It is in the pre-school time that the child takes a period of active learning of the language, which is spoken by his close. First, the baby simply repeats the words, and a little later will begin to actively study the phonetics, grammar and vocabulary of his own speech. Learn the most competent and well to speak the child is preferably prior to admission to the first class of high school. Problems with understanding speech, pronunciation separate sounds May become a serious cause of child failure to avail. As a statement that we write as hearing, especially relevant for young children. Therefore, a child who can not competently pronounce the word, can never write it correctly. However, with solving problems of pronunciation, new tasks will come. They are to teach the baby to fully enjoy their vocabulary, it is not just good to talk, but also to properly state their thoughts. Parents must prepare their little child to school, direct all the strength and opportunities for speech development. Cognitive-speech development of preschoolers, which is realized not only in Duo, but also at home by parents will help in this matter. We will talk more about this topic in our article.

What is the cognitive and speech development

The cognitive development of the child is to motivate its cognitive activity, development of curiosity, imagination. During the events of cognitive development, the preschooler receives primary information about himself, the ideas about the people around people, studying the relationship between objects, different in shape, color, appointment. The child learns to distinguish between the concepts of rhythm, tempo, time, space. Special place B. cognitive development It takes a study of information about the homeland, the origin and traditions of its own people, the features of the edge in which the child lives. Attention is paid to the planet itself as the habitat and the common house of all mankind, the diversity of the nations, its inhabiting.
If we talk about goal speech DevelopmentAs part of the cognitive process, then it has a rather clear definition. So, the preschooler must learn how to own his own speech, using it as not only tool to communicate with other people, but also cultural enrichment, replenish your own vocabulary stock. It is important that the baby learned to express himself well, grammatically correctly, could not only speak a monologue, but also correctly support the dialogue. The development of intonation, phonetics, formation of correctly sound analytical activity plays a big role in this issue. That is why parents are recommended to study books with a child, to teach poems and songs, read children's literature aloud.

Cognitive-speech development of preschoolers of different age categories

When you are engaged in your child, remember that the Justice worldview differs from the process of knowing any information by an adult person. So, we, adults, know the mind of the mind, and children - emotions. Often the child does not matter what you say, it may not remember the information at all, but its intonation filing, expressive coloring, the mood is definitely caught. Remember that the information feed in the game will reach "to the addressee" faster than just reading dry facts. First of all, the baby perceives the attitude, and only then some information with it is associated. This feature of the perception of information relates to all children of preschool age.
Let's talk more about other age features:

Attention was assigned the status of one of the most significant components of cognitive activity. This mental process Allows people to choose an object ...

1. Baby 3 years old. The baby can not comprehend the hide characteristics of the object and build logical chains. Items, phenomena, objects in understanding the child are concrete, and most importantly, individual components. What is the kid at the moment play, interacts, he knows. It cannot comprehend the hidden characteristics, but this does not mean that it will not be interesting for him. Therefore, to put questions: "Why is it?" Why is it? "," What inside? "," How to use it? " etc. Must adults. Answer them will have to be adults, but the demonstration will surely attract the attention of the baby and interest it.
2. Child 4 years. Physiology does not stand still, the child is growing actively and develops, physiological changes in the cerebral cortex occur. Mental processes acquire a more predictable nature, they are improved, it becomes better, richer, emotionally developed. At the age of 4 years, the baby is still best to perceive the information filed in the game form. But at this age, he is already starting to catch the meaning of the word and can correctly understand his promise.
3. Child 5 years. The child of 5 years has already accumulated a certain luggage of knowledge. The speech of the baby becomes more developed, he can already speak complex suggestions, clearly formulate its own thoughts. The level of intellectual development already allows you to enter into the lexicon of the baby and begin to study with him the concepts of time, symbols, signs. So, at this age, you can learn with a child a globe, climatic zones, road signs, etc.
4. Child 6 years old. The preschooler has already accumulated a lot of knowledge for his life. You can try to trace the appearance of certain interests and addictions to one or another classes. The hexlet absorbs something new, "like a sponge," but it is not always able to streamline information. If you do not help the baby with this, then the knowledge gained easily will be forgotten. Therefore, it is important to help find causal relations between the phenomena and the objects of our world, to form together with the child a positive and negative assessment of the events occurring.

The vocabulary of the kid to enter the first class should include about 4,000 words.It is necessary to strive to eliminate speech disorders from him and constantly enrich his personal "dictionary" synonyms, descriptions, additions. Before sending a child to school, it is necessary to prepare a preschooler for mental activity, teach us to use your own knowledge.

The tasks of the cognitive activity of the child

Let's try to formulate the most important tasks that pursue cognitive-speech activities. They always need to remember adults to direct the gameplay in the "right direction". It:

• Enrichment of the emotional experience of the child in the process of direct interaction with objects, people, environmental phenomena.
• Enrichment of the cognitive sphere through classes, experimental activities, observations of the surrounding phenomena.
• Adult assistance in streamlining a child of information about the surrounding reality.
• Formation of world integrity representations.
• Enrichment of the vocabulary of the child.

All goals are aimed at the development of cognitive-speech activities of the baby in different aspects of his life.

We rarely think about why our children love to play, and that, in fact, they give them a game. And the games are needed by kids, and a variety of. Just because they are ...

Is it possible to develop a speech without a cognitive process?

The concept of development of speech and cognitive process is inextricably and used together for no accident. It is impossible to develop a speech, not including it in a cognitive process. And vice versa. The cognitive process ideally must be accompanied by the development of speech. How competent will be the toddler, what turnover it will use to clarify his thoughts depends on the "quality" of the cognitive process.
So, if a preschooler will spend most of the time next to people (family, educators in Dow), which competently say, have a clear pronunciation of all sounds, then such a speech culture is transferred to him. Subconsciously kids perceive speech close to the sample and involuntarily copy it. You probably could notice such a feature with our children.
It is for this reason that the teacher who deals with your child would have the right, accurate, logical speech. I would speak expressively and purely.
But not only the surrounding people affect the development of speech. This feature applies to the surrounding space. The child will not talk in the "naked" walls. Therefore, the space in which he "dwells" should be rich in didactic games, posters and other visual material. The more enriched the surrounding situation, the more opportunities in the child will be for speech development.

How to correctly organize the objective environment

If we talk about DOU, the principles of the organization of the developing environment in groups are formulated clearly and are actively used in practice. Parents can likely in a similar way and at home to organize a personal kid's personnel.
What are these principles:

1. "Activity".In the corner of a group or children's room, a space is organized for manifestation by a child's own activity. These are sports zones, "houses", etc.
2. "Position in interaction." Space for communicating a child with adult "TET-A-TET" for optimal contact.
3. "Stability-dynamic". Corner for quiet games, creative activities. It can be a table or a drawing board, board games.
4. "Flexible zoning" for a group of kindergarten or family, in which more than 2 children live. For each area of \u200b\u200bthe child's activity, there must be a certain zone, then children will be able to deal with every business, without interfering with each other. For example, the corners of the "hospital", "Domika", "Railway", "Drawing", etc.

If the developing environment is organized according to the principles described above, the child will be tuned to training. Moreover, he will feel psychological protected.

What you need to know about didactic games

Didactic games It is occupied by a special place in the cognitive-speech education of children of preschool age. Only through the game, repeatedly participating in it, the child remembers the information, it is firmly absorbed.Depending on the purpose of the game, the child learns to memorize, analyze, compare, compare, classify, allocate the quality of items. These games include "Find the same items", "pick up the form", "pick up the color", "find out the description", "Remember and repeat", etc.
By the way, according to the requirements of Sanpinov in Doe classes Such games, that is, oriented to a cognitive-speech block, can only be carried out from Tuesday and on Thursday, until noon. It is these days that are considered the most successful for training and are characterized by the high efficiency of children. And in order for the baby, learning does not bother, there was no overwork, classes for informative and speech development is recommended to alternate with physical education, musical lessons, organize for kids dynamic pauses.

3

0

The development of cognitive-speech activity of preschoolers through the formation of communicative abilities.

Teacher-speech therapist, Ma Dow DS of the city of Nizhnevartovsk

№ 48 "Golden Cockerel"

It is an indispensable condition and a necessary component of the implementation of any activity, including communicative. The child gradually masters the speech, developing in social in nature and multifaceted in its nature of joint activities with adults and peers. In the process of implementing increasingly complex activities at each subsequent stage, more and more cognitive tasks occur in front of it, requiring them to address them speech Communication. The child consistently forms funds, techniques and methods of communication (communication). As its need increases in communication, which in turn stimulates the accumulation and development of speech skills and skills. These skills that are forming spontaneously, "adjacent" to the needs of communication, are at the same time still not enough for the transition to new activities - training. In preschool children, you can form the skills associated with conscious orientation into language validity, if you make a subject of conscious analysis of the verbal composition of speech, i.e. Means of communication. At this stage, the help of adults is important - work (classes, games, exercises), aimed at correction, development, improvement of existing and on the formation of new skills and skills necessary for full-fledged communication and subsequent school learning. The formation of speech skills and skills begins on the word material and statement.

An important section is the development of the lexic side of speech. The child should be able to learn and understand the words that hear; Select the necessary words and use them; Group in lexico-grammatical categories. It is necessary to form and develop the structure of words, subject matter, summarizing the function of the word, on the basis of which the child learns to allocate properties and signs. This work has a child opportunities for the development of phrase speech, because The ability to allocate in the object of properties, features, the actions of this subject form the basis for building a statement about this subject. Warning is required and to the formation, i.e. To the connection of words (coordination, control, adjoining). By working out various types of combinations of words, children are formed the ability to properly build proposed-case combinations. A targeted work is needed to build and use forms of nouns, adjectives, verbs. Work on the proposal should provide for its deployment, distribution and intonation design.

Then transition to connected speech. In this work, children are activated: they should now make the subject of awareness and self-development of thought in a connected statement and funds that this connection is achieved.

At the same time, when improving speech skills and skills, the development of creative speech skills of children is envisaged. It is especially important to pay attention to this when working on dialogues, retelling, drawing up stories; Wider practicing tasks like: "Continue the story", "Make a story on top", "Make a more complete story", etc. The efficiency of work is largely determined by both the child himself participates in the speech process, what is the degree of its initiative. Adult must send this process so. So that children are increasingly actively participating in communicative operations. This work activates memory and attention, develops more complex skills that require accounting for communication situations. Therefore, at every lesson, in the game, communicative and informative tasks with a support for the conscious activity of the child should be solved. Work on the semantic side of speech and its structural elements (among them: Comprehension of the intonational side of the statement, recognition of close or complex words, understanding of grammatical forms and structural structures) is carried out at the stage of teaching children of dramatization, in theatrical activity. First, it is better to use small finished dialogues and dialogues from fairy tales. Then there are small fairy tales and stories with a dialogic speech, understandable and interesting plot. A great preliminary work is needed with children: reading fairy tales and stories, conversations for their content, retelling, inventing fairy tales, drawing up stories.

It is important to strive for every occupation, the game, the joint activities of the adult and the child wearing a gaming nature and at the same time had educational and developing goals.

Activities should be emotionally painted, should attract children, cause live interest. For successful implementation The tasks are required multidimensional, colorful, scientifically based didactic material created or selected by teachers and parents.

Formation of lexico-grammatical language

"How many words?"

Purpose: consolidate the concept of "word"

Adult shows the subject (picture) and calls the word. Then children repeat. They answer how many words were called.

Game "Who is it? What is it?"

Purpose: Secure in children the concept of "word" denoting a living or inanimate subject.

Children ask questions to pictures with animated objects "Who is it?", With inanimate

"What is it?"

"Who does what?"

Purpose: Secure in children the concept of a word that means action.

Children answer the question: "What does?", Looking at the actions of children, pictures. Then they themselves

The game "What is he?"

Purpose: consolidate the concepts of words denoting signs of the subject. Children answer about the subject: "What?" And they themselves set questions.

Game "What do you have?"

Objective: Teach children correctly form nouns in calls for units. The number "I have a ball", and the child is multiple "I have balls"

"What do you need"

Objective: Teach children to choose the names of nouns in pick up and call pictures: The plane needs a pilot; The hammer is needed carpenter, etc.

Game "Fish, Beasts, Birds"

Purpose: fix in the active dictionary of children nouns on the topics of "fish", "beasts", "birds"

Children walk in a circle, repeat: "Fish, birds, beasts ..." The presenter unexpectedly stops on someone and he calls the corresponding word (from those "fish" or "beasts", or "birds")

"What is it?"

Purpose: consolidate in children summarizing concepts.

Children in a circle - the teacher throws the ball and calls the word from some generalizing category (color "toys", "furniture", etc.), the child must call the word-generalization.

The game "What is the same color?"

Purpose: to teach children to use adjectives in speech, correctly coordinate them with nouns in kind, the number, the case.

An adult shows any color, the child must call the items of the same color. Red - red flower, red T-shirt, etc.

The game "Who is like moving?"

Objective: Teach children to properly use the verbs of the present time. Adult asks how the butterfly, hare, sparrow, etc. move moving.

Game "hide and seek"

Objective: Teach children call quantitative and ordinal numerals.

The child recalculates objects or pictures on the table. Then lay out them in different places, saying: "The first kitten hid behind the chair, the second kitten hidden under the closet," etc.

Words, suggestions, communication of words in the sentence

The game "Who is better?"

Purpose: consolidate in children the concept of word and suggestion.

In children at 2 (3) subject pictures. It is necessary to make proposals with these words. Bear, Forest - Bear lives in the forest.

Game "Picture offers"

Objective: Teach children to draw up common proposals for the story picture.

Children view the storybook, answer questions, more and more

offers.

