New technologies in the dow for the development of speech. Modern educational technologies for the development of coherent speech of preschoolers

Municipal budgetary preschool educational institution kindergarten No. 119 "Bee" Proletarsky district of the city of Tula

Seminar - workshop for teachers

"Technology speech development preschoolers.

Compiled by:

Sizova Tatyana Alexandrovna

One of the main indicators of the level of development of a child's mental abilities is the richness of his speech, so it is important for adults to support and ensure the development of mental and speech abilities of preschoolers.

At present, in accordance with the Federal State Standards for the structure general education program preschool education educational area "Development of speech" involves:

possession of speech as a means of communication and culture;

enrichment of the active dictionary;

development of coherent, grammatically correct dialogic and monologue speech;

development of speech creativity;

development of sound and intonation culture of speech, phonemic hearing;

acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

the formation of sound analytical-synthetic activity as a prerequisite for teaching literacy.

When working with children, it is necessary to pay great attention to speech development, therefore, from the previously developed methods for this problem, the following technologies can be applied in practice:

Teaching children to create figurative characteristics by compiling comparisons, riddles, metaphors.

Games and creative tasks for the development of expressiveness of speech.

Teaching children to compose creative stories based on a picture.

Teaching children the expressiveness of speech is one of the problems of preschool education. Under the expressiveness of speech is understood not only the emotional coloring of the sound, achieved by interjections, strength, timbre of the voice, but also the figurativeness of the word.

The work of teaching children figurative speech should begin with teaching children how to create comparisons. Then the ability of children to compose various riddles is worked out. On the final stage children 6-7 years old are quite capable of compiling metaphors.

Technology for teaching children to make comparisons.

Children's education preschool age Comparisons should start at the age of three. Exercises are carried out not only in the classroom for the development of speech, but also in their free time.

Comparison model:

The teacher names an object;

Denotes its sign;

Specifies the value of this attribute;

Compares the given value with the attribute value in another object.

At a younger preschool age, a model for compiling comparisons on the basis of color, shape, taste, sound, temperature, etc. is being worked out.

In the fifth year of life, the trainings become more complicated, more independence is given in making comparisons, and initiative is encouraged in choosing a sign to be compared.

In the sixth year of life, children learn to make comparisons on their own according to the criterion given by the educator.

The technology of teaching children how to make comparisons develops observation, curiosity, the ability to compare features of objects in preschoolers, enriches speech, and promotes motivation for the development of speech and mental activity.

The technology of teaching children to compose riddles.

Traditionally, in preschool childhood, work with riddles is based on guessing them. Moreover, the technique does not give specific recommendations on how and how to teach children to guess hidden objects.

Observations of children show that guessing occurs in the smartest preschoolers, as it were, by itself or by sorting through options. At the same time, most of the children in the group are passive observers. The teacher acts as an expert. The correct answer of a gifted child to a specific riddle is very quickly remembered by other children. If the teacher asks the same riddle after a while, then most of the children in the group simply remember the answer.

Developing mental capacity child, it is more important to teach him to make his own riddles than just to guess familiar ones.

The teacher shows a model for making a riddle and offers to make a riddle about an object.

Thus, in the process of compiling riddles, all mental operations child, he receives joy from speech creativity. Moreover, it is the most convenient way to establish work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without looking up from household chores, parents can play with the child in making riddles, which contributes to the development of attention, the ability to find the hidden meaning of words, wish to fantasize.

Technology of teaching children to compose metaphors.

As you know, a metaphor is the transfer of the properties of one object (phenomenon) to another on the basis of a feature common to both compared objects.

The mental operations that make it possible to compose a metaphor are fully assimilated by mentally gifted children as early as 4-5 years old. The main goal of the teacher is to create conditions for children to master the algorithm for compiling metaphors. If the child has mastered the model for compiling a metaphor, then he may well create a phrase of a metaphorical plan on his own.

It is not necessary for children to use the term "metaphor". Most likely, for children, these will be the enigmatic phrases of the Queen beautiful speech.

Method of creating metaphors (as artistic medium expressiveness of speech) causes particular difficulty in the ability to find the transfer of the properties of one object (phenomenon) to another on the basis of a feature common to the compared objects. Such a complex mental activity allows children to develop the ability to create artistic images that they use in speech as means of expression language. That allows you to identify children who are undoubtedly capable of creativity, and contribute to the development of talent in them.

Games and creative tasks for the development of expressiveness of speech, they are aimed at developing the skills of children to highlight the signs of objects, teach children to determine the object according to the description, highlight the characteristic specific meanings of the object, select different meanings to one sign, to reveal the signs of an object, to make riddles according to models.

The development of speech in a playful form of activity gives a great result: there is a desire of absolutely all children to participate in this process, which activates mental activity, enriches vocabulary children, develops the ability to observe, highlight the main thing, concretize information, compare objects, signs and phenomena, systematize the accumulated knowledge.

Teaching children to compose creative stories from a picture .

In terms of speech, children are characterized by the desire to compose stories on a specific topic. This desire should be fully supported and their skills of coherent speech should be developed. Pictures can be a great help for the teacher in this work.

The proposed technology is designed to teach children to compose two types of stories based on a picture.

1st type: "text of a realistic nature"

2nd type: "text of a fantastic nature"

Both types of stories can be attributed to creative speech activity of different levels.

The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child's education is carried out in the process of his joint activity with the teacher through a system of game exercises.

Technology for the development of speech and thinking through mnemonics.

Mnemonics is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.

Mnemotables - diagrams serve as didactic material when working on the development of coherent speech of children, to enrich vocabulary, when teaching how to compose stories, when retelling fiction, when guessing and guessing riddles, when memorizing poetry.

Technologies of mnemonics allow solving problems of development of all types of memory (visual, auditory, associative, verbal-logical, processing of various memorization techniques); development of figurative thinking;

development logical thinking(ability to analyze, systematize); development of various general educational didactic tasks, familiarization with various information; development of ingenuity, training of attention; development of the ability to establish causal relationships in events, stories.

Information and communication technologies allow you to make each lesson unconventional, bright, saturated, lead to the need to use various ways filing educational material to provide a variety of techniques and teaching methods.

Priority technologies for the speech development of a preschooler are also
1. TRIZ. (Theory of Inventive Problem Solving)
2. Logarithmics. (Speech exercises with movements)
3. Writing.
4. Fairy tale therapy. (Composing fairy tales by children)
5. Experimentation.
6. Finger gymnastics.
7. Articulation gymnastics.
Consider some word games using non-traditional techniques.
“Yes, no” \ the subject is thought about, a question is asked, we answer only “yes” or “no”. Scheme for the game: a circle divided into two parts - living, not living, depending on the age of the children, there are more divisions
« Name common signs»\ strawberry and raspberry, bird and man, rain and shower, etc.\
“How are they similar?” \ grass and frog, pepper and mustard, chalk and pencil, etc. \
“What is the difference?”\ autumn and spring, a book and a notebook, a car and a bicycle, etc.\
“How are they similar and how are they different?”\ kit-cat; mole cat; cat-current, etc.\
“Name the object by action.”
"Anti-action" \ pencil-eraser, dirt-water, rain-umbrella, hunger-food, etc. \
“Who will be who?”\ Boy-man, acorn-oak, sunflower seed, etc.\
“Who was who” \ horse-foal, table-tree, etc. \
"Name all the parts" \ bicycle → frame, handlebars, chain, pedal, trunk, bell, etc. \
“Who works where?” \ cook-kitchen, singer-stage, etc. \
“What was, what became” \ clay-pot, cloth-dress, etc. \
“So it was before, but now?”\ sickle harvester, torch-electricity, cart-car, etc.\
“What can he do?”\ scissors - cut, sweater - warm, etc. \
"Let's swap"\elephant→drenches→water, cat→licks→tongue→fur, etc.\

Writing fairy tales.
"Salad from fairy tales" \ mixing different fairy tales
“What will happen if?” \ The plot is set by the teacher
"Changing the nature of the characters" \ old fairy tale on new way
"Using Models" \ pictures- geometric figures
"Introduction to the fairy tale of new attributes" \ magic items, Appliances etc.\
"Introduction of new heroes" \ both fabulous and modern
"Thematic tales" \ flower, berry, etc. \

Composing poems.\ Based on Japanese poetry
1. The title of the poem.

