Presentation "Development of children's speech through didactic and educational games". Didactic games for the development of speech for preschool children Speech games for the middle group presentation
Good speech is an important condition for the development of a child's personality. The richer and more correct a child’s speech is, the easier it is for him to express his thoughts, the wider his possibilities in understanding the world around him, the more meaningful and full the relationship with peers and adults, the more actively his mental development. But a child's speech is not an innate function. It develops gradually, along with its growth and development. Speech must be formed and developed in conjunction with the overall development of the child. It is much more successful to do this using games. Since in preschool age, play activity is leading.
The game teaching method contributes to the creation of an interested, relaxed atmosphere; increases speech motivation; encourages children to communicate with each other; the process of thinking is faster, new skills are acquired more firmly. A didactic game is an excellent tool for learning and development, used in the assimilation of any program material. Specially selected games and exercises make it possible to favorably influence all components of speech. In the game, the child gets the opportunity to enrich and consolidate the vocabulary, form grammatical categories, develop coherent speech, expand knowledge about the world around him, develop verbal creativity, and develop communication skills.
Communication cognition reading fiction "Writer" (topic: Dishes) "If ... .." "Explain Pinocchio" "A word from each" "A chain of words" "Snowball" "What sound was lost?" "Change the word" "Telegraph" "What are the dishes made of?" “Who knows, let him keep counting” “Harvesting” “Top-roots” “What grows where?” “Lay it on the shelves” “What is the most important profession?” "Who did I see at the zoo?" “Who will pick up more words for the number 2, 3, 4, 5 “What escaped from Fedora?” (“Fedorino grief”) “Riddle” “Playing with a fairy tale” “Draw a picture with words” “Think up a fairy tale” “Recognize the hero?” "What were the bees doing?" (based on the fairy tale "Winnie the Pooh and all - all - all.) Integration of speech games in different educational fields
Desktop - printed games used as visual aids aimed at developing visual memory and attention: “What grows in a garden, forest, orchard?”, “What first, what then?”, “What does anyone need?”, “Lotto.” “Logic train”, “Where did I see this?” etc. Games with objects or toys are aimed at developing tactile sensations, the ability to manipulate various items and toys, the development of creative thinking and imagination: “What has changed?”, “Find and name”, “Shop”, “Whose children are these”, “Who is more likely to collect?” and etc. word games contribute to the development of auditory memory, attention, communication skills, as well as the development of coherent speech. “Who needs what?”, “Name three items”, “Name it in one word”. “Looks like - not like”, “Who will notice more fables”. And then what?”, “Does it happen or not?” etc. Types of didactic games
For most children, the leading channel for perceiving the surrounding world is visual, which once again emphasizes the need to include techniques and methods for activating the visual analyzer in the work system. The use of didactic games and exercises aimed at stimulating visual perception in combination with objective activities contributes to the formation of positive motivation in children for the development of speech - an important condition for the implementation of any activity. Playing techniques with ordinary toys can be used in their work by both a speech therapist and an educator while teaching elementary mathematical concepts, familiarization with the environment, the development of speech and in other sensitive moments.
Games Case management “Alive - inanimate”, “Who gives a voice”, “One - many”, “Who is gone?”, “One - many” “Who came to visit?”, “Treats”, “Whom I love ?”, “Whom does mom love?” “Who admires whom?”, “Who works with what?” “Who cares about whom”, “Who dreams of what?” Prepositions “Hide the toy”, “Who is standing where?”, “What has changed?” Word formation "" Say it kindly "," What kind of eyes "," What object? "," Build according to height "," Divide into teams " Whose toy”, “My, mine, mine” (competition) Vocabulary “Classification”, “The fourth extra” Connected speech “Wonderful bag”, “Shop”, “What does the toy tell about itself” Use of toys in speech development work
In enriching the child's speech, in clarifying the words he already has, replenishing knowledge about the world around him, ball games are of great importance. These games also contribute to the development of motor skills in children. Ball games are versatile and varied. “Throw the ball and name the animals”, “Throw the ball, clearly name the fruits”, “Who lives where?”, “Tell me kindly”, “What happens in nature?”, “Make a sentence”, “Tell me a word”, “The fourth extra ”, “Cheerful account”, etc. ball games
didactic manual"Magic Clearing" increases speech motivation, successfully develops communication skills; psychological comfort is provided; children memorize a large amount of speech material; higher mental functions (memory, attention, thinking) are activated. Thus, the use of didactic games and exercises provides great opportunities for the development of speech in preschool children:
“It's fun to play together. Correctional and educational games”; "Magic Flower"; "Soon to school." PURPOSE: creation of effective conditions for the correction of speech deficiencies and the general development of speech. Participants: children, educators, speech therapists, parents. Result: the use of developing speech games made it possible to increase the emotional interest of each child in the process of education and upbringing. Didactic games projects:
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The influence of didactic games on the development of speech in children preschool age
Prepared by: educator 1 square. cat. Eremina O. G.