Who! - Fedya - what does? - Wallows flowers - where? - In the garden - when? - Summer - in the summer of Fedya

flowers in the garden.

Game "What?"

Purpose: Teach children to use a simple common offer with an addition, standing in the tr.

The child is given a substantive picture, he answers the question:

What are the saw? - Sawing than sew? - seamstress sew needle

The game "Who is sitting?"

Objective: Teach children to enjoy in speech pretext on.

In a storyline, children come up with suggestions, answering the question: "Who is sitting on?"

A squirrel sits on a branch. Nina sits on a chair.

COMPLEX SENTENCES

The game "Who Who Who?"

Objective: Teach children to draw up complex suggestions. Children distribute two pictures with animals and ask for proposals: the cow of the calves, and the goat goats.

Formation of connected speech

Where are you going to be a bear?

• In the city of the Christmas tree see.
• Why do you need her?
• New year to meet time.
• Where do you put it?
• I'll take it to my house in housing
• Well, did not cut down in the forest?
• I feel sorry to look better. Conversation with cat
• Why are you a black cat?
• Lasil at night.
• Why are you white now?
• From the pot sour cream ate.
• Why did you become gray?
• Dog in dust filled me
• So what color are you?
• I don't know it myself.

Belkin pockets

• Protein, where is your warehouse mushroom?
• On the pockets of the oaks!
• Where is DOMISKO?
• In pine.
• And bed?
• Bed to me.

Frog shopping

• Where are you coming from, pig frog?

• From the bazaar home, dear girlfriend.
• What did you buy?
• In total, therefore: I bought a quail, kva-salt and quadshka.

Fox and hedgehog

• All of you, hedgehog, and good and fit
• Yes, the spines do not to face
• And what, Fox, I'm prickly with spines, or what?
• Yes, not that ugly.
• Or maybe I'm clumsy?
• Yes, not that awkward!
• Well, what am I with spines?
• Yes, some kind of you with them, brother, inedible.

Retells of fairy tales and stories

The game "Spores of Animals" The story of K. Ushinsky

Purpose: teach children to consistent retelling, dramatization; To form the skills of theatrical activity.

A cow, a horse and a dog argued among themselves, who of them loves the owner more.

• Of course, I, - says the horse. - I drive him from the forest from the forest. He himself goes to the city: I would have disappeared without me.
• No, I, - Turn the dog. - I am His home dereg. Handshed the owner of this dispute and says:
• Stop arguing empty: all of you, and each of you is good in place.

Literature:

1. Familiarization of the preschooler with a sound word

2. Preparation for literacy in kindergarten

Golubva Svetlana Pavlovna
Position: Educator
Educational institution: MDOU Kindergarten №47 "Gobelki"
Locality: Surgut
Name of material: Seminar
Subject: Development of educational and speech activity of preschoolers by means of design - research activities.
Publication date: 31.10.2016
Section: preschool education

Development of educational and speech activity of preschoolers by means

design research activities.
The development of informative - speech activities is one of the most important sections of pre-school pedagogy and the mental development of the child is directed. The better the informative-speech activities of children will be organized, the higher the guarantees of the success of school learning.
Work with children in informative-speech development includes:
- by familiarization with the world, mathematics, the development of speech on the basis of an active method; -Soble project and research activities of children and teachers; - Using and games for the development of the intellectual sphere of all sides of speech in all age groupsoh; -Sectal activity; -Correction work on the development of speech and speech communication; -Sef-fantasy; -Sley activities in the corner of the book (conversations, mini quiz, memorizing poems, reading, modeling fairy tales, drawing up stories).
Takes used in the formation of cognitive-speech

development
: -Clisual observations, viewing of paintings, demonstration of films, slides, presentations. -Practical exercises, games, experiments and experiments, modeling, project activityResearch and search activities. - Wonder-story, reading, questions, conversations, use of the artistic word. Develop a child's speech, not including it in cognitive activity is impossible, because Speech is accompanied and improving the cognitive activities of children, making it more focused and conscious. It is known that pre-school age is a favorable period for the development of all sides of speech, expanding and enriching children's ideas about the diversity of the world around. Therefore, the task of a kindergarten is not to quickly teach the child to write and count, and to enrich his speech and ideas about the world around, teach to see in it patterns. Academic teachers identified pedagogical conditions that ensure the sufficiently stable cognitive interests of preschoolers. This is:  Creation of a enriched subject-spatial environment;  inclusion in the content of classes;
 Creating problematic search situations;  involvement in the performance of creative tasks;  integration of diverse activities;  Organization of experimentation; Improving the quality of education is impossible without developing and implementing modern pedagogical technologies, one of which is research and project activities. In the federal state educational standard for pre-school education, a project activity, which is also a specific activity of preschoolers, is also named for the basic forms of the educational process. Children - inquisitive researchers of the surrounding world. This feature is laid in them from birth. So what kind of design is a comprehensive activity, the participants of which automatically (without a specially proclaimed didactic task by the organizers) master new concepts and ideas about various areas of life: production, personal, socio-political (E.S. Evdokimov). In other words, it is a variety of (integrated) activities to achieve a specific purpose. The author - Evdokimova Elena Sergeyevna offers its own type of types of projects, relevant to pre-school education: 1.
By dominant method
: Research, informational, creative, game, adventure, practical oriented. 2.
By the nature of the content
: Include a child and his family, a child and the street, a child and a man-made world, a child, society and culture. 3.
By the nature of the participation of the child in the project
: Customer, expert, performer, participant from the origin of the idea before receiving the result. four.
By the nature of the contacts
: carried out inside one age group, in contact with another age group, inside DOU, in contact with family, cultural institutions, public organizations (Open project) 5.
By number of participants
: Individual, pair, group and frontal. 6.
By duration
: Short-term, medium duration and financial. Research tasks are specific for each age. The smaller the child, the easier the project. In the junior preschool age, the following tasks are resolved during the project development:
 develop the skills of children's entry into a problem gaming situation, here the leading role is given to the teacher;  intensify the desire to look for ways to resolve the problem situation together with the teacher;  Form the initial prerequisites for research activities, etc. Estimated participation in practical experiments. In the older preschool age, more complex tasks are set:  to form research prerequisites, intellectual initiative;  Develop the ability to identify possible methods for solving a problem with an adult, and then independently;  Develop a desire to enjoy special terminology, keep a constructive conversation in the process of joint research activities. This approach in the end allows each child:  learn to unite information from various areas of knowledge based on a single project;  develop natural curiosity and interest in self-acquisition;  Increase the level of communicability.
Work on the project is distributed in stages as follows:
Stage I: includes the activities of the teacher - the wording of the problem, the determination of the goal and tasks, the selection of the material; The activities of children are entry into the problem. At the stage stage: practical activities occur to achieve the goal (reading of books, dramatization, registration of results in the form of newspapers and albones, joint activities of children and adults). On the III stage: the result of the project is presented - in the form of registration of the presentation, show, theatrical presentation. It is important that the project topic goes from children, so we begin the choice of topics with the study of the interests of children. The "Three Question" method allows you to take into account the knowledge of children on a particular topic and choose ways to know the new: what do I know about ...? What else do I want to know about ...? How can I find out? Based on the responses of children, activities are planned in activity centers. In any case, the topics based on the interests of children provide the best motivation and most successful training. Project activities implemented through different forms of work in the centers of activity gives each child to choose that way
knowledge that is organiced to him. At the same time, acting in its direction (someone sculpts, draws someone doing experiments, someone "publishes" a book, someone bakes a culinary masterpiece, someone designs someone solves the task of the composition Numbers), all together receive maximum information, clearly presented results disclosing this topic from different sides. - It is going to enrich the memory of the child, its mental processes are activated, since it constantly arises the need to perform operations of analysis and synthesis, comparisons and classifications, generalizations and extrapolation. The child is developing, since he needs to give a report on seen, to formulate the detected patterns and conclusions, to build a speech statement in a situation of communication, to negotiate with peers during activities, to talk about the work done. - Children's research activity is also important for the formation of independence, goaling, ability to convert any items and phenomena to achieve a certain result. - In the process of research project activities, the emotional scope of the child is developing, creative abilities, labor skills are formed, health is strengthened by increasing the overall level of motor activity. - When using research and design technology in educational activities, children appear, attractiveness to the process of knowledge increases, motivation increases educational activities. And most importantly - helps to develop a free creative personality, capable of actively acting, not standard to think, find original solutions to any life problems. The Chinese proverb says: "Tell me - and I will forget, show - I will remember, let me try - and I will understand!" Those., We can say that everything is digested firmly and for a long time when the child not only hear and sees, but will do himself. Now dear teachers let's play the game that can be organized during project activities.
Formulation of the problem:
What falls faster: coin or small piece of paper? We will answer this question, but before we do several experiments.

Purpose:
To identify that the shape and weight of the falling body does not play values.
Move:
1. Take a ten-ended coin in one hand, and to another - a small piece of paper. We will release both items at the same time. We can easily note that the coin quickly reached the floor, and the leaf - slowly planning, will fall much later. It may seem that the subject falls faster than he is heavier. 2. But let's try to throw a tablespoon and coin at the same time. We will find that they will touch the floor at the same time. Despite the fact that a spoon is heavier than coins. 3. The impact of this contradiction is that the paper sheet is much more difficult than the mute, overcome the resistance of the air, since the surface of such a piece is very large. If we ride this sheet into a small ball, we will see that it falls as quickly as a coin. Paper ball almost will not experience air resistance.
Output:
When there is no air resistance - the shape and weight of the incident body do not play any role. - Put your speech I would like the parable of "happiness." God blinded a man from clay, and he remained unused piece. "What else to make you? God asked. - "Tangle I am happiness," the man asked. God said nothing and only put a person in the palm of the remaining piece of clay. It is easy to understand the essence of this parable, everything is in our hands. Here on such a positive note we are completing. Good luck in all your affairs, sculpt your happiness yourself.

Lyapunova Tatyana Aleksandrovna
Position: Educator
Educational institution: MBDOU "Teremok"
Locality: City of Noyabrsk
Name of material: Seminar - Workshop
Subject: "Development of speech activity of preschool children"
Publication date: 24.06.2017
Section: preschool education

Seminar - Workshop

"Development of children's speech activity

preschool age "

Prepared:

Lyapunova TA

06/20/2017 year

Purpose: To form representations of educators on development opportunities

speech activity of preschool children,

develop the ability to discuss and coordinate the proposed questions on

cognitive and speech development of preschoolers;

create a creative search for creative search for the most effective

forms and methods of working with children.

It is not by chance that a human speech is his business card,

since on how correctly it is expressed, its success does not depend

only in everyday communication, but also in professional activities.

Especially relevant this statement in relation to the speech of the teacher,

working with preschool children.

Educators ask children samples of the right literary speech:

Our speech should be clear, clear, colorful, complete, grammatically

proper;

The speech includes a variety of samples of speech etiquette.

speech etiquette formula:

to whom you say

what you say

where you say

why do you say

which of this will be the consequences.

Children like sponges absorb strongly all that surrounds them, so

control your speech, behavior, because a personal example for a child

combuth thousands of words. The child absorbs the so-called

"Mother's way," imitating adults, so it is important that he

i heard not only the right, but also a polite speech.

Today, the problem of developing speech activity of children is facing

teachers are particularly acute. Methods and receptions are quite widely discussed,

means and conditions for the development of children's speech activity.

Highlight three groups of methods- Visual, verbal and practical.

Visual methodsused in kindergarten more often. Used as

immediate and indirect methods.

Directly refers to the method of observation and its variety:

excursions, room inspections, viewing of natural items. These

methods are aimed at accumulating speech content.

Mediated methods are based on the application of the visual

visuality. This is a viewing of toys, paintings, photos, description

paintings and toys, told toys and paintings. They are used

to consolidate knowledge, dictionary, the development of a summary function of the word,

training of connected speech

Slible methods: This is reading and taking artistic

works, memorizing, retelling, summarizing the conversation,

talking without support for visual material. In all verbal methods

reviews are used: show items, toys, paintings,

view illustrations as the age features of small

children and nature of the very word require visibility.

Practical methodsare aimed at applying speech skills and skills and

their improvement. Practical methods include various

didactic games, dramatization games, plotting games,

stage, didactic exercises, Horing games. They are

used to solve all speech tasks.

Mastering the speech occurs in the process of communication and in the course of knowledge

child reality. Adult organizes both material and linguistic

wednesday, fascinates in joint activities and acts as a sample, alive

the carrier of those abilities that the baby will have to master. Pedagogue -

sample speech culture. At the same time, for the teacher, the development of children's speech is one of

the most important goals of work, but there are no such goals for the children. For them we are not

the goal, and the means of implementing their needs for communicating, in the game, in knowledge.

Therefore, the main form of training will not be so many special classes,

how much natural life Children's group. But this life is also organized and

proceeds in various forms. We list the main.

Communication:unprepared and prepared. "Live" communication with

rules, so-called etiquette. Communication by phone.

Educational situations, inweaken on the initiative of an adult or

child where baby can show speech activity

Games.Speech actions as part of speech behavior. Role-playing games.

The speech behavior of the child in plot and theatrical and theatrical

games. Theatrical games as a means of developing connected speech.

Work: Labor and speech actions.

Leisure. Singing and entertainment as an effective form of training

One of the most effective means of informative-speech development

preschoolers are a game.

Why? (Answers)

The game - leading activity, in the course of which mental

neof formation

The game - The most affordable type of activity

The game - method of processing impressions from the surrounding world and

IN game all directions are involved: the child moves, says

perceives, thinks!