2. The first line repeats the title of the poem.

3. The second line is the question, which one, which one?
4. The third line is an action, what feelings does it cause.
5. The fourth line repeats the title of the poem.

Riddles writing.
"Land of Mysteries"

City of simple riddles color, shape, size, substance
-city 5 senses \ touch, smell, hearing, sight, taste
- city of similarities and dissimilarity \ for comparison
-city of mysterious parts development of the imagination: streets of unfinished paintings, dismantled
objects, silent riddles and debaters
- the city of contradictions can be cold and hot - thermos \
- the city of mysterious affairs.

Experimentation.
"Modeling by little men"
gas formation, liquid, ice.
-more complex models: borscht in a bowl, an aquarium, etc.
-highest level: depicting relationships between objects \attracted, repelled, inactive\
"Dissolves, does not dissolve."
"Floats, sinks."
"Flowability of sand".
Examining the picture and compiling a story based on it \should take place in the game
“Who sees the picture like?” \ see, find comparisons, metaphors, beautiful words, colorful descriptions
"Live pictures"\ children depict objects drawn in the picture\
"Day and night" \ painting in a different light
« Classical paintings: "Cat with kittens" \\ the story of a little kitten, what he will grow up to be, find friends for him, etc.\

The system of exercises for the formation sound culture speech.
"Airplane" \ t-r-r-r \
"Saw" \ s-s-s-s \
"Cat" \ f-f, f-f \ phrasal, energetic.

Articulation.
"Yawning Panther", "Surprised Hippo", etc.\exercises to warm up the muscles of the neck\
"Snorting Horse", "Piglet", etc.\exercises for the lips\
"The longest tongue", "Needle", "Shovel", etc. \ exercises for the tongue, relaxation
articulation apparatus

Diction and intonation expressiveness.
Onomatopoeia with different strengths and voice heights \ funny and sad, affectionate, gentle song, whispered song, loud, hero's song.
Tongue twisters, tongue twisters, rhymes at a pace, any speech material.
Development of auditory perception whispering speech
“Who called?”, “Bring a toy”, “Call”, “What rustles?”, “What is that sound?”, “Repeat after me”, “Broken phone”.

Phonetic-phonemic hearing. Speech experimentation.
finger games with the word, games with the word and onomatopoeia, outdoor games with text, round dance games and round dance games based on nursery rhymes for young children "Bubble", "Loaf", etc. \

Minidramatizations, dramatizations.

Finger gymnastics.
"Rubbing" or "Sipping", "Spiders" or "Crabs" \ warming up each finger "Birds", "Butterflies", "Motors", "Fish" \ large and small, "House", etc.

Theory of Inventive Problem Solving.
TRIZ toolkit.
Brainstorming or collective problem solving.
A group of children is given a problem, everyone expresses their opinion on how to solve it, all options are accepted\there are no incorrect judgments\. When brainstorming, there may be a "critic" who expresses doubts that activate thought processes.

Focal object method \intersection of properties in one item
Any two objects are selected, their properties are described. In the future, these properties are used to characterize the object being created. We analyze the subject from the position of "good-bad". We draw the object.
Describe the properties of a banana, curved, yellow, tasty, and a round, wooden table.

Morphological analysis.
Creation of new objects with unusual properties, the choice of properties is random. We are building a house. Constituent elements: 1) color. 2) material. 3) form. 4) floors. 5) location.
(I live in blue wooden house, round shape, on the 120th floor, in the middle of a puddle).

system operator. \Perhaps, give a description of any subject.
A table of nine windows is compiled: past, present, future horizontally and vertically by subsystem, system and supersystem. An object is selected.
Unfold:
-properties, functions, classification.
-functions of parts.
-what place does it take in the system, communication with other objects.
- how the object looked before.
What parts does it consist of.
where they could meet him.
- what it can consist of in the future.
What parts will it consist of?
- where it can be found.

Synthetics \combining the incompatible\
- reception "Empathy" \ sympathy, empathy. "Depict the unfortunate animal what it is experiencing."
gold fish. \ Helps to understand the essence of magic, fairy tales, fiction.
Floor-by-floor construction \ drawing up a descriptive story about objects and phenomena of the surrounding world.
Canvas in the form of a house with a dormer window and nine pocket windows.
1) Who are you? 2) Where do you live? 3) What parts do you consist of? 4) What size? 5) What color? 6) What shape? 7) What does it feel like? 8) What do you eat? 9) What benefit do you bring?
Snowball.
Three scales are laid out in a circle, on which the letters of the Russian alphabet are located.
We come up with a name by connecting letters with strings \ name from 3 to 5 letters. Next We invent a friend for him → planted a tree → grew up → harvested fruits → made jam → invited a friend to a tea party, etc. \ the story is being saturated with objects and actions,
growing snowball.

The following technologies play a leading role in organizing work on the development of communication and speech:

technology of project activity;

technology for the development of children's speech creativity;

technology of group interaction of children;

technology of search and research activities;

technology for creating a children's portfolio;

collection technology;

information and communication technologies.

When choosing a technology, it is necessary to focus on the following requirements:

orientation of technology to the development of children's communication skills, education of a culture of communication and speech;

technology should be health-saving in nature;

the technology is based on personality-oriented interaction with the child;

implementation of the principle of the relationship between the cognitive and speech development of children;

organization of active speech practice of each child in various activities, taking into account his age and individual characteristics.

Sincwine - new technology in the development of speech of preschoolers.

Cinquain is a five-line poem without rhyme.

Work sequence:

The choice of words-objects. Differentiation "living" - "non-living" object. Statement of relevant questions (graphic image).

The selection of action words that produces given object. Asking relevant questions (graphic).

Differentiation of the concepts "words - objects" and "words - actions".

Selection of words - attributes to the object. Asking relevant questions (graphic).

Differentiation of the concepts "words - objects", "words - actions" and "words - signs".

Work on the structure and grammatical design of the sentence. (“words - objects” + “words - actions”, (“words - objects” + “words - actions” + “words - signs.”)

Pros of syncwine

The material studied in the lesson acquires an emotional coloring, which contributes to its deeper assimilation;

Knowledge about parts of speech, about the sentence is being worked out;

Children learn to observe intonation;

Vocabulary is significantly activated;

The skill of using synonyms and antonyms in speech is being improved;

Cogitative activity is activated and develops;

The ability to express one's own attitude to something is being improved, preparation for a brief retelling is being carried out;

Children learn to determine the grammatical basis of sentences ...

The above technologies have a significant impact on the development of speech in preschool children.

Modern educational technologies can help in the formation of an intellectually bold, independent, original thinking, creative, able to make non-standard decisions of the individual.

List of used literature

The development of speech and creativity of preschoolers: Games, exercises, notes of classes. Ed. Ushakova O.S.-M: TC Sphere, 2005.

Sidorchuk, T.A., Khomenko, N.N. Technologies for the development of coherent speech of preschoolers. Toolkit for teachers preschool institutions, 2004.

Ushakova, O.S. Theory and practice of the development of speech of a preschooler: Developing speech.-M: TC Sphere, 2008.

