What can be cooked from squid: quick and tasty
To make a child's speech developed correctly so that he would master her fully in the future, parents a number of conditions:
Do not try to speed up natural speech child development... Don't overload him with speech activities. Games, exercises, speech material should be appropriate for his age.
When communicating with your child, monitor your speech. Speak with him slowly, pronounce sounds and words clearly and clearly, when you read something read expressively with intonation. If something is not clear in the text, explain it to your child.
Do not speak the way your child speaks, do not distort your speech, do not abuse also diminutive suffixes - all this slows down speech child development.
If the child has deficiencies in speeches eliminate them in a timely manner. When will to point out to the child his inaccuracies and errors encountered in his speeches be extremely careful and in no case do not laugh at the baby, just tactfully correct him and show him how to pronounce this or that word.
If your child has asked you any question, try not to leave it unanswered and do not forget verify: Does he understand your answer.
Record your child's speech on a tape recorder once a month. In the first year of life, you can record humming, babbling, the first words of the baby. When the child grows older, write down conversations with the child, his speech during games, reading poetry, do not forget to indicate the child's age. Such notes can help you work on your speech and will be a good gift over time.
Systematically include audio recordings for the child with reading fairy tales, nursery rhymes, poems, this will also help develop your kid's speech.
Related publications:
Recommendations for parents on the formation of lexical and grammatical categories and the development of coherent speech among pupils Topic "Dishes" Task 1. Parents are recommended: to consider together with the child the dishes - kitchen, tea, dining room; fix with.
Recommendations for parents on the development of children's speech Teachers - speech therapists work with children of different ages and, of course, try to give regular recommendations to parents. For example, working.
Methodical recommendations for teachers on the development of speech of children 2–3 years old Methodical recommendations for teachers on the development of speech of children 2-3 years old 1. To carry out articulatory gymnastics, including such exercises.
Methodical recommendations for the development of the syntactic structure of speech in preschoolers with erased dysarthria Games and exercises for the development of the syntactic structure of speech in children with erased dysarthria.
Guidelines for Parents to Develop Fine Hand Motor Skills in Young Children Scientists have long proven that the development of the hand is closely related to the development of speech and thinking of the child. The work on developing hand movements should begin.
Recommendations for parents on the development of speech in young children 1. In the family, it is necessary to create favorable conditions in which the child could be happy to communicate with adults and gain new knowledge.
Recommendations for parents on the development of elementary mathematical concepts in children 1. Play the game "Make gloves" with the children. Game "Make the gloves" Encourage the children to put their hands on a piece of paper in this way.
Coherent speech is understood as a detailed statement, consisting of several or even very many logically related sentences, united by one topic and constituting a single semantic whole. The development of coherent speech in children preschool age is possible only in the context of purposeful learning. This is one of the main tasks of the speech development of preschoolers in terms of their preparation for the beginning of schooling. Therefore, work on educating children for coherent dialogical and monologue speech is provided for by the program kindergarten... However, the work carried out in the kindergarten alone is not enough. It must be complemented by homework with the child.
The sequence of work on a coherent speech:
1. education of understanding of coherent speech;
2. education of dialogical coherent speech.
Education of monologue coherent speech, methods of work:
Work on composing a story - description;
Work on composing a story based on a series of plot pictures;
Work on composing a story based on one plot picture;
Work on retelling;
Work on an independent story.
Methodological techniques for the formation of coherent speech.
1. Conversations with the child using colorful pictures, expressive intonation, facial expressions, gestures.
2. Reading stories or fairy tales, after which you should consider the pictures. If the child understands the story, then at the request of the adult, he can show the characters depicted on it, the actions they perform, etc. An adult can ask questions about the content of the story to find out the child's understanding of cause-and-effect relationships (Why did this happen? Who is to blame? Did he do the right thing? Etc.) The ability to retell it in your own words also testifies to understanding the meaning of the story.
3. It is necessary to teach the child to participate in the conversation (dialogue). The conversation expands vocabulary, the grammatical structure of the sentence is formed. You can talk on various topics: about books, films, excursions, and it can also be conversations based on pictures. The child must be taught to listen to the interlocutor without interrupting, to follow the course of his thoughts. In a conversation, the questions of an adult should become more complex gradually, like the answers of children. We start with specific questions, to which you can give one version of a short answer, gradually complicating the questions, and requiring more detailed answers. This is done with the aim of a gradual and imperceptible transition to monologue speech for the child. Here's an example of a "complicated" conversation.
