Summary of a lesson on vocabulary enrichment for preschool children. Didactic games and exercises to enrich the activation and consolidation of vocabulary

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Introduction

1. Theoretical aspects enriching the active vocabulary of a preschooler in the process of becoming acquainted with children's literature in accordance with the Federal State Educational Standard in a preschool educational institution

1.1 Features of the development of children's vocabulary preschool age

1.2 Speech development of preschool children taking into account the Federal State Educational Standard

2. Experimental work on enriching the active vocabulary of a preschooler in the process of getting acquainted with children's literature in accordance with the Federal State Educational Standard in a preschool educational institution

2.1 Identifying the level of development of children’s vocabulary

2.2 Development of the vocabulary of children of senior preschool age in the process of using fiction

2.3 Dynamics of vocabulary development in children of senior preschool age

Conclusion

List of used literature

Introduction

speech preschool vocabulary literature

Relevance. Mastery of the native language as a means and way of communication and cognition is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to the acquisition of speech: if a certain level of mastery of the native language is not achieved by 5-6 years, then this path, as a rule, cannot be successfully completed at later age stages.

Fiction plays an important role in the development of speech and replenishment of a child’s vocabulary. Adults must remember that a child’s need to be read to, even if he has already learned to read on his own, must be satisfied. After reading, it is important to find out what the child understood and how. Works to read to a child should be chosen taking into account age, interests and development. Children of older preschool age are attracted to more content text, although they enjoy looking at the illustrations for the book. After reading, it is important to find out what the child understood and how. You don’t have to do this right away; after a while you can talk to your child about what you read. This teaches the child to analyze the essence of what he read, to raise the child morally, and in addition, teaches coherent, consistent speech, and consolidates new words in the dictionary. After all, the more perfect a child’s speech, the more successful his education at school will be.

As a result of communication with a book, by the senior preschool age the child usually has a significant vocabulary and basically masters the grammatical forms of his native language. During this period, the child’s vocabulary is intensively enriched as a result of the child’s acquisition of new knowledge about unfamiliar objects and phenomena that are outside the scope of his personal experience, which is especially important for his future learning.

Therefore, the problem of our research was the question of what methods of using fiction in educational work will influence the development of the vocabulary of older preschoolers

The purpose of this study is to study the enrichment of a preschooler’s active vocabulary in the process of becoming acquainted with children’s literature in accordance with the Federal State Educational Standard in a preschool educational institution.

Object of study: the process of vocabulary development in children of senior preschool age.

Subject of research: literature as a means of developing the vocabulary of children of senior preschool age.

Scientific development: this problem was dealt with by such authors as: M.M. Alekseeva, A.M. Borodich, V.N. Grableva, L.D. Korotkova, V.A. Levin, L.P. Fedorenko, T.S. Komarova, F.A. Sokhin, E.I. Tikheyeva, O.S. Ushakova and others.

Research hypothesis: We hypothesized that literature will contribute to the development of vocabulary in children of senior preschool age if the following conditions are met:

If the teacher uses works of fiction appropriate to the age of the children in his work:

1) the presence of linguistic means of expression;

2) the presence of various means of imagery (epithets, metaphors, comparisons);

3) the presence of polysemantic words.

If works of fiction are used not only for special classes on speech development, but also in the child’s everyday life.

1. Consider the features of vocabulary development in preschool children.

2. To study the speech development of preschool children taking into account the Federal State Educational Standard.

3. Conduct experimental work to enrich the active vocabulary of a preschooler in the process of getting acquainted with children's literature in accordance with the Federal State Educational Standard in a preschool educational institution

Structure: the work consists of an introduction, two chapters, a conclusion, and a list of references.

1. Theoretical aspects of enriching the active vocabulary of a preschooler in the process of getting acquainted with children's literature in accordance with the Federal State Educational Standard in a preschool educational institution

1. 1 Features of vocabulary development in preschool children

In preschool age, a child must master a vocabulary that would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, etc.

The development of a dictionary is understood as a long process of mastering the vocabulary accumulated by a people in the course of its history.

First of all, quantitative changes in the child’s vocabulary are striking. At 1 year old, the baby actively speaks 10-12 words, and by 6 years old his active vocabulary increases to 3-3.5 thousand Speech development in preschool children. / Ed. F. Sokhina. - M.: Education, 2012. - 26 p. .

When talking about the qualitative characteristics of the dictionary, one should keep in mind the gradual mastery by children of the socially assigned content of a word, reflecting the result of cognition. This result of cognition is fixed in the word, thanks to which it is realized by a person and transmitted in the process of communication to other people.

Due to the visual-effective and visual-figurative nature of thinking, the child masters, first of all, the names of groups of objects, phenomena, qualities, properties, relationships that are visually presented or accessible to his activities, which are reflected in the children’s dictionary quite widely.

This also explains the absence in the dictionary of preschoolers of such words that denote more abstract concepts or a distortion of their meaning.

Another feature is the gradual mastery of the meaning and semantic content of the word. Since conceptual thinking has not yet developed in a preschool child, the meaning of the word that he masters cannot be conceptual at a certain age stage. At first, the child relates the word only to a specific object or phenomenon. Such a word does not have a generalizing character; it only signals the child about a specific object, phenomenon or evokes images of them (for example, for a child the word clock means only the clock that hangs on this wall).

As the preschooler masters the surrounding reality - objects, phenomena (features, properties, qualities), he begins to generalize them according to certain characteristics. Often generalizations are made based on characteristics that are unimportant, but emotionally significant for the child. In this case, the word denotes a generalization, but its content often diverges from the socially established, being either overly narrow or overly broad. A typical example is when a baby calls not only a cat “kitty,” but also other furry, fluffy objects, excessively expanding the meaning of this word. In another case, he refers to the word mom only to his mother, and calls only his brother brother, narrowing the meaning of the word to an extremely specific one.

The same phenomenon, with a different content, can be seen in older children. Thus, they often consider only carrots, onions, and beets to be vegetables, not including, for example, cabbage, cucumber, and tomato. In another case, expanding the meaning of the word, children include in the concept of “vegetables” some types of fruits and mushrooms, citing the fact that “all this grows” or “everyone eats this.” And only gradually, as thinking develops, do they master the objective conceptual content of the word. Thus, the meaning of a word changes throughout preschool childhood as the child’s cognitive abilities develop Stolyarenko L.D. Basics of psychology. - Rostov-on-Don: Phoenix, 2012. - 61 p. .

Another feature of a preschooler’s dictionary is its significantly smaller volume compared to an adult’s dictionary, since the child’s experience of cognition and, consequently, the volume of accumulated information about the environment is significantly inferior to the volume of knowledge of an adult.

This principle, first of all, is the reliance, when forming a vocabulary in children, on their active and effective knowledge of the surrounding reality. In the structure of the program, this principle is implemented in such a way that the content of vocabulary work is included in sections devoted to different types of activities (work, play, classes, everyday activities) Tikheeva E.I. Children's speech development. - M.: Education, 2012. - 59 p. .

The next principle is the connection between the content of vocabulary work and the child’s gradually developing abilities to understand the world around him. Thus, the content of vocabulary work becomes more complex from one age group to another.

The complication in the content of the vocabulary work program can be traced in the following three directions: Methods of speech development for preschool children. / Ed. L.P. Fedorenko. - M.: Education, 2012. - 73 p. :

1. Expanding the child’s vocabulary based on familiarization with a gradually increasing range of objects and phenomena.

2. The introduction of words denoting qualities, properties, relationships, based on deepening knowledge about objects and phenomena of the surrounding world.

3. The introduction of words denoting elementary concepts, based on the distinction and generalization of objects according to essential characteristics.

These three areas of vocabulary work take place in all age groups and can be traced in different contents: when familiarizing themselves with objects and natural phenomena, objects of material culture, phenomena of social life, etc.

As children’s cognitive abilities develop, an increasing place in vocabulary work is occupied by content related to familiarization with people’s lives, their work and relationships.

WITH younger age Preschoolers begin to be introduced to the work of adults, and on this basis, an appropriate vocabulary is introduced denoting the names of professions, labor actions and operations, and the results of labor.

With age, the content of knowledge about labor deepens, in accordance with this, the dictionary is replenished with the names of labor actions (cook cuts, fries, prepares dinner, hairdresser cuts, combs hair) and, most importantly, the names of the results of labor (tonsured, cured, prepared dinner, etc.). P.).

The word for children also objectifies the direction of labor - for whom the result of labor is intended, why it is valuable.

In the fourth year, the expansion of children's vocabulary is ensured by familiarization with new professions of people (teacher, music worker, kindergarten manager, salesperson, builder) and their work operations (the teacher works with children, plays, reads to them).

In addition, preschoolers are shown people’s attitudes to technology, to work and in work, and are introduced to the appropriate vocabulary: diligently, harmoniously, amicably, skillfully, carefully, etc.

As a result, children accumulate a significant amount of knowledge and a corresponding vocabulary, which ensures their free communication in a broad sense (communication with adults and peers, etc.) Borodich A.M. Methods for developing children's speech. - M.: Education, 2011. -55 p. .

