Modern technologies of speech development of children in the context of the implementation of the Federal State Educational Standard for preschool education. Educational and methodological material on speech development on the topic: theoretical seminar for preschool teachers using traditional and innovative technologies

Introduction........................................................ ........................................................ ....................

Main tasks of speech development.............................................................. ....................

2.1 Compilation of descriptive and comparative stories by preschoolers using diagrams.................................................... ........................................................ .....

2.2 Formation of the ability for visual modeling when getting acquainted with fiction .................................................................... ...

2.3 “Propp’s Maps”................................................. ............................................

2.4 Pictures with a problematic plot for the development of speech and thinking In children................................................... ........................................................ .........

Conclusion................................................. ........................................................ ................

List of used literature........................................................ ...........................

Speech development is one of the most important tasks in the upbringing and education of preschool children.

It is known that speech is not only a means of communication, but also a tool of thinking, creativity, a carrier of memory, information, a means of self-awareness and self-development.

Speech development has crucial in preparing children for schooling and their subsequent acquisition of the fundamentals of science.

IN recent years Issues of speech development are attracting more and more attention from scientists and researchers. Their solution is associated with the search for ways to improve the content and methods of teaching, which increase the efficiency of all parts of the public education system.

Improving developmental education is not the only way to influence the development of abilities. The need for direct control of the development of a child’s speech abilities has been proven. The basis for the development of these abilities is the child’s mastery of the actions of substitution and visual modeling.

Playful substitution is the beginning of a long journey to understanding the true meaning of words, which not only indicate objects and phenomena, but also highlight important essential features in them, improve children’s speech, teach them to clearly express their thoughts, enrich vocabulary (the vocabulary of the language) not only quantitatively , but also of high quality.

Any problem requires an analysis of its conditions, highlighting the relationships between objects that must be taken into account when solving. And as practice confirms, it is visual models that are the form of highlighting and designating relationships that is most accessible to children preschool age.

1. Main tasks of speech development

The comprehensive development of a child is carried out on the basis of assimilating the centuries-old experience of mankind only through the child’s communication with an adult. Adults are the guardians of the experience of humanity, its knowledge, skills, and culture. This experience cannot be conveyed except through language.

Among the many tasks of raising and educating preschool children in kindergarten teaching the native language, developing speech, verbal communication is one of the main ones. This general task includes a number of special, private tasks: education sound culture speech, enrichment, consolidation and activation of the dictionary, improvement of grammatical correctness of speech, teaching conversational (dialogical) speech, development of coherent speech, nurturing interest in the artistic word, preparation for learning to read and write.

In kindergarten, preschoolers, assimilating their native language, master the most important form verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually.

The formation of verbal communication between a child and an adult begins with emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life. The child responds with a smile to the smile of an adult, makes sounds in response to a gentle conversation with him, to sounds uttered by an adult. He seems to be infected by the adult’s emotional state, his smile, laughter, and gentle tone of voice. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

In emotional communication with an adult, a child reacts to the characteristics of the voice, the intonation with which words are pronounced. Speech participates in this communication only through its sound form and intonation, accompanying the actions of an adult. However, speech, a word always denotes a very specific action ( stand up, sit down ), specific item ( cup, ball ), a certain action with an object (take a ball, give a doll), an action of an object ( the car is moving ), etc. Without such a precise designation of objects, actions, their quality and properties, an adult cannot control the child’s behavior, his actions and movements, encouraging or prohibiting them.

In emotional communication, an adult and a child express the most general attitudes towards each other, their pleasure or displeasure, i.e. feelings, but not thoughts. This becomes completely insufficient when in the second half of the year the child’s world expands, his relationships with adults (as well as other children) are enriched, movements and actions become more complex, and the possibilities of cognition expand. Now it is necessary to talk about many interesting and important things around, and in the language of emotions it is sometimes very difficult to do this, and more often it is simply impossible. We need the language of words, we need verbal communication with an adult.

The first meaningful words appear in a child’s speech usually by the end of the first year. Around the middle of the second year of life, a significant shift occurs in the development of a child’s speech: he begins to actively use the vocabulary accumulated by this time in order to address an adult. The first simple sentences appear.

Even such speech, imperfect in its form and grammatical structure, immediately significantly expands the possibilities of verbal communication between an adult and a child. The baby understands the speech addressed to him, and he himself can turn to an adult, express his thoughts, desires, requests. And this, in turn, leads to a significant enrichment of the vocabulary. The main event in the development of speech during this period (by the end of the second year) is not the quantitative growth of the vocabulary, but the fact that the words that the baby uses in his sentences (now often three- and four-word) acquire the appropriate grammatical form.

From this time begins one of the most important stages mastering the native language – mastering the grammatical structure of the language. The assimilation of grammar occurs very intensively, and the child masters the basic grammatical patterns by the age of three to three and a half years. So, by this time he uses all case forms in his speech.

By the age of three, a child’s vocabulary increases. The dictionary includes all parts of speech - nouns, verbs, adjectives, pronouns, numerals, adverbs; function words - prepositions, conjunctions, particles; interjections.

Often, by the beginning of the fourth year of life, all sounds are assimilated. native language.

All this does not mean, however, that neither the child himself nor the adults around him will have to work hard to improve his language proficiency. Knowledge of your native language is not only the ability to correctly construct a sentence, even a complex one. The child must learn to tell: not just name an object, but also describe it, talk about some event, phenomenon, sequence of events. Such a story consists of a number of sentences. They, characterizing the essential aspects and properties of the described object, event, must be logically connected with each other and unfold in a certain sequence so that the listener fully and accurately understands the speaker. In this case, we will be dealing with coherent speech, i.e. with a speech that is meaningful, logical, consistent, quite well understood in itself, and does not require additional questions and clarifications.

In the formation of coherent speech, the close connection between speech and mental development children, the development of their thinking, perception, observation. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena .

But coherent speech is still speech, and not a thinking process, not reflection. Therefore, to achieve coherence in speech, it is necessary to be able not only to select the content that should be conveyed in speech, but also to use the linguistic means necessary for this. You need to skillfully use intonation, logical (phrase) stress, highlighting the most important key words, select the words that are most accurately suitable for expressing a given thought, be able to construct complex sentences, use different linguistic means to connect sentences and move from one sentence to another.

Coherent speech is not just a sequence of words and sentences - it is a sequence of interconnected thoughts that are expressed in precise words in correctly constructed sentences. A child learns to think by learning to speak, but he also improves his speech by learning to think.

Coherent speech, as it were, absorbs all the child’s achievements in mastering his native language, in mastering its sound side, vocabulary, grammatical structure. It doesn't mean that. However, it is possible to develop a child’s coherent speech only when he has very well mastered the sound, lexical and grammatical aspects of the language. The formation of coherent speech begins earlier. The child may not yet be able to pronounce all sounds clearly, or may not have a large vocabulary or complex syntactic structures (complex sentences), but work on developing coherent speech serves as the basis for the transition to more complex forms (for example, creative storytelling).

The coherence of monologue speech begins to form in the depths of dialogue as the main form of verbal communication. In dialogue, coherence depends on the abilities and skills of not one person, but two. The responsibilities for providing it are first performed primarily by the adult, but gradually the child also learns to fulfill them.

By talking with an adult, a child learns to ask questions to himself. Dialogue is the first school for developing a child’s coherent monologue speech (and generally activating his speech). The highest form of coherent monologue speech is written speech.

It is more voluntary and conscious, more planned (“programmed”) than oral monologue speech. The task of developing written coherent speech (text composition skills) in preschoolers cannot be set now. It can be used to develop in preschoolers the ability to deliberately and voluntarily construct a coherent oral statement (retelling, story). This use is based on the “division of labor” in composing a written text between a child and a teacher: the child composes the text, the adult writes it down. This technique - writing a letter - has long existed in the methodology of speech development for preschoolers.

Writing a letter is usually carried out collectively, but this does not mean that the monologue of speech disappears, the requirements for arbitrariness and awareness of the construction of the text are reduced: after all, every child composes the text. Moreover, collective writing of a letter makes it easier for the teacher to develop in children the very important ability to select the best, most suitable version of a sentence (phrase) or a larger part of the text that continues the presentation of the content of the letter. This ability, in fact, is the essence of arbitrariness, awareness of the construction of a statement (“I can say this, but it’s probably better to say it differently”). In addition, the predominant use of a collective form of work does not mean that individual writing of a letter cannot take place. A combination of both is needed.

By using writing, you can achieve significant results in developing coherence. oral speech child, in enriching it with complex syntactic structures (complex and complex sentences). Since speech, while remaining oral in external form, will at the same time be built at the level of development and arbitrariness characteristic of writing and thanks to this, in its structure, in the quality of connectivity, it will approach it.

The formation of voluntary speech, the ability to choose linguistic means is an important condition not only for the development of coherent speech, but also for language acquisition in general, mastering what the child does not yet have in active speech. Coherent speech becomes an important condition for mastering a language - its sound side, vocabulary, grammar, as well as a condition for developing the ability to use language means artistic expressiveness of speech.

