Working program for the development of speech for all groups of kindergarten. Work program for the development of speech
The tasks of speech development are implemented in a program that determines the volume of speech skills and abilities, the requirements for the speech of children in different age groups.
Modern programs development of speech have their own history of development. Their origins are in the first program documents of the kindergarten. The content and structure of the programs evolved gradually. In the first programs, the tasks of speech development were general character, emphasized the need to link the content of speech with modern reality. The main emphasis in the programs of the 30s. made at work with a book and a picture. With development pedagogical science and practice in the programs, new tasks appeared, the volume of speech skills and abilities was refined and supplemented, the structure was improved.
In 1962, the “Kindergarten Education Program” was first created, which defined the tasks of the speech development of children from two months to seven years. Unlike the previously published Guidelines for Kindergarten Teachers, program requirements are separated from methodological guidelines, and the repertoire of works of art for reading and telling children has been significantly revised. The group preparatory to school (for the first time allocated in the program) provides for the preparation of children for literacy. In this regard, we will give a description of this particular program.
It takes into account the uniqueness of the nature of speech activity, which "serves" all types of activity and, thus, is associated with the entire life of the child. In this regard, the speech development program is built on the basis of activity approach: requirements for speech skills and abilities are reflected in all sections and chapters programs. The nature of speech skills is determined by the characteristics of the content and organization of each type of activity.
For example, the “Game” section also points to the need to teach children the rules and norms of verbal communication, to develop the ability to use speech when agreeing on the theme of the game, the distribution of roles, the development of role-playing interaction, in theatrical games - to play scenes based on familiar fairy tales, poems, improving performing skills. In section " Labor education» Attention is drawn to the ability to name objects, their signs, qualities, labor actions. In teaching the principles of mathematics, it is impossible to do without mastering the names of the form, size, spatial arrangement of objects, quantitative and ordinal numbers.
The requirements for communication skills, the culture of verbal communication are set out in the "Organization of life and education of children" section. Similarly, one can single out the content of speech work in other chapters of the program.
The independent chapter "Development of Speech" is highlighted in the section "Teaching in the classroom", and in the senior and preparatory groups for school and in the section "Organization of life and upbringing of children". In the group preparatory to school, the requirements for the speech development of children are reflected in the chapter "Mother tongue", since it is at this age that some linguistic knowledge is communicated and the awareness of the phenomena of language and speech deepens in children.
It should be noted that in the program documents of the kindergarten until 1983 - 1984. the tasks of speech development were indicated together with the tasks of familiarization with the surrounding life. For the first time in the "Model Program" they are given separately from each other, "taking into account the fact that the formation of most of the actual language skills and abilities (choosing a word from a synonymic series, using expressive means, comparisons, definitions, mastering the elements of word formation and inflection, the development of phonemic hearing etc.) cannot be ensured along the way when introducing children to the environment, that it requires the organization of special forms of education (verbal didactic games, creative tasks, staging, dramatization, etc.)” 1 .
The kindergarten program was developed taking into account scientific data on the patterns of speech development of preschool children and the experience of preschool institutions. requirements for various parties speech reflect age indicators of speech development. Significantly refined and concretized tasks development dictionary (here more attention is paid to the disclosure of the semantic side of the word); the tasks of forming grammatical structure speech; for the first time, the tasks of developing the skills and abilities of word formation and the formation of the syntactic structure of speech were singled out. The program of teaching storytelling has been clarified, the sequence of using different types of storytelling and their relationship has been determined, the task of developing coherent speech is introduced starting from the second younger group. The content of artistic and speech activity of children is determined.
In general, it can be said that this program attempts to reflect the level of correct speech and the level of good speech in the requirements for children's speech. The latter is most pronounced in the older groups.
The program has a close connection with the program of work on familiarization with the environment(although they are presented separately). This is especially true for the volume of the dictionary. The dictionary reflects the content of knowledge about the world. It is known that their basis is the sensory experience of children. In this regard, the program clearly traces the idea of the unity of sensory, mental and speech development.
Most of the tasks of speech development are set in all age groups, but their content has its own specifics, which is determined by age characteristics of children. Yes, in junior groups the main task is the accumulation of a dictionary and the formation of the pronunciation side of speech. Starting from the middle group, the tasks of developing coherent speech and educating all aspects of the sound culture of speech become leading. In older groups, the main thing is to teach children how to build coherent statements of various types, work on the semantic side of speech. In the senior and preparatory groups for school, it is introduced new section work - preparation for literacy and literacy training.
Installed continuity in the content of speech education in age groups. It manifests itself in the gradual complication of the tasks of developing speech and teaching the native language. So, in working on a word, tasks become more complicated from mastering the names of objects, features, actions, mastering the generalization, which is expressed in different words, to the distinction between the meanings of polysemantic words, synonyms and the conscious choice of the scrap that is most suitable for a particular case. In the development of coherent speech - from retelling short stories and fairy tales to compiling coherent statements of different TYPES, first on a visual basis, and then without relying on visualization. The program is based on taking into account the "cross-cutting" trends in the development of the dictionary, grammatical structure, phonetic side of speech, coherent speech.
Continuity is also manifested in the repetition of individual requirements in adjacent groups in order to develop strong and stable skills and abilities (the use of forms of speech etiquette, consistent and logical construction of coherent statements, etc.).
Along with continuity, the program traces perspective children's speech development. This means that at each stage of learning, the foundations are laid for what will be developed at the subsequent stage.
The kindergarten program creates prospects for the development of children in school.. It has successive links with the Russian language program in primary school." In kindergarten, such qualities of oral speech are formed that receive further development in the first grade of the school. A rich vocabulary, the ability to clearly and accurately express one's thoughts, selectively and consciously use language means are prerequisites for successful learning of the Russian language and mastery of all academic subjects.
Within each task, the core points that underlie the formation of communicative and speech skills and abilities are highlighted. In the development of a dictionary, this is work on the semantic side of the word, in monologue speech - the selection of the content of the statement, the development of ways to combine words, sentences; in the development of dialogic speech - the ability to listen and understand the interlocutor, interact with others, participate in a general conversation.
A feature of the program is the brevity of the presentation of tasks and requirements. The teacher should be able to specify the general requirement, taking into account the individual characteristics of the children.
On the basis of a standard program, programs of education and training were created in the Union republics (now the CIS countries). The Russian Federation also developed the Kindergarten Education and Training Program (1985), approved by the Ministry of Education. It preserved the fundamental approaches to the speech development of children, the main content of program tasks and the sequence of their complication, structure. At the same time, the specific cultural and national conditions of Russia were taken into account. The explanatory note to the program drew attention to the fact that “in national preschool institutions where work is carried out in their native language, children from the first nursery group are taught oral native speech according to the program developed in the autonomous republic, territory, region, and from the older group - Russian colloquial speech (2 lessons per week). In those preschool institutions where work with children of non-Russian nationality is conducted in Russian, teaching the native language (2 hours a week) is introduced from the older group according to a program developed locally” 1 .
Currently, the so-called variable programs are used in preschool institutions of various types. Among them, the most famous are “Rainbow” (under the editorship of T. N. Doronova), “Development” (supervisor L. A. Wenger), “Childhood. The program for the development and education of children in kindergarten "(V. I. Loginova, T. I. Babaeva and others)," The program for the development of speech of preschool children in kindergarten "(O. S. Ushakova).
IN program "Rainbow" recommended by the Ministry of Education of Russia, modern requirements for the speech development of children are taken into account, generally accepted sections of work on the development of speech are distinguished: the sound culture of speech, vocabulary work, the grammatical structure of speech, coherent speech, fiction. One of the most important means of development of preschoolers is the creation of a developing speech environment. A great place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas of joint activities and in special classes. The literary repertoire for reading, telling children and learning by heart is carefully selected.
Development program focused on the development of mental abilities and creativity of children. Classes for the development of speech and familiarization with fiction include "three main areas: 1) familiarization with fiction (reading poems, fairy tales, stories, conversations about what was read, game improvisations based on the plots of the works read); 2) the development of special means of literary and speech activity (means of artistic expression, the development of the sound side of speech); 3) the development of cognitive abilities on the basis of familiarization with children's fiction. Mastering different aspects of speech occurs in the context of familiarization with works of art. The idea of the unity of sensory, mental and speech development is clearly expressed and implemented. IN middle group set as an independent task preparation for teaching literacy, and in the senior and preparatory groups - teaching reading 1.
IN program "Childhood" there are special sections dedicated to the tasks and content of the development of children's speech and familiarization with fiction: "Developing children's speech" and "Child and book". These sections contain for each group a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, the education of a sound culture of speech. The program is distinguished by the fact that at the end of the sections criteria are proposed for assessing the level of speech development. It is especially important that it clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types of activities.