4. Akulova O.V., Somkova O.N., Solntseva O.V. et al. Theories and technologies for the development of speech in children of preschool age. - M., 2009

5. Ushakova O.S. The program for the development of speech of preschool children in kindergarten. - M., 1994

6. O.S. Ushakova, N.V. Gavrish "Introducing literature to preschoolers. + Lesson notes" - M., 2002

7. Sidorchuk T.A., Khomenko N.N. Technologies for the development of coherent speech of preschoolers. 2004, /tmo/260025.pdf

8. The development of speech and creativity of preschoolers: games, exercises, notes of classes / ed. O.S. Ushakova. - M., 2007

Natalya Isakova
Modern technologies of speech development of children in the context of the implementation of the Federal State Educational Standard preschool education

Slide 1 Hello, dear jury, dear colleagues! My name is Isakova Natalya Ivanovna. I represent preschool the level of school number 30 of the Voroshilovsky district.

Slide 2 I bring to your attention the topic of methodological associations: « Modern technologies of speech development of children in the context of the implementation of the Federal State Educational Standard of preschool education».

Slide 3 "Pedagogy should focus not on yesterday, on tomorrow's day of children's development Only then will it be able to bring to life in the process of learning those processes that now lie in the zone of the nearest development» L. S. Vygotsky

In the Federal State Standard preschool education« Speech development» highlighted as main educational area. Speech is the basis for development all other types of children's activities: communication, cognition, cognitive research and even play. In this connection development the child's speech becomes one of actual problems in my activity. The main task speech development of a preschool child age is the possession of the norms and rules of the language, determined for each age stage, and development their communication abilities.

Slide 4 Factors affecting child's speech development:

1. Emotional communication with the child from the moment of birth.

2. Creation conditions to interact with other children.

3. Joint games adult and child.

4. Adult speech is an example to follow. 5. Development fine motor skills hands. 6. Satisfaction of the child's curiosity, answers to all his "why". 7. Reading fiction. 8. Learning poetry. 9. Telling verses with your hands. 10. Joint field trips, excursions, museum visits.

The aim of my work on speech development of preschool children age is the formation of the initial communicative competence of the child - his ability to solve game, educational, everyday tasks through speech. I aim to develop in children fluency in language skills speech etiquette , the ability to focus on the characteristics of the interlocutor, take into account conditions of the situation in which communication takes place. Factors affecting speech development you can see on the screen.

Slide 5 Working on a problem speech development in preschool children, teachers often make mistakes of the following nature, we have made an analysis in our preschool organization:

Teachers talk too much themselves, do not provide active children's speech practice. Often, when posing a question, they do not allow the child to think, they are in a hurry to answer themselves, or vice versa, they “pull out” the answer. It is important to ensure speech activity of all children.

At children are not formed, in due measure, the ability to listen to others. speech activity is not only speaking, but also listening, perception of speech. It is important to accustom children listen to the teacher the first time.

Teachers repeat children's answers, and children do not get used to speaking clearly, loudly enough, understandable for listeners.

Very often, teachers require only "full" answers from the child. Answers children can be short and deployed. The answer depends on the type of question.

MOST RELEVANT TECHNOLOGIES IN THE CONDITIONS OF THE IMPLEMENTATION OF THE REQUIREMENTS OF THE GEF:

Health saving technology

Information and communication technology

Development technology critical thinking

Design technology

Gaming technology

Cooperation Pedagogy

Group technology.

Personally oriented

Organization speech development of children in my activity involves the search for effective technologies for the development of children's speech. innovative technology is a system of methods, ways, methods of teaching, educational resources aimed at achieving a positive result through dynamic changes in personal child development in modern conditions.

When choosing technology should focus on the following requirements:

orientation technology not for training, and on development communication skills children

education of culture of communication and speech;

technology should be health-saving in nature;

basis technology constitutes a personality-oriented interaction with the child;

implementation the principle of the relationship between cognitive and speech development of children;

organization of an active speech practice of each child in different activities, taking into account his age and individual characteristics.

In our opinion, the defining moment in the successful solution of problems speech development of preschool children age is right choice pedagogical technologies, which would be not only adequate to the age possibilities children, but also made it possible to easily solve speech tasks in different forms ah work with children. Selection Requirements technologies you see on the screen.

In connection with the foregoing, I bring to your attention the disclosure of the following technologies used in my practice

Slide 8 ABC of COMMUNICATION

Goals technology:

the formation of children ideas about the art of human relationships, emotional and motivational attitudes towards oneself, others, peers and adults;

creating the experience of adequate behavior in society and preparing the child for life.

First technology that I want to talk about is "ABC of communication". The main authors of the program are Lyudmila Mikhailovna Shipitsyna, Oksana Vladimirovna Zashchirinskaya (co-authors Alla Voronova, Tatyana Nilova).

Usage Technology"ABC of communication"

allowed us develop interpersonal skills children from 3 to 6 years old with peers and adults.

The result of the implementation technology"ABC of communication" understanding and acceptance of the idea became - Learn children love and understand people, and there will always be friends next to you! If you don't understand the other person, you will have problems. The central idea for us was the establishment of mutual understanding between parents, children and teachers.

To solve these problems in my work, I use the following forms educational activities : - educational games(verbal, role-playing, theatrical); - etudes, improvisations; - observations, walks, excursions; - modeling and analysis of communication situations; - writing stories, etc.

The theory of inventive problem solving, or TRIZ - the field of knowledge about mechanisms development of technical systems and methods for solving inventive problems.

TRIZ-RTV TECHNOLOGY

The main stages of the TRIZ methodology

1. Search for the essence

2. "Mystery of the Double"

3. Resolution of contradictions

(with the help of games and fairy tales).

I would also like to note that the most effective are technologies for the development of children's speech developed on the basis of TRIZ methods and techniques (theory of inventive problem solving) and RTV (development of creative imagination)

Author technology TRIZ is Soviet (Russian) inventor and patent expert Genrikh Saulovich Altshuller, who was convinced that it was possible to identify from the experience of predecessors steadily repeating methods of successful inventions and the opportunity to teach this technique all interested and capable of learning. Now it We also use technology, teachers. Based on his findings, they created their own methodological manual « Technologies for the development of coherent speech of preschoolers» Tatyana Aleksandrovna Sidorchuk and Nikolai Nikolaevich Khomenko, having introduced into this manual and RTV technologies.

The main stages of the TRIZ methodology

1. Search for the essence

Children are faced with a problem (A question to be answered.) And everyone is looking different variants decisions, what is the truth.

2. "Mystery of the Double". At this stage, we identify contradiction: good bad

For example: the sun is good and bad. Good - warms, bad - can burn

3. Resolution of these contradictions (with the help of games and fairy tales).

For example: you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.

I also give children tasks for reflection, for example:

How to transfer water in a sieve (change the state of aggregation - freeze water) ; (ANSWER)

Slide 10 Next technology to which I would like draw your attention is syncwine. I spoke in detail about syncwine at the master class, so now I will briefly touch on it. Cinquain is an unrhymed 5-line poem that absolutely everyone can compose. This is a huge plus in terms of maintaining the self-esteem of the child. Sinkwine helps my children implement their intellectual capabilities, to replenish vocabulary for compiling a brief retelling; helps develop speech and thinking through play. I often use the compilation of a syncwine as a final task on the material covered, for reflection, analysis and synthesis of the information received.

MNEMOTECHNIQUE -(Greek) – "the art of memory" is a system of methods and techniques that ensure the successful memorization, preservation and reproduction of information.

This system methods contributes

development different types memory

(auditory, visual, motor, tactile);

thinking, attention, imagination and speech development of preschoolers.

I actively use visual modeling methods in my work. « mnemonics»

Methods mnemonics very effective in teaching children retelling works of fiction, when memorizing poetry. Moreover, the monitoring showed us the effectiveness of the implementation of methods and techniques mnemonics and in cognitive activity, and in development correct self-esteem children.