In the general system of speech work in kindergarten, vocabulary enrichment, consolidation and activation occupy a very important place. And this is natural. The word is the basic unit of language, and improving verbal communication is impossible without expanding the child’s vocabulary. At the same time cognitive development, the development of conceptual thinking is impossible without the assimilation of new words that express the concepts acquired by the child, consolidating the new knowledge and ideas he receives. Therefore, vocabulary work in kindergarten is closely related to cognitive development.

In kindergarten, the development of sound culture of speech requires great attention. The development of the sound side of speech is not only the assimilation of the sounds of the native language and their correct pronunciation, but also the ability to regulate tempo, volume, etc.

The range of tasks for developing speech and teaching the native language in the preparatory group for school includes preparing children for learning to read and write. The teacher develops in children an attitude towards oral speech as a linguistic reality: he leads them to the sound analysis of words.

If we highlight in preparing children for learning to read and write, first of all, a general task (“speech becomes the subject of study”), then more simple forms the solution to this problem does not begin in preparatory group, and in previous groups. For example, in classes and didactic games on the sound culture of speech, children are given tasks: listen to the sound of a word, find the most frequently repeated sounds in several words, determine the first and last sounds in a word, remember words starting with the sound indicated by the teacher, etc. The process of preparing for literacy is not easy learning to successfully master reading and writing. This is an important means of further development of speech itself, its improvement, and enhancement of its culture.

Work is also carried out to enrich and activate the dictionary, during which they receive tasks, for example, to select antonyms - words with opposite meanings, synonyms - words that are similar in meaning.

In the development of children’s speech, the leading role belongs to adults: the teacher in kindergarten, parents and loved ones in the family. From the culture of speech of adults, from how they speak to the child, how much attention they pay verbal communication with it, the success of a preschooler in mastering the language largely depends.

1. Modern pedagogical technologies in speech development classes.

1. Preschoolers compose descriptive and comparative stories using diagrams.

In kindergarten, great importance is attached to developing skills in writing descriptive and comparative stories. Experimental data confirms that when describing and comparing objects and objects, children experience significant difficulties associated with:

WITH self-determination when considering an object, its main features and properties;

Establishing consistency in the presentation of identified signs;

Keeping this sequence in the child’s memory.

As practice shows, to compile descriptive and comparative stories within the most typical groups objects such as toys, clothes, animals, dishes and others, you can successfully use visual models - diagrams. Analyzing the results of the work, we can conclude that the use of diagrams when composing descriptive stories makes it much easier for our children to master this type of coherent speech. In addition, the presence of a visual plan makes such stories clear, connected, complete, and consistent. These and similar schemes can be used not only for composing descriptive stories, but also for comparative stories, coming up with riddles about objects, as well as in such an important and complex section of work as teaching children to independently pose questions.

The importance of mastering the skills of describing objects in terms of preparation for schooling, the difficulties in mastering this type of detailed statements, determined the need to find the most adequate ways and means of developing children's skills of coherent descriptive speech. Classes on writing descriptive stories are part of a comprehensive work on the formation of coherent speech in children. In this case, the following tasks are solved:

Formation of skills to identify essential features and main parts (details) of objects, to use adequate phrases - statements to define them;

Formation of generalized ideas about the construction of descriptions of objects;

Children’s mastery of the linguistic means necessary to compose coherent statements in the form of a description;

Practical mastery of the skills of describing objects through training exercises.

Training is carried out in stages and includes the following main types of work:

Preparatory exercises for describing objects;

Formation of initial skills of independent description;

Description of objects according to their main characteristics;

Teaching a detailed description of an object (including various features);

Consolidation of description skills, including in the process of gaming and subject-practical actions;

Preparation for teaching comparative description of objects;

Teaching comparative description of objects.

Teaching descriptive speech is carried out in connection with the work on developing grammatically correct speech in children in the following direction:

Systematic exercises in correct use word forms (case endings of nouns, adjectives, some verb forms);

Formation of practical inflection skills in children;

Exercises in the correct construction of phrases;

Formation of control skills over grammatical correctness of speech;

Activation and enrichment of vocabulary.

During classes on describing objects, children are presented with a number of objects belonging to the same group. Before writing a description, children name all the objects. In this case, special attention is paid to their differences in appearance. This helps children identify the main features of the object of description and helps consolidate the corresponding messages and contrasts. The object of description is chosen either by the teacher or the child (depending on the specific objectives of the lesson and the level of preparedness of the children).

During training, you can use a number of auxiliary techniques: gestural indications of the shape of an object, its details; description based on drawings. An effective method for teaching children is the parallel description by the teacher and the child of two similar game objects, when the teacher, and after him the child, draw up a description of the object using gestures, naming the same characteristics.

This technique is used in working with children who experience the greatest difficulty in remembering the sequence of the plan-scheme.

It is fashionable to describe objects from memory (animals, toys, plants) in separate lessons on the topics: “My favorite toy”, “Fruits and vegetables”, etc. The game forms of work used provide for the consolidation and development of speech skills formed in the process of learning to describe. They include: exercises in recognizing objects, drawing up questions based on the description text, reproducing a speech sample, and independently describing objects.

Work on a comparative description of two objects begins with the use of the following types of exercises: supplementing sentences started by the teacher with a word that is necessary in meaning, denoting a feature of the object (“A goose has a long neck, and a duck ...”), composing sentences on questions like: “ What do lemon and pear taste like? exercises in identifying and designating contrasting features of two objects associated with spatial characteristics (“The tree is tall and the bush is low, the river is wide and the stream is narrow”). The technique of parallel description (in parts) of two objects is also used - by the teacher and the child (description of a cat and a dog, a cow and a goat, etc.).

Using diagrams when writing descriptive stories will help achieve good results. Schemes are used not only in composing descriptive stories, but also in retelling, which has a special role in the formation of coherent speech.

2.2 Formation of the ability for visual modeling when familiarizing with fiction.

When introducing preschoolers to fiction, two areas can be distinguished that are of great importance for the development of children’s mental abilities. This is teaching the ability to retell what has been heard and the formation of elements of the child’s own artistic creativity.

Retelling is one of the main tasks set for preschoolers. Solving this problem requires the child to have a certain level of development in general and connected speech in particular.

It is necessary to highlight the main parts of the text heard, connect them with each other, and then, in accordance with this scheme, construct a coherent retelling. If a child does not have preliminary mental processing of the text, then even with sufficient speech development, he finds it difficult to clearly and accurately retell what he heard, slips into details, repeats himself, etc.

The second task is to compose your own story or fairy tale - kind of the opposite of the first task. Here the child should not draw up a diagram based on the finished work, but create his own idea and then develop it into a complete story with various details and events. If the child does not draw up some preliminary outline of the story, his works are fragmentary and structurally unorganized.

Preschoolers can develop the ability to coherently retell a text by learning to draw up its outline. Such a plan can be a visual model that captures the sequence of the most significant parts of the text.

Teaching children to create their own works can be based on developing the ability to develop a condensed, schematic idea, which represents some visual model of the sequence of events, into a complete fairy tale or story, rich in details.

The importance of fairy tales in the development and upbringing of children can hardly be overestimated - it is not only a treasure folk wisdom, but also an inexhaustible source of development of the emotional sphere and creative potential of the child.

Creativity is unthinkable without fantasy and imagination, which, in turn, are closely related to the development of feelings. Unity in the development of feelings and imagination introduces the child to the spiritual wealth accumulated by humanity. A fairy tale is a means of introducing a child to the world of human destinies, to the world of history; it is the “golden key” to changing the world, to its creative, constructive transformation. The child half lives in an imaginary, unreal world, and not only lives, but actively acts in it, transforms it and himself.

The fairy tale reveals to the child the accuracy and expressiveness of the language, shows how rich native speech is in humor, lively and figurative expressions, and comparisons.

K.I. Chukovsky believed that the purpose of a fairy tale “is to cultivate humanity in a child - this marvelous ability to worry about someone else’s misfortune, to rejoice at the joys of another, to experience someone else’s fate as if it were one’s own. After all, a fairy tale improves, enriches and humanizes the child’s psyche, since a child listening to a fairy tale feels like an active participant in it and always identifies himself with those of its characters who fight for justice, goodness and freedom.” A child is an active creature by nature; he loves not only to listen to fairy tales, but also to act and create, relying on them.

An important means of cognition is visual modeling, i.e. children's use of various kinds of conditional substitutes for objects. Therefore, to identify the structure of a fairy tale or other literary work You can use various visual models.

Before starting work on building and using visual models, it is necessary that the child:

1. listened to an expressive reading of the text;
2. answered questions;
3. acted out the plot in a table theater or role-playing;
4. looked at the illustrations.

Only after this, with the help of visual models, can children develop the ability to independently analyze the content of the text and highlight the most significant. In the future, this will help them independently understand any work of art, expressively and consistently talk about what they read and heard.