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Mastering the native language, speech development is one of the most important acquisitions of the child in preschool childhood and is considered in modern preschool education as the general basis for raising and educating children. In the process of working with older preschoolers, special attention is paid to the development of their coherent speech.
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Speech development should be carried out taking into account the leading activity. At preschool age, the leading activity of the child is the game. In connected speech, the main function of language and speech is realized - communicative. In order to successfully complete the primary education program, the speech of children entering the school must meet the requirements of the modern school. Among them, one can single out the content of children's speech, consistency and experience, accuracy and clarity of the stated thought, expressiveness. Therefore, the development of coherent speech is one of the main tasks posed by preschool education.
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Types of didactic game as a game teaching method: 1. games - educational activities 2. didactic games
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The main types of games: - games with objects (toys, natural material), - board games - word games.
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Games with objects
In games with objects, toys and real objects are used. Playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. In games, they solve problems for comparison, classification, establishing a sequence in solving problems. As children acquire new knowledge about the object environment, tasks in games become more complicated: the children practice in identifying an object by any one quality, combine objects according to this feature (color, shape, quality, purpose, etc.), which is very important for the development of active vocabulary and speech development of a preschooler.
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Board games
Board games are a fun activity for kids. They are diverse in types: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.
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word games
Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them. Since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, signs. These didactic games are held in all age groups, but they are especially important in the upbringing and education of children of older preschool age, as they help prepare children for school. This develops the ability to listen carefully to the teacher, quickly find the answer to the question posed, accurately and clearly formulate one's thoughts, and apply knowledge in accordance with the task. All this develops the speech of a preschool child and contributes to the activation of coherent speech.
Slide 9
Didactic task
To choose a didactic game, it is necessary to know the level of preparedness of pupils, since in games they must operate with existing knowledge and ideas. Each didactic game has its own learning task, which distinguishes one game from another. It should be borne in mind that in a didactic game, the correct combination of visibility, the words of the educator and the actions of the children themselves with toys is necessary, game aids, items, etc.
work experience "Speech development of children of the older group through didactic games and mnemotables »
presents the educator
MBDOU "Pleshanovskiy Kindergarten No. 1"
Klassen Elena Ivanovna
Orenburg region
“Speech is an amazingly powerful tool, but you need to have a lot of intelligence to use it”
G. Hegel
“A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of a child. The game is a spark that ignites the flame of inquisitiveness and curiosity.
V. A. Sukhomlinsky
« 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.
K. D. Ushinsky
The structure of the experience description
- Information block
- Description of technology experience
- Conclusion
I. Information block 1. 1. Business card
Education secondary special, Orsk Pedagogical College, 1988, Orsk, kindergarten teacher
Pedagogical experience: 29 years
In this institution : 3 g .
Position: teacher MBDOU "Pleshanov kindergarten No. 1"
Certification: teacher of the first qualification
1.2. Conditions for occurrence and
the formation of experience.
The formation of experience
Base MBDOU "Pleshanov kindergarten No. 1"
Krasnogvardeisky district of the Orenburg region.