Slide 12 Authors: Valentina Konstantinovna Vorobyeva, who developed sensory-graphic schemes; Tatyana Alexandrovna Tkachenko, author of the object-schematic model; Vadim Petrovich Glukhov, who proposed the use of block squares; Tatyana Vasilievna Bolsheva introduced collage into « mnemonics» , Lyudmila Nikolaevna Efimenkova, who proposed a scheme for compiling a story. The main authors of mnemotables are presented on the screen. You may well make your own.

« mnemonics» uses the natural memory mechanisms of the brain and allows you to fully control the process of storing, storing and recalling information. Usage mnemonics in the speech development of preschool children age promotes creative cognition preschoolers phenomena mother tongue, building independent coherent statements, enriching vocabulary.

slide 13 for children junior and middle preschool age, we use colored mnemotables, since in memory children remain separate faster images: red fox, herringbone - green. For older children, we offer schemes in one color so as not to distract attention from the brightness of symbolic images. mnemonics we use in the form of mnemonic squares, mnemonic tables, mnemonic tracks. We compose mnemotables for Russian folk tales, riddles, counting rhymes, poems.

For readers children I suggest memorizing poems or fairy tales by keywords.

Linguistic games

"Name the common features" (strawberry and raspberry, bird and man, rain and shower, etc.).

"How similar?" (grass and frog, pepper and mustard, chalk and pencil, etc.).

"What is the difference?" (autumn and spring, book and notebook, car and bicycle, etc.).

"How are they similar and how are they different?" (whale - cat; cat-mole; cat-current, etc.).

"Anti-action" (pencil - eraser, dirt - water, rain - umbrella, hunger - food, etc.).

"Who will be who?" (a boy is a man, an acorn is an oak, a seed is a sunflower, etc.).

"Who Was Who" (a horse is a foal, a table is a tree, etc.).

"What was, what became" (clay - pot, fabric - dress, etc.).

"What can he do?" (scissors - cut, sweater - warm, etc.).

improvement speech activity of preschoolers is to create an emotionally favorable situation conducive to the desire to actively participate in speech communication.

Back to main activities preschooler relate the game and communication, therefore, game communication is the necessary basis within which the formation and improvement of child's speech activity.

Using the linguistic games presented in this technology, allows develop different kinds speech activity, it is easy and free for each child to show intellectual initiative, which is a specific continuation of not just mental work, but cognitive activity, not conditioned neither practical needs nor external evaluation.

Slide 15 Task for audience: name the complete proverb (for 2 given words)

For example, dear colleagues, I offer you such an exercise.

Let's try to fully name the proverbs in two words.

CLICK - Family, soul

CLICK - Family together - soul in place

CLICK - House, walls

CLICK – Houses and walls help

CLICK - Feeds, spoils

CLICK - Work feeds, and laziness spoils

CLICK - Time, hour

CLICK - Business - time, fun - an hour.

Wonderful!

Slide 17 I suggest you complete a linguistic task.

Each word must be replaced with the opposite in meaning and get the name of the fairy tale.

CLICK - Hatless Dog, CLICK - Puss in Boots

CLICK - Red mustache, CLICK - blue beard

CLICK - Beautiful chicken, CLICK - ugly duckling

CLICK - Silver Hen, CLICK - Golden Cockerel

CLICK - Black shoe, CLICK - Little Red Riding Hood

Slide 18 Rules for the brave and stubborn teachers:

Plan work for development of speech is not sometimes not often, but very often.

Never answer your own question. be patient and you wait for that that your children will respond to it.

Never ask a question that can be answered "Yes", or "No". It does not make sense.

If the story did not work out or turned out with difficulty - smile, because it's great, because success is ahead

Having analyzed collected material, my colleagues and I implement modern technologies in your practice including parents in this activity. And today we already see positive results in the manifestation of creative, speech activities of our students.

Summing up, we can say that the above technology have a significant impact on speech development of preschool children especially our institution. Today we need people who are intellectually courageous, independent, thinking in an original way, creative, able to make non-standard decisions and not afraid of it. Help in the formation of such a personality can modern educational technologies and some rules that you see on the screen.

Slide 19 Sources...

This concludes my speech.

Slide 20 Thank you for your attention and I wish you all bold creative achievements.

Elena Bludova
The use of innovative technologies in the process of educational activities for the speech development of preschoolers

Master class "The use of innovative technologies in the process of educational activities for the speech development of preschoolers within the framework of the Federal State Educational Standard of Education"

The purpose of the master class:

Raise professional level teachers;

Formation of experience in the use of innovative technologies in the process of educational activities for the speech development of preschoolers within the framework of the Federal State Educational Standard.

Tasks:

1. Demonstration of work experience on the use of innovative technologies in the process of educational activities on the speech development of preschoolers in the framework of the Federal State Educational Standard

2. Stimulation of cognitive interest, development of conditions for planning, self-organization and self-control in the field of pedagogical activities with preschoolers.

3. Implementation of an individual campaign in relation to each participant of the master class, tracking positive results activities of each teacher.

Material and equipment:

1. Laptop and projector.

2. Presentation on the topic.

3. Photo games and educational activities.

4. Attributes to role-playing games.

5. Brochures.

Master class progress:

Topic: "The use of innovative technologies in the process of educational activities for the speech development of preschoolers within the framework of the Federal State Educational Standard of Education"

opening speech:

Good afternoon, dear colleagues!

I would like to start my speech with the words of E.I. Tiheeva: "We must introduce children to the treasury of our richest language, but for this

we ourselves must know how to use its treasures."

You will most likely agree with me that the most optimal condition development of children's speech communications, stands cultural environment, bearing in itself signs, symbols and samples speech as a means and form of communication. It is no coincidence that it is believed that a person’s speech is his calling card, and the teacher’s speech is his face. A teacher who speaks fluently and correctly using methods and techniques for the development of speech of preschoolers, is now a rarity. Exactly speech development considered today by both researchers and authors various programs as a dominant of the formation of a communicative culture at the level preschool education.

Today I want to show you some innovative technologies in the development of speech of preschool children age in the context of the introduction of federal state educational standards for preschool education and, like me use them in practice.

In this regard, I would like to ask you question: what according to the Federal State educational standard preschool education(FGOS DO) includes « speech development» ?

(teachers think, discuss)

Quite right, this:

Possession of speech as a means of communication and culture;

Enrichment of the active dictionary;

communication development, grammatically correct dialogic and monologue speech;

development of speech creativity;

development sound and intonation culture of speech, phonemic hearing;

Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

Formation of sound analytic-synthetic activity as a prerequisite for teaching literacy.

Now let's determine together what affects speech development of preschoolers?

The research hypothesis is that targeted diverse the work of the educator with children with the help of various innovative and developing technologies in the process of OA, use of various forms of work with parents and teachers will lead to positive dynamics of indicators speech development of preschoolers.

For us teachers preschool education it is necessary to be able not only to freely navigate in a wide range contemporary technologies but also to implement them effectively.

Based on the analysis of pedagogical technologies conducted by G. N. Selevko, we can distinguish the main technology used in the system preschool education, you see them on the slide.

- developmental learning technologies,

- technology problem learning,

Gaming technology,

Computer technology,

Health saving technology

Alternative technology.

Game pedagogical technology

What is the main form of work with children preschool age and leading view activities? Of course, it's a game. If the game is the main view child's activities, then the teacher needs to build his own activity based on it. The peculiarity of the pedagogical game is that it is cognitively directed and has a goal, objectives and results.

To gaming technologies include:

Games on development of fine motor skills;

Theatrical games;

Didactic games;

Role-playing games.

Innovative gaming technologies are technologies that have appeared relatively recently. In my practice I I use the following innovative game techniques: games "Train", "Salad from fairy tales". I will introduce you to them now.