"The program for the development of speech of preschool children in kindergarten" was prepared on the basis of many years of research conducted in the laboratory of speech development of the Institute preschool education under the guidance of F. A. Sokhin and O. S. Ushakova, It reveals the theoretical foundations and directions of work on the development of speech skills and abilities of children. The program is based on an integrated approach to speech development in the classroom, the relationship of different speech tasks with the leading role of the development of coherent speech. Within each task, priority lines are identified that are important for the development of coherent speech and speech communication. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent statement, about the ways of communication between individual phrases and its parts. The content of the tasks is presented by age groups. This material is preceded by a characteristic of the speech development of children. The program significantly deepens, supplements and refines the standard program developed earlier in the same laboratory 1 .
In the context of the possibility of choosing different programs, the teacher’s knowledge of the age capabilities of children and the patterns of speech development, the tasks of speech education, as well as the teacher’s ability to analyze and evaluate programs from the point of view of their impact on the full development of children’s speech, become of key importance. Particular attention should be paid to how the development of all aspects of speech is ensured, whether the requirements for children's speech meet age standards, whether the general goals and objectives of speech development, teaching the native language and educating the individual are achieved.
Explanatory note
The work program of the cognitive-speech orientation for the speech development of children of the preparatory group (from 6 to 7 years old) is drawn up in accordance with the federal state requirements for the structure of the main general educational program preschool education, on the basis of the main general educational program of preschool education of the municipal preschool educational institution of the kindergarten of the combined type "Cinderella" of the municipality of the city of Noyabrsk.
The work program is focused on the use of the educational and methodological complex:
Doronova T. N. "From childhood to adolescence" (Program for parents and educators on the formation of health and development of children of the fifth year of life). Moscow, 2007;
Grizik T. I. "The development of speech of children aged 6-7 years" (A book for educators working under the program "From childhood to adolescence"). Moscow, 2007 ;
Grizik T. I. "Let's play and find out" (Manual for the study and development of speech hearing in preschool children). Moscow, Enlightenment, 2005 ;
Grizik T. I. "Entertaining grammar" (A manual for examining and consolidating the grammatical structure of speech in children 6-7 years old). - M .: "Enlightenment", 2006.
Gritsenko 3. A. “Send me good readings. "(A manual for reading and storytelling for children 5-7 years old). M. : Education, 2004.
Grizik T. I. "On the way to a fairy tale" (A guide to the development of coherent speech for children 6-7 years old). M. "Enlightenment", 2006.
Grizik T. I. "In the world of words" (A guide to the study and development of the vocabulary of children 6-7 years old). M. : Education, 2006.
Grizik T. I. "Little Helper": a manual for preparing the hand for writing. - M .: Education, 2006.
Grizik T. And "Skillful Fingers" M .: Enlightenment, 2006.
Gerbova V.V. "Introducing children to fiction" ( guidelines). M. : Mosaic-Synthesis, 2008.
Gerbova V. V. "Learning to speak" (Illustrated guide for teaching children of senior preschool age to compose descriptive, narrative and creative stories. M. "Enlightenment", 2003.
Gerbova V.V. “Learning to speak” M .: VLADOS, 2003 (guidelines; manual for children 5-7 years old). Moscow, Enlightenment, 2007
Direct educational activities for speech development are carried out 2 times a week, lasting 20-25 minutes in accordance with San PiN 2.4.1. 2660-10 (as amended) and implemented through implementation educational field"Communication".
Communication (communication) with adults and peers is both an integral component of other types of children's activities (games, labor, productive activities, etc.), and independent activities of preschool children.
At the same time, speech is one of the most important means of communication and manifests itself in preschool age, primarily in dialogues and polylogues, in which speakers exchange thoughts, pose clarifying questions to each other, discussing the subject of the conversation. Gradual improvement and complication of the content and form of dialogue and polylogue makes it possible to include elements first, and then full-fledged descriptive and narrative monologues, as well as elements of reasoning.
The development of dialogic, polylogical and monologue speech requires the formation of the following components:
speech proper (its phonetic-phonemic and lexical-grammatical components);
speech etiquette (elementary norms and rules for entering into a conversation, maintaining and ending communication);
non-verbal means (adequate use of facial expressions, gestures).
The main tasks of psychological and pedagogical work:
development of free communication of pupils with adults and children;
development of all components of oral speech of children (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogic and monologic forms) in various activities;
practical mastery by pupils of the norms of Russian speech.
on the development of free communication with adults and children:
develop the ability to build a business dialogue in the process of independent activities of children;
actively use the form of a descriptive and narrative story in the process of communication;
use the form of direct and indirect speech in communication;
educate interest in social events reflected in the media, talk about them with adults and peers;
on the development of active speech of children in various activities and the practical mastery of the norms of Russian speech:
make descriptive stories about toys, pictures, their appearance, their positive qualities and skills;
compose narrative stories according to a picture, scheme, series plot pictures, according to the thematic set of toys;
analyze simple three-sound words, determining the place of sound in a word, vowels and consonants;
use means of intonational expressiveness in speech: adjust the volume of the voice, the pace of speech, intonation;
enrich the vocabulary of children, necessary for the development of all educational modules, including through:
reflections in speech of ideas about the various properties and qualities of objects: shape, color (shades of color, size, spatial arrangement, methods of using and changing an object, generic relations of objects and phenomena, indicating characteristic and essential features;
the use of names of survey actions;
stories about participation in experimentation;
commenting on their actions in the process of activity and their evaluation;
generalizing words, synonyms, antonyms, shades of meanings of words, polysemantic words;
job titles, social institutions, labor actions, qualities of actions, attitudes of people to professional activities;
names of the country, city (village, symbols of the state, etc.;
guess and compose descriptive riddles and riddles with comparison;
use the form of direct and indirect speech in communication, when retelling literary texts;
use complex grammar cases correctly;
pronounce all the sounds of the native language clearly;
evaluate a literary hero in terms of the conformity of his actions to generally accepted moral standards and rules, use words and expressions in speech that reflect the child's ideas about the moral qualities of people, their emotional states;
use means of intonational expressiveness in speech: adjust the volume of the voice, the pace of speech, intonation.
The work program aims to form competent speech, which is an integral part of the general speech culture.
Achievement of the set goal is ensured in the process of solving problems:
1. Development and improvement of the lexical side of speech.
To expand, clarify and activate the vocabulary through the deepening of ideas about the world in which we live, about objects, phenomena, events of the child's immediate and distant environment.
Learn to use general terms.
Expand and activate vocabulary through synonyms and antonyms (nouns, verbs, adjectives).
Learn to understand, explain and use figurative meaning words (cowardly, like a hare; cunning like a fox; fast, like the wind, etc.) Encourage you to use the figurative meaning of words in your speech for a more accurate and figurative expression of thought.
Continue to acquaint with polysemantic words and words - homonyms.
Continue to acquaint with phraseological units.
2. Formation of the grammatical structure of speech.
Exercise in the formation of the genitive plural of nouns of difficult forms (hive-hives, stump-stumps, foreheads, foreheads, crucian carp etc.) .
Practice using indeclinable nouns (coat, coffee, cocoa, piano, subway, kangaroo, etc.).
Improve children's ability to educate comparative degree adjective degree of adjectives (cheerful - more fun, kind - kinder, etc.)
Teach the correct use of the verbs want and start. Clarify the use of verbs with the prefix pere (forest, forester, forester).
To acquaint (at the level of linguistic instinct) with various ways of word formation in Russian.
Exercise in the correct use of prepositions from under, because of. Reinforce the use of spatial prepositions.
Give elementary ideas about the meaning of the terms "sentence", "text".
Practice compiling and using complex structures offers.
3. Development and improvement of the sound culture of speech.
Improve the sound culture of speech. In everyday life, systematically carry out speech gymnastics, which includes tongue twisters, tongue twisters, etc., which contribute to a quick switch from one articulatory posture to another.
Clarify and consolidate the pronunciation of all sounds of the native language.
Continue purposeful work on the formation of speech hearing (phonetic and phonemic perception)
Improve phonemic perception through exercises and didactic games to differentiate sounds: whistling and hissing, voiced and deaf; hard and soft.
Continue working with words - paronyms, encourage children to explain their lexical meaning.
Continue to exercise in the selection of words with a given sound in different positions (beginning, middle and end of a word)
Develop phonetic awareness.
Get to know the accent.
Exercise in the ability to analyze and synthesize sentences by words.
To improve the prosodic side of speech (expressiveness): tempo, pitch, timbre, voice power - through theatrical activities, game tasks and exercise.
Practice good pronunciation of words.