What kind of animals do you see in this picture?
Wolf, bear and fox.
What do you know about the wolf?
He is gray evil and lives in the forest. He also howls at night.
What can you say about the bear?
He is large, brown, hibernates in a den.
What do you know about the fox?
She is very cunning, red-haired and has a large fluffy tail.
Where have you seen these animals? - In the zoo, where they live in cages.
What fairy tales do you know about a bear, a fox, a wolf? etc.
4. When composing descriptive stories, the child masters the first skills of a coherent presentation of thoughts "on one topic", at the same time he firmly assimilates the signs of many objects, and, consequently, the vocabulary expands. To enrich your vocabulary, it is very important to conduct preparatory work to the compilation of each description-story, reminding the child about the signs of the described objects or even re-acquainting him with these signs. Starting with the description of single objects, you need to move on to comparative descriptions of similar objects - to learn to compare different animals, different fruits and vegetables, different trees, etc.
5. The difficulty of correctly tracing the main moments of the development of the plot by the child is easiest to overcome if you start by compiling a story based on a series of plot pictures arranged in the sequence in which the events took place. The number of plot pictures in the series is gradually increasing, and the description of each picture becomes more detailed, consisting of several sentences. As a result of drawing up stories from a series of pictures, the child must learn that stories need to be built in strict accordance with the sequence of the pictures, and not according to the principle "What is the first thing remembered, talk about that." Here are some examples of sequential pictures.
6. When composing a story based on one plot picture, it is very important that the picture meets the following requirements:
It should be colorful, interesting and attractive to the child;
The plot itself must be understandable to a child of a given age;
There should be a small number of characters in the picture;
It should not be overloaded with various details that are not directly related to its main content.
It is necessary to invite the child to come up with a name for the picture. The child must learn to understand the very meaning of the event depicted in the picture and determine his attitude towards it. Previously, the adult must think over the content of the conversation on the picture and the nature of the questions asked to the child. Examples of plot pictures:
7. In the process of working on the retelling, the child develops and improves attention and memory, logical thinking, an active vocabulary. The child remembers grammatically correct turns of speech, patterns of its construction. Acquaintance of the child with the information contained in stories and fairy tales new to him expands the circle of his general ideas and contributes to the improvement of his monologue speech as a whole. When working on a retelling of a specific text, you first need to expressively read or tell the child an interesting story that is accessible to him in terms of content and then ask if he liked it. You can also ask a few clarifying questions about the content of the story. It is imperative to explain to the child the meaning of unfamiliar words. It is important to pay attention to the "beautiful" turns of speech. You can look at the illustrations. Before re-reading the story, invite your child to listen carefully to it again and try to remember. Considering all of the above, invite your child to retell this tale. Before reading the fairy tale, be sure to acquaint your child with the lifestyle and habitat of polar and brown bears, while examining the pictures and answering all the questions of interest. " Polar bear and the brown bear. ”Once a forest brown bear went north to the sea. At this time, the polar sea bear went south on the ice, towards the land. They met at the very shore of the sea. The polar bear's fur stood on end. He said: - What are you, brown, walking on my land? Brown replied: - When did you have it, the land? Your place is in the sea! Your land is an ice floe! They grabbed and the fight began. But they did not overcome each other. The first one to speak was the brown one: - You, the white one, turn out to be stronger. But I am more agile, more agile. Therefore, none of us will take the top. And what should we share? After all, we are bear brothers. The polar bear said: - That's right, we are brothers. And we have nothing to share. The forest bear said: - Yes, my forests are huge. I have nothing to do in your ice. The sea bear said: - I have nothing to do in your forests. Since then, the owner of the forest lives in the forest, and the owner of the sea lives in the sea. And no one interferes with each other.
It is important to exercise the child in other types of retelling:
Selective retelling. It is proposed to retell not the whole story, but only a certain fragment of it.
Brief retelling. It is proposed, omitting less essential points and without distorting the general essence of the story, to correctly convey its main content.
Creative storytelling. The child needs to supplement the story he has heard with something new, to add something of his own to it, while showing elements of fantasy. Most often, it is proposed to come up with a beginning or an end for the story.