Purpose of the game "Train"(otherwise called "Head - body - tail") - determining the place of sound in a word. Attached to the board drawn train: head and 2 wagons, each of which has pockets. I distribute pictures to the guys and give exercise: locate the sound A (for example) in words. In accordance with the place of the sound, the picture is placed in the desired car. This game is useful in preparing children for learning to read and write.

The game "Salad from fairy tales" helps develop not only the speech of the child, but also memory, thinking, fantasy. The meaning of the game is that you can compose your own fairy tale by mixing the characters of different fairy tales. Let's try (on the screen pictures with depicting fairy tales, teachers are trying to compose a new fairy tale).

The implementation of game techniques and situations takes place according to such basic directions:

The didactic goal is set for children in the form of a game task;

educational activities obeys the rules of the game;

development material is used as its means;

AT educational activities an element of competition is introduced, which translates the didactic task into a game one.

Technology problem-based learning is based on theoretical positions American philosopher, psychologist and teacher D. Dewey.

Today, problem-based learning refers to such an organization educational activities, which involves the creation of problem situations under the guidance of the educator and active independent pupils' activities, which results in speech development.

In my work I I use the game"What to do, if…"

And now I invite you to play with me.

I will name the words, if the word has a B sound, stand up if P - sit down: train, butterfly, cabbage, field, bun, wagon, sugar, book ...

Of course, the question arises, what to do if the given sound is not in the word? So way we not only develop attention but also encourage children to speech activity. This game can use in class instead of a physical minute.

Health saving technology

The goal of health-saving educational technologies training - to ensure the possibility of maintaining health during the period of training and education, to form the necessary knowledge, skills and abilities for a healthy lifestyle, teach use acquired knowledge in everyday life. To health-saving technologies can be:

Articulation gymnastics;

Finger gymnastics;

Su-Jok-therapy;

Breathing exercises;

Gymnastics for the eyes;

Rhythmoplasty, etc.

In my work, in addition to the main methods, I I use the game"Chants - whispers - silences". On a signal, children perform certain tasks: if I show a green card - children are allowed to move, run, talk loudly, etc., if the card yellow color- then you can no longer run, you can walk calmly, you can only speak in a whisper, if the card is red, then the children should sit down and silently listen to the necessary information. Such a game can also be played as a physical minute.

Alternative technology

AT broad sense under alternative technologies it is customary to consider those that oppose the traditional system of education by any of its sides, whether it be goals, content, forms, methods, attitudes, positions of participants in the pedagogical process. From this point of view, every innovation may qualify for the status of an alternative technology.

Technology TRIZ - the theory of inventive problem solving - I started use very recently.

The goal of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of what is happening processes. The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge, reveal the truth to him, he should teach him to find it. If a child asks a question, do not immediately give a ready-made answer. On the contrary, one should ask him what he himself thinks about it. Invite him to discuss. And lead with leading questions to ensure that the child himself finds the answer. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where you need to find the answer, i.e., to some extent, repeat the historical path of cognition and transformations object or phenomenon.

The motto of the Trizovites is "You can say everything!"

I am doing this work step by step:

At STAGE 1. To teach to find and resolve contradictions in the objects and phenomena that surround him, develop systems thinking, i.e. the ability to see the environment in the relationship of all components.

At STAGE 2. Teach children to invent objects with new properties and qualities: For example, a new toy.

At STAGE 3. We solve fairy-tale problems and invent new fairy tales.

At STAGE 4. I teach children to find a way out of any difficult situation.

You can play with the children in the game that has already become popular "Answer on the Forehead". Its purpose is to guess the object according to the description of the comrades. Let's try! (playing with teachers)

Another game for TRIZ technologies -"Tales from living drops and blots".

First you need to teach children to make blots (black, multicolored). Then even a three-year-old child, looking at them, can see images, objects or their individual parts and answer questions: “What does your or my inkblot look like?” Who or what does it remind you of?, then you can proceed to the next step - tracing or drawing a blot. Images of “live” drops, blot help compose a fairy tale. This game develops not only speech, thinking, but also the self-blowing blot is peculiar breathing exercises.

Developmental learning technologies.

At the core technology development learning lies in the theory that originates in the works of I. G. Pestalozzi, K. D. Ushinsky and others, which was continued by L. S. Vygotsky, he wrote: "Pedagogy should focus not on yesterday, but on the future of children's development”, i.e. on an essential feature developmental learning.

What could be an important sign? developmental learning? What creates the zone of proximity development evokes, induces, sets in motion internal processes of mental neoplasms in preschoolers? Of course, the game again!

I want to introduce you to some unusual, innovative games which I I use in my work.

"Magic Rings"- this game is built on the method mnemonics. It helps memorize small poems with the help of rings with image certain items. This game can also use as a finger exercise.

Who lives in the village?

Couch potato is a red cat.

little calf,

yellow chicken,

white sheep,

Mouse under the roof!

One, two, three, four, five,

Who lives in the forest?

Under a snag - an old mole,

Behind the mountain fox,

In the spruce forest - elk.

Under the bush - a fox,

On a pine - a titmouse!

One, two, three, four, five,

Let's bend our fingers

Another one technique -"Drudles". This technology allows you to develop thinking, imagination, fantasy, the result of the work - collective viewing and discussion of drawings - develops children's speech.

Drudles - pictures from depicting different shapes sometimes seeming rather abstract. Each picture is a small game in which you have to think of something shown in the picture. You can offer several different interpretations for images. If you manage to see something in a drudle picture that others don't see - congratulations - you are the owner of original creative thinking! Now I will give you drudles, your task is to finish them. (teachers are working)

innovative technology"Scribing"– process visualization of complex content in a simple and accessible way, during which the sketch images occurs right during the transmission of information. Scribing can be performed not only in the form of a drawing, but also in the form of appliqué, modeling, plasticineography, etc.

So way, usage scribing in the formation of coherent speech of children significantly increases the effectiveness memorization process, increases its volume, enriches vocabulary, develops coherent speech, contributes to the transfer of text by children in accordance with its content and develops the creative imagination of preschoolers.

"Grateful Bear". A girl walks through the forest, and a bear meets her, walking on two legs like a man. The girl was frightened, she wanted to run away, but she could not move from her place from fear. And the bear came up and stretched out its paw. The girl is looking, and there is a splinter in her paw. She pulled out a splinter, the bear bowed and went into the forest.

No one in the village believed her, and she went back to the forest. She raised her eyes, and in front of her was a bear. He holds a large beehive with honey in his paws. He placed a beehive in front of the girl, bowed again, and went into the forest.

The whole village ate this honey.

This concludes my tutorial. I hope it was useful for you. In this regard, I ask you to mark your place on the ladder of success.

All participants of the master class are awarded certificates.

Municipal budgetary preschool institution

" Sun"

Presentation on the topic:

"Technologies of speech development of preschoolers"

Compiled by:

Senior teacher Leshukova A.N.

At present, in accordance with the Federal State Standards for the structure of the general educational program of preschool education, the educational area "Speech Development" involves:

possession of speech as a means of communication and culture;
enrichment of the active dictionary;
development of coherent, grammatically correct dialogic and monologue speech;
development of speech creativity;
development of sound and intonation culture of speech, phonemic hearing;
acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
the formation of sound analytical-synthetic activity as a prerequisite for teaching literacy.

Teaching children to create figurative characteristics by compiling comparisons, riddles, metaphors.

Games and creative tasks for the development of expressiveness of speech.

Teaching children to compose creative stories based on a picture.

The work of teaching children figurative speech should begin with teaching children how to create comparisons. Then the ability of children to compose various riddles is worked out. At the final stage, children of 6-7 years old are quite able to compose metaphors.

Technology for teaching children to make comparisons.