When conducting such classes, a number of provisions should be taken into account:

1. Vocabulary work in the classroom is based on identifying the qualities and properties of objects, so the teacher must be able to organize a thorough sensory examination of them. Examination methods are developed in children during the learning process in the same classes.

2. The formation of examination methods requires precise instructions from the teacher for the use of the examination action Borodich A.M. Methods for developing children's speech. - M.: Education, 2011. -69-70 p. .

Thus, in its concretely related form, the meaning of a word arises before the concept and is a prerequisite for its formation. The concept denoted by the word, being a generalized image of reality, grows, expands, and deepens as the child develops, as the sphere of his activity expands and becomes more diverse, and the circle of people and objects with which he comes into contact increases. In the course of its development, the child’s speech ceases to be dependent on the sensory situation.

An important task of education and training is to take into account the patterns of mastering the meanings of words, to gradually deepen them, and to develop the skills of semantic selection of words in accordance with the context of the statement.

1.2 Rlinguistic development of preschool children taking into account the Federal State Educational Standard

In the Federal State Educational Standard Preschool educational institutions regions represent the following areas of child development Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 Registered with the Ministry of Justice of the Russian Federation on November 14, 2013 signed by the Minister of Education D. Livanov, on the approval of the Federal State Educational Standard of Preschool Education from January 1, 2014. :

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic;

Physical development.

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.

What teachers need to pay attention to when planning work on the cognitive and speech development of children.

During preschool childhood, thanks to the child’s cognitive activity, the emergence of a primary image of the world occurs. The image of the world is formed in the process of child development.

However, it should be remembered that the process of cognition little man differs from the process of cognition of an adult. Adults understand the world with their minds, and small children with their emotions. For adults, information is primary, and attitude is secondary. But with children it’s the other way around: attitude is primary, information is secondary.

The basis of a three-year-old child’s worldview is the objective content of reality, his world - individual, concrete, real objects, objects, phenomena. A child learns the world according to the principle: what I see, what I act with, that is what I know. He looks at objects as if from different sides; he is interested in their external (What? Who? Which?) and internal characteristics (For what? How?). But a three-year-old child cannot independently comprehend the hidden characteristics of objects.

Children of the second younger group begin to establish the first connections and dependencies (the relationship between the external and internal characteristics of an object), to understand the role and significance of objects in human life.

At four years old, great changes occur in the development of a child, which are caused by: physiological changes in the cerebral cortex, improvement of mental processes, a high degree of mastery of speech, and the accumulation of a certain stock of ideas about the immediate environment.

A 4-year-old child gains the opportunity to correctly perceive and understand information conveyed to him through words. Such changes in the child’s cognitive development allow him to cross the boundaries of his immediate environment. Appearing in children 4 years of age new way cognition - the perception of information at the level of words - allows them to comprehend and assimilate a variety of knowledge about our world. At this age, the selective interests of children are formed, so it is necessary to pay tribute to collecting.

The world of a 5-year-old child’s immediate environment is strong and clear; a significant amount of information has accumulated in his mind, which must be constantly replenished.

The level of mental and intellectual development of five-year-old children allows them to begin the primary elementary comprehension of such concepts as “sign”, “symbol”, “sign systems”, “time”. These concepts begin to be introduced by familiarizing children with maps, the globe, various symbols and signs, and continues with the creation of portraits of months, group symbols, each child, month, climatic zones, a certain continent with different landscapes and zones. “Time” is a very serious topic, because it is a complex concept that still has no definition. Children in the older group learn to record time using clocks and different calendars; together with the teacher, they make a calendar of the group’s life, study the past using the example of dinosaurs, and recreate (in a model) a corner of the distant past. It is necessary to deepen and expand children's understanding of living and inanimate nature.

At the age of 6, children have accumulated a lot of information about the big world. Adults must direct the process of cognition to meaningfully organize information, establish meaningful relationships (cause-and-effect) of our world, and further form positive attitude to the world.

An important point that influences the development of cognitive abilities is the presence of children’s interest in cognitive activity and cognitive motivation.

It is natural that cognitive development is closely related to the speech development of a preschooler. It is impossible to develop a child’s speech without including it in some activity.

The speech development of preschool children occurs very rapidly. A three-year-old child already has about 1,200 words in his vocabulary. The vocabulary of a six-year-old child includes about 4,000 words.

Formation of correct speech is one of the main tasks preschool education. However, a dynamic analysis of the practical situation over the past few years indicates an annual increase in the number of preschool children with speech disorders.

Today, figurative speech rich in synonyms, additions and descriptions in preschool children is a very rare phenomenon.

Therefore, it is necessary to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted forms of the Russian language. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. Registered with the Ministry of Justice of the Russian Federation on November 14, 2013 signed by the Minister of Education D. Livanov, on the approval of the Federal State Educational Standard of Preschool Education from January 1, 2014. .

2. Experimental work on enriching the active vocabulary of a preschooler in the process of getting acquainted with children's literature in accordance with the Federal State Educational Standard in a preschool educational institution

2.1 Identifying the level of development of children’s vocabulary

Fiction is an effective means of mental, moral and aesthetic education, has a great influence on the overall development of the child, and directly contributes to the formation of readiness for learning.

In poetic images, fiction reveals and explains to the child the life of nature and society, the complex world of human relationships, promotes the child’s speech development, giving him examples of correct literary language.

For successful subsequent schooling, a six-year-old child must develop a certain interest and love for books, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give a basic assessment of the characters and their actions, and determine his attitude towards them. . These qualities and skills are acquired by the child in preschool age and improved in the process of becoming familiar with works of art.

Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of language in them are meaningful, emotional, they enliven speech, develop thinking, and improve children’s vocabulary.

Therefore, the purpose of the experimental work was: to identify the level of development of the vocabulary of children of senior preschool age; development and testing of a program for the use of works of fiction and its impact on the development of the vocabulary of older preschoolers.

Objectives of the experimental study:

1. Identify the level of vocabulary development of children of senior preschool age;

2. Develop and test a program for the use of works of fiction;

3. Determine the influence of the developed program on the level of vocabulary development of children of senior preschool age.

The experimental study was conducted at preschool educational institution No. 56 with 10 children of the senior preparatory group.

Goal: to select diagnostic methods and identify the level of vocabulary development of children of senior preschool age.

1. Select a technique that meets the conditions of our experiment.

2. Conduct a diagnostic examination of children of senior preschool age, aimed at identifying the level of vocabulary development.

Of the variety of diagnostic techniques, we used the technique of L.S. Vygotsky, O.N. Usanova “Diagnostics of vocabulary development”, which included four tasks.

The purpose of this technique: to study the quantitative and qualitative development of the vocabulary of children of senior preschool age.

Task No. 1 “Pick a picture”

Goal: study the process of generalization.

Material: 5 pictures for each classification group of objects: musical instruments, flowers, trees, transport, dishes, tools, hats and school supplies.

Methodology:

Episode 1 Arrange the pictures so that they match each other. Name them in one word.

Episode 2. Lay out items from one group (“Transport”, “Clothing”, “Dishes”), what goes with what, and name it in one word. For example: transport - water, land air; clothes - spring, winter, autumn, summer, dishes - tea, dining, kitchen.

Evaluation of results:

Correctly lays out all the pictures and names generalizing words - 3 points;

Makes 3-4 mistakes in arranging pictures and naming general words, but corrects the mistakes himself - 2 points;

Makes 5 or more mistakes and finds it difficult to name some generalizing words - 1 point.

The results of the first task were recorded in the protocol (Table 1)

Table 1

Results of the first task

From the results of the first task, it can be seen that 3 children (30%) correctly laid out all the pictures and named generalizing words when completing the task, 5 children (50%) made a small number of errors when arranging pictures and naming generalizing words. Of these, 2 children (20%), after the teacher’s instructions: “Look carefully, have you laid out the pictures correctly?”, corrected these mistakes themselves. 2 children (20%) made a large number of mistakes. These children found it difficult to name generalizing words.

Often generalizations were made based on characteristics that were unimportant, but emotionally significant for the child. In this case, the word denoted a generalization, but its content often diverged from the socially established one, being either overly narrow or overly broad.

For example, school supplies they only counted a backpack, a notebook, a pencil case, not including, for example, a pen, a pencil, an eraser.

Task 2. “Which one?” Which? Which? Which?"

Purpose: to study children’s use of adjectives in speech.

Material: cards with images of objects (which - grapes, bell, giraffe, wardrobe; which - frog, bed, moon, hat; which - coat, sun, chair, apple; which - squirrels, stars, trousers, watch).

Methodology:

Episode 1 The experimenter shows sequential pictures depicting the object and asks to name: “Grapes - which one?”

Episode 2. The experimenter names the object and asks to determine what it is.

For each named adjective in the 1st and 2nd series, the child receives a chip.

Evaluation of results:

If a child scores 26 or more chips - 3 points;

If a child scores from 16 to 26 chips - 2 points;

If a child scores less than 16 chips - 1 point.