Retelling without reliance on clarity.
When assessing the quality of children's retelling, it is important to consider the following:
Completeness of retelling;
The sequence of reporting events, observance of cause-and-effect relationships;
The nature of the sentences used and the correctness of their construction;
The absence of long pauses associated with the difficulty of choosing words, constructing phrases or the story itself.
8. The transition to self-compilation of stories should be sufficiently well prepared by all the previous work, if it was carried out systematically. Most often these are stories from personal experience child. A story from personal experience requires the child to be able to independently choose the right words, correctly construct sentences, and also identify and retain in memory the entire sequence of events. Therefore, the first small independent stories of children must necessarily be associated with a visual situation. This will "revive" and supplement the child's vocabulary needed to compose a story, create an appropriate inner mood in him and allow him to more easily follow the sequence in describing events he has recently experienced.
Examples of topics for such stories include the following:
A story about a day spent in kindergarten;
A story about the impressions of visiting the zoo (theater, circus, etc.);
A story about a walk in an autumn or winter forest, etc.
In conclusion, I would like to remind once again that it is in coherent speech that all speech "acquisitions" of a child are most clearly manifested - both the correct pronunciation of sound, and the richness of vocabulary, and mastery of grammatical norms of speech, and its imagery and expressiveness. But in order for a child's coherent speech to be able to acquire all the qualities necessary for it, it is necessary to consistently go along with him all that difficult, interesting and completely accessible path for him.
Recommendations to educators for the development of speech in preschoolers.
1. Development of the articulatory apparatus. Daily articulatory gymnastics. Development of facial muscles. 2. Development of speech breathing. Inflate balls, Football, Catch a fish. 3. Development of fine motor skills. Games - mosaics. Lacing. Collect the beads. Color, shade. (With colored pencils), etc. 4. Development of phonemic hearing. Guess whose voice? Where is the sound? Who will think of more words. And others. 5. Formation of the lexical - grammatical structure of speech. Directions: Expansion of the volume of the vocabulary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive reality (thinking, perception, ideas, memory, thinking, etc.) Clarification of the meanings of words. Development of lexical-semantic associations (name the word as soon as possible, Think of what we can talk about?) Classification of words based on various semantic features (name an extra word, classify objects by pictures, decompose pictures by similarity) Development of antonymy (Finish sentence and name the words “enemies.” Game “Say the other way around”) Development of synonymy (Choose from three words two words “friend”, Come up with a sentence with each of the words “friends”.) Development of syntagmatic connections of words (Add one a common word for two words, Choose as many names of objects (nouns) as possible for the name of the action (verb), "Who moves how?" from whom? ", Choose the words" relatives ") Formation grammatical meanings(Differentiation of nouns, verbs and adjectives, Differentiation of the meaning of gender, Differentiation of the grammatical meanings of animate and inanimate.)
Relative and possessive adjectives. (Whose tail? What juice?) Work on prepositions. 6. Coherent speech. Directions: "Warped text". Development of dialogic (conversation between two or more people) and monologue (speech of one person) speech. Retelling. Descriptive stories. Compilation of short story stories. Stories from personal experience. Fairy tales. 7. Learning to read and write. Directions: What is sound? What is a letter? What is a syllable? What is a word? What is an offer? How many and what vowel sounds? Name consonants. Hard, soft consonants. Voiceless and voiced consonants. • Yoted sounds. Sound analysis of words. How to count the number of syllables in a word. 8. Individual correctional work on the instructions of a speech therapist.
SEMA
STIKA - In linguistics: meaning, meaning (a single word, a turn of speech).
SYNTHAGMA is a polysemantic term translated as classification,
systematization; layout, placement.
Second junior group (3-4 years old)
Improving speech, that is, mastering the ability to correctly perceive and understand verbal information, as well as accurately and variably express your thoughts and feelings, is extremely important for full and timely mental development.
The child acquires all new mental qualities (including developed speech) by copying and creative processing of various patterns (methods of action, forms of behavior, the nature of relationships, etc.) provided to him by the surrounding reality, primarily by close adults.
Enrichment and improvement of speech in this group remains among the most important pedagogical tasks. Its solution is facilitated by:
- a favorable speech environment from which children can draw cultural speech patterns;
- purposeful pedagogical influences helping children to master specific speech skills, primarily the ability to communicate.