Exercise in the correct placement of stress when pronouncing words. Familiarize with orthoepic rules transfer of stress from one part of a word to another.
4. Development of coherent speech of children (dialogical speech and monologue speech)
Dialogic speech.
Fix the rules for introducing dialogue. Work out dialogues in theatrical and gaming activities.
Exercise in the ability to compose and pronounce dialogues in educational and everyday situations.
Expand and activate forms of speech etiquette.
monologue speech
To consolidate the skills of conscious analysis and construction of narrative and descriptive tests.
Learn to compose combined connected texts (a combination of descriptive and narrative monologues, including dialogues)
Learn to draw up a plan (semantic sequence) of your own statements and stick to it in the process of storytelling.
5. Continued preparation for the full development of written forms of speech (reading and writing)
Continue to develop spatial representations: consolidate the ability to determine directions in space and establish spatial relationships (relative to oneself, relative to another object and relative to the person standing opposite).
To develop the ability to navigate in the plane of the sheet and in various rulers: generally accepted (cell, ruler) and specially designed (with additional visual supports).
Actively use games and exercises for the development of mental operations (analysis, synthesis, comparison and matching, sound analysis of words.
Continue to work on preparing your hand for writing.
Tasks of the preschool educational institution component:
Protection and strengthening of the physical and mental health children.
Creating favorable conditions, improving the emotional state of the child.
Removing fatigue, psychological tension and increasing efficiency.
The organization of the regime of motor activity, which ensures the normal functioning of the body.
The work program also includes the opportunities for the formation of general educational skills and abilities of pupils, universal methods of activity and key competencies, provided for by the standard.
The principles of selecting the main and additional content are related to the continuity of the goals of education in the transition from one group to another, the logic, taking into account the integration of other areas, as well as the age characteristics of the development of pupils.
Pedagogical analysis of the knowledge and skills of children (diagnostics) is carried out twice a year and is carried out using the method of observation, criteria-based diagnostic techniques.
The program is designed taking into account the integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics of educational areas. The specificity of the integration model lies in the fact that the solution of the main psychological and pedagogical tasks of the "Communication" field is carried out in all educational areas. Accordingly, the effective implementation of the psychological and pedagogical tasks of other areas is impossible without full communication.
Age features of children from 6 to 7 years
In the seventh year of a child's life, important changes in the development of speech. For children of this age, the correct pronunciation of sounds becomes the norm. Comparing his speech with the speech of adults, a preschooler can detect his own speech shortcomings. The speech skills of children allow you to fully communicate with a different contingent of people (adults and peers, acquaintances and strangers). Children not only pronounce correctly, but also distinguish phonemes (sounds) and words well. Mastering the morphological system of the language allows them to successfully form quite complex grammatical forms of nouns, adjectives, verbs. Moreover, at this age, children are sensitive to various grammatical errors both their own and other people, they have the first attempts to realize the grammatical features of the language. In his speech, the older preschooler increasingly uses complex sentences (with coordinating and subordinating connections). Vocabulary increases at 6-7 years of age. Children accurately use words to convey their thoughts, ideas, impressions, emotions, when describing objects, retelling, etc. Along with this, the ability of children to understand the meanings of words also increases significantly. They can already explain little-known or unknown words, similar or opposite in meaning, as well as the figurative meaning of words (in sayings and proverbs). Moreover, children's understanding of their meanings is often very similar to the generally accepted one.
In the process of dialogue, the child tries to answer questions exhaustively, he himself asks questions that are understandable to the interlocutor, coordinates his remarks with the remarks of others. Another form of speech is also actively developing - monologue. Children can consistently and coherently retell or narrate. At this age, the statements of children increasingly lose the features of situational speech. In order to make his speech more understandable to the interlocutor, the older preschooler actively uses various expressive means: intonation, facial expressions, gestures. By the age of 7, speech-reasoning appears. The most important outcome of the development of speech throughout preschool childhood is that by the end of this period it becomes a genuine means of both communication and cognitive activity, as well as planning and regulating behavior.
By the age of 6, children have a fairly good command of dialogic speech, which throughout the entire preschool age has been and remains the leading speech form that is significant for the child. Children are familiar with the rules of dialogue (the ability to listen and understand the interlocutor, to formulate and ask questions, to build (replica) in accordance with what they heard, they are able to select speech material depending on the purpose, situation and object of communication; actively use the norms of speech etiquette in the most common life situations (greeting, farewell, request, consolation, etc.)... However, in the seventh year of life, it is necessary to continue work on improving dialogic speech, to exercise children in the ability to consciously build dialogic interaction in everyday communication with others and in special situations (to obtain a result, for example, a fairy tale, include elements of dialogic speech in monologues.
At the age of 6, serious preparation of children for literacy continues. On this, it is necessary not only to consolidate the achievements in the speech development of each child, but also to expand the range of skills and abilities necessary for the full development of the written form of speech.
Children's attention becomes more stable and arbitrary. They can do not very attractive, but necessary things for 30-35 minutes together with an adult.
Requirements
to the level of preparation of children of the senior group for the development of speech
By the end of the year, the children of the preparatory group should:
Participate in a collective conversation: ask questions, answer them, arguing the answer; consistently and logically, clearly for interlocutors to talk about a fact, event, phenomenon.
Be friendly interlocutors, speak calmly, without raising your voice.
In communicating with adults and peers, use formulas of verbal politeness.
Use synonyms, antonyms, complex sentences of different types.
Distinguish between the concepts of "sound", "syllable", "word", "sentence". Name in sequence words in a sentence, sounds and syllables in words. Find words with a given sound in a sentence, determine the place of sound in a word.
Retell and dramatize small literary works; to compose according to plan and model stories from experience, about an object, according to a plot picture, a set of pictures with a plot development of the action.
Used Books
1. Alyabyeva E. A "Games for children 4-7 years old: the development of speech and imagination." M .: "Creative Center", 2009.
2. Gerbova V. V. “Introducing children to fiction” (guidelines). M. : Mosaic-Synthesis, 2008
3. Gerbova V.V. “Learning to speak” (Illustrated guide for teaching children of senior preschool age to compose descriptive, narrative and creative stories. M. “Enlightenment”, 2003.
4. Gerbova V. V. “Learning to speak” M .: VLADOS, 2003 (guidelines; manual for children 5-7 years old). M.: "Enlightenment", 2007.
5. Grizik T. I., Timoshchuk L. E. “The development of speech in children aged 6-7 years”. M.: "Enlightenment", 2007.
6. Grizik T. I. "Let's play and find out" (Manual for the study and development of speech hearing in preschool children). M.: "Enlightenment", 2005.
7. Grizik T. And "Skillful fingers". (Manual for children aged 5-7). M. : Enlightenment, 2007.
8. Grizik T. And "Little Helper". (A guide to the development of fine motor skills for children 4-7 years old). M. : Enlightenment, 2006.
9. Grizik T. I. "Entertaining grammar" (A manual for examining and consolidating the grammatical structure of speech in children 6-7 years old). M. : Enlightenment, 2006.
10. Grizik T. I. “On the way to a fairy tale” (A guide to the development of coherent speech for children 6-7 years old). M. : Education, 2006.
11. Grizik T. I. "In the world of words" (A guide to the study and development of the vocabulary of children 6-7 years old). M. : Education, 2006.
12. Doronova T. N. “Program “From childhood to adolescence”. M. : Enlightenment, 2007.
13. Ryzhova N. In "The development of speech in kindergarten." Yaroslavl. 2010
13. Ushakova O. S. “Speech development classes for children 5-7 years old.” M .: "Creative Center", 2010.
2. Ushakova O. S., Gavrush N. V. "Introducing literature to preschoolers." M .: "Creative Center", 2010.
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The project of a partial educational program on the speech development of older preschoolers "Let's speak correctly"
I. Target Section
EXPLANATORY NOTE
1.1. The relevance of the partial educational program
Speech performs a variety of functions in a child's life.
The main and initial is the communicative function - the purpose of speech to be a means of communication and culture.
The purpose of communication may be the maintenance of social contacts, the exchange of information. All these aspects of the communicative function of speech are presented in the behavior of a preschooler and are actively mastered by him. It is the formation of speech functions that encourages the child to master the language, its phonetics, vocabulary, grammatical structure, to master dialogic speech, the formation of sound analytical and synthetic activity as prerequisites for teaching literacy.
Communication is a necessary condition for the formation of personality, its consciousness and self-awareness: it is the main factor mental and speech development of the child.
The problem of the development of dialogic speech remains one of the urgent problems of the theory and practice of the development of speech in preschool children, since speech arises and develops in the process of communication. It is in dialogue that children learn self-organization, self-activity, self-control.