The simplest type of visual models is the serial series model. It may look like gradually increasing stripes different lengths and mugs of different sizes. For example, to act out the fairy tale “Turnip”, you will need a yellow circle (turnip) cut out of paper and six triangles of different sizes for the characters. The adult discusses with the child which of the heroes of the work will be replaced by one or another triangle. At the next stage of work, as the child reads the fairy tale, he puts the substituents in the right order.

The introduction of a visual model allows children to understand the logic of the fairy tale. It is interesting that most children, before conducting such classes, when asked: “Who should be invited if the mouse does not help pull out the turnip?” - they answered: “A bear, he is strong,” then after the modeling, most of the children began to answer that they need to invite a fly or a mosquito, i.e. the children began to act according to the logic of the fairy tale.

With three-year-old children, motor modeling can be used, i.e. learn to convey the main events of a fairy tale through the movement of substitutes. For example, you can act out the fairy tale “Fox, Hare, Rooster” with your children. This will require circles of the same size, but different colors.For example: white (hare), orange (fox), gray (dog), brown (bear), red (rooster). In this case, the adult tells a fairy tale, and the children perform all the necessary actions (left, came, etc.). On the table or flannelgraph where the scene will be played out, you can place decorations cut out of cardboard: fox and hare houses, Christmas trees.

In some cases, both types of modeling are combined: motor and serial series. For example, to act out A. Tolstoy’s fairy tale “The Three Bears,” children are given three circles: large, medium and small. They remember the fairy tale and decide which circle is suitable for which bear. Then the adult tells a fairy tale, and the child points to the corresponding circle and performs simple actions with it.

When conducting such classes, it is especially important that the child understands the principles of substitution. Therefore, before the start of the lesson, you should discuss which circle and why replaces any hero of the fairy tale.

1. You can use placeholders based on the color of the character's appearance. For example, a red circle would represent Little Red Riding Hood.
2. The ratio of the sizes of the heroes, then the substitutes will be strips of different lengths. For example, in the fairy tale “Rukavichka”.
3. The symbolism of color, when a positive character is indicated by light tones, and a negative character by dark ones. For example, in the fairy tale “Khavroshechka”, the evil stepmother and her daughters are in a black circle, and the good fellow and Khavroshechka are in a white circle.

Now the child needs to clearly follow the sequence of actions of a fairy tale or story, which will help him analyze the main events and the connection between them. This is how elements of self-control are gradually laid down.

The tasks can be complicated by asking children not only to distribute the necessary circles or stripes between the characters, but also to choose from them those that are needed for a given fairy tale or story. In this situation, the child must already mentally imagine the main characters of the fairy tale, know their characteristics and independently choose the appropriate models. For example, choose the characters for the fairy tale “The Wolf and the Seven Little Goats.” If the children are completing the task, invite them to come up with ways to identify the characters in the fairy tale.

Older children can retell episodes of fairy tales based on selected substitutes. For example, after playing the fairy tale “The Tar Bull,” all the material is removed, leaving only two circles (the bull and the bear). The adult asks the child to tell what is happening at the moment and helps him retell the desired episode as accurately as possible. Moving from episode to episode depending on the location of the substitutes, children retell the entire fairy tale. You can act out and tell such tales as “Teremok”, “Two Greedy Little Bears”, “Fox with a Rolling Pin”, etc.

Can be used with children five to six years old new look modeling - temporal-spatial models (block frames in which the deputies of the main characters of the fairy tale are located). This type of model allows us to understand the basic sequence of events in a fairy tale.

Such a model must be compiled together with the children. First, discuss how the fairy tale begins, who the hero is, and how to designate them. Can be used as substitutes schematic images figures, colored circles, sticks of different lengths. Gradually all the frames are filled.

It is important that there are not too many frames and that they really correspond to the main events of the work. Children can then try to retell the story while looking at the model.

If children, together with you, easily compose and use similar models when retelling, then you can move on to independently modeling fairy tales and stories.

1. "Propp's Maps"

The remarkable folklorist V. Propp, studying fairy tales, analyzed their structure and identified permanent functions. Propp identified 20 main functions. They are used in working with children when composing fairy tales.

D. Rodari notes that “the advantages of Propp’s cards are obvious, each of them is a whole cross-section of the fairy-tale world.” Each of the functions presented in the fairy tale helps the child understand himself and the world of people around him. What is the purpose of Propp's maps?

Firstly, this is the clarity and colorfulness of their execution. This allows the child to retain a much larger amount of information in memory, which means it is better to use it when composing fairy tales.

Secondly, the functions presented in the cards are generalized actions and concepts, which allows the child to abstract from a specific action or situation, and therefore, his logical thinking intensively develops.

Thirdly, cards stimulate the development of attention, perception, imagination, activate coherent speech, enrich vocabulary, etc. Propp's cards provide invaluable assistance in the sensory development of children, as their impact extends to all senses. The child acts not just as an observer, listener, but is the center creative activity, creator of original literary works.

Before you start composing fairy tales using Propp's cards, you should first organize so-called “preparatory” games in which children will become acquainted with and master all the fairy-tale functions.

a) “Miracles in a sieve”

In this game, children identify various miracles that occur in fairy tales: how and with the help of which transformations are carried out, magic (magic words, objects and their actions.

b) “Who is the meanest person in the world?”

During this game, children identify evil and treacherous fairy-tale characters and describe them appearance, character, lifestyle, home (thus, positive characters are analyzed). Then they analyze whether a fairy tale can exist without such characters, what is their role in the development of the plot; For whom are these heroes evil and why, and who accepts their qualities and characteristics in the exact opposite sense, on the contrary, who considers Baba Yaga good? Probably, for Koshchei the Immortal she is a very kind woman and friend, and why?

c) “Treasured words.”

During this game, children attempt to calculate the most meaningful words in a fairy tale. These can be either magic words, fabulous sentences, or words that carry the main semantic load. For example, the hero’s reasoning about his actions, which allows him not only to evaluate what is happening, but also his role in it. (For example: repentance of a false hero, abandonment of false ideas, etc.)

d) “What will be useful on the road?”

Children, based on the analysis of fairy tales (description of appearance, identification of properties) that help heroes defeat the enemy, resolve the situation (self-assembled tablecloth, running boots, scarlet flower), come up with new helping objects. A magical item can be the most ordinary item. If it begins to perform functions that are not characteristic of it due to the use of hidden resources: the properties of the material, its shape, color, which can play a certain role in some unforeseen problem situation (for example, a bowler hat can be used as a bird’s nest, a mirror , bag, etc.). An interesting fairy tale always has the most fabulous task, which is solved as the plot unfolds.

The source of a fairytale problem is usually the problematic situations that a person encounters in life.

d) “Magic names”

In this game, based on the analysis of fairy tales, the meaning and significance of various character names and their roles are revealed. How is the name of a particular character perceived by other characters? For example, why was the girl who spent all day working at the stove called Cinderella? How will names affect the character of the hero, how is this reflected?

f) “What do you have in common?”

This game involves comparative analysis various fairy tale plots in terms of similarities and differences between them. For example: how are the fairy tales “Teremok” and “Rukavichka” similar; “Morozko” and “Mistress Blizzard”?

g) “Good - bad”

In this game, children try to highlight positive and negative traits character of the heroes, evaluate their activities. For example, what is good about the fact that the Serpent Gorynych has three heads, and what is bad about it?

h) "Nonsense"

In this game, children come up with two unrelated sentences that contain exactly opposite functions.

The main goal of this game is to understand the purpose of a particular function.

For example: the functions “prohibition - violation of prohibition” are specified. To do this, you need to find out together with your children what a ban is; its purpose, character, forms; to whom are they addressed, why; who prohibits; who violates them; what could be the consequences? The sentences that the children came up with may be awkward (taken from other fairy tales), but the main thing is that they correspond to its essence: “The king forbade the sewing of fur clothes in his kingdom”; “The crocodiles did not listen and began to fly in the sky.”

Familiarization with the cards should occur gradually, in a semantic sequence and obey a number of requirements.

Cards that are used at the very beginning of working with them should be made colorfully and in a plot manner. In further work, maps with a rather condensed schematic representation of each function are used. When making cards - supports, symbols that indicate functions should be understandable to children. Symbols invented by the children themselves are better remembered, and their awareness is more productive.

After the preliminary work, we proceed to the main tasks. They are:

a) in reproducing a familiar fairy tale

After reading and dividing the fairy tale into semantic plots, you need to discuss each of them with the guys and give it a name. If several names are proposed that are similar in meaning, then you need to choose the most accurate one.

Give correct name- means to decipher information that can later be “hidden” in the map using visual means. Thus, the children will be able to correlate two familiar systems with each other: speech and graphic.

b) in joint search and finding of designated functions in fairy tales newly offered for listening

When reading a new, unfamiliar fairy tale to children, during one lesson you need to use no more than 3-5 function cards, otherwise the children will lose interest.

c) in writing fairy tales

It is best to start inventing fairy tales collectively and using a limited set of cards, then the realization of the goal will be more productive. Gradually, 3-4 additional cards are added to the tale, and so on until the entire set is used. When children have mastered inventing fairy tales in order of functions, they can begin composing blindly, that is, by randomly pulling out any card from the deck turned upside down. But this is a more difficult task; children cope with it quite quickly.

d) when working with an individual set of cards

Each child receives his own set of cards (can prepare his own set) and works with it. Invents a new work or modifies a familiar one. At first, you can offer the children ready-made names of fairy tales (for example, “The Adventures of a Hare in the Forest”), and discuss with them the number of characters.