Imitation of an educator, bearer of speech culture and literary language, - the most important condition for the speech development of children. To create a significant stock of speech patterns in them, the educator should speak a lot, sincerely and brightly; pronounce phrases clearly, intelligibly, slowly; use (and repeat many times) new words and expressions for the child, rejoice at their appearance in his speech; use every question of the child as an excuse to enter into a dialogue with him.
So, an indispensable condition for the full-fledged speech development of children of the fourth year of life is a varied and properly organized speech environment. Here are its components:
- the teacher's own speech;
- specially organized speech impact (teacher's stories about the events of the past day and the near future).
Small children are attentive and grateful listeners. They like everything an adult tells. At the same time, there are themes and plots that must be used in stories, because they have great importance for kids. These are stories about the children of the group, about the life of the group, about difficult everyday situations for the kid, as well as the teacher's stories about himself.
Stories about the life of the group are dedicated to the events of a well-lived period of time (first half of the day, second half of the day): “Today the children have learned ... We had guests ... Finally Dima came after his illness ... (pleasant moments). But a story that upset Olya happened ... ”and so on. Such stories, stimulating the delayed perception and experience of the events by children, help them establish a connection between objects and phenomena, describe familiar things and feelings (relationships) and thus comprehend what happened. In the process of these stories, the kids get acquainted with new speech means (words, phrases).
Stories about expected events are aimed at creating in children the anticipation of the joy of the holiday, watching a puppet show, visiting older children, etc.
Stories about children, about the merits, identity of each of them. Hearing a praiseworthy story will make your child feel significant, confident, and optimistic about life.
Educator's stories about himself should help children overcome various fears (“How I stopped being afraid dark room"), To understand the undesirability of some actions (" How I unaccustomed to destroy other people's buildings "," How my favorite toy almost ran away from me ").
Tales of difficult situations are also designed to help children understand that some of their actions are undesirable. These can be different stories about the suffering of wet sleeves and dirty hands, about escaped shoes, about offended cubes, etc.
Work on speech development children are carried out in all, without exception, classes, including special ones, as well as in everyday situations, on a walk, etc.
Much attention is paid to enrichment, clarification and activation of the vocabulary based on specific ideas. This significantly increases the level of speech development of the child, improves the culture of communication.
In the second younger group the following vocabulary techniques are used:
- showing objects with their names when examining the environment ("Our toys", "What is and is in the buffet?", "Our furniture and furniture for dolls"), when conducting didactic games ("Wonderful box" (sets of clothes, hats, vegetables, fruits));
- a combination of showing an object with the child's active actions to examine it (feeling, hearing, taste, etc.). This technique is used for purposeful acquaintance with any new subject (group of subjects). In addition, this technique is appropriate in didactic games and exercises of the "Wonderful bag" type (the child determines by touch the material from which the thing is made, its weight and size);
- comparison of similar appearance items (fur coat - coat, kettle - coffee pot, shoes - sandals, etc.). Didactic exercises and games "Don't be mistaken" ("Don't be confused"), "What has changed?" and etc.;
- tasks involving an answer in the form of an action (bring, find, show).
In the second junior group, work continues on distinguishing and correctly pronouncing sounds, working out speech breathing, speech rate, strength and pitch of the voice. These tasks are easier to solve by pronouncing the sounds, the pronunciation of which the child owns or masters. Children of this age can already practice a clear pronunciation of all sounds of their native language, with the exception of hissing (w, w, h, w) and sonorous ( R, l). Work on the development of related groups of sounds is carried out in stages. For example, mastering consonants, children learn to pronounce sounds in this order: (m, b, n), labiodental (v, f), front-lingual (n, d, t), dorsal (k, g, NS).
A clear pronunciation of vowels and consonants with the simplest articulation in many cases contributes to the child's ability to pronounce sounds that are more complex in articulation. So that speech is more distinct and clear, children must learn to open their mouths well (this is achieved, in particular, by correct articulation of the vowel a) and close the lips tightly (which is facilitated by the clear pronunciation of sounds m, n, b).
Purposeful practice of pronunciation of any sound takes place in the sequence described on p. 172.
By the age of four, the child masters the basic forms of the grammatical system of the language, speech becomes for him a full-fledged means of communication.