Dialogue is a natural environment for the development of personality. The absence or deficiency of dialogic communication leads to various kinds of distortions. personal development, the growth of problems of interaction with other people, the emergence of serious difficulties in the ability to adapt to changing life situations. Problems of interpersonal (dialogical) communication for a child begin mainly in the family. Unwillingness to communicate (due to lack of time, parents' fatigue, inability to communicate (parents do not know what to talk about with the child, how to build dialogic communication with him) negatively affects the child's activity and mental well-being.
Dialogue, creativity, cognition, self-development - these are the fundamental components that are involved in the sphere of attention of the teacher when he turns to the problem of the speech development of a preschooler.
The partial program of preschool education "Let's speak correctly" (hereinafter referred to as the Program) is integrated in nature, based on material that reflects the developmental features of the dialogic speech of preschoolers.
1.2. The purpose and objectives of the partial educational program
Purpose: enriching the child's speech experience as a means of communication and culture based on behavioral manifestations in the dialogue.
1. To form children's ideas about speech (verbal and non-verbal) means of communication in the process of constructing various speech statements, interactive interaction with the interlocutor;
2. To form in children the skills and abilities of practical possession of expressive movements (facial expressions, gestures, pantomime) to express their thoughts, feelings and desires;
3. To cultivate the need for communication, the ability to manage one's behavior and plan one's actions based on primary value ideas, to observe elementary generally accepted norms and rules of communication.
1.3. Principles and approaches implemented during the implementation of the Program
The fundamental approaches implemented in the process of program implementation are:
1) a culturological approach (taking into account the interests and communicative needs of the child, contributes to the acceptance of an adult as the main bearer of culture, familiarization with elementary generally accepted norms and rules of relationships with peers and adults (including moral ones);
2) a system-activity approach (realization of the need for communicative activity aimed at the planned result, achieving the goal and evaluating both the result and the process of activity; activity acts as a means of the child's subjectivity);
3) the axiological approach involves the formation of universal human values in children (kindness, justice, responsibility, feelings of belonging to the nearest society.
1) the principle of personality-oriented interaction between adults and children (building the educational process in accordance with the personal characteristics of each pupil);
2) the principle of cultural conformity - introducing children to the culture of dialogue (knowledge and implementation of the basic rules of behavior in dialogue, as well as the use of means of speech etiquette);
3) the principle of aestheticization of the developing environment and the participation of children in the transformation of reality - the active participation of children in the organization and conduct of improvisation games, theatrical and directing games with invented plots, holidays (development of dialogues, replicas, performances, design activities, artistic and musical activities, household activity (beauty and harmony in everyday life).
1.4. Age characteristics of children for whom the program is designed
The program is designed for implementation in groups of senior preschool age (from 5 to 7 years old) and is based on the developmental features of preschool children of this age group.
In the seventh year of a child's life, important changes occur in the development of speech. Speech becomes a means of communication and culture, the norm is the correct pronunciation of sounds. The speech skills of children allow you to fully communicate with a different contingent of people (adults and peers, acquaintances and strangers). Children not only pronounce correctly, but also distinguish phonemes (sounds) and words well. The enriched experience of communicating with adults and peers allows the child to become more fully aware of himself, his strengths and weaknesses, elements of independent self-image and evaluation of himself, his actions and external qualities appear. Mastering the morphological system of the language allows them to successfully form quite complex grammatical forms of nouns, adjectives, verbs. There is a rapid development of an extra-situational-personal form of communication of the child, due to his experience in gaming activities.
In his speech, the senior preschooler uses complex sentences (with coordinating and subordinating connections). To convey their thoughts, ideas, impressions, emotions, when describing objects, retelling, etc., they accurately use words, explain little-known or unknown words that are close or opposite in meaning, as well as the figurative meaning of words (in sayings and proverbs).
In the process of dialogue, the child tries to answer questions exhaustively, he himself asks questions that are understandable to the interlocutor, coordinates his remarks with the remarks of others. Another form of speech is also actively developing - monologue. Children can consistently and coherently retell or tell, actively using various expressive means: intonation, facial expressions, gestures. Familiar with the rules of dialogue (the ability to listen and understand the interlocutor, formulate and ask questions, build (replica) in accordance with what they heard, know how to select speech material depending on the purpose, situation and object of communication; actively use the norms of speech etiquette in the most common life situations (greeting, farewell, request, consolation, etc.)... The older preschooler speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can to distinguish sounds in words, the child develops the prerequisites for literacy.
1.5. Planned results of mastering by children of senior preschool age of the Program
Achievements of children as a result of mastering the Program are manifested:
1) in the ability to enter into a dialogue with others in various ways (clearly and clearly pose questions, report your impressions, share feelings, opinions, politely make requests, advice, invitations, listen and hear a partner, show an active response, etc. ) ;
2) in the skills of "reading" the emotional state of the hero, sympathy and empathy, rejoicing;
3) in the ability to use reproductive and productive speech in combination and to creatively transfer learned patterns into independent speech practice;
4) in the need to use expressive means (facial expressions, gestures) in speech when organizing theatrical games, retelling by roles, staging prose literary works and director's games based on works;
5) the need for communication and the skills of involving peers and family members in communicative activities.
1.6. Rationale for the choice of the content of the partial program
The development of dialogic speech in the content of the exemplary basic educational program "From Childhood to Adolescence" is determined by program objectives. Conversations and conversations with children are used as the main methods for the development of dialogic speech in preschool educational institutions. Meanwhile, despite the work carried out by teachers on the speech development of preschoolers, in this section of the work there are certain problems. Observations of children revealed that older preschoolers master only the simplest forms of dialogue: there is no reasoning skill, speech is poor, there is no speech creativity, no fantasy. Children do not know how to maintain a dialogue for a long time, they are not proactive enough. There are shortcomings in the development of coherent speech. The content of the partial program is developed in the context of the invariant part of the educational program, but is aimed at developing the dialogic speech of preschoolers as a socially significant form of communication. It is dialogic speech that is for them both a speech practice and a school for the formation of social skills and habits that determine the nature of interaction with others.
1.7. Forms for summing up the results of the implementation of a partial educational program
Studying in the process of observation and analysis of the level of development of the child's communication skills. Filling out the observation card.
"Family photo album of the group", represented by "family pages", reflecting children in the form of various fairy-tale characters, children's holidays.
Mini-competition of performing and creative skills “Hello, it's me! »
The book of fairy tales "We compose fairy tales", containing the products of the literary writing of children and their illustrations for fairy tales.
Creation puppet theater"Magic Tales".
Exhibition of family co-creation "Books - babies" of various subjects.
Performance of the play "Geese-swans".
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Work program for the development of speech and preparation for teaching literacy - preschool education, other
Development of speech and preparation for teaching literacy
EXPLANATORY NOTE
The work program is intended for the GKP " Future first grader» MBOU gymnasium №3
Normative legal documents on the basis of which the work program was developed:
2 Federal State Educational Standard for Preschool Education dated October 17, 2013
4 Constitution of the Russian Federation
5 Methodological letter "On building continuity in the programs of preschool education and primary school" dated 08/09/2000
6 Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 2189 “On approval of San Pi N 2.4.2.2821-10” “Sanitary and epidemiological requirements for the conditions for organizing training in general education institutions” (as amended and supplemented on June 29, 2011 , December 25, 2013)
7Educational program DO MBOU gymnasium No. 3
8Charter of MBOU gymnasium No. 3
9Regulations on the GKP "Future First Grader"
Rationale: The work program determines the volume, order, content of studying and teaching the course development of speech and preparation for teaching literacy in the State Educational Program "Future First Grader" MBOU Gymnasium No. 3
Purpose of the program: complex development of cognitive and speech activity of children.
Tasks:
Fix the correct distinct pronunciation of the sounds of the Russian language
Develop phonemic awareness
Exercise in the formation of new words, in the coordination of words in a sentence
Learn to use synonyms and antonyms
Learn to use simple and complex sentences in speech
Develop speech creativity, expressiveness of speech.
Program principles
The organization of the educational process is based on a complex - thematic principle of planning with leading gaming activities, and the solution of program tasks is carried out in various forms of joint activities of adults and children, as well as in independent activities of children. Forms of organization of the educational process:
- individual, group, individual-group, frontal, classroom and extracurricular. Lesson, project. Teaching methods:
1. Explanatory and illustrative method
Forms of training: group, work in pairs, individual, frontal .
