coherent speech, which is a detailed statement consisting of several or many sentences, divided according to the functional-semantic type into description, narration, and reasoning. The formation of coherent speech, the development of skills to construct a statement meaningfully and logically 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 the native language in the formation of the personality of a preschool child. Every child should learn in kindergarten to express their thoughts in a meaningful, grammatically correct, coherent and consistent manner. At the same time, children’s speech should be lively, spontaneous, and expressive. Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By how a child can construct his statement, one can judge the level of his speech development.
Problems
Today, figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. There are many problems in children's speech.
Monosyllabic speech, consisting only of simple sentences. Inability to construct a common sentence grammatically correctly.
Poverty of speech. Insufficient vocabulary.
Use of non-literary words and expressions.
Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer.
Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.
Lack of logical justification for your statements and conclusions.
Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.
Poor diction.
Therefore, pedagogical influence on the development of speech in preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.
Project goal: learning to compose descriptive stories using and without a mnemonic table.
Project objectives:
Teach children to compose a short descriptive story based on mnemonic tables, using their knowledge about the appearance and life of animals, birds, people, etc.
To develop the ability to select interesting facts and events for a story.
Learn to select the most accurate definitions when describing the appearance of an object of living and inanimate nature, based on a diagram.
Learn to start and finish a story on your own.
Teach children to compose a story by comparing objects, accurately denoting characteristic features with words.
Teach your child to accurately, concisely and figuratively describe objects and phenomena.
Teach children to select words for an object - epithets that characterize the object and reflect the child’s subjective attitude towards it.
Learn to come up with a story according to the proposed scheme, without deviating from the topic, without repeating the plots of your comrades.
Learn to write a story without a mnemonic table.
Learn to write a story - a description based on the subject
(illustration).
Learn to write a story without relying on visuals.
Expected result: Conducting intermediate diagnostics, improving diagnostic indicators in the development of coherent speech in children.
Information about participants:
The project is designed for senior preschool age. Offers the active participation of parents, children and teachers in the work on the project.
Duration: long-term
Place of sale: group room, music room, family.
Speech development in preschoolers.
In teaching children to tell stories, the selection of interesting, bright objects, toys, and paintings is of great importance. The child should be interested in the topic. It is necessary to do a lot of work with children to develop vocabulary and expressiveness of speech. Various games and exercises are used for this. From correct understanding of words, children move on to consciously composing coherent statements of various types - narration, description, reasoning.
In games, various tasks are simultaneously solved, which are closely intertwined: selecting definitions, establishing rules for agreeing words in gender, number, case, determining the meaning of a word or selecting synonyms (words that are close in meaning) and antonyms (words that are opposite in meaning). If a word has many meanings (the phenomenon of polysemy), then games force the child to think about different meanings of the same word (sewing needle, hedgehog needle, pine needle, medical needle, etc.).
Thus, if a child is aware of the meaning of a word and at the same time sees the possibilities of combining this word with others, the change of the word, its grammatical forms, linguistic (linguistic) abilities of the child will develop more successfully.
Developmental environment in a preschool group
The truly creative development of a preschool child is most successfully carried out in an enriched subject-development environment, which ensures the unity of social and natural means, a variety of activities and the enrichment of the child’s speech experience.
The developmental environment is a natural setting, rationally organized, rich in a variety of sensory stimuli and play materials. The speech development environment is not only the subject environment. It is important that it be organized in a special way for the most effective influence on the development of different aspects of each child’s speech.
The correct organization of the speech development environment makes it possible for effective educational influence aimed at forming an active cognitive attitude not only to the surrounding world, but also to the system of the native language, thereby forming an elementary awareness of the phenomena of the native language and speech.
Therefore, the organization of a speech development environment in a preschool educational institution has become the most important direction for improving the quality of work on the development of speech in preschool children. The speech development environment of a preschool educational institution is revealed as a factor that inhibits or, conversely, activates the process of a child’s speech development.
Role of an adult: filtering the harmful effects of the speech environment on a small child, organizing the impact of one’s own speech on the development of different aspects of a preschooler’s speech.
Components of the speech development environment in preschool educational institutions:
Speech by a teacher at a preschool educational institution;
Methods and techniques for guiding the development of various aspects of speech in preschool children;
Special equipment for each age group.
Competent speech of the teacher, which has a teaching and educational orientation; the main thing is the quality of its linguistic content.