Conditions for experience
- requirements of GEF DO;
- theoretical bases of psychological development of preschool children;
- study of methodological literature and experience of colleagues;
- approbation of innovative pedagogical technologies;
- refresher courses.
1.3. The relevance of pedagogical experience
In accordance with the Federal State Educational Standard, one of the priority areas of the system preschool education is the development of speech in preschoolers. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most urgent. At the stage of completion of preschool education, the child must have a good command of oral speech, use speech to express his thoughts, feelings, desires, highlight sounds in words. Speech development is still the most relevant in preschool age.
1.4. Controversy and the problem of experience
Contradiction:
between the need for the development of coherent speech in preschoolers and the insufficient level of formation of their speech activity.
Problem:
creation of a gaming learning environment using didactic games and mnemotables
to include preschoolers in independent play activities and speech activity.
1.5. The idea of pedagogical experience
The development of coherent speech of preschool children, using didactic games in integration with the method of visual modeling - mnemonic tables.
1. In retelling;
3. In compiling stories;
2. In memorizing poems;
4. In the formation of grammatically developed speech.
According to this pedagogical idea, the learning process
under construction
on a combination of personality-oriented, developing,
activity approaches using game forms work.
1.6. Range of experience and degree of its novelty
The experience can be applied in DOW. It is fully consistent with the basic requirements of the Federal State Educational Standard.
Novelty of experience
The novelty of the experience lies in the fact that didactic games in integration with mnemonics are considered as one of the most effective means of forming coherent speech among preschoolers. The use of didactic games in combination with mnemotables in the GCD makes it possible to increase the efficiency of the child's learning and development process. the use of didactic games in combination with mnemonic tables in free activity allows you to use them as a reinforcing factor in the studied material.
II. Description of technology experience
2.1. Goals and objectives of pedagogical activity
Target:
creation educational, developing environment that promotes the development of coherent speech of preschoolers through the game.
Tasks:
- determination of the features of formation and development
speech of preschoolers by means of gaming and contemporary
educational technologies;
- identification of opportunities gaming activity in
facilitate integration with mnemonics
development of coherent speech;
- diagnosing the speech development of preschoolers
2.2 Theory and methodology for the development of speech in preschool children. Persons:
Konstantin Dmitrievich Ushinsky (1824 – 1870)
Gvozdev Alexander Nikolaevich 1892-1959
Tikheeva Elizaveta Ivanovna (1867-1943)
Leushina Anna Mikhailovna (1898 - 1982)
Vodovozova Elizaveta Nikolaevna (1844 – 1923)
2.3 Modern approaches to the theory and methodology of speech development in preschool children. Persons: F.A. Sokhin, O.S. Ushakova, S.N. Zeitlin.
"Learn by playing" (under the editorship of Sokhin F.A.)
"The development of speech of preschool children" (ed. Sokhin F.A.)
“Introduction of a preschooler to a sounding word” (ed. by Sokhin F.A.)
Ushakova Oksana Semyonovna
Zeitlin Stella Naumovna
2.4 The role of didactic games in speech development.
The game is the main, leading activity of preschool children. Didactic game - a means of activation cognitive activity preschoolers. Didactic games- an effective means of consolidating grammatical skills, because due to the dialectic, emotionality of the conduct and interest of children, they make it possible to exercise the child many times in repeating the necessary word forms.
Types of didactic games
The structure of the didactic game
Didactic games
Board - printed games
Games with objects
verbal
games
2.5 Modern educational technology - mnemonics
Glukhov V.P. - blocks-squares;
at Efimenkova L.N. - storytelling charts
at Vorobieva V.K. - these are touch-graphic schemes
at Bolsheva T.V. - collage;
Tkachenko T.A. – subject-schematic models.
Mnemonics - translated from Greek - "the art of memorization."
This is a system of methods and techniques that ensure the successful development of knowledge about the world around children, memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.
The essence of mnemonic diagrams is as follows: for each word or small phrase, a picture (image) is thought up; thus, all text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.
Schemes serve as a kind of visual plan for creating monologues, helping children build:
- structure of the story
- story sequence
- lexical and grammatical content of the story.