Evaluation of the achievement of planned results
The features of the assessment system are:
- an integrated approach to assessing the results of education (assessment of subject, meta-subject and personal results of general education); use of the planned results of mastering the basic educational programs as a substantive and criteria-based assessment base;
- assessment of the success of mastering the content of individual academic subjects on the basis of a system-activity approach, manifested in the ability to perform educational, practical and educational and cognitive tasks;
- assessment of the dynamics of educational achievements of students;
- a combination of external and internal evaluation as a mechanism for ensuring the quality of education;
- the use of personalized procedures for the final assessment and certification of students and non-personalized procedures for assessing the state and trends in the development of the education system;
- a tiered approach to the development of planned results, tools and their presentation;
- the use of a cumulative assessment system that characterizes the dynamics of individual educational achievements (Achievement Portfolio or other forms);
- using, along with standardized written or oral work, such forms and methods of assessment as projects, practical work, creative work, introspection, self-assessment, observation, etc.;
the use of contextual information about the conditions and features of the implementation of educational programs when interpreting the results
general characteristics subject.
The development of connected speech. Teaching answers to questions, dialogic speech.
Teaching a detailed retelling of the text by visual support. Learning to compose a story-description, a story based on a plot picture, based on a series of pictures. "Reading" and composing syllables and words using conventional sound designations.
Lexical work. Enrichment of children's vocabulary. Creating conditions for the use of new words in one's own speech (construction of phrases and sentences.
Development of sound culture of speech. Acquaintance with the organs of articulation,
ways of pronouncing a sound, its conventional designation. Acquaintance with the classification of sounds: consonants and vowels; hard and soft, voiced and deaf consonants.
Development of phonemic hearing. Isolation of sound at the beginning, end and middle of a word. Determining the position of a sound in a word. Highlighting in a word
vowels, consonants, hard, soft, voiced, deaf consonants.
Teaching sound-syllabic analysis. Sound analysis of the composition of syllables and words.
Differentiation of the concepts "sound" and "letter". Matching letters and sounds.
Work on the development of fine motor skills of the hand (hatching, tracing along the contour).
Enriched and refined knowledge of the child about himself, his family, the immediate social environment; formed ethical standards and rules of conduct in society.
Classes are built in an entertaining, playful way using speech games.
Learning Technologies
Generalizing conversation on the studied material;
Types of work related to the study of the object,
Implementation of practical work;
Participation in the discussion;
Work with various information sources: educational and scientific texts, reference literature, mass media (including those presented in electronic form).
Types and forms of control
Description of the place of the subject (course) in the curriculum
Number of hours
Total 72 hours; per week 2 hours
Description of the value orientations of the content of the subject
The educational aspect of the program lies in introducing children to the origins folk culture of his country: works of oral folk art. The emphasis is on introducing children to goodness, beauty, non-violence, respect for other peoples.
The line of development of feelings determines the direction of the emotional development of a preschooler and provides an emotionally comfortable state of the child in communication with adults and peers, as well as harmony with the objective world. The program sets the task of educating children on the basis of different educational content of emotional responsiveness, the ability to empathize, readiness to manifest a humane attitude in children's activities, behavior, and actions. The unity of aesthetic feelings and moral experiences creates the basis for understanding the value of everything created by nature and man. The results of the development of the program
subject
To form the ability to retell literary works independently, correctly conveying the idea and content, expressively reproducing the dialogues of the characters.
Retell the work close to the text, by roles, in parts, on behalf of a literary hero.
In descriptive stories about objects, objects and natural phenomena, accurately and correctly select words that characterize the features of objects.
Compose plot stories based on a picture, from experience, from toys; with the help of the educator, build your story in accordance with the requirements for the structure of the plot narrative.
Distinguish between literary genres: fairy tales, short stories, riddles, proverbs, poems.
Reflect in the written narrative characteristics genre when inventing fairy tales, use the means of expression inherent in the genre and knowledge about the features of the plot.
Metasubject
Show interest in independent writing, create a variety of types of creative stories.
Be able to listen carefully to the stories of peers, help them in case of difficulties, notice speech and logical errors and benevolently, constructively correct them.
To learn to master the forms of speech-reasoning: explanatory speech, speech - evidence, speech - planning.
Exercise children in the correct use of the learned grammatical forms to accurately express thoughts and continue to introduce them to difficult cases of using Russian grammar.
L personal
The child can organize children for joint activities, conduct a business dialogue with adults and peers. Freely enters into communication with different people: it is easy to get acquainted, has friends.
- Shows interest in communicating with peers and adults: asks questions, is interested in the opinions of others, asks about their activities and events in their lives. Shows interest in speech as a special object of knowledge: participates with pleasure in solving crossword puzzles, rebuses, offers word games, reads individual words, writes block letters, shows interest in speech creativity. Shows a steady interest in literature, is distinguished by a wealth of literary experience, has preferences in the genres of literature, the themes of works.
- Independently, without the help of an adult, he can attract peers to communicate. Independently uses mastered speech forms in the process of communication with peers and adults.
- Shows activity in collective discussions, puts forward hypotheses and suggestions in the process experimental activities and discussion contentious issues. Offers creative word games.
- He has his own point of view on the topic under discussion, knows how to defend his position in collective discussions, disputes, uses speech forms of persuasion.
- Actively shows creativity in the process of communication: offers interesting original topics for discussion, sets interesting questions.
- Successful in creative speech activity.
- Speech is clear, grammatically correct, expressive. The child owns all the means of sound analysis of words, determines the main qualities of the characteristics of sounds in a word, the place of sound in a word. Shows interest in reading, independently reads words.
Program implementation
The pedagogical process involves the predominant use of visual and practical methods and ways of organizing activities: observations, excursions,
elementary experiences and experiments, game situations. The program is implemented according to the principles of developmental education.
More details kopilkaurokov.ru
The purpose of the program - page 39
The results of the development of the program by O. S. Ushakova "Development of speech of preschoolers" by children
Younger age (3-4 years)
The child is happy to communicate with familiar adults: he understands the speech addressed to him, answers questions using simple common sentences.
Shows initiative in communicating with an adult: makes a request, a message about his condition, desire, about an emotionally significant event for him.
Uses generally accepted simple forms of etiquette in communication: greets and says goodbye to the teacher and children, thanks for the dinner, the assistance provided, politely expresses a request using the word “please”.
Shows interest in communication with a peer: attracts him to a joint game, he willingly joins in game communication, showing speech activity. Together with an adult, he willingly retells familiar fairy tales, at the request of an adult he reads short poems. On the questions of the educator, he makes a story based on the picture of 3-4 sentences.
Correctly names household items, natural objects of the immediate environment.
The speech of the child is emotional, accompanied by correct speech breathing. Hears a sound specially intonation distinguished by the educator in words and sentences.
Average age (4-5 years)
The child shows initiative and activity in communication; solves everyday and game problems through communication with adults and peers; learns new information, expresses a request, a complaint, expresses desires, avoids conflict; without reminding an adult, greets and says goodbye, says “thank you” and “please”.
Initiative in conversation, answers questions, asks counter. Shows interest and independence in using simple forms of explanatory speech.
He pronounces all sounds purely, uses the means of emotional and speech expressiveness.
Independently retells stories and fairy tales, with a little help from an adult, composes descriptive and plot stories, composes riddles.
Shows word creation, interest in language, distinguishes between the concepts of "word" and "sound".
Isolates the first sound in a word, hears words with a given first sound. Distinguishes between vowels and consonants.
Senior preschool age (5-6 years)
The child actively communicates with peers and adults, shows cognitive activity.
Initiative and independent in inventing fairy tales, stories, does not repeat the stories of others, uses a variety of means of expression. Interested in argumentation, proof and widely uses them.
Shows initiative in communication - shares impressions with peers, asks questions, involves children in communication. He notices speech errors of his peers, kindly corrects them.
Has a rich vocabulary. Accurately uses generalizing words and concepts. Speech is clear, grammatically correct, expressive.
The child owns the means of sound analysis of words, determines the main qualitative characteristics of sounds in a word, places of a sound in a word.
Senior preschool age (6-7 years)
The child can organize children for joint activities, conduct a business dialogue with peers. Freely enters into communication with different people: it is easy to get acquainted, has friends. It is characterized by subjective manifestations in communicative and speech activity.
Shows interest in communicating with peers and adults: asks questions, is interested in the opinions of others, asks about their activities and events in their lives. Shows interest in speech as a special object of knowledge: participates with pleasure in solving crossword puzzles, rebuses, offers word games, reads individual words, writes in block letters, shows interest in speech creativity. Shows a steady interest in literature, is distinguished by a wealth of literary experience, has preferences in the genres of literature, the themes of works.
On his own, without the help of an adult, he can attract peers to communicate (discuss a problem, event, act). Independently uses mastered speech forms in the process of communicating with peers and adults (story, speech - proof), explanations, speech - reasoning).