Quality of teacher speech:
Correctness (compliance of speech with language norms),
Accuracy (correspondence between the semantic content of speech and the information that underlies it),
Logicity (semantic connections of speech components and relationships between parts and components of thought),
Purity (absence in speech of elements alien to the literary language),
Expressiveness (a feature of speech that captures attention and creates an atmosphere of emotional empathy),
Richness (the ability to use all linguistic units for the purpose of optimally conveying information),
Relevance (use of units in speech that correspond to the situation and conditions of communication).
Stages of the project:
1 – preparatory:
* Questionnaire of parents,
* Compiling card files of riddles and sayings.
* Selection of folk proverbs.
* A selection of poems.
* Selection of books.
* Production of attributes for theatricalization of fairy tales.
Participants:- pupils of the senior group of compensatory orientation,
Group teachers,
Parents of pupils.
Type: child-parent.
Project type: cognitive and creative.
Duration: 1 year
Integration of educational areas:
Speech development:
Introduction to fiction,
Speech development.
Artistic and aesthetic development:
Fine, constructive and modeling activities,
Musical activities,
Theatricalization.
Social and communicative development:
Socialization.
Target: development of children's coherent speech through theatricalization, disclosure of creative potential, introduction to fiction using the example of fairy tales.
To develop an interest in books through reading and telling fairy tales;
Contribute to the accumulation of aesthetic experience by reading and discussing literary works;
Foster a culture of speech, teach children to reason, develop the ability to apply their knowledge in conversation, and achieve coherent statements;
Enrich and expand children's vocabulary;
To develop imaginative thinking, imagination, and creative abilities in children;
Develop cooperation skills;
Foster feelings of friendship and collectivism;
Develop communication skills and the ability to communicate with adults in different situations;
Encourage children to verbally communicate with each other.
Parents:
Creating favorable conditions in the family for the development of the child, taking into account the experience of children acquired in kindergarten;
Development of joint creativity of parents and children;
Develop in parents the ability to see the child as an individual, respect his opinion, and discuss upcoming work with him;
To interest parents in the life of the group, to make them want to participate in it.
Relevance:
A fairy tale is an effective developmental and correctional tool for the development of coherent speech in children.
At the present stage of life in modern society, parents replace reading fairy tales with watching cartoons. Children do not know fairy tales, do not know how to tell them, and are not interested in books.
Thus, in the speech development of children, a large number of violations and shortcomings are noted, which negatively affects the formation of the child’s personality and contributes to the development of negative character traits (shyness, indecisiveness, isolation).
Expected result:
Development of children's coherent speech through theatrical performance;
Development of cognitive activity, creativity, communication skills;
Formation of cooperation skills;
Promoting the creative development of children;
Development of emotional responsiveness;
Harmonization of relationships between adults and children.
Project activity product:
Production of books based on fairy tales, decorated using the collage method;
Exhibition of drawings “My favorite fairy-tale hero”;
Celebration “Tale after Tale” with the participation of children, parents and teachers of the group.
Main stages of the project:
Stage 1: Information
Conversation with children about the meaning of books for people; expanding knowledge about the book, reading fairy tales, making a book together in kindergarten, presenting the project to parents, talking about the collaging method.
Stage 2: Creative
Making books based on fairy tales by children together with their parents.
Design of books using collage method.
Stage 3: “Presentation”
1) Presentation of manufactured books by children. Awarding families with diplomas.
2) Holiday “Tale after Tale”. Participants: children, parents, teachers. Preparation of costumes, distribution and learning of roles, songs, dances.
1. Reading fairy tales and retelling them by children based on sequential pictures.
2. Examination and comparison of illustrations in children's books of various publications.
3. Games - dramatizations based on tales.
4. Coloring illustrations for the fairy tale “Little Red Riding Hood” by children (joint creative activity).
5. Collaging of fairy tale pages by a speech therapist teacher.
6. Speech therapy session with children on the topic “What do we know about books?”
7. Parent meeting on the topic “Favorite fairy tales.”
8. Setting a task for parents to produce a book together with other parents and children. Distribution of fairy tales between families.