The results were recorded in the protocol (Table 2).

table 2

Results of the second task

The table shows that 3 children (30%) named 26 or more adjectives and received the corresponding number of chips for this. 5 people (50%) named from 16 to 26 adjectives. 2 children (20%) scored less than 16 chips; these children showed difficulties in naming many adjectives.

It is worth noting that in the children’s speech there was a regular repetition of adjectives with the meaning of size. A feature of the repetition was its asymmetry: adjectives with the meaning “big” are represented much more widely than those with the meaning “small”.

Sometimes children used the word only in certain situation, the word was not introduced in context when denoting other situations. Thus, the understanding and use of the word was still situational in nature. Among the numerous verbal paraphrases in these children, the most common were word substitutions.

Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects. For example, the following substitutions were common: high - long, low - small, narrow - thin, short - small, etc. replacements of adjectives were carried out due to the undifferentiation of the signs of size, height, thickness, width.

Along with the mixing of words based on gender relations, substitutions of words based on other semantic features were observed.

Task 3. “Who does what?”

Purpose: to study children’s use of verbs in speech.

Material: pictures.

Fish, bird, horse, dog, butterfly, snake.

Cook, artist, teacher, seamstress, hairdresser, salesman.

Method of conducting the ba: the experimenter shows pictures and asks to name who can do what. For each correct answer, the child receives a chip.

Evaluation of results: if the child scored 30 or more chips - 3 points;

If a child scores from 18 to 30 chips - 2 points;

If a child scores less than 18 chips - 1 point.

The results were documented in the form of a protocol (Table 3)

Table 3

Results of completing task 3.

As can be seen from the results of the third task, 5 children (50%) named the smallest number of verbs. The verbal vocabulary of these children is dominated by words denoting actions that the child performs or observes every day. 5 children (50%) named from 18 to 30 verbs. These children were characterized by inaccurate use of verbs.

No one named the maximum number of verbs in the group.

It should be noted that the named verbs were distinguished by their uniformity. For example, a cook - cooks; 60% of children chose this particular verb. The children found it difficult to answer the experimenter’s leading question, “What else does a cook do?” The same situation was noted with such words as hairdresser (cuts), seller (sells).

Task 4. “Say the opposite”

Purpose: to study the use of antonyms by children in speech.

Material: table.

Methodology: say the opposite, for example strong wind- weak wind.

In total, you need to select 12 antonyms for the teacher’s statements.

Evaluation of results:

12 correct answers from children - 3 points;

from 8 to 12 correct answers from children - 2 points;

less than 8 correct answers - 1 point.

Summary results of the task were recorded in the protocol (Table 4)

Table 4

Results of the fourth task

From the results of the last diagnostic task it is clear that 1 child (Sonya F.) gave maximum amount correct answers, the girl selected the appropriate antonyms for all the given words. 5 children (50%) correctly selected from 12 to 8 antonyms. 4 children (40%) found less than 6 antonyms.

The following statements caused the greatest difficulty for the children: sunny day, thick board, dirty clothes.

At the end of the study, the level of vocabulary development of each child was determined based on the results of four tasks.

The total score based on the results of the tasks made it possible to determine the level of vocabulary development of children of senior preschool age: 12-8 points - high; 7-5 points - average; up to 5 points - low.

Criteria for the levels of vocabulary development in children of senior preschool age.

High. Uses different parts of speech exactly according to their meaning. Uses in speech synonyms, antonyms, nouns with a general meaning, words denoting the names of objects, actions, characteristics. Correctly agrees nouns with numerals, adjectives and pronouns with nouns.

Average. Makes mistakes in use different parts speeches, but corrects them himself with the help of adults and compilation, cov. Infrequently uses synonyms, antonyms and generalizing words in speech. Makes mistakes in agreeing nouns with numerals and adjectives.

Short. The active vocabulary is poor. He tries to use different parts of speech, but makes mistakes and does not realize it himself. Rarely uses synonyms, antonyms and generalizing words in speech. Does not show verbal activity in communication.

Based on the diagnostic results and in accordance with the criteria, the children were divided into levels. (Table 5)

Table 5

Distribution of children by levels of speech development.

Last name, first name of the child	Total score
Kirill A.
Kirill K.

Level 1 (low)

10% of children were classified as low level (Vika R). The child has not developed a vocabulary. The girl tries to use antonyms, verbs, and adjectives in her speech, but often makes mistakes.

Level 2 (intermediate)

50% of children were classified as average. Children in this group typically use antonyms, adjectives, verbs and generalizing words in their speech, but their use is not frequent. Children experience difficulties in selecting antonyms and synonyms only for individual words.

Level 3 (high)

40% of children were classified as high level. Children in this group use adjectives, antonyms, and verbs. Able to choose the right generalizing words. In children at this level, vocabulary development is age-appropriate.

Qualitative analysis of the results of the ascertaining experiment made it possible to carry out quantitative processing of the results obtained. They are presented below in the diagram, which shows the number of children assigned to each level, as well as the percentage of the total number of children studied.

Rice. 1. Distribution of children by level

High level - 4 children; medium level - 5 children, low level - 1 child.

As you can see, 40% of children belong to the high level, 50% of children belong to the average level, and 10% of children belong to the low level.

Thus, the ascertaining experiment showed that the degree of vocabulary development in children is quite high, but despite this, the results of the ascertaining experiment allow us to highlight the following disadvantages:

Poverty of active vocabulary;

Children's inability to express their thoughts in words.

The results of the ascertaining experiment indicate the need for targeted, systematic work to develop children’s vocabulary for schooling.

2.2 Development of children's vocabularyin the process of using artenational literature

Goal: to develop and test a program for the use of fiction in the process of developing the vocabulary of children of senior preschool age, not only in specially organized classes, but also in other types of activities.

1. Select works of fiction that the teacher will use not only in specially organized classes, but also in other types of children’s activities.

2. Develop a program for developing a dictionary using selected works of fiction.

To solve these problems, we selected works of fiction recommended by the “Program of Education and Training in kindergarten"edited by M.A. Vasilyeva, V.V. Herbovaya and the Rainbow program T.N. Doronova, T.I. Grizik.

During the development of the program, it was important for us to instill in children an interest in the book as a work of art, to show them not only good literature and the best drawings, but also to introduce them to publications of various formats (from large colorful collections in hardcovers to baby books), with toy books, books with thick cardboard pages, sound effects, smells, etc. To do this, children were given the opportunity to hear and see best works masters of different times and different directions (for example: A. Pushkin, F. Tyutchev, L. Tolstoy, K. Ushinsky, S. Cherny, N. Zabolotsky, K. Chukovsky, S. Marshak, D. Kharms, A. Barto, B. Zakhoder, V. Berestov, M. Yasnov, etc.).

The books brought to class not only corresponded to the topic, but also attracted the child’s attention, arousing in him the need to touch them, look at them, and find out the content. The texts and illustrations had artistic merit.

In the process of developing the program, we focused not only on specially organized classes to familiarize children with fiction, but also for other types of children's activities.

In total, we developed and adapted 10 lessons on works of fiction.

The structure of the lesson was approximately the same: introductory conversation, expressive performance of the text by the teacher, work on the text, conclusion.

For a deeper acquaintance of children with the work, preliminary work was carried out, during which the text was read, conversations were held on the works, and filmstrips and cartoons based on these works were shown. For example, in order to introduce children to the wonderful world of fables, we carried out preliminary work, which included reading the fables of L. Tolstoy, J. Lafontaine, S. Mikhalkov, I. Krylov, followed by viewing colorful illustrations; screening of filmstrips “Fables by I.A. Krylova", "Grandfather Krylov"; listening to audio recordings with Krylov’s fables; coloring illustrations for Krylov's fables using coloring books; staging of fables by S. Mikhalkov “Crow and Cancer”, I. Krylov “Fox and Crane”, “Monkey and Glasses”, “Dragonfly and Ant”, etc. During the preliminary work, which took place over several days, children enriched their vocabulary new words, and the activation of words took place at the final lesson “The Wonderful World of Fables.”

The use of different forms of work on the use of fiction in their activities, ranging from retelling to improvisation, contributed to the enrichment of children's vocabulary. Through repeated repetition of words in the process of various activities, the word was consolidated and activated in the children's vocabulary.

While reading works of art the child accumulated experience of a variety of direct reading experiences: variously colored reading emotions - from delight to sadness and even fear; feelings associated with the perception of works of different genres, styles, authors, historical eras.

Artistic works enriched, clarified and activated children's vocabulary based on the formation of specific ideas and concepts in them, and developed the ability to express thoughts orally. This development was carried out due to the fact that works of art were written in literary language, precise, figurative, emotional, warmed by lyricism, most appropriate to the characteristics of children's perception.

Using examples of simple, accessible stories, children learned to understand the content of the work, its main idea, and became familiar with actors, their characters and actions, evaluate these actions. In an elementary form, children gain an understanding of the visual means of the language of works of art.