After this, the children’s activities acquire independence - they themselves come up with a name, location, characters, endowing each of them with the appropriate qualities and imaginative characteristics.

In the future, options for working with Propp cards to invent fairy tale plots can be very different. This is an essay in turn, from the end, from the middle, using cards in order, through one, by a certain number; dividing a fairy tale into semantic parts (sentence, plot, conflict); choice of the main character; modification of a familiar fairy tale by limiting or increasing the functions used, etc. This is where the creative potential of every child is revealed.

1. Pictures with a problematic plot for the development of speech and thinking in children

Famous teacher K.D. Ushinsky said: “Give a child a picture and he will talk.” It’s hard to disagree with the classic, but in our time, not every picture encourages a child to engage in interested communication with an adult!

The modern preschooler is accustomed to colorful toys, dynamic cartoons, that is, strong impressions. It is already difficult to interest him in pictures with a standard plot, in which, for example, children are sliding down a slide or picking pears.

The role of painting in a preschooler’s education is still great. According to teacher E. Tikheyeva, “pictures develop a field of direct observation... The images and ideas they evoke, of course, are less vivid than those given to us by real life. However, it is impossible to see life in all its diversity.” And in this sense, the picture is excellent clarity.

Painting in its various forms (subject, subject, photograph, illustration, reproduction, drawing), and the subject in particular allows you to stimulate all aspects of the child’s speech activity.

The following types of work with a picture are known: examination, description and storytelling. The last one is the most difficult. When composing or inventing a story about the events supposedly happening to the characters in the picture, the child not only relies on own experience, but also uses fantasy and imagination. At the same time, the child’s speech must be meaningful, logical, consistent, coherent, and literate.

Famous French psychologist Jacques Piaget believed that a child's intelligence and his emotions are inextricably linked. Feelings are a regulator of internal energy that influences all activities. If the plot of the picture used by the teacher is bright, entertaining, and non-standard, then such clarity increases cognitive interest and motivation for learning activities, but also encourages the child to analyze, reason, look for cause-and-effect relationships, and draw conclusions.

Pictures with a problematic plot are modeled in such a way that they reflect an interesting event, a non-standard situation; cause a strong emotional reaction; encourage thought; stimulate imagination; promote interested communication between a child and an adult

Each plot has different interpretations, so using one picture you can create several stories. Questions are used as the main aid for speech exercises. When communicating with an adult, a child learns to respond to them. Questions should be asked sequentially, without omissions or rearrangements. In addition, these questions help the child analyze, reason, expand knowledge, fantasize and compose.

The great role of fantasy in education modern child! According to psychologists, this is the first step to creativity. Questions and tasks for developing imagination constitute another stage in working with the manual.

For most paintings, appropriate poems are selected (authors A. Vishneva, V. Orlov, V. Viktorov, etc.). Listening to, analyzing and memorizing them will help develop a sense of humor in children.

Tasks to add a missing word to a rhyme make it possible to improve children's phonemic awareness.

For older preschoolers, the tasks of replenishing vocabulary and improving grammatical speech are important. To this end, children are offered difficult questions, as well as exercises for selecting words, composing sentences and stories. When composing stories for children, one must try to make them not only correct (semantically, grammatically and logically) examples, but also unique “helpers” in creating an atmosphere of kindness, warmth, and philanthropy.

Conclusion

When working with children on speech development, you can use modern techniques, such as the method of visual modeling, Propp Maps, pictures with a problematic plot, diagrams for composing descriptive and comparative stories.

The use of substitutes and visual models develops mental abilities. A child who knows external forms of substitution and visual modeling (using symbols, drawings, schematic drawings, etc.), it becomes possible to use substitutes and visual models in the mind, to imagine with their help what adults are talking about, to “see” in advance possible results own actions. And this is an indicator of high development of mental abilities.

The use of Propp's Maps in the classroom - symbolic models with a rather condensed schematic representation of the individual functions of a fairy tale, provides invaluable assistance in the development of attention, perception, fantasy, and creative imagination.

The use of diagrams in speech development classes to compose descriptive stories and pictures with a problematic plot develop thinking, imagination, attention, memory, perception, help replenish the stock of knowledge and information, and most importantly develop children’s speech, replenish vocabulary.

As a result, the use modern techniques in classes and in various activities of children:

1. Allows the child to retain a much larger amount of information in memory, which means using it more productively when solving various mental problems, abstract, logical thinking develops more intensively.
2. Provides assistance in the sensory development of children, because extends to all sense organs, including tactile analyzers.
3. Stimulates the development of mental processes, enriches emotional sphere, helps to improve coherent speech, increase search activity and activity.

List of used literature

1. Alkhazishvili, A.A. Psychology of teaching oral descriptive speech / A.A. Alkhazishvili. – M., 2003
2. Bolshakova, S.E. Formation fine motor skills hands / S.E. Bolshakova. – M., Sfera, 2006
3. Belobrykina, O.A. Speech and communication / O.A. Belobrykina. – Yaroslavl, Development Academy, 1998
4. Belousova, L.E. Amazing stories / L.E. Belousova. - St. Petersburg, Childhood-Press, 2002.
5. Borodich, A.M.. Methods of developing children's speech / A.M. Borodich. – M., Education, 1981.
6. Games and exercises for the development of mental abilities in preschool children / edited by L.A. Venger.-M., Enlightenment, 1989.
7. Korotkova, E.P. Teaching preschool children storytelling / E. P. Korotkova.-M., Enlightenment, 1982.
8. Development of cognitive abilities in the process of preschool education / edited by L.A. Venger.-M., Enlightenment, 1986.
9. Development of speech in preschool children / edited by F.A. Sokhina. -M., Enlightenment, 1976.
10. Tkachenko, T.A. Criteria with a problematic plot for the development of thinking and speech in preschoolers / T.A. Tkachenko. - M., 2001.
11. Ushakova, O.S. Lesson on speech development for children 5-7 years old / O.S. Ushakova. - Moscow, 2010.
12. Tsvyktarsky V.V., Playing with fingers and developing speech / V. Tsvyktarsky. - St. Petersburg, 1996.

« Modern technologies speech development of preschool children" Kiseleva Natalya Viktorovna teacher at NUUC "Erfolg" Karaganda

"Speech is amazing strong remedy, but you need to have a lot of intelligence to use it."

G. Hegel.

Speech is one of the most important means of developing a child’s personality as a whole. Understanding the speech of others and one’s own active speech accompany all the child’s activities. The speech development of a child in the first years of life has an impact on his entire subsequent life, therefore speech development must begin from the first days of the child’s life. Timely and complete mastery of speech is the first most important condition for the formation (appearance) of a full-fledged psyche in a child and further proper development her. Timely means started from the very first days after the birth of the child; full-fledged means sufficient in terms of volume of language material and encouraging the child to master speech to the full extent of his capabilities at each age level.

Every child must learn to express their thoughts meaningfully, grammatically correct, coherently and consistently. At the same time, children’s speech should be lively, spontaneous, and expressive.

The problem of speech formation in preschool children is relevant today. Formation of speech in preschoolers is an important and difficult task. The successful solution of this problem is necessary both for preparing children for the upcoming school education, and for comfortable communication with others. However, the development of speech in children in the present tense is a pressing problem, which is due to the importance of coherent speech for preschoolers.

Traditional methods of teaching preschoolers recommend using a teacher's story sample as the main teaching technique. But experience shows that children reproduce the teacher’s story with minor changes, the stories are poor in expressive means, the vocabulary is small, and there are practically no simple common and complex sentences in the texts. But the main disadvantage is that the child does not construct the story himself, but repeats what he has just heard. During one lesson, children have to listen to several monotonous stories of the same type. For children, this type of activity becomes boring and uninteresting, they begin to get distracted. It has been proven that more active child, the more he is involved in an activity that interests him, the better the result. The teacher needs to encourage children to engage in speech activity, and it is also important to stimulate speech activity not only in the process of free communication, but, above all, in speech therapy classes.

It became obvious that it was necessary to change the way teachers work in classes on the development of speech of preschoolers. Such means are innovative methods and techniques for developing speech in preschoolers.

Currently, it is no longer possible to imagine the development of modern society and production without information and communication technologies. Today, ICTs are beginning to occupy their niche in the educational space of preschool educational institutions. This allows you to:

Present information on the monitor screen in a playful way, which arouses great interest in children, since this corresponds to the main activity of a preschooler - play;
- present it brightly, figuratively, in a form accessible to preschoolers new material, which corresponds to the visual-figurative thinking of preschool children;
- attract children's attention with movement, sound, animation;
- encourage children to solve a problem problem, using the capabilities of the curriculum, which is an incentive for the development of their cognitive activity;
- develop exploratory behavior in preschoolers;
- expand the creative capabilities of the teacher himself.