Games and game exercises activate the speech of children

The game - one of the most effective means of informative-speech development

And if during organized educational activities of the child

gets knowledge, then during the game it has the opportunity to reflect knowledge

like-minded interests.

Separate types of games act differently on cognitive-speech development.

Name the types of games. (Answers)

Dramatic games contribute to a deeper understanding of the meaning

friendly works and activate speech.

Scene-role gamesexpand the ideas about the world around

promote the development of speech dialogue.

Didactic games occupy a particularly important place in this work,

since the obligatory element in them is cognitive content

and mental tasks. Repeatedly participating in the game, the child firmly masters

knowledge that he operates. A, solving mental task in the game, child

learn to memorize, reproduce, classify objects and phenomena

by general signs.

Construction and constructive develop structural abilities,

expand knowledge of geometric shapes and spatial relationship.

Games experiments - a special group of games that are very effective in

solving cognitive-speech tasks, as well as interesting and fascinating for

senior preschoolers, because At the same time they have the opportunity to learn to see

problem, solve it, analyze and compare facts, draw conclusions, and

to achieve results.

K. D. Ushinsky wrote:

"Teach the child with someone unknown to him five words - it will be long and

in vain to suffer, but tie twenty words with pictures, and he will

on the fly".

As a visual material preschoolers are absorbed better,

use of models, mnemotable in class development of connected speech,

allows children to perceive and recycle visiting

information. Application of models, mnemoshem, helps the child in enrichment

connected statement.

Typical mistakes in the work of the teacher:

Teachers are unnecessarily talking to themselves, do not provide active speech

practice of children. Often, setting the question, they do not give the child to think, hurry

reply yourself or vice versa "pull" answer. It is important to provide a speech

activity of all children;

Children are not formed, in due measure, the ability to listen to others. River

activity is not only a speaking, but also a hearing, perception of speech. Important

acquire children to listen and understand the speech facing everyone, hear the teacher with

first times. One and the same question should not be repeated;

Very often, teachers require only the "full" responses from the child. Answers children

may be brief, and deployed. The nature of the response depends on the question:

reproductive question, search question or problematic.

Teachers are forbidden to talk during the modeling, drawing, execution

any work.

And for preschoolers it is very difficult to do the work silently. Psychologists

claim that speech accompaniment of own actions has

important for the mental development of the child.Kid's speech

it becomes a cast of his activities, takes its most significant

moments. Based on such speech-accompaniment, then it will be possible

"Drawing up the story" about the past events in which the child is not

participated, formed and inner speech (conversation with me), which

this is an important part of mental operations. So, you should not stop

talk speech accompanying their actions.

It is necessary to listen to: here are the children not only comment on their work, but also

began to assume, describe the result, plan future actions.

Only becoming older, they will learn how to do it out loud, for the other, and internal,

for yourself.

Develop a child's speech, not including it in any activity,

impossible!

The child develops in activities, his speech is also developing only in

activities. The child is the most hard-working and active creature on

light -so approve all pre-school childhood researchers.

Thus, speech activity is a didactic principle requiring

from the teacher of such methods and forms of organizing classes for the development of speech,

contributed to

rise Anya

and n and c and and t and in n about with t and,

independence, attracting children to independent search solutions

receipt

capabilities

baby boy

justify your judgments.

Workshop "Check your literacy."

Separation of teachers into two teams.

Exercise 1.

Exercise for teachers "Gift"

Now we will make gifts to each other. Starting from the lead, each

in turn means of pantomime depicts some kind of item or

action and transfers it to his neighbor on the right (ice cream, hedgehog, girc,

flower, perfume, candy,

show a man who received joyful news;

when a huge dog is going to meet; how do you inflate the balloon;

as you are in the needle thread; how a person goes whose shoes not his

Task 2. "Game test for the definition of knowledge, skills and skills

educators! "

1. Name Speech Forms? (Dialogic and Monologic)

2. What skills develop in dialogue? (Listen to the interlocutor, ask

question, answer depending on the context)

3. What forms of work are used when teaching children connected speech?

(Retelling, description of toys and plot paintings, telling from experience,

creative told)

4. Two or more conversation on the topic associated with any situation.

5. Speech of one interlocutor addressed to listeners. (monologue)

6. With what age group begins work on teaching children

dialogic speech? (2 junior group)

7. Which age group begins work on children's training

monologic speech? (senior group)

Task 3. Translate the proverbs into Russian

Son Leopard - also leopard (Africa).

/The apple never falls far from the tree/

Camel under the bridge do not hide (Afghanistan)

/murder will out/

Fear by a quiet river, not noisy. (Greece)

/Still waters run deep/

Silent Roth - Golden Mouth (Germany)

/ Silver words, and silence - gold /

He won't get lost who asks. (Finland)

/ Language to Kiev will bring /

Task 4. "Do not yawn on questions, very quickly answer!"

1. Figure sticks straight from childhood at ... (hedge).

2. In a pure water aquarium, you will float, splashing will be there ... (ÖRS).

3. Caretakes a dear, kind ... piglet? Answer: Rooster

4.Who gnawing on a branch branch? Well, of course, this is ... Bear? Squirrel

5.Who takes off from the flower is about? Multicolored ... Hippo? Butterfly

6.What in the morning in Klelev might? I think so ... whale? cow

11. Rough web spllen skillfully ... Pinocchio? spider

7. Kohigi made a house Bowl Bowl - kind ... Gnome? hedgehog

8. When the Heron is on one leg, it weighs 3 kg. How much will weigh

heron, if you get on two legs? 3 kg

9. Group living together close relatives. (A family).

10. How far is there a bun for the forest? Answer: up to the middle. Then he is already

running from the forest.

11. Where does chicken go, turning the road? Answer: On the other side of the road.

12. When the black cat is best to get into the house? When the door is open.

Task 5. Govorun.

For the development of clear articulation and diction, we often use in classes

tongue Twisters. Let's try and we will speak some of them.

It is necessary to say everything together to pronounce it quickly and harmoniously 3 times in a row.

3 minutes is given to the preparation.

Ships lavaled, caught yes they were not caught, because they did not believe in

probability to catch out.

Partisans partisani in partisan zones, the borders of the partisans are not

partisani.

Not that comrades, comrade comrade,

Who on comrade comrade comrade

And the one, comrades, Comrade Comrade,

Who without comrade comrade comrade.

Task 6. "Related (single) words."

Rear: Players are invited to call Single words

to the words:

Forest - Forers, Locus, Forester, Forestry, Forestry, Forest, Pillage,

maintenance, Polesie. .

Snow -snowman, snowy, snowman, snowflake, snow maiden, snowballs,

snowfall, snow.

7. "Check your literacy."

It is necessary to put the emphasis in words.

Blinds, contract, provision,

indulge, gas pipeline, garbage chute. Catalog, envy

more beautiful, sculpt, cakes, loop.

8. Fix errors in sentences:

1. But the notebook on the table. (put)

2. A picture was beautiful. (them)

3. I want to wear pants correctly. (Wear)

4. I will defeat today. (I will be able to defeat or won a victory)

5. I must come to the meeting today. (come)

6.Kome! (Sorry)

Individual self-education plan

Subject:

"The development of children's speech

by means of familiarization with the world around

Developed:

Educator

Purpose:

"Increasing its theoretical, practical level,

professional skill and competence;

systematize work on the implementation of a system of measures aimed at developing children through familiarization with the outside world.

Tasks:

Increase your own level of knowledge by studying articles in journals: "Pre-school education", "Children's Garden",

"Educator in Dow", "hoop";

study of techniques and technologies of teachers on the Internet; The use of the technique in classes, in free activities, in the game, in individual work with children.

2. Develop a promising work plan.

3. Prepare diagnostics at the beginning and end of the school year.

4. Prepare advice for teachers on the pedsovet. Topic: "Informative - the speech development of preschoolers";

5. Preparation of the report on the topic: "Project activities - an effective means of forming ideas about environment from senior preschoolers "

7. Prepare Material (Conduct) Master Class for Teachers on the topic:

"Formation of proper sound suspension in children by means articulating gymnastics».

Month	Topic Title	Form of work
September	Diagnostics, preparation for pedsovet	Consultation on the topic of individual conversations, advice on the topic "Speech games. Methods of their holding "
October	Plant Planet Earth	Activation and enrichment of the vocabulary of children. Finger gymnastics, speech therapy five minutes. Speech with advice for teachers on pedsove. The topic "Cognitive-speech development of preschool children" Preparation for the parental meeting: "Development of the speech of junior preschoolers in the process of familiarization with the world and nature through the game activity"
November	Clothes, shoes, dishes	Activation and enrichment of the vocabulary of children. Participation in a seminar. Report: "The role of kindergarten in the development of speech of preschool children" Parent meeting theme: "Development of the speech of junior preschoolers in the process of familiarizing with the world and nature through gaming activities."
December January	Winter, winter birds. Wild and pets	Prepare master class. Topic: "Formation of the correct sound testing in children by means of articulation gymnastics." Decoration of the folder - movement "Speech games. Methods of their holding "
February	Transportation, profession	Didactic and verbal games aimed at forming ideas about people of different professions. Master class for teachers. Topic: "Formation of the correct sound testing in children by means of articulation gymnastics." Registration of the Mobile Folder for Parents on the topic "Articulation Gymnastics"
March	Spring, underwater world	Preparation for open lesson. Open exercise "Hello Sunny". Consultation for parents on the topic "How to teach poems"
April	diagnostics	"Mind at the tips of the fingers" Consultations for parents on the topic "The role of the family in the development of a child's speech"
	rules road. Insects	Individual conversations.

Literature subject to study

month	LED Literature
September	M.N. Alekseeva. "Methods for the development of speech and training by the native language of preschool children" A.G.Arushanova. "Speech and speech communication" A.K. Bondarenko. "Didactic Games in kindergarten"
October
November	S.V.Nikitin. "Sensory upbringing in kindergarten" J. Piage. "Child and thinking of a child" F. Sokhina. "Development of preschool children."
December	Mahaneva MD Environmental development of children of preschool and younger school age: a methodological manual for primary school teachers and elementary school teachers.
January	Maksakov A.I. Does your child speak correctly: a manual for educators and parents. - 3rd ed., Act. and add.
February	Ushakova T.N. Psychological content of the child's speech 3-5 years old A.N. Leontyev. Speech activities Lviv M.R. Speech development of a person: [child speech development] //
March	Mukhina V.S. Psychological features of predos-school and preschool children || Age and pedagogical psychology (edited by Petrovsky A.V.) D.N.Uzzzzzzdz. Psychological research, "The science
April	Ushakova T.N. Children's speech is its origins and the first steps in development // Psychological magazine. Ushakova TN Speech: the origins and principles of development.
	Fomicheva M.F. Education in children of proper pronunciation. Chukovsky k.I. From two to five. Elkonin B.D. Introduction to the psychology of development.

Methodical consultation for educators

"Cognitive-speech development of preschoolers"

"Cognitive-speech development of preschoolers"

The development of informative-speech activities is one of the most important sections of preschool pedagogy and is directed to the mental development of the child. The better the informative-speech activities of children will be organized, the higher the guarantees of the success of school learning.

At home, children spend a lot of time near TV, computer, often free time Senior preschoolers are assigned to visiting various circles and studios. Most often, parents are dismantled from children's issues, artistic and encyclopedic literature. If it is even read, it is very rarely discussed. And therefore, the formation of cognitive-speech activities is mainly on the shoulders of educators.

There are cases when poor vocabulary leads to aggressive behavior in relation to others, because The child cannot express in words what sees what he knows what feels, and the achievements of the child in the knowledge of the surrounding world will not be noticeable if they are not expressed in his active speech.

Receptions used in formation

cognitive-speech development is traditional:

Visory - observations, viewing of paintings, demonstration of films, slides, presentations.

Practical - Exercises, Games, Experiments and Experiments, Modeling, Project Activities, Research and Search Engine.

Wonderful - story, reading, issues, conversations, the use of artistic words.

The main tasks of informative-speech activities:

1. Enrich the cognitive scope of children with information through classes, observations, experimental activities, speech.

2. Enrich emotionally sensual experience in the process of direct communication with objects, phenomena, people.

3. Help streamline information about the world around the world, to form representations of its integrity.

4. To form careful attitude towards the world around the world, consolidate positive emotions, the ability to manifest them.

5. Create conditions to contribute to identifying and maintaining interests, manifestations of independence in cognitive - speech activities.

6. Support the conditions for the development of cognitive - speech processes of preschoolers in all activities.

Develop a child's speech, not including it in cognitive activity is impossible, because Speech is accompanied and improving the cognitive activities of children, making it more focused and conscious.

To properly organize cognitive-speech development, you can allocate the following directions:

1. Speech of the teacher himself, which has a training and educational orientation. The main thing is the quality of language content, ensuring high results of labor. Preschooler, carrying out most of the time in kindergarten, communicating with the educator, learns from him a lot, including the culture of speech. And another child perceives our speech as a sample. The teacher must speak correctly, not distorting sounds, without eating the endings. Especially clearly needed long or unfamiliar words introduced into a children's dictionary.

2. Formation of ideas about the world around. After all, the preschooler is facing new items and phenomena for himself every day. But the accumulation of knowledge and supplements without the appropriate manual will be superficial or erroneous. Often the child thinks that the clouds are wool, because they are white, the stars are light bulbs, because they are glowing. After all, watching natural phenomena, he independently made such a conclusion. Therefore, the main task of the teacher consists in a consistent increase in children's knowledge in children, their streamlining, systematization. The child should receive clear, in line with the age of ideas about the surrounding items, their appointment, qualities, about the materials they are made, where, by whom, for which these are used. Also, the child acquires knowledge of living and inanimate nature, about natural phenomena their relationships and patterns.