He is active in collective discussions, puts forward hypotheses and assumptions in the process of experimental activities when discussing controversial issues. He is the initiator of events in the group, the organizer of collective games, offers verbal creative games (guesses riddles, invents stories, plans plots creative games) .
Has his own point of view on the topic under discussion, knows how to defend his position in collective discussions, disputes, uses speech forms of persuasion; owns cultural forms of disagreement with the opinion of the interlocutor; able to take the position of the interlocutor.
Actively shows creativity in the process of communication: offers interesting, original topics for discussion, asks interesting questions, offers creative options for solving problems. Successful in creative speech activity: composes riddles, fairy tales, stories.
Speech is clear, grammatically correct, expressive. The child owns all the means of sound analysis of words, determines the main qualitative characteristics of sounds in a word, the place of sound in a word. Shows interest in reading, independently reads words.
Branch "Kindergarten No. 22 of the combined type"
Part of the general educational program formed by the participants of the educational process in the branch of the MDOU "Kindergarten No. 39 of the combined type" - "Kindergarten No. 22 of the combined type" is additional to the obligatory part the main general educational program of preschool education, is determined in accordance with the goals and objectives of the set of partial programs and the specifics of the national-cultural, climatic, geographical and other conditions in which the educational process is carried out.
The content of the technology "Theatrical activity in kindergarten" / Edited by O. F. Gorbunova is carried out through the organization of joint activities with children and independent activities. The leading place belongs to theatrical games, reading fiction, productive activities (theatrical, visual, musical), active exploration of the social world, as well as a well-organized developing subject-spatial environment where children can study independently, on their own initiative. It assumes individual, subgroup and group forms of organization of work with children.
Theatrical activity is a meaningful basis for the implementation of a variety of children's activities. Therefore, the technologies "Theatrical activity in kindergarten" / Edited by O. F. Gorbunova, the content is successfully integrated with all educational areas ("Physical Education", "Health", "Safety", "Labor", "Communication", "Reading Fiction" "," Artistic creativity”, “Music” and other areas of the educational field “Socialization”.
Integration of educational areas
Orientation of children in space, the ability to evenly place on the site
Voluntary tension and relaxation of individual muscle groups
Freedom and expressiveness of body movements
The development of coordination of movements in children, the ability to memorize given poses and figuratively convey them.
"Security"
Discussing safe behavior with children
Participation in joint with the educator in preparation for a game performance, holiday, entertainment
"Communication" "Reading fiction"
Participation in inventing fairy tales and stories
Development of auditory and visual attention, memory, imagination
Development of speech breathing and correct articulation
The development of coherent speech, creative imagination
Replenishment of the child's vocabulary
"Socialization"
Development of the ability to use intonations expressing a variety of emotional states
Education of moral and aesthetic feelings, culture of behavior, goodwill
"Artistic Creativity"
participation in project activities, the product of which are costumes and scenery for theatrical activities
Tasks of education and development (for children 5 - 7 years old)
To form and activate the cognitive interest of children.
To develop visual and auditory attention, memory, observation, resourcefulness, fantasy, imagination, imaginative thinking.
Develop the ability to coordinate their actions with other children.
Develop the ability to communicate with people in different situations.
Learn to compose sketches for fairy tales.
Learn to improvise dramatization games of familiar fairy tales.
Develop speech breathing and correct articulation.
Develop diction based on reading tongue twisters, poetry.
Practice clear pronunciation of consonants at the end of a word.
Replenish vocabulary.
Learn to use intonations that express basic feelings.
Forms of educational activities with children
Educational activities during regime processes
Direct educational activity / Joint activity of the teacher and pupils
Independent activity of children
Articulation gymnastics - breathing exercises - tongue twisters
game program
Theatrical sketches
Theatrical games
Exercises for rhythmoplasty (rhythmic, musical and plastic games, exercises) - a conversation about a fairy tale read - games and exercises for the development of breathing, articulation apparatus
Theatrical performances
Productive activities (preparation of costumes, scenery for performances)
Coherent speech development program for preschoolers with general speech underdevelopment
The principle of developmental education (formation of the "zone of proximal development");
The activity principle that determines the leading activity that stimulates the development of a child with speech impairments.
The program is designed for preschoolers in the preschool group.
The work is aimed at maintaining the conditions for children to master the perfect forms of coherent speech. The work involves the free mastery of the dictionary and the grammatical structure of the language, the ability to establish logical connections, the ability to highlight the main thing, compare, contrast, analyze.
The program traces the system of work of a teacher - a speech therapist with other kindergarten specialists.
There is also a long-term plan for the entire academic year indicating the preliminary work carried out with the children.
This program has been modified and is not copyrighted.
An indispensable condition for the comprehensive development of the child, for his successful schooling is the ability to communicate with adults and peers.. Successful reproduction of text educational materials, the ability to give detailed answers to questions, independently express their opinions - all these and others learning activities require a sufficient level of development of coherent speech.
According to the literature and our own observations, the majority of children entering school experience significant difficulties and do not possess coherent speech skills sufficient for this age. Especially these difficulties are observed in children of senior preschool age with OHP.
Connected speech- not just a sequence of words and sentences, it is a sequence of thoughts related to each other, which are expressed in exact words in well-formed sentences.
The formation of coherent, oral speech is necessary for the most complete overcoming of speech underdevelopment and the preparation of children for school. In linguistic and methodological literature, connected speech is considered as the main functional and semantic type of speech of the entire language system. The communicative task of a coherent utterance is the creation of a verbal image of an object. The main characteristics of a coherent extended statement:
Thematic and structural unity;
Adequacy of the content to the set communicative task;
Arbitrariness, planning and conciseness of presentation;
Logical completeness;
grammatical connection.
Speech therapy practice shows that in children of the sixth year of life, who have a general underdevelopment of speech, there are significant difficulties in mastering the skills of coherent speech, which is due to the underdevelopment of the language system - the phonetic-phonemic, lexical and grammatical side of speech.
The statements of children with general underdevelopment of speech are characterized by:
Violations of the logical sequence of the narrative;
Violation of connectivity, omissions of semantic links;
Incompleteness of microthemes;
Return to what was said earlier;
Long pauses at the boundaries of phrases;
Lexical difficulties are clearly expressed - poor vocabulary, shortcomings in the grammatical design of sentences - incorrect design of the connection of words, omissions of words, duplication of phrase elements, errors in education verb forms etc.
Additional difficulties in mastering coherent speech are associated with the presence in children with general underdevelopment of speech of secondary deviations in the development of mental processes of perception, attention, memory, skills in constructive activity and the emotional-volitional sphere.
There are a number of methods, methodological developments, scientific papers, articles on the development of speech of preschoolers (A. M. Borodich, L. N. Efimenkova, V. I. Seleverstova, G. M. Lyamina, T. B. Filicheva, G. V. Chirkina, E. I. Tikheeva and others). But still, the issues of the formation of coherent speech in children with general underdevelopment of speech are not sufficiently covered in the literature. Only a few works give specific forms and methods of teaching coherent speech to six-year-old preschoolers with general underdevelopment of speech.
The purpose of this program: improvement of methods and techniques of work on the formation and development of coherent speech in correctional and speech therapy work with children with OHP.
Tasks:
1. Use innovative technologies in correctional and speech therapy work on the formation of coherent speech in children with ONR.
2. To create a subject-developing environment for the formation and development of coherent speech in children of senior preschool age with OHP.
3. Develop a system of work with parents to develop coherent speech.
This program is modified and compiled on the basis of the program Filicheva T. B., Chirkina G. V. “Correctional education and upbringing of children with general underdevelopment of speech” and the program for the development and upbringing of children in the kindergarten “Childhood”.
According to the requirements of the new federal state educational standards speech development includes possession of speech as a means of communication and culture; development of speech creativity; acquaintance with book culture, listening comprehension of texts of various genres of literature.
The program is designed taking into account age development and a defect in speech impairment.
By the age of 6-7, children need to be prepared for the transition from using colloquial speech to descriptive-narrative.
IN preparatory group it is necessary to prepare children from using colloquial speech to the possible use of a descriptive-narrative style of speech. Teaching this style of speech is divided quarterly and goes on three main areas:
1. Drawing up proposals of the full composition, first simple, and then complex structures.
2. Games, exercises in dialogical speech, the inclusion of detailed, detailed phrases in the conversation.
3. Exercises in coherent descriptive-narrative speech.
All classes for teaching children descriptive and narrative speech are built with a gradual complication:
Children's stories according to the finished sample;
Perceptual stories;
Material from the site PlanetaDetstva.net
Municipal Budgetary Educational Institution "Baltasinsky Gymnasium"
« Approved» the Pedagogical Council protocol No. _____ dated ____ _________ 2012
Introduced by Order No. ______
dated ____ ________________ 2012
Head teacher
___________________ Shakirov V.G.
signature F.I.O.