Currently, teachers in educational institutions face the most important task: developing children’s communication skills.

The task of teachers is to create conditions for the practical mastery of spoken language for each child, to choose such teaching methods and techniques that would allow each student to demonstrate their speech activity, their word creativity. One of the most common techniques for developing a child’s speech is Mnemonics.

Mnemonics, or mnemonics, is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Such techniques are especially important for preschoolers, since visual material is absorbed better than verbal material.

Features of the technique are the use not of images of objects, but of symbols for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic animals.

Like any work, mnemonics is built from simple to complex. It is necessary to start working with the simplest mnemonic squares, sequentially move on to mnemonic tracks, and later to mnemonic tables, because children retain individual images in their memory: the Christmas tree is green, the berry is red. Later - complicate it or replace it with another screensaver - depict the character in graphic form.

Mnemonic tables - diagrams serve as didactic material in the work on the development of coherent speech in children. They are used: to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

In older groups, any lesson begins with research activities, therefore, the use of such pedagogical technology as research activities – one of the components of any lesson. Wide Application technology such as sign-symbolic activity(modeling). This technique helps teachers visually identify elementary connections and relationships between objects and objects of reality.

It is recommended for young and middle-aged children to draw colored mnemonic tables, since separate images remain in the children’s memory: a fox is red, a mouse is gray, a Christmas tree is green, and for older preschoolers - black and white. Older preschoolers can participate in drawing and coloring themselves.

Mnemonic table to memorize E. Mikhailova’s poem “What is New Year?»

Models are especially effective when learning poems. The bottom line is this: keyword or the phrase in each poetic line is “encoded” with a picture suitable in meaning, thus the entire poem is sketched automatically. After this, the child, from memory, relying on graphic image, reproduces the poem in its entirety. At the initial stage, I offer a ready-made plan diagram, and as the child learns, he is actively involved in the process of creating his own diagram.

In the process of children's speech development senior and preparatory groups use special subject-schematic models. When forming children's ideas about words and sentences, children are introduced to the graphic diagram of a sentence. The teacher says that without knowing the letters, you can write a sentence. Individual lines in a sentence are words. Children can be asked to construct a sentence (Cold winter has come. A cold wind is blowing).

Graphic diagrams help children more specifically sense the boundaries of words and their separate writing. In this work you can use various pictures and objects.

For verbal analysis of sentences in preparatory groups educators use the “living words” model. There are as many words in a sentence as the teacher calls the children. Children stand in order according to the sequence of words in the sentence.

To develop the speech of preschool children, teachers use such techniques as fairytale therapy. Fairy tale therapy It is recommended to do it once a week. In junior and middle groups The duration of fairy tale therapy is 15 – 20 minutes. In the senior and preparatory groups 25 - 30 minutes.At carrying out fairy tale therapy in junior and middle groups Mainly such techniques are used as verbal - director's play, psycho-gymnastics, verbal commentary, joint verbal improvisation - learning to continue the teacher's proposals, complementing the description of the emotional state of the characters (children wake up Burenka). In older groups, they use the same methods, but complicate the tasks; children perform interesting tasks such as pantomime etudes, rhythmic exercises, etc.

The use of multimedia aids in the development of speech in preschool children significantly optimizes educational process, expanding the possibilities of supplying material. Proper use of methods of presenting information allows you to simultaneously use all the student’s senses, activating him cognitive abilities.

The method we use to organize educational activities on the development of speech in preschoolers contributes to the formation of stable knowledge in students.

An important place in the development of children's speech is occupied by the use of articulatory gymnastics. Articulatory gymnastics is a set of special exercises aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of organs involved in the speech process. Articulatory gymnastics is the basis for the formation speech sounds- phonemes - and correction of sound pronunciation disorders of any origin; it includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.

The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

The success of children's education at school largely depends on their level of mastery of coherent speech. Perception and reproduction of texts educational materials, the ability to give detailed answers to questions, to independently express one’s opinions - all these and other educational activities require a sufficient level of development of coherent speech.

The development of children's speech and vocabulary, mastery of the riches of their native language is one of the main elements of personality formation, the development of developed values, national culture, is closely related to mental, moral, aesthetic development, and is a priority in language education and training of younger schoolchildren. We assume that active introduction to educational process A variety of methods for working on speech development will contribute to the formation of communication skills, the development of independent creative thinking, the emotional world of the child, and the formation of a positive attitude towards learning.

Speech is a human activity, the use of language to communicate, to convey one’s thoughts, intentions, and feelings. Speech is varied. This is a conversation between friends, a monologue by an artist, a call from a speaker, a response from a student in class, and a scientific work. Work on speech development requires a variety of techniques and means. During classes, the learning situation and motives of speech change many times. Students either speak freely or perform a task that disciplines thought and directs their speech activity in a strict direction. When working on speech development, it is necessary to combine both. Well-developed speech serves as one of the most important means of human activity in modern society, and for the student - a means of successful learning at school. Speech is a way of understanding reality. On the one hand, the richness of speech largely depends on the child’s enrichment with new ideas and concepts; on the other hand, good command of language and speech contributes to the successful knowledge of complex connections in nature and in the life of society.

References
1.Polat E.S. New pedagogical technologies. - M., 2000.
2.Robert I.V. Modern information technologies in education. - M., School-Press, 1994.
3. Elkonin D.B. Psychology of the game. - M., Vlados, 1999
4. Yakovlev A.I. Information and communication technologies in education. 2005

5. Bolshova T.V. We learn from a fairy tale. Development of thinking in preschoolers using mnemonics. St. Petersburg, 2005.

Natalia Isakova
Modern technologies for children's speech development in the context of the implementation of the Federal State Educational Standard for preschool education

Slide 1 Hello, dear jury, dear colleagues! My name is Isakova Natalya Ivanovna. I represent preschool level of school No. 30 of the Voroshilovsky district.

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

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

In the Federal State Standard preschool education« Speech development» highlighted as main educational field. Speech is the basis for development all other types of children's activities: communication, cognition, cognitive-research and even gaming. In this regard development the child’s speech becomes one of current problems in my activities. Main task speech development of a preschool child age is knowledge of the norms and rules of the language determined for each age stage, and development their communication abilities.

Slide 4 Factors influencing child's speech development:

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

2. Creation conditions to communicate with other children.

3. Joint games between an adult and a child.

4. The speech of an adult is an example to follow. 5. Development of fine motor skills of hands. 6. Satisfying the child’s curiosity, answering all his “whys.” 7. Reading fiction. 8. Learning poetry. 9. Telling poems with your hands. 10. Joint trips to nature, excursions, visits to museums.

The purpose of my work on speech development of preschool children age is the beginning of primary communicative competence a child’s ability to solve gaming, educational, and everyday problems through speech. I strive develop in children fluency, skills speech etiquette , the ability to focus on the characteristics of the interlocutor, to take into account conditions of the situation in which communication takes place. Factors influencing speech development you can see on the screen.

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

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

U children are not formed, in due measure, the ability to listen to others. Speech activity is not only speaking, but also listening, perceiving speech. It is important to teach children listen to the teacher the first time.

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

Very often, teachers require only “complete” answers from the child. Answers children can be short and expanded. The answer depends on the type of question.

MOST CURRENT TECHNOLOGIES IN CONDITIONS OF IMPLEMENTATION OF FSES REQUIREMENTS:

Health-saving technologies

Information and communication technology

Technology development critical thinking

Design technologies

Gaming technologies

Pedagogy of cooperation

Group technologies.

Personality-oriented

Organization speech development of children my work involves searching for effective technologies for the development of children's speech. Innovative technologies is a system of methods, methods, techniques of teaching, educational means aimed at achieving a positive result through dynamic changes in personal child development in modern conditions.

When choosing technologies it is necessary to focus on the following requirements:

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

nurturing a culture of communication and speech;

technology must be health-saving in nature;

basis technologies forms a person-oriented interaction with the child;

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

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

In our opinion, the defining moment in successful problem solving speech development of preschool children age is right choice pedagogical technologies, which would not only be adequate to age capabilities children, but also provided the opportunity to easily solve speech tasks in different forms working with children. Selection requirements technologies you see on the screen.

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

Slide 8 ABC OF COMMUNICATION

Goals technologies:

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

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

First technology the one I want to talk about is "The ABCs of Communication". The main authors of the program are Lyudmila Mikhailovna Shipitsyna, Oksana Vladimirovna Zashirinskaya (co-authors Alla Voronova, Tatyana Nilova).

Usage Technologies"The ABCs of Communication"

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

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

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

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

TRIZ-RTV TECHNOLOGY

Main stages of the TRIZ methodology

1. Finding the essence

2. "The Mystery of Double"

3. Resolution of contradictions

(using games and fairy tales).