Teaching preschool children how to make comparisons should start at the age of three. Exercises are carried out not only in the classroom for the development of speech, but also in their free time.

Comparison model:

The teacher names an object;

Denotes its sign;

Specifies the value of this attribute;

Compares the given value with the attribute value in another object.

At a younger preschool age, a model for compiling comparisons on the basis of color, shape, taste, sound, temperature, etc. is being worked out.

In the fifth year of life, the trainings become more complicated, more independence is given in making comparisons, and initiative is encouraged in choosing a sign to be compared.

In the sixth year of life, children learn to make comparisons on their own according to the criterion given by the educator.

The technology of teaching children to compose riddles.

Developing the mental abilities of a child, it is more important to teach him to make his own riddles than just to guess familiar ones.

The teacher shows a model for making a riddle and offers to make a riddle about an object.

Thus, in the process of compiling riddles, all the mental operations of the child develop, he receives joy from speech creativity. In addition, this is the most convenient way to work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without looking up from household chores, parents can play with the child in making riddles, which contributes to the development of attention , the ability to find the hidden meaning of words, the desire to fantasize.

Technology of teaching children to compose metaphors.

As you know, a metaphor is the transfer of the properties of one object (phenomenon) to another on the basis of a feature common to both compared objects.

It is not necessary for children to use the term "metaphor". Most likely, for children, these will be the mysterious phrases of the Queen of Beautiful Speech.

The method of creating metaphors (as an artistic means of expressiveness of speech) causes particular difficulty in the ability to find the transfer of the properties of one object (phenomenon) to another based on a feature common to the compared objects. Such a complex mental activity allows children to develop the ability to create artistic images that they use in speech as expressive means of language. That allows you to identify children who are undoubtedly capable of creativity, and contribute to the development of talent in them.

Games and creative tasks for the development of expressiveness of speech, they are aimed at developing the skills of children to highlight the signs of objects, teach children to determine the object according to the description, highlight the characteristic specific meanings of the object, select different values for one sign, identify the signs of the object, make riddles according to models.

The development of speech in a playful form of activity gives a great result: there is a desire of absolutely all children to participate in this process, which activates mental activity, enriches children's vocabulary, develops the ability to observe, highlight the main thing, concretize information, compare objects, signs and phenomena, systematize accumulated knowledge .

Teaching children to compose creative stories from a picture .

The proposed technology is designed to teach children to compose two types of stories based on a picture.

1st type: "text of a realistic nature"

2nd type: "text of a fantastic nature"

Both types of stories can be attributed to creative speech activity of different levels.

Technology for the development of speech and thinking through mnemonics.

Mnemonics is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of a story, the preservation and reproduction of information, and of course the development of speech.

Mnemotables - schemes serve as didactic material when working on the development of coherent speech of children, to enrich vocabulary, when teaching how to compose stories, when retelling fiction, when guessing and guessing riddles, when memorizing poems.

development of logical thinking (ability to analyze, systematize); development of various general educational didactic tasks, familiarization with various information; development of ingenuity, training of attention; development of the ability to establish causal relationships in events, stories.

Information and communication technologies allow you to make each lesson unconventional, bright, rich, lead to the need to use different ways of presenting educational material, provide for a variety of techniques and teaching methods.

Priority technologies for the speech development of a preschooler are also
1. TRIZ. (Theory of Inventive Problem Solving)
2. Logarithmics. (Speech exercises with movements)
3. Writing.
4. Fairy tale therapy. (Composing fairy tales by children)
5. Experimentation.
6. Finger gymnastics.
7. Articulation gymnastics.
Consider some word games using non-traditional techniques.
“Yes, no” \ the subject is thought about, a question is asked, we answer only “yes” or “no”. Scheme for the game: a circle divided into two parts - living, not living, depending on the age of the children, there are more divisions
“Name the common features” \ strawberry and raspberry, bird and man, rain and shower, etc. \
“How are they similar?” \ grass and frog, pepper and mustard, chalk and pencil, etc. \
“What is the difference?”\ autumn and spring, a book and a notebook, a car and a bicycle, etc.\
“How are they similar and how are they different?”\ kit-cat; mole cat; cat-current, etc.\
“Name the object by action.”
"Anti-action" \ pencil-eraser, dirt-water, rain-umbrella, hunger-food, etc. \
“Who will be who?”\ Boy-man, acorn-oak, sunflower seed, etc.\
“Who was who” \ horse-foal, table-tree, etc. \
"Name all the parts" \ bicycle → frame, handlebars, chain, pedal, trunk, bell, etc. \
“Who works where?” \ cook-kitchen, singer-stage, etc. \
“What was, what became” \ clay-pot, cloth-dress, etc. \
“So it was before, but now?”\ sickle harvester, torch-electricity, cart-car, etc.\
“What can he do?”\ scissors - cut, sweater - warm, etc. \
"Let's swap"\elephant→drenches→water, cat→licks→tongue→fur, etc.\

Writing fairy tales.
"Salad from fairy tales" \ mixing different fairy tales
“What will happen if?” \ The plot is set by the teacher
"Changing the nature of the characters" \ old fairy tale in a new way
"Using models" \ pictures - geometric shapes
"Introduction to the fairy tale of new attributes" \ magic items, household appliances, etc. \
"Introduction of new heroes" \ both fabulous and modern
"Thematic tales" \ flower, berry, etc. \

Composing poems.\ Based on Japanese poetry
1. The title of the poem.

The first line repeats the title of the poem.

3. The second line is the question, which one, which one?
4. The third line is an action, what feelings does it cause.
5. The fourth line repeats the title of the poem.

Riddles writing.
"Land of Mysteries"

Experimentation.
"Modeling by little men"
gas formation, liquid, ice.
-more complex models: borscht in a bowl, an aquarium, etc.
-highest level: depicting relationships between objects \attracted, repelled, inactive\
"Dissolves, does not dissolve."
"Floats, sinks."
"Flowability of sand".
Examining the picture and compiling a story based on it \should take place in the game
“Who sees the picture like?” \ see, find comparisons, metaphors, beautiful words, colorful descriptions
"Live pictures"\ children depict objects drawn in the picture\
"Day and night" \ painting in a different light
« Classical paintings: "Cat with kittens" \\ the story of a little kitten, what he will grow up to be, find friends for him, etc.\

A system of exercises for the formation of a sound culture of speech.
"Airplane" \ t-r-r-r \
"Saw" \ s-s-s-s \
"Cat" \ f-f, f-f \ phrasal, energetic.

Articulation.
"Yawning Panther", "Surprised Hippo", etc.\exercises to warm up the muscles of the neck\
"Snorting Horse", "Piglet", etc.\exercises for the lips\
"The longest tongue", "Needle", "Shovel", etc. \ exercises for the tongue, relaxation
articulation apparatus

Diction and intonation expressiveness.
Onomatopoeia with different strengths and voice heights \ funny and sad, affectionate, gentle song, whispered song, loud, hero's song.
Tongue twisters, tongue twisters, rhymes at a pace, any speech material.
Development of auditory perception whispering speech
“Who called?”, “Bring a toy”, “Call”, “What rustles?”, “What is that sound?”, “Repeat after me”, “Broken phone”.

Phonetic-phonemic hearing. Speech experimentation.
Finger games with a word, games with a word and onomatopoeia, outdoor games with text, round dance games and round dance games based on nursery rhymes for young children "Bubble", "Loaf", etc. \

Minidramatizations, dramatizations.

Finger gymnastics.
"Rubbing" or "Sipping", "Spiders" or "Crabs" \ warming up each finger "Birds", "Butterflies", "Motors", "Fish" \ large and small, "House", etc.