Working programm
by subject speech development for 2 A class
Compiled by:Kuzmina Ilmira Gadnanovna, primary school teacher of the 1st qualification category
town Baltasi
Explanatory note
In connection with the introduction of new Federal State Educational Standards (FSES) of the second generation into the educational process of primary school with the priority of primary general education, the main priority tasks are also changing. The main tasks of education are - the formation of the ability to learn in younger students, the creation of conditions conducive to the realization of the potential of students, ensuring their personal growth. And the main mechanisms of systemic renewal in education are: updating the content, the formation of universal educational activities, modern learning technologies, new system evaluation of results.
Work program on the subject Speech development compiled on the basis of the Federal State Educational Standard of Primary General Education (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373, registered with the Ministry of Justice of Russia on December 22, 2009, registration number 17785);
Law of the Russian Federation "On Education" (as amended);
Order of the Ministry of Education and Science of the Russian Federation dated January 31, 2012 No. 69 “On Amending the Federal Component of State Educational Standards for Primary General, Basic General Secondary (Complete) General Education”;
SanPiN 2.4.2.2821-10 Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions "(approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 No. 189, registered with the Ministry of Justice of Russia on March 3, 2011, registration number 19993 );
Collection of work programs. The system of textbooks "Perspective". 1 - 4 classes, Moscow, "Prosveshchenie", 2011;
curriculum for schools with in-depth study of the Russian language and culture;
Charter and the main educational program of the MBOU Baltasinsky gymnasium.
In grades 2-4, a system has been developed and is in place to strengthen the gymnasium component of education through the introduction of the course "Informatics in games and tasks", the courses "Rhetoric" and "Speech development" into the curriculum at the expense of the school component.
The courses "Rhetoric" and "Development of Speech" were introduced into the system in order to prepare elementary school students for testing and final certification in programs of primary general education.
The program was developed on the basis of the Exemplary Programs in the Russian Language and Literary Reading of the Federal State Educational Standard for Primary General Education, the curriculum of the UMC "Perspective".
The working program is provided with the educational and methodical set "Perspective": "Russian language". Grade 2 Textbook for educational institutions. In 2 parts. Authors L.F. Klimanova, T.V. Babushkina. Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2011; L.F. Klimanova, T.V. Babushkina. Russian language. Workbook. Grade 2 M. "Enlightenment", 2012; " Literary reading". Grade 2 In 2 parts. Textbook for educational institutions. Authors L.F. Klimanov, L.A. Vinogradskaya, V.G. Goretsky. ; L.F. Klimanov, T.Yu. Coty. "Literary Reading". Creative notebook. Grade 2 Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012; Klimanova L.F. and etc. for the development of speech. Grade 2 Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012
The program involves the teacher's independent selection of speech and literary material, a creative approach to organizing classes in order to maximize the development of students' speech activity.
The selection of material for the lessons of speech development in the program corresponds to the theme of the subject area "Philology" - a close relationship between the lessons of the Russian language and literary reading. Consequently, speech development lessons are held in order to generalize the knowledge gained in these lessons.
Developed this program allows the use of textbooks on the Russian language and literary reading of the UMK "Perspektiva" in the work, which ensure the achievement of personal, meta-subject and subject results of the Federal State Educational Standard.
The place of the subject in the curriculum
On the subject Speech development according to the curriculum for the 2012/2013 academic year, 1 hour per week is allotted, 34 academic weeks - 34 hours.
General characteristics of the subject
In the new Federal State Educational Standards (FSES) of the second generation, the main directions of work on speech development and it is directly stated in the program that “areas of work on the development of speech include, as a mandatory constituent part, work on the prevention and elimination of speech errors. In this regard, work to familiarize students with the conditions for using the lexical and grammatical means of the language in a specific speech situation is of particular importance.
The culture of speech - both oral and written - in our gymnasium, unfortunately, remains low. This is evidenced by a wide variety of stylistic errors that occur in everyday oral and written speech of students. Therefore, the main task of the teacher is to develop the speech of the younger student - a complex, creative process, which is impossible without emotions, without enthusiasm.
Speech development- this is a consistent, constant learning work that needs to be planned for each lesson.
The main means of communication is speech. It helps the child not only to communicate with other people, but also to learn about the world. Mastering speech is a way of knowing reality. The richness, accuracy, content of speech depends on the enrichment of the child's consciousness with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, speech, developing, needs not only linguistic, but also factual material. The student will tell well or write only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. The material must be significant (socially or personally significant). It is also a necessary condition for the speech development of students.
Thus the lessons speech development become part of an integrated system legal education. This is especially important in elementary school, since psychologists have found that primary school age is characterized by susceptibility to external influences, faith in the truth of everything they teach, what they say, in absoluteness and necessity. moral standards, children at this age are characterized by uncompromising moral requirements for others, immediacy in behavior. These features are the key to learning and education of younger students.
The selection of material for the lessons of speech development, texts of presentations, topics of essays are aimed at developing humanistic orientations among schoolchildren, and contribute to their moral education. Consequently, lessons in the development of speech create conditions for the gradual formation of life orientations of younger schoolchildren, manifested in an emotionally experienced attitude to life phenomena and in a conscious moral choice of the line of their behavior, methods of action, and deeds.
The main task lessons in the development of speech is to teach children to freely and correctly express their thoughts orally and in writing. A specific solution to this problem is carried out by forming in students a set of speech skills that allow them to perceive the statement, convey its content and create their own.
Work on the development of speech requires a variety of techniques and means. Much attention in the course of speech development lessons should be given to various forms working with text: to form the ability to compose an oral or written text, edit it, check spelling. The predominance of oral exercises at the initial stage is achieved through the ability to retell what has been read, compose stories based on observations, dramatization, improvisation, verbal drawing, etc.
Children must master various language means. The choice of words, turns of speech and sentences, thinking over the composition of the story, selecting material, establishing logical connections, checking spelling - all this complex set of actions requires a high tension of all his creative forces from the child. But it is precisely creative work that requires the independence of the student, activity, dedication, introducing something of his own, personal into the text. It contributes to the formation of the personality of the student.
Content Values
Communicative and cognitive orientation The programs and the system-activity approach implemented in it aim younger students to jointly study the language system and comprehend the ways of functioning of these linguistic units of oral and written speech, in different situations communication and various texts.
Cognitive orientation The program ensures the assimilation of the language as the most important tool for human cognitive activity, as a means of understanding the world around us and developing speech thinking.
Aesthetic and spiritual and moral activity The program is aimed at the development of artistic and aesthetic activities, the formation of moral and ethical ideas and the activation creative activity students by means of fiction.
culture speech communication The program is focused on improving all types of communicative and speech activity: the ability to read and write, listen and speak, use various types of speech activity in different situations of communication.
Speech development training based on this Program has a personal focusovated character, as it is built taking into account the level of development of the interests of the child and his cognitive abilities.
Appeal to the semantic side of the language creates conditions for harmonious development figurative and logical thinking. At the same time, speech activity and functional literacy of children increase, interest arises and a careful attitude to the Russian language, its richness and expressiveness appears, develops verbal thinking students.
Course results
Personal Outcomes
– realize the role of speech in people's lives;
– evaluate some statements of people in terms of their relevance, tact in a given situation;
– explain some rules of polite, appropriate behavior of people when communicating (rules for speaking, greeting, apology, etc.).
Metasubject
– observe some rules of polite communication in class and extracurricular activities;
– implement a simple statement on a given topic;
– navigate in your system of knowledge: give examples of successful and unsuccessful communication in your life and the lives of others;
– work independently with some textbook tasks, be aware of the lack of information, use school explanatory dictionaries;
- to study agree about the distribution of roles in the game, work in joint activities;
– draw simple conclusions And generalizations as a result of class collaboration.
Subject Results
– making a difference oral and written communication;
– making a difference verbal and non-verbal communication, to be aware of the role of non-verbal communication in the interaction of people, the appropriateness of using a different pace, volume, some gestures and facial expressions in different situations;
- appropriate use some non-verbal means in his speech;
– analyze relevance, effectiveness of the implementation of speech genres of greeting, farewell, gratitude, apology in various situations of communication;
– produce appropriate, effective etiquette genres of greeting, farewell, gratitude, apology in relation to different situations communication;
– recognize And lead etiquette dialogue;
– differ text from a set of sentences written as text;
– find semantic parts of the text by paragraph indents;
– to choose a suitable title from the proposed options, come up with titles for small texts;
– realize the role of keywords in the text, highlight them;
– allocate initial and final sentences in the text, to be aware of their role as important components of the text;
– compose simple fairy tale stories based on initial sentences, drawings, key words;
– compose And perform counting rhymes, pick up simple rhymes in poetic text;
– evaluate the degree of politeness (one's own and other people's) in some situations of communication.