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

By technologies TRIZ is Soviet (Russian) inventor and patent expert Genrikh Saulovich Altshuller, who was convinced of the possibility of identifying from the experience of his predecessors consistently repeating methods of successful inventions and the possibility of teaching this technology everyone interested and capable of learning. Now it's We also use technology, teachers. Based on his findings, we created our own methodological manual « Technologies for the development of coherent speech in preschoolers» Tatyana Aleksandrovna Sidorchuk and Nikolai Nikolaevich Khomenko, having introduced into this manual and RTV technologies.

Main stages of the TRIZ methodology

1. Finding the essence

Children are faced with a problem (an issue that needs to be resolved.) And everyone is looking for different solutions, for what is true.

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

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

3. Resolution of these contradictions (using games and fairy tales).

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

I also give children tasks to think about, For example:

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

Slide 10 Next technology which I would like reverse your attention is syncwine. I spoke in detail about syncwine at the master class, so now I’ll touch on it briefly. Cinquain is a 5-line unrhymed poem that can be composed by absolutely anyone. This is a huge plus in terms of maintaining a child’s self-esteem. Cinquain helps my children implement your intellectual capabilities, replenish your vocabulary for composing brief retelling; helps develop speech and thinking through gaming techniques. I often use compiling a syncwine as a final task on the material covered, for reflection, analysis and synthesis of the information received.

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

This system of methods helps

development different types memory

(auditory, visual, motor, tactile);

thinking, attention, imagination and speech development of preschoolers.

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

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

Slide 12 Authors: Valentina Konstantinovna Vorobieva, who developed sensory-graphic schemes; Tatyana Aleksandrovna Tkachenko, author of the subject-schematic model; Vadim Petrovich Glukhov, who proposed the use of block squares; Tatyana Vasilievna Bolsheva introduced collage into « Mnemonics» , Lyudmila Nikolaevna Efimenkova, who proposed a scheme for compiling a story. The main authors of the mnemonic tables are presented on the screen. You can easily make up your own.

« Mnemonics» uses the natural memory mechanisms of the brain and allows you to fully control the process of memorizing, storing and recalling information. Usage mnemonics in the speech development of preschool children age promotes creative cognition preschoolers phenomena of the native language, construction of independent coherent statements, enrichment of vocabulary.

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

For those reading children I suggest memorizing poems or fairy tales using keywords.

Linguistic games

“Name the common signs” (strawberries and raspberries, birds and people, rain and showers, etc.).

“How are they similar?” (grass and frog, pepper and mustard, chalk and pencil, etc.).

“How are they different?” (autumn and spring, book and notebook, car and bicycle, etc.).

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

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

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

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

"What I Was, What I Became" (clay - pot, fabric - dress, etc.).

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

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

To the main activities preschooler include play and communication, therefore, play communication is the necessary basis within which the formation and improvement of child's speech activity.

Using the linguistic games presented in this technologies, allows develop various types speech activity, it is easy and free for every child to show intellectual initiative, which is a specific continuation of not just mental work, but cognitive activity, not conditioned neither by practical needs, nor by external assessment.

Slide 15 Task for audience: name the proverb in full (based on 2 given words)

For example, dear colleagues, I offer you this exercise.

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

CLICK – Family, soul

CLICK - Family together - soul in place

CLICK – House, walls

CLICK – Houses and walls help

CLICK – Feeds, spoils

CLICK - Labor feeds, but laziness spoils

CLICK – Time, hour

CLICK - Time for business, time for fun.

Amazing!

Slide 17 I suggest you complete a linguistic task.

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

CLICK - Dog without a hat, CLICK - Puss in Boots

CLICK – red mustache, CLICK – blue beard

CLICK – Beautiful Chicken, CLICK – Ugly Duckling

CLICK - Silver chicken, CLICK - golden cockerel

CLICK – Black Shoe, CLICK – Little Red Riding Hood

Slide 18 Rules for the brave and persistent teachers:

Plan your work according to speech development is not sometimes, not often, but very often.

Never answer your own question. Be patient and you too wait for it that your children will answer it.

Never ask a question that can be answered "Yes", or "No". This doesn't make sense.

If the story didn’t work out or turned out with difficulty, smile, it’s great, because success is ahead

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

To summarize, we can say that the above technologies have a significant impact on speech development of preschool children, in particular our institution. Today we need people who are intellectually courageous, independent, original thinkers, creative, able to make non-standard decisions and who are not afraid of it. They can help in the formation of such a personality modern educational technologies and some rules that you see on the screen.

Slide 19 Sources...

This concludes my speech.

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

Conference: Development of preschool children

Organization: MADOU "Kindergarten No. 1 in Soltsy"

Locality: Novgorod region, Soltsy

“Speech is an amazingly powerful tool, but it takes a lot of intelligence to use it.”

G. Hegel

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes a person from other representatives of the living world. It is through communication with other people that a person realizes himself as an individual. It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all basic mental processes. Therefore, determining the directions and conditions for the development of speech in children is one of the most important pedagogical tasks.

Employees of preschool institutions create conditions for the practical mastery of spoken language for each child.

1. Encourage children to communicate with adults and peers: turning to adults with questions, judgments, statements; encourage children to verbally communicate with each other.

2. Children are given examples of correct literary speech: clear, clear, colorful, complete, grammatically correct speech; various examples of speech etiquette are included.

3. Ensure the development of sound culture of speech in accordance with age characteristics: monitor correct pronunciation, correct and exercise children if necessary (organize onomatopoeic games, conduct classes on sound analysis of words, use tongue twisters, tongue twisters, riddles, poems); Observe the pace and volume of children’s speech and, if necessary, gently correct them.

4. Provide children with conditions for enriching their vocabulary, taking into account age-related characteristics: include the named objects and phenomena in the game and subject activity; help the child master the names of objects and phenomena, their properties; ensure the development of the figurative side of speech (figurative meaning of words); introduce children to synonyms and antonyms.

5. Create conditions for children to master grammatical structure speech: they learn to correctly connect words in case, number, tense, gender, and use suffixes; They learn to formulate questions and answer them, and build sentences.

6. Develop coherent speech in children, taking into account their age characteristics: encourage children to tell a story, to present a detailed presentation of certain content; organize dialogues between children and with adults.

7. They pay special attention to the development of children’s understanding of speech, training children in following verbal instructions.

8. Create conditions for the development of the planning and regulating function of children’s speech in accordance with their age characteristics: stimulate children to comment on their speech; practice the ability to plan their activities.

9. Introduce children to the culture of reading fiction.

10. Encourage children's word creativity.

According to the Federal State Educational Standard for Preschool Education (FSES DO): “speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”

The development of speech of preschoolers in kindergarten is carried out in all types of activities in the following areas:

1. Development of coherent speech (dialogue, monologue). Monologue speech (description, narration, reasoning).

2. Enrichment, expansion and activation of vocabulary.

3. Formation of the grammatical structure of speech, i.e. skills in the formation and use of grammatical forms: morphology - parts of speech and changing words by gender, number and case; word formation - the formation of words by analogy using prefixes, suffixes, endings; syntax - combining words into phrases, sentences different types(simple, complex) and their emotional coloring (narrative, incentive, interrogative).

4. Development of sound culture. Ability to hear, recognize phonological means of language: familiarity with linear sound units: sound syllable word phrase text; prosodic units: stress, intonation (speech melody, voice strength, tempo and timbre of speech). The formation of these complex speech skills requires repetition of phonetic exercises and coherent speech.

5. Development of figurative speech. This is an integral part of developing a culture of speech in the broad sense of the word. Speech culture means compliance with the norms of literary language, the ability to convey one’s thoughts, feelings, ideas in accordance with the purpose and purpose of the statement: meaningfully, grammatically correct, accurately and expressively. Sources for the development of expressiveness of children's speech: fiction; oral folk art.

It is very important that the process of development of children’s speech is carried out taking into account general didactic principles that reflect the patterns of language and speech acquisition (M. M. Alekseeva, L. P. Fedorenko, O. P. Korotkova, V. I. Yashina, etc.). The most important of them include:

1. The principle of the relationship between sensory, mental and speech development of children. It involves the assimilation of speech material not through simple reproduction, but on the basis of solving mental problems.
2. The principle of a communicative-active approach to speech development.
3. The principle of the formation of elementary awareness of language phenomena (F. A. Sokhin, A. A. Leontyev). It is emphasized that awareness is an indicator of the degree of development of speech skills.
4. The principle of enriching the motivation of speech activity.

It is expected that by the end of preschool age speech will become universal remedy communication of the child with the people around him: an older preschooler can communicate with people of different ages, gender, social status, be fluent in the language at the level of oral speech, and be able to focus on the characteristics of the interlocutor in the communication process. Today the focus is on the child, his personality, and his unique inner world. Therefore, the main goal of a modern teacher is to choose methods and technologies for organizing the educational process that optimally correspond to the goal of personal development.

Technology for teaching children how to make comparisons.

Teaching preschool children how to make comparisons should begin at the age of three. Model for making comparisons: the teacher names an object, designates its attribute, determines the meaning of this attribute, compares given value with the attribute value in another object. In early preschool age, a model for making comparisons based on color, shape, taste, sound, temperature, etc. is practiced. In the fifth year of life, training becomes more complex, more independence is given when making comparisons, and initiative in choosing the characteristic to be compared is encouraged. In the sixth year of life, children learn to independently make comparisons based on a given criterion. The technology of teaching children to make comparisons develops in preschoolers observation, curiosity, the ability to compare the characteristics of objects, enriches speech, and promotes motivation for the development of speech and mental activity.