Theory of Inventive Problem Solving.
TRIZ toolkit.
Brainstorming or collective problem solving.
A group of children is given a problem, everyone expresses their opinion on how to solve it, all options are accepted\there are no incorrect judgments\. When brainstorming, there may be a "critic" who expresses doubts that activate thought processes.

Focal object method \intersection of properties in one item
Any two objects are selected, their properties are described. In the future, these properties are used to characterize the object being created. We analyze the subject from the position of "good-bad". We draw the object.
Describe the properties of a banana, curved, yellow, tasty, and a round, wooden table.

Morphological analysis.
Creation of new objects with unusual properties, the choice of properties is random. We are building a house. Constituent elements: 1) color. 2) material. 3) form. 4) floors. 5) location.
(I live in a blue, wooden house, round, on the 120th floor, in the middle of a puddle).

Synthetics \combining the incompatible\
- reception "Empathy" \ sympathy, empathy. "Depict the unfortunate animal what it is experiencing."
Gold fish. \ Helps to understand the essence of magic, fairy tales, fiction.
Floor-by-floor construction \ drawing up a descriptive story about objects and phenomena of the surrounding world.
Canvas in the form of a house with a dormer window and nine pocket windows.
1) Who are you? 2) Where do you live? 3) What parts do you consist of? 4) What size? 5) What color? 6) What shape? 7) What does it feel like? 8) What do you eat? 9) What benefit do you bring?
Snowball.
Three scales are laid out in a circle, on which the letters of the Russian alphabet are located.
We come up with a name by connecting letters with strings \ name from 3 to 5 letters. Next We invent a friend for him → planted a tree → grew up → harvested fruits → made jam → invited a friend to a tea party, etc. \ the story is being saturated with objects and actions,
growing snowball.

The following technologies play a leading role in organizing work on the development of communication and speech:

technology of project activity;

technology for the development of children's speech creativity;

technology of group interaction of children;

technology of search and research activities;

technology for creating a children's portfolio;

collection technology;

information and communication technologies.

When choosing a technology, it is necessary to focus on the following requirements:

orientation of technology to the development of children's communication skills, education of a culture of communication and speech;

technology should be health-saving in nature;

the technology is based on personality-oriented interaction with the child;

implementation of the principle of the relationship between the cognitive and speech development of children;

organization of active speech practice of each child in various activities, taking into account his age and individual characteristics.

Sincwine - new technology in the development of speech of preschoolers.

Cinquain is a five-line poem without rhyme.

Work sequence:

The choice of words-objects. Differentiation "living" - "non-living" object. Statement of relevant questions (graphic image).

Selection of action words that this object produces. Asking relevant questions (graphic).

Differentiation of the concepts "words - objects" and "words - actions".

Selection of words - attributes to the object. Asking relevant questions (graphic).

Differentiation of the concepts "words - objects", "words - actions" and "words - signs".

Work on the structure and grammatical design of the sentence. (“words - objects” + “words - actions”, (“words - objects” + “words - actions” + “words - signs.”)

Pros of syncwine

The material studied in the lesson acquires an emotional coloring, which contributes to its deeper assimilation;

Knowledge about parts of speech, about the sentence is being worked out;

Children learn to observe intonation;

Vocabulary is significantly activated;

The skill of using synonyms and antonyms in speech is being improved;

Cogitative activity is activated and develops;

The ability to express one's own attitude to something is being improved, preparation for a brief retelling is being carried out;

Children learn to determine the grammatical basis of sentences ...

The above technologies have a significant impact on the development of speech in preschool children.

Modern educational technologies can help in the formation of an intellectually bold, independent, original thinking, creative person who can make non-standard decisions.

List of used literature

The development of speech and creativity of preschoolers: Games, exercises, notes of classes. Ed. Ushakova O.S.-M: TC Sphere, 2005.
Sidorchuk, T.A., Khomenko, N.N. Technologies for the development of coherent speech of preschoolers. Methodological guide for teachers of preschool institutions, 2004.
Ushakova, O.S. Theory and practice of the development of speech of a preschooler: Developing speech.-M: TC Sphere, 2008.
Akulova O.V., Somkova O.N., Solntseva O.V. et al. Theories and technologies for the development of speech in children of preschool age. - M., 2009
Ushakova O.S. The program for the development of speech of preschool children in kindergarten. - M., 1994
O.S. Ushakova, N.V. Gavrish "Introducing literature to preschoolers. + Lesson notes" - M., 2002
Sidorchuk T.A., Khomenko N.N. Technologies for the development of coherent speech of preschoolers. 2004, /tmo/260025.pdf
The development of speech and creativity of preschoolers: games, exercises, notes of classes / ed. O.S. Ushakova. - M., 2007

« Modern technologies of speech development of children in the context of the implementation of the Federal State Educational Standard of preschool education ».

“Pedagogy should focus not on yesterday, on the future of children'sdevelopmentOnly then will it be able to bring to life in the process of learning those processes that now lie in the zone of the nearestdevelopment» L. S. Vygotsky

In the Federal State Standardpreschool education« Speech development » highlighted as maineducational area. Speech is the basis fordevelopmentall other types of children's activities: communication, cognition, cognitive research and even play. In this connectiondevelopmentthe speech of the child becomes one of the urgent problems in my work. The main taskspeech development of a preschool childage is the possession of the norms and rules of the language, determined for each age stage, anddevelopmenttheir communication abilities.

Factors affectingchild's speech development:

1. Emotional communication with the child from the moment of birth.

2. Creationconditionsto interact with other children.

3. Joint games of an adult and a child.

4. Adult speech is an example to follow.

5. The development of fine motor skills of the hands.

6. Satisfaction of the child's curiosity, answers to all his "why".

7. Reading fiction.

8. Learning poetry.

9. Telling verses with your hands.

10. Joint field trips, excursions, museum visits.

The aim of the work onspeech development of preschool childrenage is the formation of the initial communicative competence of the child - his ability to solve game, educational, everyday tasks through speech.

Working on a problemspeech development in preschool children, teachers often make mistakes of the following nature, we have made an analysis in ourpreschool organization:

Teachers talk too much themselves, do not provide activechildren's speech practice. Often, when posing a question, they do not allow the child to think, they are in a hurry to answer themselves, or vice versa, they “pull out” the answer. It is important to ensurespeech activity of all children.

Atchildren are not formed, in due measure, the ability to listen to others.speechactivity is not only speaking, but also listening, perception of speech. It is important to accustomchildrenlisten to the teacher the first time.

Teachers repeat children's answers, and children do not get used to speaking clearly, loudly enough, understandable for listeners.

Very often, teachers require only "full" answers from the child. Answerschildrencan be short anddeployed. The answer depends on the type of question.

MOST RELEVANTTECHNOLOGIES IN THE CONDITIONS OF THE IMPLEMENTATION OF THE REQUIREMENTS OF THE GEF:

Health savingtechnology

Information and communicationtechnology

Development technologycritical thinking

Designtechnology

Gamingtechnology

Grouptechnology.

Personally oriented

Organizationspeech development of childrenprovides for the search for effectivetechnologies for the development of children's speech. innovativetechnologyis a system of methods, ways, methods of teaching,educational resourcesaimed at achieving a positive result through dynamic changes in personalchild development in modern conditions.

When choosingtechnologyyou need to focus on the following requirements:

Orientationtechnology not for training, and ondevelopmentcommunication skillschildreneducation of culture of communication and speech;

Technologyshould be health-saving in nature;

basistechnologyconstitutes a personality-oriented interaction with the child;

Implementationthe principle of the relationship between cognitive andspeech development of children;

Organization of an activespeechpractice of each child in different activities, taking into account his age and individual characteristics.

ABC OF COMMUNICATION

Goalstechnology: forming ychildrenideas about the art of human relationships, emotional and motivational attitudes towards oneself, others, peers and adults; creating the experience of adequate behavior in society and preparing the child for life.