Considering that literary texts affect a child’s speech development, in the course of our work we selected certain texts. Here are some examples:

To create a cheerful mood, to enrich the children’s vocabulary with adjectives characterizing different states of nature, we used M. Yasnov’s poem “Loud Morning”; for the lyrical - A. Bely’s poem “Whiteer than Snow...”;

To encourage children to empathy, compassion, sympathy, and the correct verbal reflection of these states, we read the fairy tales of V. Berestov “The Sick Doll”, K. Chukovsky “Aibolit and the Sparrow”;

To act out the dialogues, we learned G. Avdienko’s poem “Bunny, Bunny, Where is Your Home?”, We dramatized V. Bianchi’s fairy tale “The Fox and the Mouse”;

To develop the ability to “see,” they read from words, acted out movements, and drew a poem from Vietnamese folk poetry: “A baby elephant is walking. Look quickly: he has a big trunk in front...”;

To master opposing concepts, they taught the poems of A. Vvedensky “The cat sat on the window”, N. Zabolotsky “How the mice fought with the cat” (quietly - loudly); K. Chukovsky “Kotausi and Mausi”, V. Tatarinov “Cat and Dog” (good - evil); we recited the nursery rhyme “Hedgehog, hedgehog, eccentric, sewed a prickly jacket” and told the fairy tale “Kolobok” (prickly - smooth); read “The Tale of the Brave Hare - long ears, short tail" by D. Mamin-Sibiryak (long - short), etc.

After familiarizing ourselves with the work of art, we spent our free time talking with the children about the content of the works.

After conducting a conversation with the children in the group, which gave the teacher the opportunity to assess how well the content of the work of art was understood, we continued the discussion of the work, but in the form of a game-conversation with its characters. This game-conversation was carried out immediately after reading, while the children’s impressions were fresh and immediate.

Heroes with opposite moral qualities were chosen as characters for conversation games, for example, the stepdaughter and stepmother’s daughter from the fairy tale “Morozko”; three sons from the fairy tale “The Frog Princess,” etc.

The children received significant help from correctly selected pictures and book covers that reflected the plot of the work.

One of the stages of our work on the book is a dramatization game. S.Ya. Marshak said that a work of children’s literature can only be considered artistic if it “can be performed as a play or turned into an endless epic, inventing more and more continuations for it.” It is this feature of a genuine work of art that we used in further work. Fiction, and especially fairy tales, is a special form of reality for preschool children - it is the reality of human emotions and feelings in special fairy-tale conditions. Games related to the plots of literary works appear in children under the influence of adults and the works themselves, in which people, their relationships and their activities are clearly and vividly described.

Being one of the forms of plot- role playing game, a dramatization game based on the plot of a work of art has its own specific features: it is a synthesis of the perception of the work and role-playing game. The very process of assimilation and perception of a work of art is, firstly, a special internal creative activity; secondly, as a result of it, in the course of empathy and sympathy for the characters, the child develops new ideas and new emotional relationships.

Before the dramatization game, the group held puppet shows based on the fairy tales “At the Pike’s Command,” “Khavroshechka,” etc. and games - conversations based on fairy tales. Since certain scenes were selected in advance for the puppet show, they were repeated in the dramatization game. In this type of games, the creative approach of children and adults to the events being played out was especially important.

The games took place in a specially created book corner.

Much attention was paid to the design of the book corner. Children were always involved in this. We consulted with them: “What do you think is the best theme to decorate the corner on?” They gave us a homework assignment: to make a selection of illustrations on a given topic. We designed albums and prepared sets of postcards. Conducted with preschool teachers seminar lesson on the topic: “Arina Rodionovna Prize.” In order to test teachers’ knowledge of the methodology for familiarizing themselves with fiction, a survey was conducted. We understood that success in our work could only be achieved through contact with parents. Therefore, at the very first parent meeting, we held a consultation on the topic: “Techniques for teaching children to tell stories,” then a consultation was held on “Introduction to fairy tales in the senior and preparatory groups.”

Thus, the implementation of all intended content using a variety of teaching methods and techniques had a positive effect on enriching the children’s vocabulary. In their speech, children began to use more adjectives, verbs, and antonyms. The children's speech became more vivid, figurative, and expressive.

2.3 Dynamics of development of children's vocabularysenior preschool age

Purpose: to test the influence of the developed program in a formative experiment on the development of vocabulary in children of senior preschool age.

To achieve this goal, we used the same diagnostic material as at the ascertaining stage.

The control diagnostic analysis is as follows.

In the first task we received the following results (Table 6)

Table 6

Results of control diagnostics in the first task

In order to test children’s ability to select generalizing words after the formative experiment, we compiled a comparative histogram (Fig. 2)

Rice. 2 Comparative results of the first task

As can be seen from the comparative data, the level of generalization of children has improved significantly. In the control experiment, 50% of the children correctly laid out all the pictures and selected generalizing words without errors. There were no children identified who made 5 or more mistakes. Analyzing the execution of the second task, we obtained the following results (Table 7)

Table 7

Results of the second task of the control experiment.

Comparing the results of children’s use of adjectives in speech, we obtained the following data (Fig. 3)

Rice. 3 Comparative results of the second task

In the control experiment, the group of subjects increased to 5 children who scored 26 or more chips, i.e. scored the largest number of adjectives for the given words.

The number of children with the least number of named adjectives has decreased to 1 person.

The children's answers became more varied. When giving a description of a given object, the children relied not only on words taken from personal experience, but also borrowed words from works of art. For example, when the teacher instructed to name: “What kind of grapes?”, many children responded with words from the fable “The Fox and the Grapes” (ripe).

The results of the third task showed the following (Table 8)

Table 8

Results of completing the third task at the control stage of the experiment

A comparative analysis of children’s performance of the third task at the control and ascertaining stages of the experiment looks like in the following way(Fig. 4)

Rice. 4 Comparative results of the third task

From the histogram you can see the following: significant improvements in children’s use of verbs in speech occurred in 4 people. These children correctly selected 30 or more actions of given objects. The number of children who named less than 18 verbs decreased to 2 people. This fact suggests that works of fiction significantly influenced the enrichment of children’s vocabulary with verb groups of words.

Studying children’s use of antonyms in speech at the control stage, we obtained the following data (Table 9)

Table 9

Results of completing the fourth task at the control stage of the experiment

Comparing the children's answers according to the results of two experiments, we obtained the following data (Fig. 5)

Rice. 5 Comparative results of the fourth task

From the results of the fourth task, we can conclude that fiction significantly enriched the children’s vocabulary with antonyms. The children's answers were correct. Children made fewer mistakes in choosing opposite words.

Summarizing the data of the control experiment, we distributed the children according to the levels of vocabulary development (Table 9 and Fig. 6)

Table 9

Levels of development of children's vocabulary at the control stage of the experiment

Last name, first name of the child	Total score
Kirill A.
Kirill K.

Rice. 6 Distribution of children by level of vocabulary development in%.

Kirill A.

Kirill K.

Rice. 7 Individual dynamics of increasing the level of development of children’s vocabulary.

Legend: CT-stating experiment: CT-control experiment

The figure shows that all children experienced positive dynamics in vocabulary development. Even if the children did not improve their level, their results on certain indicators improved.

Comparing the results for the group as a whole, we obtained the following results (Fig. 8)

Rice. 8 Comparative data of the ascertaining and control stages

Thus, based on the results of the control experiment, we can conclude that with systematic work on developing children’s vocabulary in the process of using works of fiction, tangible results can be achieved.

Conclusion

In modern conditions of the functioning and development of the public education system, the task of increasing the effectiveness of training and education of the younger generation is more acute than ever. This involves improving all parts of the public education system and improving the quality of professional training for teachers.

Among the tasks facing a preschool institution, an important place is occupied by the task of preparing children for school. One of the main indicators of a child’s readiness for successful learning is correct, well-developed speech.

Vocabulary is one of the components of a child’s speech development. Mastering a dictionary is an important condition for mental development, since the content of historical experience acquired by a child in ontogenesis is generalized and reflected in speech form and, above all, in the meanings of words. Mastering a vocabulary solves the problem of accumulating and clarifying ideas, forming concepts, and developing the substantive side of thinking. At the same time, the development of the operational side of thinking occurs, since mastery lexical meaning occurs on the basis of the operations of analysis, synthesis, generalization. Poverty of vocabulary prevents full communication, and, consequently, general development child. Conversely, a rich vocabulary is a sign of well-developed speech and an indicator of a high level of mental development. Timely development of vocabulary is one of the most important factors in preparing for school education.

The development of vocabulary affects the all-round development of the child. The emotional development of preschool children and the child’s understanding of the emotional state of other people also depend on the degree of assimilation of verbal designations of emotions, emotional states and their external expression.

Analysis of theoretical principles and methodological conclusions made it possible to present the results of experimental work carried out at preschool institution No. 56 on the use of works of fiction as a means of vocabulary development. We traced the dynamics of changes in the level of vocabulary development in the process of experimental work.