At the same time, there are numerous lexical errors, incorrect agreement of words in a sentence, and the absence of some grammatical categories. It is necessary to tell children how to pronounce this or that word correctly; repeat the sentence, correcting the agreement broken by the child. You should not force him to pronounce a word (sentence) in order to correct a mistake. There are special exercises and didactic games, contributing to the assimilation of difficult grammatical forms for the child, the improvement of the syntactic side of speech. They are part of speech development classes.
Children, as a rule, successfully cope with the tasks offered in the classroom, however, in everyday communication with adults, the learned material must be consolidated with each other. And for this, children must speak a lot and actively. To this end, it is necessary to involve them in conversations at the most different topics(provided and arisen spontaneously); learn to answer the questions “why?”, “why?”, “when?”, “how (how did it happen, how to fix it)?”, ask questions, join the conversation; to form the ability not to interrupt the speaker, willingly carry out the instructions of an adult (ask, find out, offer, thank) containing examples of address (for example, “Ask Anna Ivanovna:“ Will you leave us this interesting book? ”).
It is extremely important to develop the need to share experiences in children. If you are interested in asking the child about what has sunk into his soul, he will definitely start talking. At the right moment, you can talk about what interesting observation Vanya (Kolya, Seryozha) made, how wisely he acted, etc. (It is imperative to ask the child for permission to repeat his story to other children.) All this allows him to feel significant and competent , and in other children, it gives rise to a desire to please an adult and peers by sharing their impressions with them.
At this age, children need to be taught to look at plot pictures. Having chosen one of them, the educator must first figure out its content himself, compose a story, and then outline the questions. It is desirable that the story has a plot. It can be 1-2 phrases that contain the narrator's emotional attitude to the depicted ("Oh, how difficult it is to assemble the turret! Neither Katya, nor Dima's work is going well").
When composing a story, you need to ensure that one statement complements, continues with another, so that the connection between the separate parts (fragments) of the picture is shown. For example, in a lesson based on the painting by S. Veretennikova "Goat with the kids", the teacher, having told about the goat, makes the following transition: "The kids play next to the goat. They are small and funny. Let's consider them? .. Can you tell us about where the goat and kids walk? "
The teacher's story should include sentences containing a question, an exclamation, direct speech. If the content of the picture allows, it should be finished so that the last phrases convey the narrator's attitude to the events depicted ("Katya listened and listened, and she put several rings on the pyramid correctly at once. Well done!").
Children of this age are happy to play with figures of the table theater, reciting excerpts from familiar fairy tales, improvising. Games like these prepare them for dramatization of works.
Recommendations for educators on creating conditions for the development of speech activity and speech communication of children in preschool
Chepikova Natalia Vyacheslavovna
Teacher-speech therapist MADOU d \ s No. 46 SOP No. 1
G. Revda
Recently, special attention in ECE has been paid to the implementation of the principle of an integrated approach, which presupposes the presence of a closeinterrelationshipsbetween the work of a teacher, psychologist and doctors, aimed at a comprehensive study and elimination of speech disorders, as well as prevention of the consequences of speech defects in children. Only with close cooperation and unity of the requirements of specialists is it possible to overcome the disorders of speech development in children. In addition, cooperation takes on a special rolespeech therapist and preschool educators.
Basic requirements for creating conditions children.
Functions educator :
1. Improvement of speech breathing, articulatory and fine manual motor skills of children. Constant control over the correct pronunciation of the deliveredsounds, differentiating them with mixed phonemes by ear and in pronunciation, using the speech material recommendedspeech therapist.
2. Activation, enrichment and clarification of the vocabulary of children in all regime moments.
3. Inclusion of worked out grammatical constructions in the situation of natural communication of children. Control over the grammatical correctness of the speech of children during the entire time of communication with them.
4. Formation of coherent speech
5. Development of attention, memory, imagination in game exercises on defect-free speech material.
Same wayeducatorsshould know the main directionscorrectional program, age and individual characteristics of the formation of speech of preschoolers, to understand the features of the pronunciation and lexical and grammatical aspects of speech andconsiderthe speech abilities of each child inprocesseducational and extracurricular activities.