Technology for teaching children how to write riddles.

Traditionally, in preschool childhood, working with riddles is based on guessing them. When developing a child’s mental abilities, it is more important to teach him to compose his own riddles than to simply guess familiar ones. The teacher shows a model for composing a riddle and suggests composing a riddle about an object. Thus, in the process of composing riddles, all the child’s mental operations develop, and he receives the joy of verbal creativity. In addition, this is the most convenient way to work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without interrupting household chores, parents can play with their child in composing riddles, which contributes to the development of attention , the ability to find the hidden meaning of words, the desire to fantasize.

Technology for teaching children to compose metaphors.

Metaphor is the transfer of the properties of one object (phenomenon) to another based on a feature common to both compared objects. Mental operations that make it possible to create a metaphor are fully acquired by mentally gifted children as early as 4-5 years old. The main goal of the teacher is to create conditions for children to master the algorithm for composing metaphors. If a child has mastered the model of composing a metaphor, then he can independently create a metaphorical phrase. The technique of creating metaphors (as an artistic means of expressive speech) causes particular difficulty in the ability to find the transfer of properties of one object (phenomenon) to another based on a feature common to the compared objects. Such complex mental activity allows children to develop the ability to create artistic images which they use in speech as expressive means of language. This makes it possible to identify children who are undoubtedly capable of creativity and contribute to the development of their talent.

Teaching children to write creative stories based on paintings.

The proposed technology is designed to teach children to compose two types of stories based on a picture: a realistic text, a fantastic text. Both types of stories can be attributed to creative speech activity at different levels. The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child’s learning is carried out in the process of his joint activity with the teacher through a system of game exercises.

Widely used in working with preschoolers project activities and mnemonics. Research activities are interesting, complex and impossible without the development of speech. While working on a project, children gain knowledge, expand their horizons, expand their passive and active vocabularies, and learn to communicate with adults and peers. Very often, teachers use mnemonics in their practice to memorize unfamiliar words, texts, and learn poems. Mnemonics, or mnemotechnics, translated from Greek means “the art of memorization.” This is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Features of the technique are the use not of images of objects, but of symbols for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic animals. Work on the development of coherent speech in children is carried out in the following areas: enriching vocabulary, learning to compose retellings and invent stories, learning poems, guessing riddles.

The use of visual modeling arouses interest and helps solve the problem of rapid fatigue and loss of interest in the lesson. The use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory. Using a graphic analogy, we teach children to see the main thing and systematize the knowledge they have acquired. The visual modeling method and the design method can and should be used in working with preschool children.

The above technologies have a significant impact on the speech development of preschool children. But, unfortunately, in recent years, there has been an increase in the number of children with various speech disorders and traditional methods are not always effective. Therefore, teachers of preschool institutions use non-traditional methods and technologies for speech development in their work. One of these technologies allows you to diversify the learning process for preschoolers LEGO technology. This technology combines elements of play with experimentation, and, consequently, activates the mental and speech activity of preschoolers. LEGO technology is a means of developmental learning that stimulates cognitive activity preschool children, contributes to the education of a socially active personality with a high degree of freedom of thinking, the development of independence, and the ability to solve any problems creatively. The use of LEGO in the educational activities of a preschool institution is relevant in the light of new transformations in preschool education, namely, the introduction of the Federal State Educational Standard for Preschool Education. The LEGO constructor is used both in joint activities of adults and children, as well as in independent activities of preschoolers. LEGO is not just a toy, it is a wonderful tool that helps you see and understand the inner world of a child, his characteristics, desires, capabilities, allowing him to reveal him more fully personal qualities, understand the difficulties he has.

One of the methods of the new educational technology “RKMChP” (development of critical thinking through reading and writing) is syncwine. The innovation of this method is the creation of conditions for the development of an individual capable of critical thinking, i.e. eliminate the unnecessary and highlight the main thing, generalize, classify. Using the Sinkwine method allows you to solve several important problems at once: it gives lexical units an emotional coloring and ensures involuntary memorization of the material; consolidates knowledge about parts of speech and sentences; significantly activates vocabulary; improves the skill of using synonyms in speech; activates mental activity; improves the ability to express one’s own attitude to something; stimulates the development of creative potential.

Compiling a syncwine is used for reflection, analysis and synthesis of the information received. Cinquain (from the French word "cinq" - five) is a poem consisting of five lines. It has its own spelling rules and does not rhyme.

Rules for compiling syncwine:

The first line is the title, the theme of the syncwine, it consists of one word - a noun.

The second line is two adjectives that reveal this topic.

The third line is three verbs describing actions related to the topic.

The fourth line is a phrase in which a person expresses his attitude to the topic. This could be a catchphrase, a quote, a proverb, or the syncwine’s compiler’s own opinion.

The fifth line is the word summary, which encapsulates the idea of ​​the topic. This line can only contain one word, a noun, but more words are allowed.

The relevance of using syncwine is that it is comparatively new method– opening up creative intellectual and speech possibilities. It fits harmoniously into development work lexical-grammatical aspects of speech, contributes to the enrichment and updating of the dictionary.

Thirdly, it is a diagnostic tool that allows the teacher to assess the child’s level of mastery of the material covered.

Fourthly, it has a complex effect, not only develops speech, but promotes the development of memory, attention, and thinking

Fifthly, the use of syncwine does not violate generally accepted system impact on speech pathology and ensures its logical completeness. Used to reinforce a topic learned.

And sixthly, it has a gaming orientation.

But its most important advantage is simplicity. Anyone can make a cinquain.

These work technologies will be resourceful in terms of the speech development of preschoolers and the formation of children’s communicative competence if:

Children jointly solve an educational and gaming task that is interesting and meaningful to them, acting as assistants in relation to someone,

Enrich, clarify and activate their vocabulary by performing speech and practical tasks,

The teacher is not a tough leader, but an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.

List of used literature:

1. Kuzevanova O.V. Forms of organizing communicative activities of preschool children / O.V. Kuzevanova, T.A. Koblova. // Kindergarten: theory and practice – 2012. – No. 6.
2. Maletina N.S., Ponomareva L.V. Modeling in descriptive speech of children with SLD. Preschool education. 2004. No. 6. P.64-68.
3. Project method in the activities of a preschool institution: Pos. for managers and practical workers of preschool educational institutions / Author: L.S. Kiseleva, T.A. Danilina, T.S. Lagoda, M.B. Zuikova: Arkti, 2005.
4. Pozdeeva S.I. Open joint action of the teacher and the child as a condition for the formation of communicative competence of children / S.I. Pozdeeva // Kindergarten: theory and practice. - 2013. - No. 3.
5. Rangaeva A. // Pedagogical skills: materials of the IV international. scientific conf. (Moscow, February 2014). - M.: Buki-Vedi, 2014. - pp. 58-60.
6. Sidorchuk, T.A., Khomenko, N.N. Technologies for the development of coherent speech in preschoolers. Methodological manual for teachers of preschool institutions, 2004.
7. Sokhin F.A. On the tasks of speech development. / Psychology of preschoolers. Reader. Comp. G. A. Uruntaeva. – M.: Academy, 1998.
8. Ushakova, O.S. Theory and practice of preschooler speech development: Developing speech. - M: Sphere shopping center, 2008.
9. Federal State Educational Standard for Preschool Education /http://www.rg.ru/2013/11/25/doshk-standart-dok.html

“Speech is an amazingly powerful tool, but it takes a lot of intelligence to use it.”

G. Hegel

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes a person from other representatives of the living world. It is through communication with other people that a person realizes himself as an individual. It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all basic mental processes. Therefore, determining the directions and conditions for the development of speech in children is one of the most important pedagogical tasks.
Teachers of preschool institutions create conditions for the practical mastery of spoken language for each child.

1. Encourage children to communicate with adults and peers: turning to adults with questions, judgments, statements; encourage children to verbally communicate with each other.

2. Children are given examples of correct literary speech: clear, clear, colorful, complete, grammatically correct speech; various examples of speech etiquette are included.

3. Ensure the development of sound culture of speech in accordance with age characteristics: monitor correct pronunciation, correct and exercise children if necessary (organize onomatopoeic games, conduct classes on sound analysis of words, use tongue twisters, riddles, poems); Observe the pace and volume of children’s speech and, if necessary, gently correct them.

4. Provide children with conditions for enriching their vocabulary, taking into account age-related characteristics: include the named objects and phenomena in play and objective activities; help the child master the names of objects and phenomena, their properties; ensure the development of the figurative side of speech (figurative meaning of words); introduce children to synonyms and antonyms.

5. Create conditions for children to master the grammatical structure of speech: they teach how to correctly connect words in case, number, tense, gender, and use suffixes; They learn to formulate questions and answer them, and build sentences.