Analysis of the results after the formative experiment indicates the effectiveness of the complex of methods and techniques we have developed. The group improved its results. The percentage of children with a low level of development decreased by 10%. Accordingly, the number of children with average and high levels of development has also increased.

During the work, the following changes were noticed:

Children's interest in fiction has increased; they use adjectives, verbs, antonyms, comparisons, and generalizations in their speech; V role-playing games- children independently play out the plot of literary works.

Of course, our study does not claim to be sufficiently complete, since the issue still remains relevant. However, in terms of developing methods for using fiction, well-known methodological aspects have been revised and adapted for children of senior preschool age in the specific conditions of a preschool institution.

Works of fiction in educational work with children were used in an integrated form, both in the classroom and in the process of independent activity. We based our work on the following basic principles:

Firstly, on a careful selection of material, determined by the age capabilities of children;

Secondly, integration of work with various areas educational work and types of children's activities;

Thirdly, the active inclusion of children;

Fourth, use of development potential literary work in creating a speech environment as much as possible.

Based on the analysis of the experimental work, we can come to the conclusion that our hypothesis that fiction will contribute to the development of the vocabulary of children of senior preschool age, subject to certain conditions, was confirmed.

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Features of the development of an active vocabulary of adjectives in children with general speech underdevelopment (GSD). Development of a system of work on the formation of an active vocabulary of adjectives in children of senior preschool age with special needs developmental disabilities by means of didactic games.

The goal is to practically use didactic games And gaming techniques during speech correction work aimed at the most effective activation, clarification, and enrichment of the vocabulary of middle preschool children suffering from motor alalia.

Tasks:

- enrichment, clarification and activation of word formation in children's vocabulary;

Enrichment, clarification and activation of children’s verbal vocabulary;

Enrichment, clarification and activation of the vocabulary of nouns in children;

Enrichment, clarification and activation of the vocabulary of adjectives in children;

Enrichment, clarification and activation of the numeral in children;

Learning to understand and use prepositions and particles in speech;

Specially selected and developed by us didactic games and gaming techniques meet the tasks that are solved by the previously mentioned directions and methods of logocorrection work.

The set of games presented below offers gaming techniques for practical familiarization of children with the use of nouns in speech, introduces children to the concept of “word”, teaches children to distinguish between the concept of “living” and “non-living”. At the same time, the game gives the speech therapist the opportunity to set an additional goal for himself, for example, grouping objects according to their characteristics or purpose, working on different types of meaning of a word (conceptual, situational, emotional). These games teach children to use plural nouns, distinguish the gender of nouns, and are also aimed at creating and consolidating generalizing concepts. These games also teach the use of case forms.

Who is this? What is this?

Goal: clarification, enrichment of word formation in children's vocabulary, teaching children to correctly use in speech words denoting living and inanimate objects.

Equipment: living or inanimate objects (table, book, toys, birds, fish, etc.)

Description of the game: The speech therapist addresses the children: “There are many different objects around us. And we can ask about each of them. I will ask you, and you answer me with a question: “What is this?” The speech therapist points out different inanimate objects: books, toys, table. “How can you ask about these items?” (What is this?).

The speech therapist says: “And now I’ll ask you differently: who is this?” The speech therapist points to living objects: a bird, a fish, a nanny, children - and asks the children: “how can you ask? (who is this?). I will name you different objects, and you will ask me questions about these objects.” The speech therapist names living objects, and the children ask the question “who?” In this way, the speech therapist gradually leads children to the concepts of “living” and “non-living”.

The speech therapist puts a girl and a doll next to each other and asks how the girl differs from the doll. Children name the difference and together come to the conclusion that the doll is not alive, a toy, and the girl is Living being. Next, compare the toy bear and the living bear drawn in the picture. It becomes clear that the bear toy is not alive, and the drawing depicts a living bear. To summarize, the speech therapist concludes: all words denoting inanimate objects answer the question “what?”, and words denoting living objects answer the question “who?”

Look at the pictures.

Goal: to consolidate in children’s speech words denoting living and inanimate objects.

Equipment: subject drawings depicting living and inanimate objects, flannelgraph.

Description of the game: The speech therapist puts all the subject pictures on the flannelgraph and asks the children to look at them carefully. After this, the speech therapist gives the following tasks:

1) name pictures depicting living objects, ask questions about them;

2) name pictures depicting inanimate objects, pose a question.

Complicating the game: the game is played without relying on drawings. Speech therapist selects different words(living and non-living) and names them mixed. Children should pose a question to these words. The most active ones are noted at the end of the game.

What did they hide?

Goal: enrichment, activation and clarification of word formation in children’s vocabulary and correct use of nouns in speech.

Equipment: dummies of vegetables, fruits, flowers.

Game description: Flowers, vegetables and fruits (2-3 pieces) are laid out on the table. Children are asked to carefully examine what is on the table and remember what is where. Then the children turn away, and the speech therapist hides one object. The child must answer what is hidden. (you can answer in one word).

Name what I point to.

Goal: enriching and activating the word formation of children’s vocabulary and teaching them the correct use of nouns.

Equipment: real and toy furniture.

Description of the game: the teacher seats the children so that they can see individual pieces of furniture in front of them and asks them to name them. If this is difficult, the speech therapist himself names the object and invites one of the children to move, for example, a doll, to the sofa, etc. Afterwards, you can offer a riddle: “A boy came to kindergarten, sat down and invited another boy to sit next to him. What were they sitting on? (on a bench, on a sofa).

Who will bring the items faster?

Goal: clarification and activation of word formation in children. Development of skills in classifying lexical topics “Vegetables and Fruits”.

Equipment: dummies of vegetables and fruits.

Description of the game: players sit on chairs, 2 chairs are placed opposite them, 5-6 items from two different categories are placed on them: vegetables - carrots, cabbage, cucumber; fruits - apple, pear, cherry. Two empty chairs are placed at a distance. Two children from each team stand near the chairs with objects and at the signal: one, two, three - take the vegetables! - they begin to transfer the necessary objects to the empty chairs standing opposite. The winner is the one who transfers all the objects that belong to the named category more accurately and earlier and names them.

How do we dress?

Goal: activation of word formation with words on the lexical topic “Clothing”. Teaching the correct use of nouns in speech.

Equipment: items of children's clothing.

Description of the game: each child comes up with an item of clothing, for example, a scarf, a skirt, panties, a T-shirt, and quietly names it to the speech therapist so that other children do not overhear (the teacher makes sure that the children do not choose the same thing). Then the teacher talks about something, for example: “Vasya was going sledding and put it on himself...” interrupting the story, he points to one of the participants in the game. He names the item of clothing he has in mind. Other children must judge whether the boy is dressed correctly.

What's with what?

Goal: to clarify children’s word formation and teach them the correct use of nouns in speech. Development of phrasal language.

Equipment: various items needed in everyday life. (key, plate, hammer, etc.)

Description of the game: the child is asked to find what they eat soup from, what they use to open a lock, what they use to hammer nails, etc.

Sample of children's speech: Soup is eaten from a plate. The lock is opened with a key.

Paired drawings.

Goal: activation of vocabulary and word formation in children.

Equipment: paired drawings of household items.

Game description: 1 option. The speech therapist shows the child a drawing, and the child must find the same one and name it correctly. The game continues until the child names and gives away all the drawings.

Find what you need.

Goal: activation of word formation and children's vocabulary.

Equipment: A set of object drawings.

Description of the game: Give the children a set of pictures: a basket, a spoon, a towel, a sled, etc. The speech therapist says: “Vova went skiing down the mountain. What did he take with him? (Sled). The child who has the desired picture must respond with a word or phrase.

Whose children?

Goal: to consolidate nouns in children’s active vocabulary

enrichment work,

consolidation and activation of vocabulary

Work on enriching, consolidating and activating vocabulary occupies a significant place in common system speech development of children. Without expanding their vocabulary, it is impossible to improve their verbal communication.

Strengthening the principle of developmental education in school places certain demands on preschool education.

For successful learning For a child at school, it is necessary for the system of his native language and its elements to act as the object of his conscious activity. Therefore, one of the tasks of speech development in kindergarten is the formation in preschoolers of an initial, elementary knowledge of linguistic reality, on which learning at school can be based.

In the development of the dictionary, a large place is occupied by classes on familiarization with the environment, with nature, various observations, excursions, conversations, during which children’s knowledge and ideas are formed and refined.

Exploring the world around him, the child learns the exact names (designations) of objects and phenomena, their qualities and relationships. Thus, the peculiarity of the program for the development of speech and vocabulary is that it is essentially connected with all sections of the education program in kindergarten and its implementation is provided for in different types children's activities.

Work on a dictionary is closely related to the development of cognitive activity, but it should be, first of all, linguistic work. This means that when working on a word, it is necessary to take into account the actual linguistic characteristics of the word, namely polysemy (for most words in the Russian language are polysemous), as well as synonymous and antonymic relationships.

The speech of preschool children differs from the speech of adults. Often the child tries to comprehend the words himself, giving them a different meaning, for example: “A lazy man is a man who makes boats,” “A village is where there are many trees,” etc.