9. Joint creativity of parents and children in the production of books based on fairy tales.
10. Presentation of manufactured books.
11. Preparation and holding of the “Tale after Tale” holiday.
PROJECT
ON THE FORMATION OF CONNECTED SPEECH IN PRESCHOOL CHILDREN
AGE
“TRAVEL TO A BEAUTIFUL COUNTRY
AND COMPETENT SPEECH"
Introduction
“The native word is the basis of every mental
development and treasury of all knowledge"
K.D. Ushinsky
Issues of speech development in preschool children are considered
our scientists from different points of view. Thus, a well-known specialist in
area of children's speech E.I. Tikheyeva reveals in her works the main
directions for guiding the development of children's speech. Pays special attention
close connection between a child’s speech development and sensory development: “...development of sensations
and perceptions are directly related to the development of thinking and
speech..." (Basic provisions of the methodology for developing children's speech).
Research by A.G. Arushanova, O.S. Ushakova, V.V. Gerbova, E.M.
Strunina, V.I. Yashin show that targeted teaching of native language
language needs to start in younger groups, including special
speech classes to develop sound pronunciation, mastery of vocabulary,
compiling stories from the child’s experiences and creative stories.
An important basis for teaching preschoolers their native language is enrichment
their speech activity. This way to improve the quality of speech behavior
children are marked L.V. Voroshnina, A.S. Kolosovskaya. Availability of speech motivation
means that the child has an inner urge to
express your thoughts.
The book “Development of Speech and Creativity” is unique in its content.
preschoolers" edited by O.S. Ushakova (2001), which is dedicated to
development of speech and enrichment of emotional vocabulary. Traditional
Methods of speech development for preschoolers are presented by A.M. Borodich, F.A.
Sokhin, whose fundamental ideas are embedded in the programs and
methodological manuals today (development of dialogic communication).
M.M. is developing the problem of dialogue in modern science.
Bakhrin. The scientist reveals all forms of manifestation of speech communication
(“speech genres”).
Problems of speech development in preschool children are addressed
significant attention in the works of A.A. Leontieva. Solving speech problems
should occur in a comprehensive manner, but have a playful form.
The results of research by these scientists have changed approaches to
content and forms of teaching the native language in preschool institutions.
Preference is given to educational activities that combine different
types of activities (speech, music, movement, visual arts)
creativity) and independent artistic and speech activity of children.
Research studies in the field of speech development reviewed
preschoolers allowed us to determine the requirements for the implementation of the project, its
effectiveness in the educational activities of teachers. These requirements
provide for the need to use the most effective
ways to form coherent speech in children, an integrated approach, the principle
unified content of educational activities for preschool children
age
Relevance
The richer and more correct a child’s speech, the easier it is for him to express his
thoughts, the wider his capabilities in understanding the surrounding reality,
his relationships with peers and adults are more meaningful and fulfilling,
the more actively he develops mentally. That's why it's so important to take care of
timely formation of children’s speech, its purity and correctness,
preventing and correcting various violations.
Federal state educational standard for content
basic general education program of preschool education
identified new directions in organizing the speech development of children aged 3–7 years.
By the age of 7, a child’s speech development should be characterized by the skills
ask an adult questions, in case of difficulties, contact him for help
help, adequately use verbal means of communication, as well as
master dialogical speech.
The Federal State Educational Standard for preschool education determines the targets -
social and psychological characteristics of the child’s personality at the stage
completion of preschool education, among which speech is one of them
central places as an independently formed function, namely: to
Upon completion of preschool education, the child understands spoken language well
and can express their thoughts and desires.
Thus, according to the requirements of the Federal State Educational Standard, the speech development of children,
attending educational preschool educational institutions, includes:
1. mastery of speech as a means of communication and culture;
2. enrichment of the active vocabulary, development of coherence, grammatical
correct dialogical and monologue speech;
3. development of speech creativity;
4. development of sound and intonation culture of speech, phonemic
hearing, acquaintance with book culture, children's literature,
listening comprehension of texts from various genres of children's literature;
5. formation of sound analytical-synthetic activity as
prerequisites for literacy education.
Speech is also included as an important component, as
means of communication, cognition, and creativity into the following target guidelines:
actively interacts with peers and adults, participates in
joint games; able to negotiate, take into account interests and
feelings of others, empathize with failures and rejoice in the successes of others,
try to resolve conflicts;
can fantasize out loud, play with sounds and words;
shows curiosity, asks questions regarding loved ones and
distant objects and phenomena, is interested in cause-and-effect
connections (how? why? why?), tries to invent independently
explanations of natural phenomena and human actions;
has basic knowledge about himself, about the subject, natural,
social and cultural world in which he lives.