6. Develop coherent speech in children, taking into account their age characteristics: encourage children to tell a story, to present a detailed presentation of certain content; organize dialogues between children and with adults.

7. They pay special attention to the development of children’s understanding of speech, training children in following verbal instructions.

8. Create conditions for the development of the planning and regulating function of children’s speech in accordance with their age characteristics: stimulate children to comment on their speech; practice the ability to plan their activities.

9. Introduce children to the culture of reading fiction.

10. Encourage children's word creativity.

According to the Federal State Educational Standard for Preschool Education (FSES DO): “speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”
The development of speech of preschoolers in kindergarten is carried out in all types of activities in the following areas:

1. Development of coherent speech (dialogue, monologue). Monologue speech (description, narration, reasoning).
2. Enrichment, expansion and activation of vocabulary.
3. Formation of the grammatical structure of speech, i.e. skills in the formation and use of grammatical forms: morphology - parts of speech and changing words by gender, number and case; word formation - the formation of words by analogy using prefixes, suffixes, endings; syntax - combining words into phrases, sentences of different types (simple, complex) and their emotional coloring (narrative, incentive, interrogative).
4. Development of sound culture. Ability to hear, recognize phonological means of language: familiarity with linear sound units: sound syllable word phrase text; prosodic units: stress, intonation (speech melody, voice strength, tempo and timbre of speech). The formation of these complex speech skills requires repetition of phonetic exercises and coherent speech.
5. Development of figurative speech. This is an integral part of developing a culture of speech in the broad sense of the word. Speech culture means compliance with the norms of literary language, the ability to convey one’s thoughts, feelings, ideas in accordance with the purpose and purpose of the statement: meaningfully, grammatically correct, accurately and expressively. Sources for the development of expressiveness of children's speech: fiction; oral folk art.
It is very important that the process of development of children’s speech is carried out taking into account general didactic principles that reflect the patterns of language and speech acquisition (M. M. Alekseeva, L. P. Fedorenko, O. P. Korotkova, V. I. Yashina, etc.). The most important of them include:
The principle of the relationship between sensory, mental and speech development of children. It involves the assimilation of speech material not through simple reproduction, but on the basis of solving mental problems.
The principle of a communicative-active approach to speech development.
The principle of the formation of elementary awareness of language phenomena (F. A. Sokhin, A. A. Leontyev). It is emphasized that awareness is an indicator of the degree of development of speech skills.
The principle of enriching the motivation of speech activity.
It is assumed that by the end of preschool age, speech will become a universal means of communication between a child and people around him: an older preschooler can communicate with people of different ages, gender, social status, be fluent in language at the level of oral speech, and be able to focus on the characteristics of the interlocutor in the communication process.
Today the focus is on the child, his personality, and his unique inner world. Therefore, the main goal of a modern teacher is to choose methods and technologies for organizing the educational process that optimally correspond to the goal of personal development.

Technology for teaching children how to make comparisons.
Teaching preschool children how to make comparisons should begin at the age of three. Model for making comparisons: the teacher names an object, designates its attribute, determines the value of this attribute, compares this value with the value of the attribute in another object. In early preschool age, a model for making comparisons based on color, shape, taste, sound, temperature, etc. is practiced. In the fifth year of life, training becomes more complex, more independence is given when making comparisons, and initiative in choosing the characteristic to be compared is encouraged. In the sixth year of life, children learn to independently make comparisons based on a given criterion. The technology of teaching children to make comparisons develops in preschoolers observation, curiosity, the ability to compare the characteristics of objects, enriches speech, and promotes motivation for the development of speech and mental activity.

Technology for teaching children how to write riddles.
Traditionally, in preschool childhood, working with riddles is based on guessing them. When developing a child’s mental abilities, it is more important to teach him to compose his own riddles than to simply guess familiar ones. The teacher shows a model for composing a riddle and suggests composing a riddle about an object. Thus, in the process of composing riddles, all the child’s mental operations develop, and he receives the joy of verbal creativity. In addition, this is the most convenient way to work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without interrupting household chores, parents can play with their child in composing riddles, which contributes to the development of attention , the ability to find the hidden meaning of words, the desire to fantasize.

Technology for teaching children to compose metaphors.

Metaphor is the transfer of the properties of one object (phenomenon) to another based on a feature common to both compared objects. Mental operations that make it possible to create a metaphor are fully acquired by mentally gifted children as early as 4-5 years old. The main goal of the teacher is to create conditions for children to master the algorithm for composing metaphors. If a child has mastered the model of composing a metaphor, then he can independently create a metaphorical phrase. The technique of creating metaphors (as an artistic means of expressive speech) causes particular difficulty in the ability to find the transfer of properties of one object (phenomenon) to another based on a feature common to the compared objects. Such complex mental activity allows children to develop the ability to create artistic images, which they use in speech as expressive means of language. This makes it possible to identify children who are undoubtedly capable of creativity and contribute to the development of their talent.

Teaching children to write creative stories based on paintings.
The proposed technology is designed to teach children to compose two types of stories based on a picture: a realistic text, a fantastic text. Both types of stories can be attributed to creative speech activity at different levels. The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child’s learning is carried out in the process of his joint activity with the teacher through a system of game exercises.
Project activities and mnemonics are widely used in working with preschoolers. Research activities are interesting, complex and impossible without the development of speech. While working on a project, children gain knowledge, expand their horizons, expand their passive and active vocabularies, and learn to communicate with adults and peers. Very often, teachers use mnemonics in their practice to memorize unfamiliar words, texts, and learn poems.
Mnemonics, or mnemotechnics, translated from Greek means “the art of memorization.” This is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Features of the technique are the use not of images of objects, but of symbols for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic animals. Work on the development of coherent speech in children is carried out in the following areas: enriching vocabulary, learning to compose retellings and invent stories, learning poems, guessing riddles.

The use of visual modeling arouses interest and helps solve the problem of rapid fatigue and loss of interest in the lesson. The use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory. Using a graphic analogy, we teach children to see the main thing and systematize the knowledge they have acquired. The visual modeling method and the design method can and should be used in working with preschool children.

The above technologies have a significant impact on the speech development of preschool children. But, unfortunately, in recent years, there has been an increase in the number of children with various speech disorders and traditional methods are not always effective. Therefore, teachers of preschool institutions use non-traditional methods and technologies for speech development in their work. One of these technologies is LEGO technology. It allows you to diversify the learning process for preschoolers. This technology combines elements of play with experimentation, and, consequently, activates the mental and speech activity of preschoolers. LEGO technology is a means of developmental education, stimulates the cognitive activity of preschool children, promotes the education of a socially active personality with a high degree of freedom of thinking, the development of independence, and the ability to solve any problems creatively. The use of LEGO in the educational activities of a preschool institution is relevant in the light of new transformations in preschool education, namely, the introduction of the Federal State Educational Standard for Preschool Education. The LEGO constructor is used both in joint activities of adults and children, as well as in independent activities of preschoolers. LEGO is not just a toy, it is a wonderful tool that helps you see and understand the inner world of a child, his characteristics, desires, capabilities, allowing him to more fully reveal his personal qualities and understand the difficulties he has.

One of the methods of the new educational technology “RKMChP” (development of critical thinking through reading and writing) is syncwine. The innovation of this method is the creation of conditions for the development of an individual capable of critical thinking, i.e. eliminate the unnecessary and highlight the main thing, generalize, classify. Using the Sinkwine method allows you to solve several important problems at once: it gives lexical units an emotional coloring and ensures involuntary memorization of the material; consolidates knowledge about parts of speech and sentences; significantly activates vocabulary; improves the skill of using synonyms in speech; activates mental activity; improves the ability to express one’s own attitude to something; stimulates the development of creative potential.

Compiling a syncwine is used for reflection, analysis and synthesis of the information received. Cinquain (from the French word "cinq" - five) is a poem consisting of five lines. It has its own spelling rules and does not rhyme.

Rules for compiling syncwine:

The first line is the title, the theme of the syncwine, it consists of one word - a noun.

The second line is two adjectives that reveal this topic.

The third line is three verbs describing actions related to the topic.

The fourth line is a phrase in which a person expresses his attitude to the topic. This could be a catchphrase, a quote, a proverb, or the syncwine’s compiler’s own opinion.

The fifth line is the word summary, which encapsulates the idea of ​​the topic. This line can only contain one word, a noun, but more words are allowed.

The relevance of using syncwine is that it is a relatively new method that opens up creative intellectual and speech opportunities. It harmoniously fits into the work on the development of the lexico-grammatical aspect of speech, contributes to the enrichment and updating of the dictionary.

Thirdly, it is a diagnostic tool that allows the teacher to assess the child’s level of mastery of the material covered.

Fourthly, it has a complex effect, not only develops speech, but promotes the development of memory, attention, and thinking

Fifthly, the use of syncwine does not violate the generally accepted system of influencing speech pathology and ensures its logical completeness. Used to reinforce a topic learned.

And sixthly, it has a gaming orientation.

But its most important advantage is simplicity. Anyone can make a cinquain.