Working with polysemantic words is part of vocabulary (lexical) work. Its goal is to ensure proper linguistic and speech development and improvement of language proficiency. In addition, the disclosure of the semantic richness of a polysemantic word plays a big role in the accuracy of word usage. The habit of using words correctly developed in a child in kindergarten largely determines his later speech culture.

The leading place in mastering the polysemy of words is given to synonyms and antonyms.

Such methods of dictionary work as the selection of synonyms and antonyms in order to clarify the understanding of the meanings of words are not used enough.

It is necessary, from a young age, to pay attention to the qualitative side of vocabulary development, that is, to solve the following tasks:

work on a correct understanding of the meaning of words

expand the stock of synonyms and antonyms

develop the ability to use words, combining them correctly according to their meaning

activate such parts of speech as adjectives and verbs in children’s speech.

Solving the problems of qualitative development of children's vocabulary is impossible without simultaneously carrying out work to familiarize themselves with an ever-expanding range of objects and phenomena, to deepen knowledge about them.

To ensure the full development of vocabulary, it is necessary, along with classes, to widely use moments of everyday life, which provides great opportunities for consolidating and activating the speech skills acquired by children in classes.

Of course, all tasks of vocabulary work (enrichment, consolidation, clarification, activation of the dictionary) are interconnected and are implemented in each age group.

Yes, in the second younger group the main attention is paid to the task of accumulating and enriching the vocabulary, which is closely related to the expansion of knowledge and ideas about the environment.

At this age, a significant place is given to the use of visual aids (toys, pictures), as well as the speech of the teacher.

IN middle group It is necessary to pay special attention to the correct understanding of words and their use, expanding the active vocabulary of children. In this group, work continues on the formation of generalizing concepts; much attention is paid to isolating qualities, properties and correctly denoting them with appropriate words.

The task of using words with opposite meanings (antonyms) is introduced. For this purpose, you can use a comparison of toys and objects.

At this age, all kinds of visualization still occupy a significant place, but more vocabulary exercises and verbal didactic games should be used.

For example, to activate verbs, an exercise is used to select actions for objects: “What is an iron for? What can you do with a broom? What is a watering can for? In the exercise “Who Does What?” the child must name as possible more action: “What is the cat doing?” - “Meows, purrs, plays, laps up milk.”

To develop the ability to isolate the qualities and properties of objects and toys, the technique of comparison should be used more widely. So, for example, when comparing two dolls, the question is asked: “What are the same and what are different? How else do the dolls differ from each other? Children look at and name the color of eyes, hair, details of clothing (for example, soft, fluffy, fur collar). When telling stories based on pictures, in order to teach how to select definitions, they ask questions: “What kind of snow? (White, fluffy, cold.) How can you say about winter, what is it like?” (Snowy, frosty, cold.) Then you can read the poem.

At the next lesson, the teacher offers to look at the proposed toys (for example, a ball, a car, a doll, a matryoshka) and consistently asks questions: “What is this? What is she like? What is it for? What can you do with it? This preliminary vocabulary exercise prepares children for playing the didactic game “Parsley, guess my toy” in the same lesson. When making a wish for a toy, children must use all the words named and formulate a coherent statement.

In the senior preschool age group, the leading task in vocabulary development is to clarify the understanding of the meaning of words and activate vocabulary. For these purposes, special vocabulary exercises and word games lasting 5–7 minutes are carried out. at every lesson.

The exercises were developed by E.I. Tikheyeva, their goal is to develop children’s attention to words, teach them to distinguish their shades, and teach them to use words accurately. When conducting these exercises, a large place is given to such a technique as a question. The direction and content of children’s mental activity depends on the wording of the question; the question should evoke their mental activity. By asking questions, the teacher not only achieves the reproduction of knowledge, but teaches children to generalize, highlight the main thing, compare, and reason.

We need to ask questions more often: “Can I say that? How can I say it better? Who will say differently? Etc. At the same time, you should not rush to evaluate the answer; let the children think and discuss which answer is correct. As many children as possible should express their opinions, answering questions like: “Why do you think it’s possible to say that? Tell the children how you understand it.”

The following types of tasks are used to develop vocabulary:

Selection of synonyms for phrases.

In the process of vocabulary work in the classroom, children encounter such a phenomenon as synonymy (words that sound different, but are close in meaning), the understanding of which is already available to them. Working with synonyms promotes understanding different meanings polysemantic word, teaches you to think about the meaning of the words used, helps to use the most suitable words, avoid repetition.

To select synonyms, you should suggest phrases and sentences, for example: “The river is running”, “The boy is running”.

The teacher asks: “What word is repeated? Let's try to replace it. “The river runs” - how can I say it differently? (Flows, murmurs, pours.) The answers to the second phrase are: “Rushing, hurrying, flying.”

The ability to select synonyms will help children formulate their statements more accurately.

Working on antonyms useful in that it teaches you to compare objects and phenomena of the surrounding world. Antonyms, in addition, are also a means of expressive speech.

The selection of antonyms should first be made using visual material (objects, pictures). So, for example, you can offer pictures depicting a tall and low house, a large and small apple, a short and long pencil, etc.

Exercises with a single word help clarify its meaning and systematize the knowledge and ideas that children have.

At first, tasks to select synonyms and antonyms are difficult for children. But this is until they understand the meaning of the task.

To select synonyms, you can ask questions after the children have retold a particular work.

To activate verbs (actions), similar questions are asked, for example: “Leaves are falling from the trees. How can I say it differently? (They fly, circle, fall.) Or: “Seeing the hunters, the fox runs away. How else can you tell what she’s doing?” (Runs away, runs away, rushes, flies like an arrow.)

In developing the ability to select synonyms and antonyms, special speech situations, when children are placed in conditions that require precise verbal designation.

For example, the following situation was given: “If it rains often, the sky is overcast, it blows cold wind, then what words can you use to say about autumn, what is it like?” (Cloudy, rainy, cold.) Then the opposite situation is given: “If in autumn the sky is blue, the sun is shining, it’s still warm, the leaves on the trees have not yet fallen, then how can you say about autumn, what is it like?” (Sunny, warm, golden, clear.) Such tasks take a short time and can be used during a walk.

Completing such tasks contributes to the formation of accuracy of word usage, the ability to choose words that accurately denote an object, action, quality. For example, the following situation was given: “Dad began making a swing for the children. Misha brought him a rope. Dad said: “No, this rope is no good, it will break,” and took another rope. “But this one will never break.” How can you say about such a rope? What rope did dad take?” Select the desired answer from the synonymous series “durable, strong.” Any of these words will be appropriate in the corresponding phrase, that is, you can say both “strong rope” and “strong rope”.

To explain other meanings of the word “strong,” sentences were given: “Sasha grew up as a strong boy,” “Yura felt strong ice under his feet.” Questions for them: “What does “strong boy” mean, as you understand it? How can I say it differently? (Strong, healthy.) What does “strong ice” mean? How can you say it differently? (Durable, solid.) The correct selection of synonymous words will indicate an understanding of the meaning of the word “strong.”

To develop the ability to use words, you should practice tasks on composing sentences with a single word, and polysemantic words of different parts of speech are offered as initial ones: nouns, adjectives, verbs. By combining words into phrases and sentences, children thereby learn the meaningful use of words in various grammatical forms and meanings. First, they make up two-word phrases and sentences, for example, with the word “light” - “Light wind”, “Light fluff”. Then common sentences with the same word appear: “A light leaf fell from the trees”, “There were light clouds during the day”, “A light butterfly is circling over a flower”, etc.

Tasks for composing sentences should be used more often because even with a correct understanding of the meaning of words, children are noted to be incapable of composing a sentence, using them correctly according to their meaning.

To activate the dictionary, it is effective to writing riddles by the children themselves. It is very important that the child can not only name the object, but also correctly identify its qualities and actions with it. First, the teacher makes a guess for the object, and then the children. Here are some of the riddles invented by children: “In a dark room there is a white canvas hanging to watch movies”, “Rectangular and talking”, “Nose with a snout, she grunts”, etc.

The ability to identify and name signs and qualities must be developed using everyday observations and excursions. So, for example, when conducting an excursion in the fall, the teacher pays attention to the color of the leaves, to the autumn sky, and asks questions: “What is the sky like? What leaves? Etc. In his speech, he should use more different kinds of definitions.

Lexical exercises, which are carried out as part of the lesson, perform a double function: they help develop vocabulary and prepare for performing tasks on coherent speech.

Thus, lexical work is important for the development of free speech, the ability to consciously choose the most appropriate words for a given statement. language means, that is, ultimately serves the development of speech coherence.

Consultation for parents

Children with speech impairments often have a poor vocabulary, both active and passive, and mainly everyday vocabulary predominates. Children are poor at classifying objects into groups and confuse the names of vegetables and fruits. In their vocabulary there are few verbs denoting the state and experiences of people, nouns characterizing the moral character of a person, and the group of adverbs and adjectives that serve to characterize actions and deeds is especially small. All this limits verbal communication children.

To expand and activate the vocabulary in pedagogical practice use didactic games.