Caregivers must create conditionsfor the development of speech activity and speech communicationchildren :
organize and support speech communication of children in the classroom, outside of class,
encourage you to listen carefully to other children and listen to the content of the statements,
create a communication situation,
develop skills of self-control and critical attitude to speech, organize games for developmentsound culture of speech,
draw attention to the duration of the sound of the word, sequence and placesounds in a word,
carry out work on the development of auditory and speech attention, auditory speech memory, auditory control, verbal memory,
draw attention to the intonation side of speech.
Caregivers should not:
rush the child with an answer, interrupt speech and rudely pull back, but must tactfully give a sample of correct speech,
make the child say a phrase that has not yet been deliveredsounds;
give to memorize text and verses that the child can not yet pronounce.
It is recommended that you allocate space in the group forspeech therapy corners, which should contain board-printed games, games for the formation of the correct air stream, the development of non-speechprocesses, etc..
During games, it is necessary to teach children to play not silently, but to pronounce their actions in a full sentence, using the example of a teacher.
2. Requirements for the speech of educators
The main social need that arises already in the first year of a child's life is the need for communication. The condition for the timely formation of correct speech in young children, as well as the prevention of speech disorders in them, is the speech of adults. Therefore, the requirements for the speech of a modern educator are high, starting from an early age. It should be remembered that the child's speech developsin conditions of physical and psycho-emotional comfort , i.e. when the child is healthy, well fed, calm.
The teacher's speech should be:
Emotional positivecoloration of the voice, because from the first days of life, the child adequately perceives this particular side of speech
Speech rateshouldn't be too fast or too slow.
Average volumeadult speech allows you to maintain a protective speech mode in a group.
Articulationmore correctly formed if, during speech communication, the childseesarticulation apparatus of an adult.
Articulation and syllabic structureclear pronunciation helps to build words correctlyvowel soundsin the word.
Words and Phrasescaregivers should beavailablefor a child (in accordance with age characteristics).
Sound reproductionclear andcorrect.
Grammatical correctnessthe teacher's speech should be an example not only for children, but also for their parents.
Requirements for the speech of a kindergarten teacher
Among the requirements for the teacher's speechDOW are distinguished:
Right- compliance of speech with language norms. The teacher needs to know and follow the basic norms of the Russian language in communication with children: orthoepic norms (rules of literary pronunciation), as well as the norms of education and word changes.
Accuracy- correspondence of the semantic content of speech and the information that underlies it. The teacher should pay special attention to the semantic (semantic) side of speech, which contributes to the formation of the skills of the accuracy of word usage in children.
Consistency- expression in semantic connections of speech components and relations between parts and components of thought. The teacher should take into account that it is at the preschool age that ideas about the structural components of a coherent statement are laid, skills of using various methods of intra-text communication are formed.
Expressiveness- a feature of speech that grabs attention and creates an atmosphere of emotional empathy. The expressiveness of the teacher's speech is a powerful tool for influencing the child. Teacher ownership by various means expressiveness of speech (intonation, speech rate, strength, voice pitch, etc.) contributes not only to the formation of the arbitrariness of the expressiveness of the child's speech, but also to a more complete awareness of the content of the adult's speech, the formation of the ability to express their attitude to the subject of conversation.
Wealth- the ability to use all linguistic units in order to optimally express information. The teacher should take into account that in preschool age the foundations of the child's lexical stock are formed, therefore the rich vocabulary of the teacher himself contributes not only to the expansion of the child's vocabulary, but also helps to form his skills in the accuracy of word use, expressiveness and imagery of speech.
Relevance- the use of units in speech that correspond to the situation and conditions of communication. The appropriateness of the teacher's speech presupposes, first of all, the possession of a sense of style. Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children (communication skills, the ability to use various formulas speech etiquette, focus on the situation of communication, interlocutor, etc.).
The above requirements include the teacher's correct use of non-verbal means of communication, his ability not only to speak with the child, but also to hear him.
Certainly, the knowledge of the preschool teacher educational institution the above requirements, their observance and the constant improvement of the qualities of their speech are the key to the success of work on the speech development of children in a preschool educational institution.