In fact, none of the targets for preschool education
can be achieved without mastering speech culture. In coherent speech
the main function of language and speech is communicative. Communication with
surrounding people is carried out precisely with the help of coherent speech. In connection
speech, the relationship between mental and speech development is most clearly evident:
formation of vocabulary, grammatical structure, phonemic aspects.
Therefore, the development of coherent speech is one of the main tasks set by
preschool education.
Practice shows that there are many problems in children’s speech:
1. Monosyllabic speech consisting only of simple sentences.
Inability to form common words grammatically correctly
offer.
2. Poverty of speech. Insufficient vocabulary.
3. Use of non-literary words and expressions.
4. Poor dialogical speech: inability to speak competently and accessiblely
formulate a question, construct a short or detailed answer.
5. Inability to construct a monologue: for example, plot or
a descriptive story on the proposed topic, retelling the text with your own
words.
6. Lack of logical justification for your statements and conclusions.
7. Lack of speech culture skills: inability to use intonations,
adjust voice volume and speech rate, etc.
8. Poor diction.
The relevance of the project is due to poorly formed coherent speech
pupils, children find it difficult to talk about the content of the picture,
describe the subject, retell short stories. Parents are few
are paying attention to this problem.
Project goal: creating the necessary conditions for the development of motives and
needs of speech activity of preschool children by all participants
pedagogical process.
Project objectives:
1. Solve speech problems in the educational process
preschool through the use of different forms
organization of children, integration of content and tasks of preschooler education.
2. Enrich the speech development environment with didactic and gaming
material.
3. Form an active parental position based on close
interaction between preschool institutions and families on issues of development
children's coherent speech.
4. Organize psychological and pedagogical support for the child in
the process of project implementation, its progress and success
Principles:
The project program is structured in accordance with age and
psychological characteristics of the development of preschool children, with
based on the following principles:
1) scientific character (taking into account modern achievements of science and practice);
2) integrity (harmonious interaction of all participants);
3) purposefulness (goal and result are regulators of directions
project, creative growth of teachers);
4) integrativeness and an integrated approach to solving speech problems;
5) dynamism (changes and development of teaching activities);
6) continuity of interaction with the child in a kindergarten and
family.
Project type: information and practice oriented
Participants: teachers, pre-school specialists, preschool children,
parents of pupils.
Duration: short-term (15.1115.02)
Expected (supposed) result:
Using active forms of work on children’s speech development
contributed to the activation and enrichment of vocabulary,
improving the sound culture of speech. Children's speech has become more intelligible
and expressive. Our observations today of children’s communication, their
contacts with peers show that preschoolers, by their own
initiative, comment on their actions, say what they are doing, note
difficulties, upset by failures, rejoice at achievements. Speech level
development has increased significantly. Children began to relate to each other
more attentive and friendly.
The participation of parents in the project helped them understand their role in
speech development of the child, change the attitude towards the child’s personality, character
communication with him increased their pedagogical knowledge. Parents communicate more often
with teachers and each other.
Practical significance:
Using the design method ensures stability,
sustainability, integrity of the educational process.
Variability, flexible approach to each child, application
adequate forms and methods of work.
The project is aimed primarily at creating conditions for development
motives and needs of speech activity. Implemented through a series
comprehensive - thematic and integrated classes with children.
The implementation of the project allows us to successfully solve the main tasks on
academic year, organize close cooperation between all participants
educational space: educators, students and their
parents.
There is a search for new ideas, knowledge is acquired, new ones are developed
forms of work, a new look and a timely position on solving the problem.
This project is aimed at children.
Project implementation stages:
1. Organizational and preparatory (November–December).
2. Main (December January).
3. Final (January-February).
Contents and stages of project implementation
Organizational and preparatory stage
1. Monitoring of speech development of older preschool children, data processing
2. Studying methodological literature on the topic “Speech development of children.”
Working with periodicals “Preschool Education”, “Hoop”,
"Directory of a senior teacher of a preschool institution",
"Preschooler."
3. Development of activities on the project topic, drawing up notes
educational activities
4. Questioning parents
5. Self-assessment of the professionalism of teachers in the section of speech development
preschoolers
Main stage.
1. Replenishment of the developing subject-spatial environment
teaching aids, games, schematic material,
mnemonic tables, algorithms, demonstration material
2. Conducting various forms of educational activities in
formation of coherent speech in preschoolers.
4. Selection of books, fairy tales, poems, riddles for the library, attracting children to
participation in inventing fairy tales, riddles, etc.