3. Development of curiosity. Curience - the quality of all children. It is expressed in an active interest in the world around the world, in the desire to consider everything, touch, bring into action. About the presence of a child of this quality is evidenced by countless questions. The task of the caregiver to support the curiosity of the child Organizing classes, observations, trying on time and accessible to understanding the language to respond to the questions that have arisen, directing children's thoughts on an independent search for an answer and the ability to draw conclusions.

4. Sensory education. As the child of the preschooler, the knowledge of the surrounding world begins with sensations and perceptions. The higher the level of their development, the richer the possibility of knowledge of the surrounding world. The content of sensory education includes the development of hearing sensitivity, tactile sensitivity, that is, the ability to distinguish and call the quality of items.

Scene-role games Expand the ideas about the environment, contribute to the development of speech dialogue.

Dramatic games Contribute to a deeper understanding of the meaning of the works of friends and activate speech.

Construction and constructive Develop structural abilities, expand knowledge of geometric forms and spatial relations.

Didactic games They take a particularly important place in this work, since, the obligatory element in them is cognitive content and mental tasks. By repeatingly participating in the game, the child firmly masters the knowledge that he operates. And, solving the mental task in the game, the child will learn to memorize, reproduce, classify objects and phenomena for general features.

Experimental Games A special group of games that are very effective in solving informative-speech tasks, as well as interesting and fascinating for senior preschoolers, because At the same time, they have the opportunity to learn to see the problem, solve it, analyze and compare facts, draw conclusions, and achieve results.

In each group, a zone must be framed for cognitive-speech development of children. This zone covers a variety of content and provides for different types Children's activity. Chief Principle Its design is accessibility. Everything that is presented in it is in complete disposal of children. The material of this zone must necessarily maintain: didactic and table printing games of different orientations, illustrative material, a variety of collections, demonstration material, equipment for experimental activities and experiments, mini-library.

For preschool children, cognitive-speech development is a complex comprehensive phenomenon that includes the formation of mental processes. But if the teacher comes to solving the tasks of this section competently and creatively, then problems in the assimilation of tasks in children will not arise.

Parent-teacher meeting

Subject:

"Development of the speech of junior preschoolers in the process of familiarization with the outside world and nature

through game activities »

Software content:

To acquaint parents with the main task of the speech development of children - to express their thoughts, feelings, impressions using speech tools.

Formation in children's ideas about kindness, mutual assistance, development of interest, curiosity.

Communication of parents and children through the game, as a means of perception and sensation of the surrounding nature.

Registration:

Vernissage "Seasons of the Year."

Exhibition of children's work "Our Pets".

New methods, children's literature, on the subject of the parent meeting.

Meeting (music sounds):

"And education and education are inseparable.

You can not educate, without passing knowledge,

any knowledge acts educationally. "

L.N. Tough

Dear Parents!

Thank you for finding time and came to the parent meeting. Since the family belongs to the leading role in the development of the child, the family is a source that feeds a person from birth, introduces him to the world around the world, gives the child the first knowledge and skills, we call you to cooperate, to interact. Only by the joint efforts of parents and kindergarten, we can solve any problems in the upbringing and development of the child. Today we have a conversation about the development of one of the most important cognitive processes of a person - speech.

The main task of the speech development of children is:

1. Express your thoughts, feelings, impressions - defined for their age.

2. Formation in children's ideas about kindness, mutual assistance, the development of interest, curiosity.

After analyzing the questionnaire, the conclusion suggests a child to communicate with domestic pets. Remember that children are very observational and sensitive to the words and actions of adults.

The child takes the speech only in the process of communication with adults. Adults determine, send the behavior of the child. Explain how he must behave.

We offer you to choose from the proposed list the most significant factors of the child's voice development and comment on their choice (distribute to each parent).

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

2. Communication of a child with other children.

3. Speech of an adult - a sample to imitate.

4. Development of small motility hands.

5. Reading child artistic literature.

6. Games with a child of adults and friends

total: Thanks to everyone.

What do you think, what basic tasks of the development of speech should be solved throughout preschool age? What should we do with the child? (Suggest to speak out to parents).

Results of statements.

1. Perception of sound culture speech.

2. Wordwork.

3. Formation of grammatical system of speech.

4. Training to tell - a coherent speech.

I remind you that baby by 4 years:

Proponates individual sounds correctly. Conditionally able to intermitted the question, request, exclamation.

It accumulates a certain margin of words, which contains all parts of speech.

Children actively generates a generalizing function of words. Through the word the child masters the main grammatical forms speech.

In the speech there are complex forms of proposals.

Children are mastering the skills of spoken speech, express their thoughts with simple and complex offers. Other features differ in the speech of children.

Children incorrectly utter or do not utter hissing (sh, w, h, sh) sonorny (p, p, l, l) sounds, and some are missing.

Difficult to name parts of the subject, body parts.

You have read the requirements for the speech of a child of 4 years of age. Let's talk to you about what side of the speech is bothering you? (Parents' statements on the parent meeting).

Speech of our children

(brief analysis Speech of children group teachers):

1. Please tell me what questions you ask children about pets, about nature? ( Who! What? What? What are food? Where live?)

2. And when the child does not ask questions good and bad? What is the reason? (Parents' answers.)

Lack of necessary knowledge.

There is no sustainable interest in something.

Previously, the child turned to adult with questions, but did not receive a response. And now I suggest you play the game "Pets".

Topic: "Who screams?"

Imagine that you are your children.

Do you guys look, who has come to us? (Horse) (pronounces the sound and-and-i). So the horse is calling his cub.

How is a horse calls his cub? (Choral and individual answers)

And who is a young horse? (Little horse, foal)

Look, Mom is a horse (big), and her cub - what a foal? (Small). And he shouts thin.

How shouts the foal? (Children's responses)

And who came to us? (He is heated by Hrew-Hrew). (Pig)

And how does a pig screaming? (Children's responses)

Is she who calls? (Son, baby, cub)

Who is her young? (Pig)

Mom - what a pig? (Big)

And what a piglet? (Small)

How does mom shout? (Loudly)

How shouts son? (Quiet)

And what is the cub screaming "mu-mu-mu"? (The phrase is pronounced at high tones). (Children's responses)

Who is his mother? (Cow)

What is the name of the cow's son? (Calf)

What a cow? (Big)

And what a calf? (Small)

Cow as shouting? (Loudly)

And calf how shouts? (Quiet)

And now let's play the game. All animals will hide in the house and will scream, and you have to guess who shouts: Mom or her young. If you guess correctly, the animal will seem to you. (Children guess and adults and cubs) well done. (Game over)

So in the process of the game - the child's classes learns to speak.

And if the child has learned early to speak, he has a well-developed speech, but he does not draw, does not matter. Is the ego for its development?

Classes drawing and smearing contribute to the development of shallow motility hands, which creates prerequisites for successful writing.

I offer you exhibitions of the works of the children they have done with their own hands. Do not forget to praise children at home.

Great importance To develop the speech of the younger preschooler, has enriching the dictionary based on the knowledge and ideas of a child about the surrounding life and in the process of nature observations.

How often do you have in nature? Nature has unique opportunities for the development and upbringing of each child. In nature, you can talk with your baby watching, for example, for the life of butterflies and beetles; To admire the beauty of the native nature, breathe a sip of pure and fresh air. Recaract positive emotions. Emotional experiences encourage children to one or another actions. Preschool children are very sociable. So let's communicate more with the kids, showing how we love them, and in the allies we take nature.

Poisoning with a child for a walk:

talk to him about what the weather is today, what sky, what is in the sky?

what clothes are we dressed, why, what is it connected with?

what is the time of year now?

feed birds

giddle a mystery

introduce the folk proverbs and signs

play game

We must see the world around us and open your eyes to him. Learning him to notice and admire the life around us, take care and love all the living, and our feelings say words. For example: He Hello with the Sun, tell him gentle words-signs (golden, radiant, kind, fun, warm). Let's try to choose at least 5 words signs to the following words: wind, sky, rain, snow.

Parents are united into small subgroups.

Tell me, how do you choose your baby? (Parents' statements.)

So, today we are well with you, the fruitful talked, played, went out, I bring to your attention the novelties of pedagogical, fiction.

And what could be the solution of our parental meeting (parents' statements):

1. At home to pay attention to the development of the child's speech and communicate with him more. Read the baby fairy tales, poems, fun, riddles and learn them.

2. Encourage the child in the family to make the baby modeling, drawing.

3. There are more in nature, to acquaint children with the beauties of the native nature.

I thank all my parents for participating in the life of our group and let him personally give a leaf of kindness, which will remind us what should be communication with the child. Let the children please you with their successes.

Literature:

TS. Zhenina "Parental Assembly in kindergarten".

V.N. Volchkov; N.V. Stepanova "Abstracts of classes in the second youngest group of kindergarten."

Memo for parents to upbringing kindness in nature

1. Love your child. Affectionately call it by name.

2. Remember, nature is our main teacher. Comething more often with a child in nature.

3. Have an animal or plants in the family. Challenge the care of them to children.

4. Teach children to properly communicate with living beings.

5. Bring to the consciousness of a child that crumpled grass, a torn flower - alive, from a gross and cruel relationship to them.

6. Teach children not to cause a living evil, help all live.

7. Creating situations that are visiting good and compassion.

8. Play children for sympathy and assist those who need it.

9. Learn to correct your mistakes.

10. Not in words, but to assist nature, for example, feed the wintering birds, heal the wound on the tree trunk.

11. Do not humiliate your child and not discuss his actions with others.

12. Invent with the children of fairy tales, the stories about kindness.

13. Use positive examples from children's literature when raising a child.

14. Take off the proverbs:

Good affairs live whole centuries.

Good business for centuries is remembered.

Good everywhere good.

Not clothes paints a person, but his good deeds.

Good remember, and evil forget.

Report on Pedsovets:

"The role of kindergarten in the development of the child's speech"

The role of kindergarten in the development of the speech of the child

Kindergarten develops all children's abilities and inclinations, and there is no more significant and important between them than the ability to own a speech. Therefore, systematic learning speech, methodical development Speech and language lie at the basis of the whole system of upbringing in kindergarten.

The kindergarten is imputed to the duty to create such a specific environment, among which the speech of children could develop correctly and unhindered.

The development of a person - the physical and mental passes the following age-related steps: infancy; Early children's age; preschool (childhood); Junior school; teenage (adolescence); Youth age; maturity. Intellect appears on the early steps children's age And intensively improving in preschool, younger school and adolescence. But it develops in humans and is improved only under the indispensable condition for speech.

If adults surrounding the child begin to teach it right from infancy, he develops the ability to represent, and then think, and imagine; With each age step, these abilities are improved. In parallel with the development of intelligence, an emotional-volitional sphere is developing and improved.

Science is proved that without speech communication, i.e. Without a social medium, a human being cannot become a full-fledged person. Stories are known when, due to some tragic circumstances, children of infant age fell into the lands of animals and were fed. When people discovered these children aged after three years and returned to human society, it turned out that they had the chants that felt their animal and did not at all possess the elements of the psyche, which distinguish a person from the animal: they did not have a thought apparatus, was not Higher emotions, they were impossible to teach speech.

Numerous cases are known, less tragic, but as sad, which occurred by ignorance of adults: Children turned out to be mentally underdeveloped, poorly learned the speech (with difficulty studied at school), because in the family did not deal with their speech development when they were in infant, early Children and preschool age. So, V.A. Sukhomlinsky describes the case from his practice director of the school. A student of this school, the Son of the Railway Series, who lived on the railway junction, was brought up in the preschool years a grandmother, a completely deaf woman. Because of his illness, she could not respond to grandson's speech actions, and he was almost dumb. The efforts of the primary class teacher to develop a boy's speech did not give results, it was impossible to train him and literacy. Although this boy was born with prerequisites for normal development, the lack of speech communication turned out to be the reason that the intellect did not develop it.

Timely and full-fledged speech is the first and most important condition for the formation (appearance) in a child of a full-fledged psyche and its further proper development. Timely - it means started from the first days after the birth of a child; Full-fledged means sufficient in terms of language material and encouraging a child to master the speech in a complete measure of its capabilities on each age-class.

Attention to the development of the child's speech on the first age steps is especially important because at this time the brain develops intensively and its functions are formed. According to studies of physiologists, the function of the central nervous systemsyou are easily amenable to workout during their natural formation. Without training, the development of these functions is delayed and may even stop forever.

For the function of speech creativity, the first three years of the child's life are the "critical" development period: this term is mainly the anatomical ripening of the areas of the brain, the child seizes the main grammatical forms native languageThe great stock of words accumulates. If in the first three years, the kid's speech was not paid due attention, then there will be a lot of effort to catch up.

Before the kindergarten is a task - to teach children to freely use the native language in direct communication with the surrounding people, correctly and understandable for students to express their thoughts orally.

The child's speech serves as a reliable means of communication in the event that it is understandable to others, and it depends on the sequence, harness and completeness of the expression of thought in words, from the choice of accurate words, from the purity and correctness of pronunciation.

In one way or another, these qualities under favorable conditions are produced in a child and in the family as a result of the influence of parents, most often non-systematic, sometimes even unintentional. In kindergarten, a coherent speech, the richness of the dictionary, the purity of pronunciation is produced by a child with systematic training, by applying a variety of methodological techniques.

The educator develops thinking and all sides of the speech of children on the content that gives them familiarization with the surrounding life: by the life of the family and kindergarten, the labor of people, public events and phenomena, wildlife, the substantive world. Cognition by a child of the surrounding reality becomes clearer, conscious due to the fact that it is taught in a verbal form, as the cognitive activity of man is recorded and consolidated in the language.