Didactic games– one of the main means of developing speech and thinking. The role of these games is especially great in enriching the vocabulary.

Since parents, one way or another, have to be the main teachers for their child, we suggest you use the following speech games and exercises. Teaching does not mean sitting down at the table and behaving as you would in a lesson; it's about showing your child and doing with him the things you do in everyday life.

Game exercise"Who? What?"

Show your child any illustration for a fairy tale. Let him name words-objects that answer the question: “Who?” or “What?”

For example: the fairy tale “Cinderella” by Charles Perrault

Who: girl, sisters, stepmother, fairy, prince, mice, horses, coachman, etc.

What: house, broom, carriage, shoe, etc.

Helpful advice:

Play the game "Who's Bigger?" with your child.

· Name words starting with the sound (letter) M

· Select words on a given topic, for example “Furniture”

Game exercise “Guess-riddles”

Find out the item by description - (Green, white-trunked, curly. What is it? - Birch)

Shaggy, clubfooted...

Hungry, gray, angry...

Bright, warm...

Gray, small, prickly...

Game exercise “Who eats what?”

The cat laps milk. The dog chews on a bone. A cow chews hay. The chicken pecks the grain. Etc.

Option: “Who or what floats? Does it fly? -

Fish, leaves, airplane, butterfly, etc.

Game exercise “Confusion”

What words were formed from:

CUGGELONS – cucumbers and watermelons TOMATOES – tomatoes and melons

REDISBEET – radishes and beets CHARK – garlic and onion

REPUSTA - turnips and cabbage

Help me figure it out.

Game exercise “Enemy words”

Practice choosing antonym words.

Day Night

Winter - …

Friend - …

Good -...

Go to bed -…

Speak - …

Laugh - …

The elephant is big, and the mosquito...

The stone is heavy, and the fluff...

Game exercise “Words are friends”

Practice choosing words - synonyms

Building - house

Buddy -…

Look -…

Brave -…

Tiny -…

Game exercise “What does it look like?”

Invites children to choose similar words(comparisons)

White snow looks like...

Blue ice looks like...

Thick fog looks like...

Pure rain looks like...

Game exercise: Where and for what can the object I name be used?

For example: button

1) for attaching paper to the board;

2) can be thrown out the window to give a signal;

3) scrap metal;

4) draw a small circle

5) put on the table, etc.

Nail - ..., shoe - ..., lace - ...

Game exercise “Find an extra object”

Offer several pictures, among which one picture depicts an object that does not belong to the same thematic group as other objects

The child must show the “extra” picture and explain why it is extra.

Game exercise: Guess what the fourth word will be(semantic series)

Nail - hammer, screw -...

The house is the roof, the book is...

A bird is an egg, a plant is...

Good - better, slow -...

School - training, hospital -...

A person is a child, a dog is...

Coat - button, shoe - ...

Game exercise “New words”

The fox has a long tail - how can I say it in one word? – long-tailed;

The boy long legs– long-legged

Game exercise “Finish the sentence”

Misha went for a walk (when?)…

Misha felt sad (why?)…

Misha was happy (when?)…

The game “Who will remember more what is made of what?”

“Children name metal, paper, and plastic objects from memory. A chip is given for the correct answer. The one who collects the most circles wins.

All proposed didactic games contribute to the formation of vocabulary, as well as the development of speech skills.

Enriching the vocabulary of preschoolers

with general speech underdevelopment

The development of a child’s speech in ontogenesis is closely related to the development of thinking, other mental functions. With the help of speech, the child designates what is understandable to him. In this regard, words of a specific meaning first appear in his dictionary and only then words of general meaning.

The zero degree of generalization is proper names and names of a single object. Then gradually the child begins to understand the general meaning of the names of homogeneous objects, actions, and qualities. By the age of three, children learn words denoting the simplest generic concepts (toys, dishes, clothes), conveying generalized names of objects, characteristics, actions in the form of a noun (flight, swimming, cleanliness). By the age of five years of normal speech development, children acquire words denoting more complex generic concepts (plants: trees, herbs, flowers; color: white, black; movement: running, swimming, flying). By adolescence, they are already able to assimilate and comprehend words such as state, sign, objectivity, etc.

Enriching a child's life experiences leads to the growth of his vocabulary. The vocabulary of an older preschooler can be considered as a national language model. During this period, the core of the child’s vocabulary is formed.

Analyzing the vocabulary of spoken language of children aged 5-6 years, we can identify the most common words: nouns, adjectives, verbs. There is also a gradual expansion of the semantic field of the meaning of the word.

Thus, as mental processes develop (thinking, perception, ideas, memory), sensory experience is enriched, and activity changes, the child’s vocabulary is also formed in quantitative and qualitative aspects.

Principles of working on a dictionary:

the development of vocabulary should be inextricably linked with the expansion of the child’s ideas about the surrounding reality;

work on vocabulary should be inseparable from work on other components of the speech-language system;

the child’s vocabulary should develop in parallel with the development of mental operations;

when working on vocabulary, special attention should be paid to the relationship between the lexical and grammatical meanings of a word;

The main task when working on vocabulary is the formation of full-fledged semantic fields.

The specific content and structure of speech therapy work on the formation of systemic lexical concepts in children with SLD is determined by the time of appearance of various language units in ontogenesis , the specifics of the speech defect, the characteristics of the child’s general mental status and other factors. Based on this, it is methodologically appropriate to carry out correctional and developmental work in two stages.

At the first stage, the main attention should be paid to the accumulation of lexical units; at the second stage, it is necessary to carry out work related to the ordering of lexical units in the child’s mind. However, it should be remembered that in ontogenesis such a clear division is not observed during the formation of the lexical system. Linguistic signs are not acquired linearly. By actively expanding his vocabulary, the child immediately begins to establish the simplest semantic relationships between words: antonymic relationships, generic relationships, relationships between an object and its part, etc. Therefore, at the first stage, in addition to actively expanding the child’s vocabulary, it is necessary to pay attention to the simplest and most obvious semantic connections between words.

The expansion of nominative and predicative vocabulary in children is carried out on a thematic basis. It is precisely this principle of organizing correctional intervention that allows us to optimally, from a methodological point of view, solve the issue of the formation of semantic fields in children with ODD. The introduction of words united by one topic into the lexicon makes it possible to group in the child’s linguistic consciousness words-centers, or semantic dominants (the core of the semantic field), and words with more or less pronounced thematic attachment to them (the periphery of the semantic field). The range of vocabulary from various thematic groups is determined by the age of the children and the level of their ideas about the world around them. Considering the poverty of visual and auditory representations of children with ODD, the difficulty of identifying the most significant differential features of objects, in speech therapy work it is necessary to pay attention to the distinction of words denoting situationally or visually similar objects (cup - glass - mug, shower - watering can, peach - apricot, sugar – sugar bowl, fluffy – soft, sew – knit, sew – sew).

The child acquires the ability to consciously distribute and order lexical units on the basis of various semantic relationships only through a certain level your speech and cognitive development (approximately 5-6 years). Therefore, at the second stage of correctional and developmental training, the main attention should be paid to the targeted formation of the ability to establish more complex species semantic relations between words: relations of synonymy, homonymy, relations between related words, polysemantic words and much more.

Directions of speech therapy work

Work to enrich and activate the vocabulary of children with general speech underdevelopment includes the following tasks:

familiarization with objects and phenomena of the surrounding reality, formation of concepts;

revealing the polysemy of a word;

expansion of the stock of synonyms and antonyms;

formation of the correct use of words in coherent speech.

Mastery work word is carried out according to the following algorithm:

clarification of word pronunciation;

demonstration of examples of word use (in phrases, in sentences);

developing the ability to select a synonym and antonym for a word;

securing a word in the active dictionary. Selection of your own examples illustrating the use of the word.

Synonymous and antonymic comparisons help to reveal to preschoolers the semantics of a polysemantic word. Let's consider an example with the adjective “fresh” (Novikov L.A. Antonymy in Russian. 1973).

Synonymy

Fresh evening - cool evening.

Fresh air is clean air.

A fresh collar is a clean collar.

Fresh magazine - new magazine.

Fresh bread is soft bread.

The formation of morally valuable vocabulary is an important condition for emotional development and moral education. In older preschool age, the child’s attitude towards moral values society, to the people around. Knowledge about the norms and rules of morality, verbalized in words, is considered as one of the criteria for assessing the level of moral development of an individual. In play, it is easier for a child to learn complex moral categories.

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Didactic games and applications aimed at enriching the morally valuable vocabulary of preschoolers

"Add a word"

Rule of the game:

The presenter names a few words, and the players name a synonymous series.

For example:

Kind - benevolent, kind-hearted...

Frightened - fearful, cowardly...

Brave - courageous, daring...

Stingy - stingy, greedy...

"Say it the other way around"

Rule of the game : Whoever I throw the ball to, he answers.

The teacher names the word, and the child selects the antonym.

For example: Hardworking - lazy.

"Find yourself a mate"

Rule of the game: Children turn into words.