5. Familiarity with the basic methods of information transcoding,
the use of conditional graphic models by children in games.
6. Increasing the competence of teachers in the development of speech behavior
children, the formation of practical skills in expressive speech in
conditions of kindergarten and family.
7. Involving parents in joint creative speech activities.
Implementation of the main stage
1. Work with students
Events
Time
During the project
Literary game - quiz: “Fairy tale, I know you”
“Chest of riddles” (composing riddles using
mnemonics)
Game – dramatization: “A fairy tale come to life”
– Learning how to tell a fairy tale using a table,
scheme;
– “Name and describe the hero of the fairy tale” (collage);
– Using the technique of changing the plot of a fairy tale: “What
it will be if..."
– Drawing based on a fairy tale: “Let’s draw a fairy tale”
– Writing fairy tales “Funny composing books”
Speech games with movement
Solving crosswords, puzzles, puzzles;
– speech trainings with children;
– work with diagrams;
– dynamic studies;
– games – travel around the “Country of beautiful and literate
speech"
interactive games
– writing letters: to your friend; for transmission;
letter to peers in another kindergarten;
letters are riddles; letter - invitation.
Writing fairy tales in a new way
Rhythmoplasty
Making the album “We love fairy tales”
Speech quiz “Journey to the land of magic
words"
Games dramatizing familiar fairy tales
Creating baby books
Campaign “Give a book to kids”
OD on teaching children storytelling
conversation - dialogue on the topic of the week
listening to audio stories
1. Interaction with parents
Project type: educational, creative, group.
Project participants: middle group children, teacher.
Project duration: half a year.
Project goal: development of coherent speech in children of middle preschool age based on the use of composing descriptive stories.
Project objectives:
Analyze scientific literature;
Formation of the grammatical structure of speech.
Expanding vocabulary.
Development of coherent speech.
Project results:
1. Creation of a card index of games for the development of children's vocabulary.
2. Consultation for parents “Speech games at home.”
3. Consultation for parents “We read and compose together with the child. Word games and exercises."
4. Creation of a “Miracle Tree” together with parents.
5. Creation of the album “Beautiful Words”.
Relevance of the project:
Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school. Preschool children enjoy listening to poems, singing songs, guessing riddles, looking at illustrations for books, admiring original works of art and very often asking questions: how, why, and can I do it? And that is why the task of children’s speech development and the development of their communicative abilities is so relevant today. By the beginning of preschool age, children experience a transition from dialogic speech to various forms of monologue. This is a very long and labor-intensive process that requires special speech education.
While working on the project, children gain knowledge, expand their horizons, expand their passive and active vocabularies, and learn to communicate with adults and peers.
Monologue speech is an organized and detailed type of speech that is more arbitrary; the speaker must think about the content of the statement and choose the appropriate linguistic form (description, narration, reasoning).
The problem of the development of coherent speech was dealt with by many domestic teachers, psychologists, and linguists (L. S. Vygodsky, S. L. Rubinshtein, D. B. Elkonin, A. A. Leontyev, L. V., V. V. Vinogradsky, K. D. Ushinsky, E. I., O. I. Solovyova etc.). However, this problem is still very acute and has not been fully studied.
The following types of activities are usually used to teach monologue speech to preschool children:
Storytelling from a picture;
Retelling of literary works;
Writing descriptive stories about toys;
Writing narrative stories (creative storytelling);
Compiling stories from personal experience;
Narration based on a series of plot paintings;
Compiling stories using mnemonic tables, picture and graphic plans.
Research in recent years (by O. S. Ushakova, A. A. Zrozhevskaya) in the formation of coherent speech using toy material was based on the fact that children should be taught not types of storytelling, but the ability to construct a monologue-description
Hypothesis:
As a result of the work, children will increase their vocabulary, enrich their speech, and improve the expressiveness of monologue speech.
If you implement the work plan for the project, then it is possible to develop cognitive activity in children, form adequate self-esteem, increase their communication capabilities, develop activity, initiative, and independence.
Expected result: With systematic work on this project, children’s vocabulary will increase significantly, speech will become the subject of children’s activity, children will begin to accompany their activities with speech.
Project methods: Visual, verbal, practical, game.
Implementation stages:
I. Design stage :
Proposing a hypothesis;
Defining the goals and objectives of the project;
The purpose of this stage: increasing competence on the topic: “Development of coherent monologue speech by means of descriptive storytelling in children of middle preschool age.”