In kindergarten, not only teach children to own a native language in direct communication, but also raise the ability to politely talk to comrades and adults in different conditions: to speak out in class, talk to each other in everyday life, respond to adult questions, perform verbal orders, for example, to ask, what time is it, to find out what will be for breakfast, etc.

Children are taught by the generally accepted polite forms of speech communication: familiar adults are called by name and patronymic, to "you", call each other by name (Katya, Katyusha, Peter, Volodya, etc.); In all necessary cases, use generally accepted polite forms of appeal (thanks, please, goodbye, hello, with good morning, etc.): Teach children during a conversation with adults not to lower your head, but to watch them in the face, respond without Cry, but quite loud, so that the interlocutor can be heard, not "relent"; Completely unacceptable child's discourability towards adults, so the educator teaches children not to interfere in the conversation of adults, do not interrupt their speech, be sociable friendly without unobtrusiveness.

The culture of speech culture is closely related to the education of feelings, the moral appearance of children. Politeness, culture of speech must express a genuine attitude towards people - friendly location to comrades, love for relatives and loved ones, respect for the elders.

Given the individual features of the behavior of children, the educator teaches them to listen and understand the speech of adults, facing not only personally to a separate child, but also to the whole group, to memorize what is being said in classroom, listen to his comrades in games and in general classes , speak quietly when others do or rest. With all these qualities, a child coming to a kindergarten has not yet posted, their upbringing requires the painstaking and persistent work of the teacher during the entire stay of the child in kindergarten.

Before the kindergarten there is another important task: to raise interests and love for artistic words.

Fiction It has a huge impact on the mental, moral and aesthetic development of children, and at the same time it is one of the mighty means of development and enriching their speech. In the preschool years of the child's life, he needs to be introduced into the beautiful world of people's creativity, to acquaint with the best books of children's writers (Russian, Ukrainian, Belarusian, etc.), with some of the works of the classics of Russian literature available to this age, as well as foreign children's writers. Thanks to the artistic literature, children are becoming closer and clearer the inner world of man, his feelings, the motives of actions, his attitude to other people, nature.

Artistic literature enriches children's emotions. Listening to reading, told, children sympathize with the hero, worry with him adventures, adventures and victories.

The imagination of the child follows the course of the story, fairy tales and one after another draws pictures. The ability of a person to recreate the image as extremely valuable, and this ability helps to develop an artistic book.

The child sees, hears, tangles, it believes, comes, weighs, compares, and the totality of all sensory impressions forms in the first years of his life that the foundation on which the building of his ideas and knowledge will grow, and therefore be the richness of the language. The degree of clarity and certainty of these ideas, and in connection with this, the sustainability and accuracy of the language depending on the two conditions: the participation measures in the formation of these representations is possible a larger number of external feelings and measures of activity that manifests themselves in the process of observation and comprehension of its surrounding reality.

The teacher monitors that every sensual conquest communicates with the word. She strives for children to call objects, their signs, actions, ratios, so that they can be able to describe what they see could be able to compare.

The teacher perfectly owns a native language for children, putting forward that sample in his own language to which children can follow, owns all the methods of developing the language of the child recognized as pedagogy. The forms of the living word with which it uses is not only for understanding the visual material, but also for the impact on the highest feelings.

Language training is hand in hand with the development of love for the best samples of native literature, the need to be communicating with them, draw in them joy and inspiration.

Live word, figurative tale, story, for a regular moment and with due expressive read poem, the folk song reign in kindergarten, as in the family, and prepare a child to further, deeper art perception.

The child is alive, his whole being will respond to these aesthetic impressions; He imitates the mother, and the educator and himself tells, declares, sings, gestures, improvises. His literary tastes are composed on the best samples.

The child's learning begins long before the time when it is planted for the letter and feather. To lead exactly this training and there is the main task of kindergarten. Expanding Methodically, step by step, the number of presence of children, invariably remembered that by no means eyes and not a hand, and the ear is the cornerstone of the development of their language, influenced by the deliberately selected, valuable literary material on their feelings, on the production of artistic tastes, kindergarten Together with the family prepare school precisely those students, for which she will always tell them hotly thanks.

So, what is the role of kindergarten in the development of the child's speech? It is difficult to overestimate. In kindergarten teach children to speak properly in their native language in direct communication with the surrounding people (elementary forms of dialogic and monologular oral speech), bring up the skills of organized speech activities, enrich the dictionary, bring up love for artistic words. All this is carried out by the educator in accordance with the program of each age group during the entire stay in kindergarten.

By the end of the preschool age, most children fully assimilate the sound side of the native language, a significant part of the dictionary and the grammar system of oral spoken language; To seven years, the speech of children is at the level of the household spoken language around them.

Memo for parents for conducting

Articulating gymnastics

The purpose of the articulation gymnastics is the production of full movements and certain provisions of the organs of the articulation apparatus necessary for the correct pronunciation of sounds.

1. Conduct articulation gymnastics every day so that the skills generated in children are fixed. It is better to do exercises 3-4 times a day for 3-5 minutes. Do not offer for children more than 2-3 exercises at a time.

2. Each exercise is performed 5-7 times.

3. Static exercises are performed for 10-15 seconds (holding the articulation posture in one position).

4. When selection of exercises for articulation gymnastics, it is necessary to observe a certain sequence, to go from simple exercise To more complex. Conduct them better emotionally, in a game form.

5. From the two-three exercises being performed, only one can only be one, the second and third are given to repetition and securing. If the child performs some exercise is not good enough, you should not enter new exercises, it is better to work out the old material. To secure it, you can come up with new game techniques.

6. The articulating gymnastics are performed sitting, as in this position the child has a direct back, the body is not intense, hands and legs are in a calm position.

7. The child must see the adult face well, as well as its face to independently control the correctness of the exercise. Therefore, the child and adult during the articulation gymnastics should be in front of the wall mirror. Also, the child can take advantage of a small manual mirror (approximately 9x12 cm), but then the adult must be opposite the child face to him.

8. Start gymnastics better with lip exercises.

Organization of articulation gymnastics

1. Adult talks about the upcoming exercise using game techniques.

2. Adult shows the execution of the exercise.

3. Exercise makes a child, and the adult controls the execution.

An adult, conductive articulation gymnastics, must follow the quality of the movement by the child: the accuracy of motion, smoothness, the pace of execution, stability, the transition from one move to another. It is also important to ensure that the movements of each articulation body are performed symmetrically with respect to the right and left side of the person. Otherwise, the articulation gymnastics does not reach its goal.

4. If a child does not get some kind of movement, help him (spatula, a teaspoon handle or a clear finger).

5. In order for the child to find the right position of the tongue, for example, licked the upper lip, smear it with jam, chocolate or something else that your child loves. Approach creatively exercise.

At first, when performing the children of the exercise, there is a tension of the movements of the organs of the articulation apparatus. Gradually, the tension disappears, movement becomes relaxed and at the same time coordinated.

The system of exercises for the development of articulation motility should include both static exercises and exercises aimed at developing dynamic coordination speech movements.

"Learn with a child poems"

"Learn with a child poems"

Examination of poems by heart develops memory, speech, imagination, thinking, feeling beautiful, helps to find inner harmony, increases the level of common culture. The peculiarity of poetry is that it is, like music, its rhythm, melody affects the emotional state of a person, which is very important in the modern, rather aggressive world.

The poems raise a special, thoughtful attitude to the literature. Lyrical poetry makes it possible to enjoy the beauty of the word and rhythm. Psychologists noted that children who do not know the poems that did not read them in childhood, the figurative thinking is not enough. And now check yourself! How do you know the poem with whom I got acquainted in childhood? Probably many adults and children remember poem:

Cat Vasily, where have you been?

I walked mice.

Why are you in sour cream?

Or such an example:

Mom sleeps, she is tired.

Well, and I did not play!

I do not start a wolf,

Or such an example:

Masha Varezhka put on.

Oh, where am I a finger of the case?

There is no finger, disappeared,

I did not hit my house.

All caring parents face this problem. Well, if parents have pedagogical, philological education, sufficient experience and artistic taste and can solve this issue independently. But a significant part of the parents of preschoolers and younger students often need help when choosing a poem.

Of course, the best option for parents is the use of classic, proven by the time of interests for a certain age.

When and how to memorize the poem with preschoolers?

It has been found that the verses contribute to the formation of hearing awareness, which begins to develop intensively in children after 1, 5 years. This is very important for successful learning in the future. If you repeatedly tell the poem, attract a child to the repetition of individual words in the work with the simultaneous performance of movements, encourage to reproduce the end of the poetic phrase, then in 2, 5 years old can read the small poems. It has been doing all their parents from a long time when they play with their child, pronouncing a variety of songs - fun.

Children who read a lot of poetic works, have a wonderful memory and a sense of rhythm, with great efforts remember large texts. Unconditioned the fact that with the help of poems you can develop memory. Especially if you do it regularly and using special techniques.

According to teachers and psychologists, the older preschool age is optimal for memorizing poems. It is during this period that the kid's memory begins to develop especially quickly. Up to 5 years, the study of poems is mainly involuntary. After 5 years, it is necessary to purposefully teach the child to memorize the text by heart, i.e. to develop arbitrary memory.

Basic rules for making poems with preschoolers:

1. The selected poem must respond to the age of the child. The poetic work should like with its musicality, the flowery of the images, should bring aesthetic and moral satisfaction, to cause the desire to survive again and again feelings excited by verse, the desire to recreate, hear again and so on.

2. Next slowly, expressively read the child all the poem from the beginning to the end. Understanding content contributes to effective memorization. If an adult tells the poem by heart, the effect will be great. Pay attention to the first attempts of the child to recreate the poem: if distorted words appear, the copyright words are replaced by others, or some words the child constantly forgets, this indicates that he does not understand them. The task of adults is available to explain them.

3. All children have their own memorization features. Three main types are distinguished: audilations (those who easily remember information on rumor, zero (those who need to see what is remembered) and kinestics (who need to sweat, hold the objects of information in the hands).

Receptions to help better memorize:

Performing game action with objects while reading;

Constructing by children words that are rhymes;

Reading poemar dialogs on roles;

Dramatization.

Please note that the poem memorizes completely, without dividing on individual lines and stanza.

What a chanterelle? (Tricky) How does she say? (Flattering, persuading)

The main thing is that the parents must remember when they memorize the poem with the child - it should bring satisfaction to both. It is better to stop before the child is getting fat. It is better not to do this if the child categorically refuses. It is better not to explore at all, if it annoys you.

Consultation for parents:

To raise, here you need a continuous day and night work, eternal reading.

A.P. Chekhov

When choosing books and follow the familiarization with them, pay attention to the following:

· A book for a child of preschool age should be illustrated. When choosing books, preference should be given to those illustrated editions, where images of animals, people, items are realistic.

· Choose books, respectively, the age and interests of the child. For children of younger preschool age, read the fun, short poetic fairy tales, fairy tales about animals. Senior preschool children are interested in stories about other children, magical and household fairy tales.

· Try to read on a specific system, for example, introduce a child with several works of one author. Before reading the book, regardless of the age of the child, be sure to name the name of the writer or poet, the genre and the name of the work. For example: "I will read you a Russian folk fairy tale" Sister Alenushka and Brother Ivanushka "» Alternate reading works of different genres: stories, fairy tales and poems.

· Re-read familiar books in many times. A single reading of the work, the desire to read as much harm as much as possible, than benefits. Children do not remember that they are read, as a result, a bad habit of superficially treating the book is formed.

· Do not use literary heroes as a sample to execute rules of behavior (you need to wash your hands like a book hero). The child should not take a book as a set of rules, otherwise he will begin to hate it quietly, and sometimes to resist what it is mentioned in it.

· Explain before reading the meaning of those words, without an understanding of which the child will be unclear the basic meaning of the text, the character of heroes. If the work is not perceived, understandable by a child, it will not reach its main goal: will not contribute to the formation of the personality of the younger person.

· Read expressively, seeking to convey to the child's emotions contained in the artistic work. If an adult in the reading process does not determine its attitude towards heroes and events depicted, it is unlikely to make a child.

Master class for care holders:

"Formation of proper sound

in children with means of articulation gymnastics "

Plan-abstract

The purpose of the master class:

transmission of experience by direct and commented by the sequence of actions, methods, techniques and forms of pedagogical activities during articulation gymnastics;

Tasks:

Learning to manage articulation authorities;

Development of coordination and movements of the articulation apparatus;

Education of proper sound, hardworking, self-help feelings.

Equipment:

mirrors, articulation cards, plot pictures for articulation exercises, ladybug, Sunshine, Pups Kid, Educational toys: Hippo, Butterfly.

Handout: Surprise postcards (ladybugs, butterflies; cats).

Master class move:

Input part (5 min) acquaintance of teachers with the topic.

Main part(1ch10min)

1 part: conducting articulation gymnastics with children of different ages (junior, medium, senior);

Final part (15 min):self-analysis of the activities of the teacher-speech therapist; Exchange of views present.

Checking the implementation of the tasks and achieve the goal is carried out using testing on the subject of the master class.

Part one

Adapted fairy tales

The author uses Tales S. Kremneva, A. Konstantinova and A. Nazarova, V. Gurov, and others. Tales are adapted in accordance with the more facilitated tasks of perception and memorization for children of different age groups. The storylines of fairy tales are preserved, but the heroes are selected in accordance with the exercises of the articulation gymnastics.

Kid (for children of primary preschool age)

Children, today I want to introduce you to the baby. He is still very small and nothing else. Here it is for you and wants to learn to charge lip and tongue charging. Look, baby smiles to you, he still has no teeth, let's show him what you have a "fence" from the teeth.