The presenter says who became what word. Children run, jump, and find their mate on command.

In this game it is necessary to use different parts of speech, and also pay attention to the correspondence of the part of speech offered by an adult and called a child.

For example: kindness - anger, evil - kind, to be kind - to be angry.

It is necessary to encourage the child to use not only individual words, but also phrases in speech.

For example: a stingy merchant is a generous merchant; a stingy girl is a generous girl.

"What happens... (good, evil, generous, deceitful...)"

Target: developing the ability to select words that are lexically combined with a given word.

Rule of the game : children must name the words in a chain.

Not only a person or an animal (cat, dog), but also hands, eyes, the sun, and the wind are kind. smile, book, etc.

"Find the mistake"

Target: consolidate the ability to select morally valuable vocabulary that is adequate to the semantic content of the sentence.

Rule of the game : who will find the error faster.

Sample assignment options:

The polite girl spoke rudely to her grandmother.

Today is a holiday, so the boy shows off his new toy.

Mom was happy because her daughter didn’t want to help her.

A cowardly boy stood up for the weak, etc.

"Who does what? or Who is called what?"

Target: Activate morally valuable vocabulary (verbs, nouns)

Rule of the game: Whoever I throw the ball to, he answers.

Vocabulary used:

crybaby - ...(cries); daredevil - ...(not afraid of anyone);

liar -...(lies); hardworking -...(loves to work);

brave man -...(fears no one), etc.

Option:

What do you call a person who is afraid of everything? (coward) What if it's a girl? (coward)

What do you call a girl who is greedy all the time? (greedy) And the boy? (also greedy)

etc.

"Living Rainbow"

Target : definition of a person’s moral qualities: boastfulness, deceit, justice, benevolence, courage, generosity - and their role in people’s lives.

Rule of the game: cards are laid out in front of the children different colors. The teacher names the moral qualities of a person. Children need to think and choose a color for each quality and explain their choice.

"Two countries"

Together with your child, cut out characters from different fairy tales (both positive and negative) from coloring books and children's magazines.

Prepare two sheets of colored paper: light and dark. Place the goodies on a light sheet - thisa country good deeds , and negative characters - on a dark sheet - this is dark kingdom.

Discuss why the child places the characters in one country or another. After two countries have their inhabitants, ask which country is better and why?

Have pity on those characters who are caught in dark kingdom , and offer to perform a miracle. Let the child becomegood wizard. He will need to give the negative heroes good manners and exchange their bad qualities for good ones.

The child will have to change the images of these characters, for example, draw smiles on them, decorate them with flowers, and finish drawing them in such a way that they turn into good and kind heroes.

"Good will conquer evil"

Needed for the game

• card-plates with the inscriptions: envy, greed, rudeness, betrayal, war, lies, etc.
• small toys, beads - good deeds
• scales

For good to win, you need to try. Children approach the scales one by one, talk about their good deed and put their drop (toy) on the cup.

"Peace Rug"

Target : teach children negotiation strategies.

To play, you need a mat (a piece of thin blanket).

Conversation : What is a dispute? Argument?

How does a dispute arise? What could be the reason? What can happen after a dispute? Quarreling? etc.

Peace Rug - a place where “opponents” can sit down and talk to each other so as to find a way to peacefully solve their problem.

(Place a toy in the middle of the mat and offer to solve (play) the situation.

Two children want to take the toy, but there is only one. Help them come to an agreement.)

"Fairy tale"

The driver calls fairy tale hero, and the participants determine whether he is good or evil.

If they are kind, they clap their hands; if they are evil, they cover their faces with their hands.

"Folk Wisdom"

Offer to explain the meaning of the proverb (saying).

Do good to others - you yourself will be without trouble.

The good will remain silent, the bad will speak.

A kind word to a person is like rain in a drought.

Good is not dashing - it walks quietly.

An angry person is like coal: if it doesn’t burn, it blackens.

Beauty until the evening, but kindness forever.

Learn good things - bad things will not come to mind.

Encourage good and condemn evil.

When doing evil, do not hope for good.

The owner is glad to have a good guest.

To a good man the whole world is his own home, to an evil man his own house is alien.

A tale of generosity and greed

Squirrels live well in the forest in the summer. There are so many different mushrooms, berries, and nuts around that you can eat yourself, treat other animals and collect in reserve for the winter!

Fluffy the little squirrel collected a full hollow of various goodies. What was there not in it! And hazelnuts, and acorns, and seeds, and various dried berries! Fluffy ate them himself, and sometimes he invited a squirrel named Brush and her cubs to visit to treat them. Brush was very grateful to the generous Fluffy - after all, she herself could not collect so much different food into her hollow, since she nursed little squirrels and rarely got out of her home. When the cold, harsh winter came, Fluffy willingly shared his supplies with tits and bullfinches, for whom it was so difficult to find food under the snow. The birds flew to the little squirrel’s hollow every morning, pecked seeds and berries, and then thanked their generous friend with a cheerful whistle.

Next door to Fluffy lived a chipmunk animal nicknamed Chest. All this chipmunk Chest did all summer was dragging nuts into his home and putting them in the chest as a reserve. He never treated anyone or shared anything with anyone. The animals did not like him, they did not come to visit him and called him a greedy person. The chipmunk chest sat alone in the hollow all long winter. And although he had a lot of food, he was very bored while away the long dark evenings alone, without friends.

One day, a crossbill bird nicknamed Khokholok knocked on the chipmunk's house. Tufts was very hungry, because after the snowfall the trees were covered with an icy crust, and there was no way for him to get to the cones. Tufts was completely weak from hunger and decided to ask the Chest for some food. But the greedy Chest stuck his thick cheeks out of the hollow and said: “Go away, beggar! I won’t give you anything! It’s not enough for yourself!”

Fluffy heard these words and shouted: “Fly to me, Tufts! I’ll share with you! No one should go hungry!” Tufts was delighted, pecked at the treat and became cheerful. In gratitude, he sang a cheerful song to Fluffy about how spring would come very soon. This is how Tufts and Fluffy became friends!

Issues for discussion:

• Which fairy-tale animal is your favorite and why?
• Which of them can be called generous and why?
• Who's greedy? Why?
• What other word can you use to call a chipmunk?
• Who would you like to be like?
• How does a Generous person behave?
• What does a greedy person do?

Additional task

Draw two pictures with the names "Generosity" and "Greed".

A tale of frugality and stinginess.

Each of the two fireflies living in the dense dark forest had two crystal lanterns with multi-colored glass.

Firefly Oilya lit his lanterns every evening to illuminate the way for all the inhabitants of the forest. He took care of his flashlights - he often wiped the fragile colored glass with a cloth so that the flashlights would shine brighter on a dark night. During the day, he carefully put them in a box so that they would not break. When someone came to Oilya to ask for a flashlight to illuminate dark paths, Oilya always happily responded to the request and gave him his flashlights.

And the firefly Okhlya was stingy. He didn't let anyone take his flashlights. He was so protective of them that he never used them or took them out of the box. The lanterns lay idle in it and even became so dusty that their colored crystal glass stopped shining.

One dark evening Okhlya was returning from Oilya, whose birthday he was visiting. He didn’t notice the tree stumps in the dark, tripped, twisted his paw and fell. Okhlya screamed and began to call for help. The animals came running and began to help Okhla get up and get home. But at that time, in a box under Okhle’s bed there were wonderful flashlights that could help him quickly and easily get home in the dark.

Issues for discussion

• Which of the fireflies can be called a miser, and which one is simply thrifty?

• Which firefly did you like best? Which one of them would you like to be friends with?
• How was Okhlya named for his stinginess?
• Who do people call misers?
• What is stinginess?

Additional task

Draw the thrifty Oilya and the stingy Ohlya and their lanterns.

A Tale of Thrift and Thrift

Everyone knows about the tabby cat Matroskin. He is smart and thrifty. The dog Sharik is also thrifty. Matroskin and Sharik’s hut is clean and tidy. All things are in their place. The cat and the dog take care of their things, take care of them: they clean their gray coats, dry them if they get wet from snow and rain; They wipe their boots every evening and carefully place them in the corner of the hut. After dinner, they always wash the dishes and carefully place them on the shelves. Sharik also wipes and cleans his gun for photo hunting, and Mtroskin cleans a large can for the milk that his beloved cow Murka gives. This is how the cat and dog take care of their things so that they last longer and do not have to spend money on buying new ones. Matroskin and Sharik will still need this money for various purchases in the future.

Atroskin is not only thrifty, he is also very economical. He does not spend unwisely and all the money from selling milk at once. He saves them: he spends only part of it, and puts the other part in a piggy bank so that he can later buy it for the whole family: for himself, Sharik and Uncle Fyodor - a new big TV. That's how thrifty he is, Matroskin the cat!

Issues for discussion

• Do you like Matroskin? Why? And Sharik?
• Which of them can be called thrifty? And who is thrifty?
• What does it mean to save?
• What is frugality?
• How are thrifty and frugal people similar?

Additional task

Now write a story about who in your family knows how to save best.