Firsttechnology- this is"ABC of communication" . The main authors of the program are Lyudmila Mikhailovna Shipitsyna, Oksana Vladimirovna Zashchirinskaya(co-authors Alla Voronova, Tatyana Nilova) .

Usagetechnology"ABC of communication" alloweddevelopinterpersonal skillschildrenfrom 3 to 6 years old with peers and adults.

The result of the implementationtechnology"ABC of communication" understanding and acceptance of ideas has become - learnchildrenlove and understand people, and there will always be friends next to you! If you don't understand the other person, you will have problems. The central idea for us was the establishment of mutual understanding between parents, children and teachers.

To solve these problems, the following forms are used in the workeducational activities: - educational games(verbal, role-playing, theatrical) ; - etudes, improvisations; - observations, walks, excursions; - modeling and analysis of communication situations; - writing stories, etc.

TRIZ TECHNOLOGY

The theory of inventive problem solving, or TRIZ - the field of knowledge about mechanismsdevelopment of technicalsystems and methods for solving inventive problems.

TRIZ-RTV TECHNOLOGY

The main stages of the TRIZ methodology

1. Search for the essence

2. "Mystery of the Double"

3. Resolution of contradictions

(with the help of games and fairy tales) .

I would also like to note that the most effective aretechnologies for the development of children's speechdeveloped on the basis of TRIZ methods and techniques(theory of inventive problem solving) and RTV( development of creative imagination )

AuthortechnologyTRIZ is Soviet(Russian) inventor and patent expert Genrikh Saulovich Altshuller, who was convinced that it was possible to identify from the experience of predecessors steadily repeating methods of successful inventions and the opportunity to teach thistechniqueall interested and capable of learning. Now itWe also use technology, teachers. TRIZ forpreschool childrenage is a system of games, activities and tasks that can increase the effectiveness of the program,diversifytypes of children's activitiesdevelop creative thinking in children, technologyallows naturalwayimplement a person-centered approach, which is especially relevant in the context ofGEF preschool education.

The main stages of the TRIZ methodology

1. Search for the essence

Children are faced with a problem(A question to be answered.) And everyone is looking for different solutions, what is the truth.

2. "Mystery of the Double" . At this stage, we identify the contradiction: good-bad

For example : the sun is good and bad. Good - warms, bad - can burn

3. Resolution of these contradictions(with the help of games and fairy tales) .

For example : you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.

Also, children can be given tasks for reflection,for example :

How to transfer water in a sieve(change the state of aggregation - freeze water) ; (ANSWER)

Next technology - this is a syncwine.

Cinquain is an unrhymed 5-line poem that absolutely everyone can compose. This is a huge plus in terms of maintaining the self-esteem of the child. Sinkwine helps childrenimplementtheir intellectual capabilities, to replenish vocabulary for compiling a brief retelling; helpsdevelopspeech and thinking through play. Drawing up a syncwine is used as a final task on the material covered, for reflection, analysis and synthesis of the information received.

MNEMOTECHNIQUE - (Greek) – "the art of memory" is a system of methods and techniques that ensure the successful memorization, preservation and reproduction of information.

This system of methods contributesdevelopment of different types of memory

(auditory, visual, motor, tactile) ;

thinking, attention,imagination and speech development of preschoolers.

Visual modeling methods are actively used in the work« mnemonics »

Methodsmnemonicsvery effective in teachingchildrenretelling works of fiction, when memorizing poetry. Moreover, the monitoring showed us the effectiveness of the implementation of methods and techniquesmnemonicsboth in learning anddevelopmentcorrect self-esteemchildren.

The authors : Valentina Konstantinovna Vorobyeva, who developed sensory-graphic schemes; Tatyana Alexandrovna Tkachenko, author of the object-schematic model; Vadim Petrovich Glukhov, who proposed the use of block squares; Tatyana Vasilievna Bolsheva introduced collage into« mnemonics » , Lyudmila Nikolaevna Efimenkova, who proposed a scheme for compiling a story. The main authors of mnemotables are presented on the screen. You may well make your own.

« mnemonics » uses the natural memory mechanisms of the brain and allows you to fully control the process of storing, storing and recalling information. Usagemnemonics in the speech development of preschool childrenage promotes creative cognitionpreschoolersphenomena of the native language, the construction of independent coherent statements, the enrichment of vocabulary.

Forchildrenjunior and middlepreschoolage, colored mnemonic tables are used, since in the memory ofchildrenremain separate fasterimages: fox - red, herringbone - green. For older children, we offer schemes in one color so as not to distract attention from the brightness of symbolicimages. mnemonicswe use in the form of mnemonic squares, mnemonic tables, mnemonic tracks. We compose mnemonic tables for Russian folk tales, riddles, counting rhymes, poems.

For readerschildrenyou can offer memorization of poems or fairy tales by keywords.

Linguistic games

"Name the common features" (strawberry and raspberry, bird and man, rain and shower, etc.) .

"How similar?" (grass and frog, pepper and mustard, chalk and pencil, etc.) .

"What is the difference?" (autumn and spring, book and notebook, car and bicycle, etc.) .

"How are they similar and how are they different?" (whale - cat; cat-mole; cat-current, etc.) .

"Anti-action" (pencil - eraser, dirt - water, rain - umbrella, hunger - food, etc.) .

"Who will be who?" (a boy is a man, an acorn is an oak, a seed is a sunflower, etc.) .

"Who Was Who" (a horse is a foal, a table is a tree, etc.) .

"What was, what became" (clay - pot, fabric - dress, etc.) .

"What can he do?" (scissors - cut, sweater - warm, etc.) .

Technology activating learning of speech as a means of communication (author Olga Afanasievna Belobrykina)

improvementspeech activity of preschoolersis to create an emotionally favorable situation conducive to the desire to actively participate inspeech communication.

Back to main activitiespreschoolerrelate the game and communication, therefore, game communication is the necessary basis within which the formation and improvement ofchild's speech activity.

Using the linguistic games presented in thistechnology, allowsdevelop various types of speech activity, it is easy and free for each child to show intellectual initiative, which is a specific continuation of not just mental work, but cognitive activity, notconditionedneither practical needs nor external evaluation.

Task foraudience : name the complete proverb(for 2 given words)

For example, dear colleagues, I offer you such an exercise.

Let's try to fully name the proverbs in two words.

CLICK - Family, soul

CLICK - Family together - soul in place

CLICK - House, walls

CLICK – Houses and walls help

CLICK - Feeds, spoils

CLICK - Work feeds, and laziness spoils

CLICK - Time, hour

CLICK - Business - time, fun - an hour.

Wonderful!

I suggest you complete the linguistic task.

Each word must be replaced with the opposite in meaning and get the name of the fairy tale.

CLICK - Hatless Dog, CLICK - Puss in Boots

CLICK - Red mustache, CLICK - blue beard

CLICK - Beautiful chicken, CLICK - ugly duckling

CLICK - Silver Hen, CLICK - Golden Cockerel

CLICK - Black shoe, CLICK - Little Red Riding Hood

Rules for the brave and stubbornteachers :

Plan work fordevelopment of speech is not sometimesnot often, but very often.

Never answer your own question. be patient and youwait for thatthat your children will respond to it.

Never ask a question that can be answered"Yes" , or"No" . It does not make sense.

If the story did not work out or turned out with difficulty - smile, because it's great, because success is ahead

Having analyzedcollected material, my colleagues and I implementmodern technologies in your practiceincluding parents in this activity. And today we already see positive results in the manifestation of creative,speechactivities of our students.

Summing up, we can say that the abovetechnologyhave a significant impact onspeech development of preschool childrenespecially our institution. Today we need people who are intellectually courageous, independent, thinking in an original way, creative, able to make non-standard decisions and not afraid of it.