Fence: Take into the hands of the mirror and stretch your lips, show your teeth.

Clean your teeth:And now we will teach the baby to brush your teeth. Smile, open your mouth, brush the tongue with the bottom teeth (left, right).

Men by the dough. And now the pancakes are postponed. But first knead the dough.

Smile, open your mouth and eat the tongue to the teeth, and now go tongue lips.

Pancakes: And here and the first pancake turned out. Smile, open your mouth, put a wide tongue on the bottom lip and hold it.

Ah, what wonderful pancakes turned out and smell tasty. On the smell of pancakes came running the cat's cat and became angry that it was not treated.

Angry cat: To smile, open the mouth, the tip of the tongue is resting for the bottom teeth, the back is unhappy.

Pussy loves when her back is stroking. Let's make an angry kitty and keep your teeth tongue. So the kitty stopped angry and became kind. And for the baby, a good deed made. Children - you are smart and diligent. Well done!

Butterfly and hippopot(for middle preschool children)

Children, do you like fairy tales? Then listen! He lived, there was a beautiful butterfly in the world. She once flew, flew and suddenly saw a hippopotamus. And the hippopotamus, the hippo opened his mouth widely.

Hippo will open the widespread mouth and serve it like this.

The butterfly flew to him closer and asked: "Where do you live, hippo?"

And the hippopotamus answers her:

"A lot of animals there

come watch soon

in this doused park

What is this? ... "(zoo)

And steel butterfly and hippopotam

One butterfly arrived at the hippos. Suddenly monkey came running towards him. And they began to tease with a bowtie: "P'-P'-PI, P'E-P'-Py. We do not know you! "

Monkey: Let's smile and pursue a lip : Py-five-five ....

-Ezdazyanka, monkeys, I'm ashamed for you! This is a butterfly - my new friend.

The monkeys apologized, promised that they would no longer tease and brought to friends treats - delicious jam.

Ate with pleasure

And all the jam were repaid,

So that the jam from the lips is removed

Rotik must be licking.

Delicious jam: Smile, open your mouth, lick the top lip with the tongue. Bottom Language Do not support.

Delicious jam filed,

To drink tea wanted

A cup: Smile, open your mouth, put a wide tongue on the bottom lip and lift it the edges, so that the cup is.

After our friends drank tea, monkeys told interesting story About how sailing from Africa on a sailboat

Sailboat: Smile, wide open your mouth, put the tip of the tongue on the tubercles behind the upper teeth and hold it so.

That's a fabulous end, and who listened to well done!

Hardworking ladybug:(for senior preschool children)

There was a ladybug. Once upon a time she came out of his house and saw a bright sunshine. And it saw God's cow. Smiled and tickled her warm rays. And when the sun illuminated the back of God's cows, then everyone saw that she had no specks. All insects in the county began to laugh at it.

- What are you ladybug, if you do not have black specks

- Yes, you're just a red beetle, - other than others.

Even the sun hide behind the clouds. And the Ladybird crushed, but then the sunucky looked back. God's cow stopped crying, began to listen, which Solnyhchko says to her: - So that you have a specks, you need to work for a very long time. You do not be afraid of difficulties, you have helpers - said the sun and gave God's cow book.

Guys, do you want to help God's Cow? Then let's open the first page.

Painter: To smile, open your mouth, lift the tongue up and tagging the tongue from the upper teeth to the throat and back. Perform slowly.

Horse:To smile, wide open mouth, click the language loudly and vigorously, to watch the chin does not move, but jumped only a tongue (2 times).

But the speck appeared.

Next page ...

Fungus: Smile, open your mouth, button "stick" (sucking the nebu). The mouth must be wide open. If it does not work, then slowly snatch like a horse.

Woodpecker: Smile, open your mouth, lift up tongue up. The tongue of the tongue with force to hit "on the tubercles behind the upper teeth, saying:" DDDDDDDD ... "

The ladybug was so fascinated by the work, read the book with us and did not notice how the miracle happened - the black specks appeared on her back.

Now she will fly on the birthday of Mosquito. And we will sing his favorite song. To smile, open the mouth to raise the tongue up and rest it in a tubercle behind the upper teeth, uttering the JZZZ ...

Part two

on the conduct of articulation gymnastics

It is not a congenital ability, it is formed gradually, and its development depends on many reasons. One of the conditions for the normal formation of sound prevention is the full work of the articulation apparatus. The increasing view that the sound-proof side of the child's speech is developing independently, without special impact and assistance to adults, as if the child himself gradually mastering the right pronunciation, deeply mistakenly. And only classes with the speech therapist are not enough to develop strong skills of proper sound, additional exercises are needed - with parents.

Memo on performing articulation gymnastics

Articulating gymnastics is a combination of special exercises aimed at strengthening the muscles of the articulation apparatus, the development of strength, mobility and differentiation of the movements of the organs involved in the speech process.

The purpose of the articulation gymnastics: the development of full movements and certain provisions of the organs of the articulation apparatus, the ability to combine simple movements into the complex, necessary to correctly utter sounds.

Types of articulation exercises

Static exercises are aimed at ensuring that the child has learned to keep the articulation position of 5-10 seconds (hippopotamus, gates, a shovel, a cup, a needle, a hill, fungus).

Dynamic exercises (rhythmic repetition of movements 6-8 times) produce the mobility of the language and lips, their coordination and switching. (Watch, swing, football, horse, painter, delicious jam, clean teeth).

Movement for lips and cheeks. (Smile, fence, tube, trot, bagel, bulldog)

Work organization

Articulating gymnastics usually perform sitting, as in this position the child has a back straight, the body is not intense, hands and legs are in a calm state. It is necessary to stir children so that they all have seen the face of the teacher. The teacher's face must be well lit. Each exercise must be repeated 2-3 times.

The teacher must follow the quality of the movements performed by each child, otherwise the articulation gymnastics does not reach its goal.

The teacher tells about the upcoming exercise using game techniques.

Shows the exercise.

Gives instructions for doing exercise: instructions need to be giving in stages, for example: smile, show teeth, picking mouth, raise the tip of the tutor up to the tubercles behind the upper teeth, knock on the tuberculk tongue with the tongue sound Dr. Dd. Developing articulation skills requires long and systematic work.

Testing

on the topic "Formation of proper sound suspension in children by means of articulation gymnastics"

1. What kind of kinema is?

a) a simple complex of movements of articulation bodies;

b) a complex complex of movements of articulation bodies;

c) the movement of articulating bodies.

2. Articulating gymnastics is

a) gymnastics of any muscles of the language;

b) the totality of the movements of the language and lips;

c) a set of special exercises aimed at strengthening the muscles of the articulation apparatus, the development of strength, mobility and differentiation of the movements of the organs involved in the speech process.

3. Force articulation gymnastics:

a) the development of full movements and certain provisions of the organs of the articulation apparatus, the ability to combine simple movements into the complex necessary for the correct pronouncement of sounds;

b) the development of full movements and certain provisions of the organs of the articulation apparatus, the ability to combine simple movements into the complex necessary for the overall development of the child.

4. Inspective gymnastics usually perform:

5. Static exercises are directed

a) that the child learned to keep the articulation position of 5-10 seconds.

b) to coordinate the movements of the articulation bodies.

6. Dynamic exercises are directed

b) on the mobility of the language and lips, their coordination and switching.

7. Each articulation exercise must be repeated

a) 2-3 times;

b) 10-15 times;

Seminar with game elements on the topic:

"Mind at the tips of the fingers"

"Mind at the tips of the fingers"

1. The expectation of the "child's mind - on the tips of the fingers" belongs to the famous teacher Vasily Aleksandrovich Sukhomlinsky. These are not just beautiful words: they have an explanation of how the kid develops. After all, a huge number of nerve endings are located in hand and in the language. Hence, the information is constantly transmitted to the child's brain, where it is compared with the data of visual, auditory and olfactory receptors. Only after a comprehensive survey of objects, including feeling and licking, in the mind of the baby there is a holistic idea of \u200b\u200btheir properties and qualities.

The greater the kid's opportunity for independent study of the surrounding items, the faster its intelligence is developing, the sooner he starts talking. The task of parents and teachers - to provide the child with the opportunity to comprehensively develop from early age.

Each mother should know that even the "wheelchair" kid needs to be played not only with plastic toys, but also with the most different objects. It is only necessary to follow that they were clean and did not have sharp faces or small, easily labeled details that crumbling can inadvertently swallow. Let the young researcher swell the items of various textures, for example, a soft rug, a polished table, a rough wall. Let him touch all the materials affordable to him: to soft mother's clothes, to a porous sponge, to a barbed fir branch, to a silky grass and a cool smooth mirror. By the way, it can be done not only by handles, but also legs.

The role of toys in the development of the child is difficult to overestimate. Toys are important for both infant children and children of preschool and early school age. Today we will talk about toys for the development of small motility in children.

What is a small motorik?

Small motility is a combination of coordinated actions of muscle, bone and nervous systems of a person, often in combination with a visual system in performing small, accurate movements with thumbs and fingers and legs. Often, such a term is used for the concept of "small motor" as "dexterity".

The role of toys for the development of small motility in children is to accelerate, and also improve this skill in the development of the child.

Scientists came to the conclusion that approximately one third of the entire surface of the motor projection of the brain occupies exactly the projection of the hand of hands, which is located next to the speech area. Therefore next conclusion: Development of the child's speech and the development of small motility - two interrelated inseparable process. I also note that the sphere of small motility includes a huge variety of all movements. These are primitive gestures, such as the capture of various objects, these are very small movements, from the quality of which the human handwriting depends. Knitting is one of the bright examples of the action of shallow motility.

How does the development of small motility?

The process of development of small motility occurs its natural, natural way on the basis of the development of a common motor man. The development of Motorika passes the complex path, starting with the whole of the item with her palm, then improved in the process of shifting the object from hand in hand, and by two years a child can not only keep a spoon and tassel correctly, but also draw. The process of improving motor skills is actively occurring in preschool and early school age. The child increasingly performs more complex actions requiring agreed actions of both hands.

What contributes to the process of accelerating the development of small motility?

2. There are several effective ways to develop shallow motility:

Games with small objects (mosaic, puzzle, beads, designers, etc.);

Finger games;

Massage of fingers and brushes.

It is important to note that a good helper for the development of small motility in children will be a variety of educational toys, many of which parents are able to make themselves.

Analysis of toys for the development of shallow motility in children

Let us analyze the various toys offered by the modern market of children's toys, the purpose of which is the development of small motility in children of early infancy.

3. Lace toys

The simplest lacing are designed for children aged one to aven a half years. In the game form, the development of shallow motors of the hands is being developed, and, therefore, the phased preparation of the child to the letter. The lacing makes it possible to come up with many games. It is directly lacing, and the ability to use the "lacing" elements in plot-role-playing games or learn the main colors. The lacing games are designed to develop shallow motors of hands, perpetuity and eyelasor. During the game, the coordination of movements and flexibility of the hands of hands is improved. "Laceings" contribute to the development of small motility, logical thinking, speech, and as a result - stimulate the development of articulation bodies (speech apparatus).

4. Various wooden pyramids

I always puzzle your husband with the purchase of another pyramid for my sweetheart. The explanation sounds simply: "These pyramids are not simple, these are developing toys, both for the development of small motility and the logical thinking of the child." What are modern pyramids?

The pyramid is one of the basic educational toys for the child of the end of the first, the whole second and third year of life. This toy helps to develop fine motor skills, logical thinking, mastering new forms, various shapes and sizes, as well as colors. Pyramid is also an interesting universal designer. The pyramid made of wood carries the positive energy of a wooden toy. Elements of such a pyramid nice to keep in their hands, because they are always warm to the touch, and the wide-ridicular surface is perfectly developing the tactile sensitivity of the baby.

There are various pyramids with varying degrees of complexity. For the smallest you need to buy a pyramid with a minimum rings. After one and a half years, the child gradually begins to develop the concept of size, due to which collects a pyramid in the correct sequence of the rings. For children, older three-year-olds created complex species of pyramids, so called puzzle puzzles. They are supports with several rods of various geometric shapes that need to properly strip out suitable figures.

This toy appears in the life of the baby from the earliest childhood. With the help of wooden or plastic cubes, you can design the towers, build fortresses and houses. In addition, wooden cubes with pictures deposited on them (for example, vegetables, pets, tales heroes), thanks to which the game in the cubes goes into picking pictures. This is not only the development of small motility and spatial thinking, but also the development of attention and logic.

6. Designers

Free design is the easiest way to develop a child of spatial thinking, motility, creative needs and arbitrary actions. Therefore, the first constructor, with whom your child will get acquainted, must be wooden. The wooden details of the designer are very pleased to keep and twirl in small, and not only, handles. Such a massage of hands has a beneficial effect on the development of touch and shallow motility of hands, and also useful for health. And no matter how quickly the modern manufacturing industry of constructors from modern materials, a designer made of wood will always occupy their own decent place. Just such toys are recommended by children's psychologists and teachers as the first children's designer.

7. Sever boards (frames, liners)

Boards Segene are collapsible pictures, these are wooden boards with liners, which depict various living or non-residential items. The baby must close the board by the components of the elements, pose a part desired by drawing and size. This game contributes to the development of speech, logic, coordination of movements, shallow motility of the hands, as well as the spatial perception of the kid.

8. Magnets figures

The surface of the refrigerator is a wonderful "field of action" for a small researcher. Having bought a magnetic mosaic to his child, you will not only take it with a useful occupation, have time to prepare lunch, but you will be accompanied, thus, the development of small motors, coordination of movements and spatial thinking. And the fantasy kid will help to reveal various figures in the form of multi-colored letters, numbers and geometric shapes.