Structure of mnemonics
separate schematic drawing with specific information
a table of 4 or more cells arranged linearly.
2.6 Organization of educational subject
developing environment in the group the center of speech
development "Let's speak correctly".
The group has games:
1. "Properties". Purpose: enrichment of the dictionary with adjectives.
2. "What is gone." Purpose: to exercise in the formation of nouns
in the genitive plural.
3. "Seasons". Purpose: to develop and activate vocabulary.
4. "Professions". Purpose: to teach to talk about professions.
5. "About fairy tales." Purpose: to teach a series of cards to tell a fairy tale.
6. “What? Where? Why?".
Purpose: to learn to speak
about household items.
7. Bird market.
Purpose: to teach the description of birds.
8. "Heroes of Russian fairy tales."
Purpose: to teach to retell
fairy tales.
9.Lotto and others
Didactic manual-game
"The sun is eloquent"
The purpose of the manual: the development of the lexical and grammatical structure of children's speech.
Speech games included in the manual:
1 . "Summer Winter spring autumn" Purpose: Enriching the vocabulary by selecting words on a given topic. 2. "He, she, it, they" Purpose: Matching masculine, feminine, neuter singular and plural nouns with pronouns he, she, it, they.
3. "What is he doing? » Purpose: Consolidation of the use of common sentences in speech; activation of the verb vocabulary.
4. "Let's make juice or jam" Purpose: Formation of skills in the formation of relative adjectives.
5 . "Which?" Purpose: Strengthening the ability to select several signs for an object. 6 . "How?" Purpose: Exercise in agreeing a noun and
numeral.
And others
Production of didactic material - models of fairy tales, stories. Blocks are drawn - frames in which the deputies of the main characters are located. (from my own experience)
Having a visual model in front of them, children tell a fairy tale.
2.7. Composing stories, retelling, memorizing poems using mnemonic tables .
fairy tale model.
NOD "Hello winter"
Drawing mnemotables by children and compiling stories on them
2.8.Efficiency
2016 -2017 academic year
high
2016 – 2017 academic year Senior group 1st cut (09/05/2016)
2016–2017 academic year Senior group 2nd cut (01/05/2017)
average
short
2016 - 2017 academic year Senior group 3rd section (03/15/2017)
2.8.Efficiency
Diagnosis of speech development of children of the older group
2016 -2017 academic year
2.7. Results.
There is a positive trend in the level of development of coherent speech in preschoolers. The use of mnemotables captivates children, turns the lesson into a game. Children have an interest and desire to tell according to diagrams, retell texts, invent interesting stories, there is an interest in memorizing poems, speech activity is manifested, children overcome shyness and shyness, learn to freely hold themselves in front of the audience. At preschool age, visual-figurative memory predominates, and memorization is mostly involuntary. The visual image, however, allows you to remember the text much faster. Mnemonic schemes help: to make the memorization process simpler, more interesting, more creative; in children, mastering the skills of retelling fairy tales, texts and learning poetry is easier and faster; preschoolers have
desire to retell both in the classroom and in everyday life.
With the help of didactic games, children increase their knowledge about the world around them, enrich and activate the children's vocabulary, and form the lexical and grammatical structure of children's speech.
In this regard, it can be argued that the work carried out on the development of coherent speech of preschoolers has confirmed its effectiveness.
III. Conclusion
3.1 Conclusion
Based on our own experience of using didactic games and mnemotables in the process of speech development, we can conclude that the use of mnemonics and speech games creates conditions for the formation of coherent speech, the inclusion of preschoolers in game activities and speech activity.
3.2. The complexity of pedagogical experience
and its scope
Labor intensity of experience
The need for:
- in the development of a large layer of additional literature;
- in the independent selection of games and visual - illustrative
material, mnemonic tables;
- in modeling visual aids;
- in the development of games and exercises that contribute to the development of speech.
Targeting and scope of experience
This experience is offered to teachers of preschool educational institutions, leaders of circles of additional education, parents.