Systematization of material (notes, memos, recommendations).
Creation of a subject-development environment.
II. Creative-productive stage (practical).
The goal of this stage is to find effective forms of working with children.
Selection of material;
Analysis of methods and techniques (open classes, didactic games and exercises, problem situations, etc.);
Planning, material distribution;
Work with parents (consultations).
Speech at the teachers' meeting with a report “Modern forms and methods for speech development in kindergarten”
2.1Mastery of coherent monologue speech depends on many conditions:
Speech environment;
Social environment;
Family well-being;
Individual personality characteristics;
Cognitive activity of the child, etc.
This type of statement, such as description, is given special attention in the middle group, since it is at this age that the foundations are laid for the development of the ability to independently describe toys. This is facilitated by a properly organized process of examining toys and thoughtful formulation of questions and special exercises. Therefore, the teacher asks questions in a certain order, teaches children to think in what sequence they will describe the toy, and leads them to follow a clear structure when drawing up a description:
1. Naming the item (what is it? who is it? what is it called). 2. Disclosure of microthemes: signs, properties, qualities, characteristics of an object, its actions (which one? Which one? which one? which ones? what it has? how it differs from other objects? what it can do? what it can do with it). 3. Attitude to the subject or its assessment (liked? What?).
The following types of toys are used to teach monologue speech:
Didactic (matryoshka dolls, turrets, pyramids, barrels);
Subject (figurative): dolls, cars, animals, dishes, furniture, transport;
Ready-made sets of toys, united by one content: herd, zoo, poultry yard;
Sets compiled by the teacher or children - boy, girl, sleigh, dog; girl, house, chicken, cat, hare and dog, etc.
Making up riddles.
Teach children to focus on the signs and actions of objects. For example, round, rubber, jumping (ball); red, cunning, lives in the forest (fox), etc.
Methods and techniques for mastering coherent speech in preschoolers.
The choice of methods and techniques for each specific lesson is determined by its objectives. I consider the most effective to be the use of visual (observation, examination, display and description of objects, phenomena) and practical (dramatization games, tabletop dramatizations, didactic games, activity games) methods. I use verbal methods in working with children of middle preschool age less often because the age characteristics of children require reliance on clarity, so in all verbal methods I use either visual techniques (short-term demonstration, examination of an object, a toy, or demonstration of a visual object in order to relax children ( the appearance of a clue-object, etc.). Among the verbal methods, mainly those associated with artistic speech are distinguished, although in some classes they use the method of the teacher’s story and the method of conversation.
Each method represents a set of techniques used to solve didactic problems. When working with children, in order to achieve certain goals, in each specific lesson I widely use a variety of speech development techniques:
Speech sample (I use it as a precursor to children’s speech activity, accompanied by such techniques as explanation and instructions;
Repetition (I practice repetition of material by the teacher, individual repetition by the child, or joint repetition);
Explanation, indication (I use it when clarifying the structure of descriptive stories);
Verbal exercise (preceding the composition of descriptive stories);
Question (I use descriptions in the process of examination and in sequential presentation; I use reproductive, search, direct, prompting, leading).
2.2. Planning work with children.
Planning work with children on the development of coherent speech is based on general didactic principles:
Educational nature of training.
Any activity on speech development is based on the trinity: education, development, training. The educational aspect of speech development is very broad.
Availability of material.
All material offered to children must be accessible to their age and contain feasible difficulty.
Systematic training.
September: Looking at toys. To develop the ability to examine toys, teach children to identify the signs, qualities and properties of a toy. Develop concentration and reinforce the rules for handling toys.
October:Open lesson on speech development “Journey to a Fairy Tale.” Target: develop the ability to retell a work of art using the modeling method.
Tasks
1. Educational:
teach children to answer in full sentences, activate their vocabulary, teach them the ability to correlate iconic symbols with images, and name the distinctive features of wild animals.
2.Developing:
develop children's coherent speech, reasoning skills, imagination, thinking, logic, memory.
3. Educational:
cultivate a love for Russian folk tales and a good attitude towards books.
November: Working with the "Miracle Tree". Performing various tasks on the formation of coherent monologue speech, composing and solving riddles, learning nursery rhymes, jokes.
Working with educational games:
Games with objects
Playing with objects uses toys and real objects. With their help, children get acquainted with the properties of objects and their characteristics: color, size, shape, quality.