Some shortcomings in the speech of teachers:
Haste speech (accelerated tempo makes it indistinct, blurry, difficult to understand), better if speech proceeds at a slightly slower pace;
Indistinct pronunciation;
Monotony of speech (it tires the listeners, reduces interest in the content);
Increased volume of the voice (passing into a scream). If necessary (noise in the group), you should slightly increase the volume, pronounce the words more clearly, while slowing down the pace;
Inaccurate pronunciation of individual sounds or words;
Violations in lexical and grammatical design;
Careless, sloppy pronunciation (the endings of words are not spoken, individual sounds are swallowed, consonants are indistinctly pronounced);
Spelling some words letter by letter:what (instead ofINTO ), his (instead ofevo ), happiness ( happiness ) etc.;
Speech with characteristic features local dialects: yakan, clatter, etc .;
Pronunciation of words with incorrect stress;
Frequent use of words with diminutive-affectionate suffixes (Tanya, wash your hands, Katya, take the cup off the table, etc.);
The clogging of speech with unnecessary words (well, so to speak, it means);
In dealing with older children, adjusting to the speech of children;
The use, the use of new words in speech without taking into account the age of the children.
3.Use in the work of games aimed at the development of speech in preschool children.
One of 5directions of GEF, in accordance with which we are now building our work, is the speechdevelopment.
Speech developmentis most closely related todevelopment of consciousness, knowledge of the surrounding world,personality development in general.
Expensiveeducators! I propose to play some of them now, but of course, the tasks are selected according to yourage, Consideringvocabulary of adults.
The game "I know five names ..."
We can offer children 3-4 years old to play such a game. Children are encouraged to choose words related to this generalizing word. The game"Along the chain" we offer children 4-5 years old (complication of the game"I know five names ..." ). The task of the game is to find as many words as possible on a given topic.
Let's all stand in a circle, take the ball and pass it from hand to hand, choosing words forthemes :
Artistic works with the participation of heroes;
Insects
Singers and Singers of Russia.
Complication : Russian opera performers (Galina Vishnevskaya, Lyubov Kazarnovskaya, Dmitry Hvorostovsky, Elena Obraztsova, Fedor Chaliapin, Sergei Lemishev, Anna Netrebko, Nikolai Baskov).
Dear Colleagues! How did you feel in the game? Isn't it easy? Not such difficult tasks, but many were confused. A lot of factors at onceinfluences : time, collective opinion, discomfort at the thought that you might not find the right word. This is how our children are. It seems to us that we give them easy tasks, but not everyone cope. Don't jump to conclusions!
Forchildren4-5 years we offer the game"Name it in one word" .
An adult describes something, a child calls it in one word.
And for you, colleagues, I have prepared suchtasks :
A watch that helps you wake up;
Morning food;
A large spoon, with the help of which the soup is poured;
It is a real pleasure for the ear, for the eye, and most importantly for the mind.(book)
Can you name, in one word, the most ancient gifts on Earth?(decorations) .
What gift from a fairy tale sorcerer turned into the collapse of both the kingdom and the king?(cockerel) .
There are sharks and gorillas and big crocodiles ...(Africa) .
Without which dish is lunch impossible in Russia?(Bread.)
Which dish is salted three times?( Dumplings : salt is added to dough, filling and cooking.)
The poet, in whose work there are 33 heroes at once(Alexander Pushkin.)
A scientist who came to Moscow from Arkhangelsk on foot, called a hero of science and art.(Mikhail Lomonosov)
A singer who extinguished candles with the power of his voice, a hero of Russian opera.(Fedor Chaliapin) .
Which month is the shortest?(May - three letters)
The development of speech occurs when we solve any problem situations.
At such moments, we logically build up the course of events (we assume more than one option, we argue about ourselves, and sometimes, even with loved ones, with friends.
We can offer children 5-6 years old to speculate by asking questions:
How can you know if a potato is cooked or not?
…Is the tea sweet?
Is the rope tightly tied? etc.
And you, colleagues, I will ask you to split into two teams and come up with 3 options for resolving problematicsituations :
1. If the manager does not sign my vacation application;
2. If I found in my husband's pocket a receipt for the purchase of women's perfume.
Children 6-7 years old talk like you and me. They already have a fairly large vocabulary. They are aware that inspeechesthere are words-objects (nouns, words-signs (adjectives, words-actions(Verbs) ... We can invite them to describe their day only in specific parts.speeches.
One command - only nouns; The second command - only verbs.
The website of our preschool educational institution contains options for games for the development of children's speech, taking into account age, which you can use in your work and recommend to parents.