Bibliography
1. Federal state educational standard for preschool education.
2.V.S. Mukhina Child psychology. Moscow 1999
3.O.M. Dyachenko "Get ready for school", Moscow "Enlightenment" 1996
4. Comprehensive classes according to the program "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. Senior group of author. N.V. Lobodina - publishing house Volgograd: Teacher 2016
5. Maksakov A. I., Tumakova G. A. Learn by playing. - M.: Enlightenment, 1983. - 144 p.
6. Vygotsky L. S. Thinking and speech. op. - T. 2. - M .: Pedagogy, 1982.
7. Gerbova V. V. Classes on the development of speech with children 4 - 6 years old. – M.: Enlightenment, 1987.
8. Tumakova G. A. Familiarization of preschoolers with a sounding word.- M.: Enlightenment, 1991.
9. Bolshova, T.V. We learn from the story. The development of thinking of preschoolers with the help of mnemonics [Text] T.V. Bolshova / St. Petersburg, 2005 - 71s.
10. Nishcheeva N.V. The development of coherent speech in preschool children. Childhood Press”, 2009.
11. Omelchenko L.V. The use of mnemonics in the development of coherent speech. // Speech therapist 2008, No. 4, p. 102-115
12. Tkachenko, T.A. Schemes for compiling descriptive and comparative stories for preschoolers / T.A. Tkachenko. - M., 2004. -16 p.
13. Tkachenko, T.A. The use of schemes in compiling descriptive stories / T.A. Tkachenko // Preschool education. –1991. - No. 10.
14Ushakova O.S. The program for the development of speech of preschool children in kindergarten.M., 1994.
15. Ushakova O.S. Development of speech and creativity of preschoolers:. Games, exercises, notes of occupations. - M .: TC Sphere, 2007.
16. Polyanskaya T.B. Using the method of mnemonics in teaching storytelling to preschool children. - St. Petersburg: Detstvo-Press, 2009.
17. Shirokikh T.D. We learn poetry - we develop memory / Shirokikh T.D. A child in kindergarten. 2004
Presentation on the topic "The use of didactic games in the development of speech in preschoolers with OHP" will be interesting and useful to educators, teachers working in the logo group.
Currently I work in a speech therapy group with children aged 5-7 years who have a general underdevelopment of speech. In our time, the age of innovation and technology, there are more and more such children. Many of them are simply pedagogically neglected. And here it is important to use a differentiated approach to training and education.
As you know, the leading activity in children speech therapy group, as in a simple group - a game. It is in this activity that the development of all components of the language takes place. Everything that is accompanied by the game is easily perceived, quickly and firmly absorbed by the child.
The paper presents a classification of games. A lot of them. I want to dwell on didactic games. Any didactic game carries certain information: close and understandable to preschoolers, attracts the attention of children for a long time. Children receive an emotional and cognitive charge, making them want to consider, act, play, return to this activity again. It is in the game and through the game that speech manifests itself most clearly.
There are over 500 didactic games.
They are grouped into 3 large groups. Each has its own structure, taking into account the interest of children. Its obligatory elements are: teaching and educating tasks, game actions and rules that the teacher sets and controls, but carefully so that interest in the game does not decrease. At the first stage, the author plays with the children, at the second, he watches how the children have learned the rules, and if necessary, I provide the necessary assistance, at the third, he watches from the side how the children play independently according to the learned rules. In addition to the learning task, the game brings up perseverance, the ability to lose, rejoice at someone else's victory, the ability to follow the rules of the game. The duration of the game is no more than 5-10 minutes (individually and collectively).
Parents are actively involved in the life of our group. They help to replenish the developing environment, participate in master classes, round tables. Our joint play libraries help them see their child in a different environment than at home. Parents not only observe the course of the games, but are also participants in the process. After such toys, they do their homework better, they understand what a didactic game is hard for a child, and in what place they need to help him, give in, create a situation of success.
Taking into account the personal achievements of the pupils, correctional work is planned and carried out using didactic games.
Didactic games carry not only a speech load, but also develop memory, attention, speed of reaction, coordination of movements and can be used in different types activities, in sensitive moments by teachers and parents at home.