Games with natural materials (plant seeds, leaves, flowers, pebbles, shells, beans) are used in games such as “Which tree is the leaf from?”, “Who is most likely to make a pattern of leaves?”, “Who is most likely to make a pattern of beans?”, etc.
Board-printed games
Printed board games come in a variety of types:
subject pictures, paired pictures, lotto, dominoes.
During such games, memory develops
December Writing stories, using mnemonic tables, picture-graphic plans and other modern forms and methods for the formation of coherent speech.
Formation of the ability to examine objects, highlighting their signs, properties, qualities and actions. Develop the ability to write a descriptive story together with the teacher. Practice using prepositions and agreeing them with nouns. Develop memory, auditory attention, speech.
January. Open lesson on speech development."In the world of professions."
Goals:
1) consolidate children’s knowledge about professions (doctor, driver, salesman, teacher, postman, etc.), about tools; develop the ability to compose a coherent story using a diagram; learn the poem “My Bear” using a mnemonic table.
2) Develop speech, observation, intelligence, and the ability to correlate a picture with a symbol.
3) Cultivate interest in various professions.
Preliminary work:
Conversation about professions with viewing of the poster “Professions”,
Game "Who needs what"
Verbal game “We won’t tell you where we were, but we’ll show you what we did”
Working with mnemonic tables
Consideration of the “Professions” scheme, s/r games “Chauffeurs”, “Shop”. Continue to teach children to structure their statements according to a specific plan. Develop memory and attention. Develop the ability to listen to each other and not interrupt.
2.3. Interaction with families on issues of children's speech development.
One of the conditions for the normal development of a child and his further successful education at school is the full formation of speech in preschool age. Interaction between the kindergarten and the family on issues of the child’s full speech development is another necessary condition.
Playful breathing exercises aimed at developing speech breathing;
Finger games and exercises;
Games aimed at enriching the vocabulary, developing the grammatical structure of speech;
Didactic games for the development of coherent statements.
Consultations were conducted on the development of speech breathing and fine motor skills of the hands.
One of the main tasks of speech formation is the development of speech breathing, for this I recommend that parents include playful breathing exercises: “Hit the gate”, “Snowflakes”, “Falling leaves”, “Whose leaf will fly farther?”, etc. To improve speech breathing, I suggest that parents Together with the children, pronounce small “pure sayings”, riddles, proverbs, short rhymes in one exhalation.
III. The final stage.
A period of reflection on your own results. Diagnostics of children. Project presentation.
Work efficiency.
The examination of coherent speech was carried out according to a method developed in the laboratory of speech development and verbal communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education and correlated with the implementation of the speech development program.
Identification of the ability to describe an object (toy, write a description) was carried out according to the following criteria:
1. Describe the doll. Tell us what it is like, what you can do with it, how you play with it.
1) The child independently describes the toy;
2) talks about the teacher’s questions;
3) names individual words without linking them into a sentence.
2. Write a description of the ball: what is it, what is it for, what can you do with it?
1) The child describes the ball;
2) lists the signs;
3) names individual words.
3. Describe the dog, what it is like, or come up with a story about it.
1) The child composes a description (story);
2) lists qualities and actions;
3) names 2 words.
The responses were assessed as follows. For each match of answers under No. 1, the child receives three points; if the answers correspond to No. 2, then the child receives two points; if the answers fit No. 3, one point. Thus, the levels of speech development were identified:
9 or more points - high level;
6-8 points - average level;
3-5 points - below average level;
less than 3 points - low level.
A group of 32 children took part in the survey.
Having examined the survey results, the following was revealed:
No children were identified with a high level of speech development (0%);
No children were identified with an average level of speech development (0%);
21 children have a level below average, which corresponds to 66%;
Low level in 11 children, accounting for 34%.
Based on the results of the survey, systematic work was begun to teach descriptive speech to children through classes and didactic games.
Analyzing the data obtained, the following was revealed:
No children were identified with a high level of speech development;
4 children were identified with an average level, which corresponds to 12%;
20 children, accounting for 63%, have a level below average;
Low level in 8 children, i.e. 25%.
Thus, comparing the results of the survey, the conclusion follows: children gradually begin to master the skills of descriptive speech, i.e., name signs, list qualities and actions, talk about the teacher’s questions, express their attitude to the subject being described. Although some children name only individual words, without linking them into a sentence, they have difficulty identifying signs and qualities, and answer the teacher’s questions in monosyllables. It should also be noted that 25% of children are at a low level of speech development.