9. Plasticine or dough for modeling

With the help of plasticine, the child is expressing not only creatively, but also develops the flexibility and mobility of his fingers, which, in turn, contributes to the improvement of speech. Naturally, small children are not recommended to give ordinary plasticine. Therefore, for the smallest, starting from one and a half or two years, special plasticine is sold in jars, so called "dough for modeling".

10. Cuba-Sortiers

Cube-sorter is a wonderful toy for the early development of your crumbs. Your child learns to pick up figures in shape and insert them into the appropriate holes. Thanks to such classes, the kid develops a small man's fingertips, and also meets various geometric figures and various colors. Well, what is not an exciting occupation!

Collecting colorful pictures, the kid develops not only a small motorcy, but also attentiveness, intelligence, logical thinking, coordination of eye work and hands.

12. Mosaica

Games with different mosaics contribute to the development of small motility, the intelligence and creative abilities of the child. This developing toy can be acquired by the baby as soon as he will be one year old. The main thing is to pay attention to the chips and the age of the child for which the mosaic is intended. For the smallest mosaics with large bright chips and a string of large sizes.

13 - 14. Finger games, finger dolls and glove dolls

Finger games Folk wisdom brought to us from the depths of the centuries. All of us are well known for the game "Soroka-Voron", "Ladushka", "Goat-Rod" and much more. Games and gymnastics for fingers help in the total comprehensive development of the baby.

Finger dolls can be both wooden and soft tissue. Thanks to such a simple theatrical details, you can not only arrange a puppet play at home with the participation of your baby, but also perfectly stretch the little fingers.

Continuing the conversation about the benefits of finger games, it should be noted that they not only improve the dexterity and accuracy of movements, but also improve attention, memory, help to learn patience, produce perishability. This is an excellent incentive for the development of kids' creative abilities, awakening imagination and fantasy. Having learned to portrait with fingers familiar items, toys, animals, your child will certainly begin to invent small stories, illustrating them with the help of all the same, indispensable fingers.

Small motility in everyday life

If the child does not pass the educational benefits - offer him real affairs. Here are the exercises in which the baby can train a shallow motorcy, helping parents and feeling necessary and almost adults:

1. Remove the skin with vegetables cooked in uniform. Clean steep eggs. Clean mandarins.

2. Disassemble the split walnuts (cores from shell). Clean pistachio. Seveled a film with fried nuts.

3. Collect from the floor Socinetics. Helping to assemble the objects scattered on the floor (buttons, carnations, beans, beads).

4. Slog from the dough cookies. Sculpt from the marzipan mass of the decoration to the cake.

5. Open the mailbox key.

6. Trying to arrange yourself, dress. And also to go and undress. To do this, part of shoes and clothing must be available to a child so that he can dress up when he wants. Learn yourself, put on gloves. Try to lump sneakers.

7. Help Wash threads or rope in the ball.

8. Pain shoes for the whole family with a special sponge.

9. Hang underwear using clothespins (you need to pull the rope for the child).

10. Help parents to unscrew various traffic jams - in canisters with water, bath foam, toothpaste, etc.

11. Help Circle.

12. Close the valve on the door under the sink.

13. Rob, mive paper and fill to her retained shoes.

14. Collect the berry in the country or in the forest.

15. Get something from a narrow slit under the cabinet, sofa, between furniture.

16. Wipe dust, I miss nothing.

17. Turn on and off the light.

18. Search the edge of the scotch. To win and glue stickers.

19. Pour the pages of the book.

20. Cash pencils (sharpening). Erase drawn doodle eraser.

Remember that than "smarter" hands, the smarter your child. It is purposefully acquiring toys for the development of shallow motility in children, you make a significant contribution to the development of your baby. It is just important to remember that any toy will bring little use if the baby will play with her in "Gord Solitude". Only due to the joint " common cause»Parents and baby will get a good positive result

Conclusion

Dear Parents!

We hope that our consultation has gave you a lot of pleasant minutes and taught a few new communication with the child. Playing with you, he will grow up and wakes up. There is new discoveries ahead of the baby, and you have new concerns. Let them be the same lungs and pleasant as funny finger games!

Consultation for parents

"Speech games in the development of children"

Timely and full-fledged formation of speech in preschool childhood is one of the main conditions for the normal development of the child and in the future its successful schooling. Any delay and any violation during the development of the child's speech is reflected in the various forms of its activities. Unfortunately, many speech disadvantages are already detected at school, braking the learning process, since they are the reasons for the dysgraf and dyslexia.

Parents, facing difficulties arising from teaching their child, naturally upset, ask numerous questions: why the child writes illiterately; loses entire syllables when reading; It cannot be used in practice well-learned spelling rules, etc. But many of them were engaged in our child, drove it into various circles, development centers and seem to achieve the goal that was set in front of them, - the child can read and write, went to school prepared.

What was done wrong? And what should be done to avoid the consequences of the wrong speech development of your child?

And the fact is that, for example, the presence of even low-voltage defects in phonmematic development creates serious obstacles to successful assimilation A child program material reading and writing, as there are insufficiently formed practical generalizations about the sound composition of the word. Parents forget that everyone needs to be done in stages, and in order for the child to successfully mastered the diploma, it is necessary to master the oral speech well. This can be compared with the construction of the house. Which house will flash without foundation?

And for the correct and effective impact on the formation of your child's speech, parents need to take into account the following points:

It should be realistic to evaluate the child's health status. It can be somatic weakened, it is perhaps it is advisable to consult a neurologist and from other narrow specialists. If something concerns in the speech development of the child should seek advice on the speech therapist and do not wait for the child 5 years old, or even 7 years.

You can not reduce the formation of speech to graduate from literacy (mastering reading and writing skills), since the development of speech is a complex process in which the development of writing is only part of. The development of speech in the understanding of many parents is the ability to read (and write - at least printed letters) as a maximum and ability to tell poetry, at a minimum. Therefore, they strive to read their child as early as possible, and even write, while many important parties to the child's development remain without due attention, and sometimes they are not taken into account at all, although it is long known that the child's ability to read and write is not an indicator of its development. Reading and writing is only the necessary tool, which at a certain stage, the child seizes for its subsequent full-fledged development. At the same time, reading and writing - complex skills that require a child of a certain development, including speech, that is, a good "foundation" such as a pure sound-proof, a good lexical stock, formed by the grammatical system of speech, developed phonmematic hearing (that is, speech hearing). Mastering a diploma is not an end in itself, this is a certain stage of the speech development of a child who implies a serious preceding and subsequent work on the speech and language development of children.

It is also necessary to carefully apply to the early introduction of foreign languages \u200b\u200binto the life of a child. If he has problems with a native language or speech in the formation stage, then it is not worth exacerbating his problems with introducing to another language system. Because almost all languages \u200b\u200bin some of their characteristics come into contradiction with each other. First of all, this concerns the phonematatic (sound) side: any language has the sounds in their arsenal, which are characteristic only for him. So in English there are intersuban sounds that are not in Russian. Moreover, the interdental pronunciation of the sounds of the Russian language (hissing and whistling sounds) is considered a speech defect requiring serious work on its correction.

Given the greater loading of parents by daily household chores and accumulated by the end of the working day fatigue, you can recommend such games in which you can play while you work in the kitchen, go to the store or from kindergarten.

Gaming exercises for the development of shallow motility hands:

"I'm helping my mother"

Most of the time you spend in the kitchen. You are busy cooking dinner. The child is spinning near you. Invite him to go through peas, rice, buckwheat or millet. Thus, he will help you and takes off her fingers.

"Magic wands"

Give the child counting sticks or matches. Let him lay out the simplest figures, objects and patterns. It develops not only a small motility of hands, which is already good for speech development, but also develops fantasy, imagination, visual-shaped thinking.

Games for enrichment of the dictionary:

"I treat"

We propose to remember delicious words: - Let's recall the delicious words and treat each other. The child calls the "tasty word" and "puts" to you on the palm, then you and so that you don't "eat". You can play "sour", "salty", "bitter" words.

"We are looking for the words"

What words can be removed from the boards? Vigret? Kitchen cabinet? Etc.

"Describe the subject"

The child takes any item and picks up as many words suitable for this subject. For example: an apple (what?) Red, sour, round, solid, etc.

Games in order to develop a grammatical system of speech:

"Cooking juice"

"From the apples of juice (what?) - Apple; from pears ... (pear); from cherry ... (cherry) "and so on. and then on the contrary: orange juice from what?" etc.

"One - a lot"

"Apple - a lot of things? (apples); Tomato - a lot of things? (tomatoes) "etc.

"Whose, whose, whose"

Education pretty adjectives. "Dog ears - (whose ears?) Dog's ears; Cat tail - cat ", etc.

"Stubborn words"

Tell us what is in the light "stubborn" words that never change: coffee, dress, cocoa, cinema, piano, metro. "I put on a coat. I walk in a coat. Today warmly, and everyone was put on a coat ", etc.

Games for development phondeMectic hearing:

"Repeat correctly"

House - volume; dol - debt - sense; cottage - car; fruits - rafts; Goat - Spit; Mouse - Teddy bear, etc.

"Come up with the word"

The child must come up with a word on a given sound. For example: on sound w: Beetle, vest, jeans, acorn, so, etc.

"Clamp in your hands"

The child must clap his hands when he hears the sound and in a number of other vowels: a, o, e, e, a, and, е, a, y, u, e, o, and, etc.

Consultation for parents on the topic:

"The role of the family in the development of the child's speech"

Physical, mental and intellectual education of the child begins in early childhood. All skills are purchased in the family, including skill proper speech. The child's speech is formed on the example of speech of relatives and people close to him: mother, father, grandparents, senior sisters and brothers. There is a deep misinterpretation that the sound-proof side of the child's speech is developing independently, without special impact and assistance to adults, as if the child himself, gradually, mastering the right pronunciation.

In reality, non-interference in the process of forming a children's speech almost always entails a lag in development. Speech disadvantages, entrusted in childhood, with great difficulty are overcome in subsequent years. Reasonable family always trying to influence the formation of children's speech, starting with the most early years Life. It is very important that the child from early age hear the correct, distinct, on the example of which his own speech is formed.

Parents are simply obliged to know what great importance for the child is spectacled by adults, and how to talk to young children. Adults must speak correctly, not distorting words, clearly uttering every sound, not to hurry, not "eat" syllables and endings of words.

Completely inappropriate "fake" under children's language, which often slows down the development of speech. If adults do not follow their speech, then to the ear of the child, many words are distorted distorted ("Smorior" instead of "Look", "Not Bezh" instead of "do not run", "Vantha" instead of "generally", etc.)

Especially clearly need to pronounce unfamiliar, new for the child and long words. Turning directly to the son or daughter, you encourage them to answer, and they have the opportunity to carefully listen to your speech.

You have to teach the baby to look directly on the speaker, then it easier admires the articulation of adults. An experienced teacher, looking at the newly received students, very quickly

The sound side of speech is developing. Senior preschoolers begin to realize the features of their pronunciation. But they still preserve the preceding ways to perceive sounds, thanks to which they will recognize the wrong children's words. Later, thin and differentiated sound images of words and individual sounds are formed, the child ceases to learn wrong words, he hears, and speaks correctly. By the end of the preschool age, the process is completed phondeMectic Development.

Intensively growing vocabulary of speech. As in the previous age stage, individual differences are great here: in some children the vocabulary turns out more, others have less, which depends on the conditions of their life, from how many adults are communicated with them.

Almost all personal qualities: tastes, habits, character, temperament are laid in a person in childhood. And there is a significant role in the formation of a person.

In early childhood, we can see which child is being formed. Imagine a child with a speech defect that does not attend kindergarten. He does not experience any experiences about this. Peer do not laugh at it, do not tease him. He is discovered, talkative, willingly communicates. Exactly the same child visiting the kindergarten will be subject to ridicule, insulting comments, in concerts in children's matinees do not participate such MM, caregivers do not allow them to speak. The child is offended, he does not feel equal among other children. Gradually, he will try at a convenient case to dare or respond monosyllant, it will try not to take part in speech games. The character of him will form a closed, he will be a silent, insecure in his abilities, and, becoming an adult, will choose a profession that will not require frequent and intensive communication with people. And then, he will have children who will be brought up in the so-called unhealthy speech environment.

There is a high probability that a child has an improper sound, when someone from parents, or brother, or sister have pronunciation defects.

Speech apparatus

How to explain that some children suffer from sound impacts, and how should work with them, so that when entering the school they had a net pronunciation?

What are the reasons for speech deficiencies of the child?

Speech is a complex function, and its development depends on many points. The effect of others is played by a big role here is a child in the example of the speech of parents, educators and friends.

Have a serious meaning psychological peculiarities Child: He must clearly perceive words and sounds, remember them and accurately reproduce. Good hearing condition, the ability to listen carefully is crucial. Children with a weakened hearing (taguhuhi) are often also tonoky. Scattered, inattentive children also make mistakes in sound and smoking. In order to correctly reproduce the heard, the child should have a well-developed speech apparatus, it must be easily valid.

Therefore, it is necessary to do with the child at home. This will secure the work of the speech therapist and speed up the process of correcting the wrong sound.

for development

1. We speak by phone

Conversations on the phone when the baby can not see

the interlocutor and on the contrary, in themselves contribute to the development

actively speech, because the child can not show anything to the interlocutor with gestures.

But, as a rule, talking on the phone kid with a grandmother

or dad comes down to hearing what an adult says.

So that this does not happen that such conversations are not only interesting to the baby, but also benefited, agree in advance with the grandmother, how to better build a conversation with the child.

What words he speaks well, what questions understand well.

Let the grandmother sets questions to which the baby will be able to answer. At first, at least, the words "yes" and "no",

gradually introducing more complex questions.

Let the talk on the phone with a grandmother

it will become everyday ritual.

2. Answer questions

Try to ask the child as many questions as possible.

But do not examine him on some question,

what color or where is a big house, and where is small.

And really interested in his problems, his impressions

from visiting one or another place, his opinion on a particular subject or phenomenon.

Try to connect dad to this process.

Let the baby tells the dad every night about what happened in the day, what he played that he saw that he liked, but what not.

But the child himself, of course, is not yet capable of a thoughtful consecutive story, so help him with entry issues.

In the process of the plot game

(with dolls, animals, soldiers or cars), ask from the face of "your" character

mass questions of child character.

and why will it take with you, what will dress,

3. What happens? What happens?

Start the game with the words:

"Soft can be bread, and a pillow, and still mild can be ..." And wait until the child comes up with its version (at least one). If the baby does not continue your phrase, finish it yourself and offer a similar one - with another sign: any other or opposite by meaning, if possible

(In this case: Firm happens ...).

Or vice versa:

"The ball can be large or small, red, green or yellow, rubber or plastic. And ..." and so on about other subjects or living beings. "Or maybe a ball be simultaneously yellow and green? And at the same time soft and tough?

Or at the same time big and small? "

What happens round? What happens sharp?

What is fluid? What is long?

What happens fluffy? What happens solid?

What is square? What happens fragrant?

You can play in such verbal games on the way to kindergarten or on the site, sitting in the car or in line for the doctor.

It is not worthwhile for a special time for them.

Offer the child to ask you such tasks.

You from time to time, allow mistakes to understand

how attentive to the baby or how well he

understands the essence of the game and property properties.

4. What is first? What then?

Introduce the child with the concepts of "first" and "then"

on visual life examples, with the help of children's books,

games with cards.

When a child will be aware of the meaning of these words,

invite it to continue phrases like:

first pour tea, then drink

first, a person goes to bed, then rises

first, the plane takes off, then ...

first, the bird postpones the egg, then ...

Naturally, the younger child

thed sense of phrases should be easier, clearer to him.

Or, on the contrary, "confuse", say "wrong" phrases in which the sequence of actions is broken or the meaning is disturbed:

first, the potatoes must be thrown into the soup,

and then wash and clean,

at first, the dog's puppy is born,

and then from the puppy we grow a big cat ...

Change roles - the child begins,

you continue.

5. What will happen if ...

Another oral game.

You ask a question - the child answers.

"What will happen if I get my legs in a puddle?"

"What will happen if a ball fall into the bath with water? Ploda? Towel? Kitten?" Stone? " etc.

Then change roles.

6. What can I do ...? What can I do ...?

You start:

"The ball can be thrown, roll, drop, knock him down, racket, and ...", "water can be drunk.

It can be washed, you can swim in it, and also ... "

The child continues.

"You can climb on the closet, on the bed, on the stairs, on ...", "drinking water, milk, juice, and also ...".

Tea drink, and cookies eat.

On the bed lie, but sit on the chair.

The nail is clogged, and screw screws.

Shirt sew, and a scarf ... Cutlets fry, and soup ...

When the essence of the game becomes clear,

try to change roles -

the child starts, you continue.

7. Who does what?

Rules - similar to other oral games:

adult starts, the child continues and vice versa.

The beginning may be:

"Sunshine - shines, shines, heats, and also ..."

"Kettle - whistles, boils ..."

"Machine - rides, buzzing, shines ..."

"Snow - goes, melting ..."

"Cat - runs, walks, drinks, sleeps ..."

Or call two subjects or living creatures.

The child must call the total action for them:

And the frog and bunny - jump.

And the bird and fly fly.

And snow, and rain falls on the ground.

And snow, and ice - melting.

Or many items per action:

"Lights - Sun, lamp, lantern, headlight, and ..."

"Rides - car, train, bike ..."

"Melts - ice cream, ice ..."

Or tasks with only one answer:

"Who reserves boots?"

"Who dries water trunk?"

"Wears mushrooms on needles?" etc.

8. What is where? Who where?

First, you can make an oral excursion on familiar places, for example, on the rooms of your apartment.

What is in our kitchen?

Where is the TV?

Where do we have a frying pan? (A child can give a single response - in the kitchen).

Then "go" on the journey.

We are walking into the forest. What grows in the forest?

Who sits on the branch? Who crawls in the grass?

Who jumps from the Trestiki to Travinku? Who is sitting in Duples?

Where is the butterfly? Where is the fox?

9. What inside?

Adult calls the subject or place

and the child calls something or someone in response

what can be inside the named object or place.

house - table,

cabinet - sweater,

refrigerator - kefir,

bedside table - book,

bubble - medicine,

pan - soup

wood - protein,

beehive - Bees,

nora - Fox,

bus - Passengers,

ship - sailors,

hospital - Doctors

shop - Buyers.

10. Guess who is it?

Adult calls a few words

(It is advisable to use mainly adjectives), describing this or that animal.

The task of the child, as quickly as possible to guess,

about whom is speech.

First, more general descriptions should be given.

Then call more accurate signs

characteristic only for the specified being.

For example:

Gray, angry, toothy, hungry (wolf)

Small, sulfur, cowardly, long legs (hare)

Small, short-legged, hardworking, spiny (hedgehog)

Long, Non-Dear, Poisonous (Snake)

Fluffy, redhead, prompt, tricky (fox)

Big, clumsy, brown, closure (bear)

11. More than ... less than ...

Adult sets the task:

"I will call someone or something,

and you call an item or animal (up to three),

which in size is more than I called. "

For example, ant - boxes, elephant - house,

mouse - Cat, pencil - samovar. Etc.

Or vice versa. You call something

and the child picks up an object that is less than named.

12. One - a lot

Adult for example gives several completed tasks,

then makes a pause where it is waiting for an answer from the child.

"Table - tables, frying pan - pans, cat - cats,

Option: "Table - Many tables, nose - a lot of noses,

daughter - a lot of daughters ... "

First do not try to confuse the child - let's words

which vary in numbers is pretty like.

When traveled, complicate tasks.

Nick words in a rapid pace.

An option for children who know the sequence account:

"One table, two tables, three tables, four tables, five tables ..."

You can, on the contrary:

"Five Tables, Four Tables, Three Tables, Two Tables, One Table"

Words for these games can be chosen completely arbitrarily,

that is, that you will take up, then call.

But you can focus on any topic.

Tell your child in advance that you are in the forest with him,

or in the kitchen, or in the clothing store.

And if you call the subject, which is here

(in the forest, in the kitchen, in the store) can not be

the kid should not support the game.

Therefore, it is necessary to be attentive.

Abstract

Open class

for the second younger group

"Hello Sunshine"

Software content:

Educational tasks:

Continue to learn to pronounce sounding: meow - meow, vite - vite, la - la, Pi - Pi, Zvir - Zvir, Kvo - Kva, Fr.

To acquaint with folklore: sweeps, songs.

Learning to build an answer to the question supplied by the educator.

Teach to call the characteristic signs of animals.

Developing tasks:

Develop the speech of children by means of small folklore forms.

Develop cognitive activity.

To form a figurative speech, accompany the words by movement.

Call a desire to participate in the overall conversation.

Educational challenges:

Educate the intonational expressiveness of speech.

Educate in children the desire to listen carefully to adult, repeat simple sentences; promote the development of colloquial communication; In the course of classes to encourage activity, curiosity.

Rail up the moral qualities of kids: compassion, the desire to come to the rescue.

Health-saving tasks:

Control motor activity in class.

Observe the correct posture.

Pre-work of the teacher:

Prepare demonstration material.

Listed with children of fun, songs.

Methodological techniques:

Organizing time Before class.

Game (use of surprise moments).

Visual (use of illustrations).

Sensual (reminder, indication, questions, individual answers).

Promotion, analysis of classes.

Material and equipment:

Puppet show.

Fairy tale characters.

Mockups of trees, birds, insects, animals.

Travel course:

Organizing time:

Educator:

In the morning kids got up,

All came to the kindergarten.

We are glad as always.

Guests here we have in the morning

Still Friends!

Let's wish our guests good in the morning. And let this wish be warm and joyful.

Invented by someone just and wisely.

When meeting, hello: "Good morning!"

Good morning - we whisper flowers,

Good morning - murmur streams.

Good morning - the bird sings us, (Vite - Vite)

Good morning - will tell us the cat, (meow - meow)

Good morning buzzes us a bee, (f - f - g)

Good morning, how are you?

Good morning - the frog said, (kva - kVA)

Good morning - we have soaked mouse, (Pi Pi)

Even creep spotted python:

"Good morning!" - he said (Sh - Sh - W)

Good morning - noisy poplar (la - la - la)

Good morning native land!

Good morning Sun and Birds,

Good morning to smiling persons!

After such warm sincere words, there were even more joyful and bright parties. That's what a good word do.

Message Topics Classes:

Educator: Guys, listen carefully. Don't you hear anything? Or does it seem to me? (hooks snort)

Oh, who is it? (from behind the screen appears Hedgehog)

Hedgehog: Hello guys!

Children: Hello Hedgehog!

Hedgehog: I want to introduce yourself. My name is Egorka. What is your name?

(every child seems)

Hedgehog: So got acquainted. And where did I get guys?

Children: To a kindergarten.

Hedgehog: What is it called?

Children: Kindergarten…

Hedgehog: And what time of year?

Children: Spring.

Hedgehog: What are the guys guys. Everybody knows! So I was not mistaken in you. I came to you from a fabulous forest. There we had trouble. Lost Sunshine! Help guys, us!

Educator: Well, guys help forest residents? Come to cut out the sun?

Take the handles. We go on the road!

Well - ka funny top - Top,

That's how we can top - Top.

Main part:

Educator: Guys, look at what beautiful clean we fell. How beautiful here!

Look, bees fly, buzzing, collect pollen (f - f - g).

Mosquitoes flew. Missed quietly (s - z - s)

And the closer, the louder (z - z - s)

And here are small mosquitoes (z - z - z)

Look, the hedgehog, scares the barns and frightenively snorts (F - F - F)

And with him and a small hedgehog (F - F - F)

Crawling snake, hits (sh - sh - w)

Walls a knock of Dyatla (D - D - D)

Flying bug (f - f - g).

Flies, waving the wings of a butterfly (FR - Fr - Fri).

(Stop near the screen, on it forty)

Educator: Guys, look, yes it is forty! Let's sing her sweep:

Forty - Beloboka, porridge cooked,

Guests convened, porridge treated.

Chantechka - sister,

Squirrel - Nurse,

Bear - Stump,

Zainka - a panty,

All!

Educator: Hello forty - Beloboka! (Children greet).

Forty-Beloboka, tell me where we find the sun?

Magpie: I dont know. Maybe a fox knows.

Educator: Well, let's go further. Goodbye, forty. Thank you for the advice!

They stagned our legs top - Top,

On the big track top - Top,

Well - ka funny top - Top,

That's how we can top - Top.

(Starting near Shirma, on it chantech.)

Educator: Yes, here she, red fox - sister. Prepare-ka palms, we will play a little.

Fucked Fox Lesco with Body.

And what in the bodywork? Forest mushrooms.

Mushrooms - Greps.

For son and daughter.

Educator:Hello, chanterelle! Did you like the guys playing? We are looking for a sun, you will not tell you where we look for it?

A fox: No, I do not know, go to the squirrel, maybe she knows.

Educator: Well, let's go, guys, on. Goodbye, all the best to you, chanterelle!

They stagned our legs top - Top,

On the big track top - Top,

Well - ka funny top - Top,

That's how we can top - Top.

(Stop near the screen, the protein on it)

Educator: And here is the smart squirrel. What is she? And we know the fun about it. True guys?

Sitting squirrel on the cart, it sells nuts.

Chanterelle - sister, sparrow, cinema,

Mishke Tolstophadded, Zainee Used.

To whom in a handkerchief, to whom in the teeth,

To whom in the paw!

Educator: Hello, squirrel! Help us Solny to find!

Squirrel: I know, I know, I will tell.

I will tell you guys.

There is a sun friend

Along the track, since go,

Cockerel you will find there.

So he will definitely help you!

Educator: Thank you, the squirrel, for the help, for the hint! Come, guys, to a cock.

They stagned our legs top - Top,

On the big track top - Top,

Well - ka funny top - Top,

That's how we can top - Top.

(Stop near the screen, on it a rootchok)

Educator: Guys, look, so he Petya is a root. What is his scallop, a beard, head?

Children:Golden scallop, oily head, Schölkova Borodka.

Educator: Beautiful rooster. Let's read about it.

Cockerel, Cockerel, Golden Scallop,

Oil's head, Schölkova Borodka.

Do not let the kids sleep?

Cockerel, Cockerel, Golden scallop.

Through the forest behind the river, Krikni Ku-Ka-re-ku!

Educator: Guys, how shouts the cockerel?

Children: Ka-ka-re-ku!

Educator: Guys let's and we call the sun.

Sun, Vödryshko!

Looking in the window!

Your babes cry,

By pebbles jump.

Sunny appear, red show!

(Sun appears for the music)

Educator: The sun was woken up and rolled through the blue sky.

Hello Sunshine! The sun is clear, the sun is red!

Joy, what! We found the sun.

Suns have woken up and warmed children, trees, land.

Outcome:

Educator: Let's guys, you will delight our sun.

Are you glad that we have found a sun? Did you like the lesson? Who we met at the lesson? How did we help forest residents find the sun?

Forest residents thank you for the help and prepared for you a treat.