Main content
The main content lines of the Program include:
Mastering the literary language;
Mastery of reading and writing;
Improving the speech of students, improving its culture.
Types of speech. Speech is external and internal.
External speech It is subdivided into oral (sounding) and written (graphically recorded). There are also dialogic and monologue speech.
Inner speech - it is mental speech, flowing without distinct external manifestations. It's like talking to yourself. It is fragmentary, devoid of clear grammatical forms.
Inner speech plays a particularly important role in preparing for a written composition, presentation or recording of individual sentences. The student composes a sentence and whole fragments of the text initially in the mind, i.e. at the level of inner speech. It is important that the student, when starting to write a sentence, mentally prepares it in its entirety and knows how to finish it.
If inner speech is speech for oneself, then outer speech is for others. It is designed for perception, for the speaker to be understood by his interlocutors or listeners. Therefore, the requirements for it are high.
Types of speech activity include all types both in the study of the Russian language and in the study of literary reading: from peeling;speaking; hshadowing both aloud andinwardly; work with different types of text;Rwork with a work of art;work with educational, popular science and other texts;culture of written speech;literary propaedeutics; creative activity.
The purpose of the first lessons of the program is to reveal to children the basic functions of speech. Students realize that speech is the most important means of communication, the exchange of thoughts and feelings between people, the means of transmitting certain information.
Students get acquainted with the forms of speech: oral and written, learn to distinguish oral speech from voiced written, oral (written) from internal; determine the pace of oral utterance, the volume of speech; evaluate the correspondence of the tempo and loudness of speech to a certain communication situation; evaluate the behavior of the interlocutor during a conversation, the use of facial expressions, gestures. Children learn the ability to listen to the interlocutor, the ability to behave during a conversation.
From the first days of training, work begins on the culture of speech: children learn how to speak at school, in the classroom, begin to understand that not any expression of thought will be correct, that thought should be expressed clearly, clearly, understandably for others, they learn to self-control and to observations of the speech of other children, they learn to correct the shortcomings of someone else's speech. From the first days of the child's stay at school, he must be taught to be attentive to the word, to search for the most expressive words. Students get acquainted with the explanatory dictionary, learn to explain incomprehensible words use words exactly according to their meaning.
Students get acquainted with the varieties of speech, which, as it were, serve one or another sphere of activity, communication of people: the sphere of everyday communication - colloquial speech, the sphere of science - scientific speech, the sphere of official business relations - official business, the sphere of the art of the word - artistic.
The following types of work are offered to students: drawing up sentences on pictures (about plants, about animals, about the rules for caring for animals, stories on teacher questions on the topics “Treasures of Spiritual Folk Wisdom”; “Autumn in works of art and paintings”; “Epithets and comparisons "; "Learn a fairy tale"; compiling stories from pictures V. Polenova. A. Kuindzhi, plot pictures "Hare hut"; compiling stories on this beginning about behavior on the street; stories based on memories, based on creative imagination, based on excursions to the park; memorizing poems on the topics “Golden Autumn” and “Meeting Winter”; work with proverbs and sayings about friendship, camaraderie, health, learning tongue twisters; telling fairy tales about animals: “Ide”, “Sister Alyonushka and brother Ivanushka”, dramatization of the fairy tale “The Fox and the Crane”.
Retelling what they have read, children enrich their vocabulary at the expense of the vocabulary of the sample, follow the sequence of the text, imitate the syntactic structure of the original source, convey the emotional content and ideological meaning of the story.
The story being compiled or its presentation is constantly being corrected, the most the right words, their significance and the expediency of their choice in this situation are explained, work is underway on the proposal, details are introduced, the sequence of events is specified, the simplest causal justifications are introduced.
Studying the topic, students get acquainted with such basic features of the text as thematic unity, title, main idea of the text. Students develop the ability to distinguish a text from a group of sentences, the ability to formulate the topic of the text, the ability to title it, and to compose an answer to the teacher's question.
The following types of work are offered: restoring deformed text, restoring text with missing words, presenting the text on questions for each sentence, compiling a story based on a series of plot pictures and on questions, compiling a story based on a video or cartoon watched.
Texts by such writers and poets as D. Carme, K. Chukovsky, E. Uspensky, A. Gaidar, illustrations for works, paintings by artists for the types of work proposed above correspond to the topics of the lessons, which allows the teacher to solve important educational tasks: cultivating a good attitude towards the people who surround you, striving to observe the rules of politeness, cultivating respect for everything that is created by labor, cultivating diligence; the desire to comply with the rules of behavior in society that help people live together, communicate, act.
It is important, when discussing with children what they read, to introduce work on proverbs, riddles, sayings, phraseological units. They teach children to speak clearly, figuratively and simply, help to understand the accuracy of the Russian word, enrich the memory of children with the pearls of their native language, develop thinking, quick wits. In the lessons, proverbs are used that teach to value the word, take care of it.
When teaching students how to write presentations, it is necessary to form the ability to divide the text into parts, build sentences depending on the context, determine the main idea of the text and reflect it in the title, highlight parts of the text when writing, coherently state the text, write the text in accordance with the plan. Analyzing the work, it is necessary to correct errors in the content of the text and in its speech design, to accurately determine the words in the text.
The following types of work are offered: presentation on generalized questions, presentation of the text on key words, presentation on questions and key words, restoration of the deformed text from a series of pictures, presentation on a collectively drawn up plan and on key words.
The subject of the texts of presentations, the selection of visual aids and electronic educational resources allows you to create a situation of empathy in the lesson and, on the basis of this, solve the following tasks more deeply: instilling in students a love for their native country and city, the desire to live in peace and friendship with people of other peoples and countries, education feelings of deep respect for people of different nationalities, the desire to maintain public order, to preserve the beauty of their native city. Highly artistic texts written by outstanding masters of the word contribute to the formation of correct speech in students, instill artistic taste, and develop linguistic flair.
Basic requirements for knowledge and skills of students by the end of grade 2
By the end of the second grade, students should know the types of speech: colloquial, scientific, official business and artistic speech, signs of the text and its difference from a set of sentences.
Students should be able to make sentences on plot pictures, a story on teacher questions on a specific topic, orally compose a story on a given beginning, choose a title for this text, write a presentation under the guidance of a teacher (in the amount of 30-40 words). Under the guidance of the teacher, compose and write down short stories about their games, work, friends, family.
Literature and teaching aids, including electronic educational resources
Ladyzhenskaya T.A. Speech.Speech.Speech. - M., 2000.
Shukeilo V.A. Russian language in elementary grades. A combination of traditional and non-traditional forms of education. - St. Petersburg: 1998.
Lvov M.R. Methodology for the development of speech of younger students. - M.: 1985.
Shchegoleva G.S. Lessons in the development of coherent speech in elementary school. - St. Petersburg: 1996.
Maksimuk N.N. Collection of presentations on the Russian language: grades 2-4. - M.: VAKO.2009.
Nefedova E.A., Uzorova O.V. Help Guide In Russian. Russian language lessons, 2,3,4 class.-M.: 2006.
"Learning to think about ourselves and others" St. Petersburg, "Special Literature", 1997.
Collection of programs of the system of textbooks "Perspective". M .: Education, 2011
"Literary Reading". Grade 2 Textbook for educational institutions. In 2 parts. Authors L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky. Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012;
L.F. Klimanov, T.Yu. Coty. "Literary Reading". Creative notebook. Grade 2 Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012
Klimanova L.F. and etc. The magical power of words. Workbookfor the development of speech. Grade 2 Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012
"Russian language". Grade 2 Textbook for educational institutions. In 2 parts. Authors L.F. Klimanova, T.V. Babushkina; Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2011;
L.F. Klimanova, T.V. Babushkina. Russian language. Workbook. Grade 2 In 2 parts. M. "Enlightenment", 2012
L.Yu.Komissarova "Didactic material on the Russian language" Moscow "BALASS", 2011
15. Fairy house: folk tales. Electronic collection of fairy tales of the peoples of the world (http://www.skazkihome.info/)
16. Russian proverbs: interactive test (test for knowledge of Russian proverbs, tasks of different difficulty levels for different age groups of schoolchildren) (http://www.kokch.kts.ru/stars/ind8r.htm)
17. Electronic libraries (www. gnpbu. ru.);
18. Russian virtual library. www. rvb. en
19. Double five: children's library.
(Electronic library for children: a collection of children's fairy tales, stories and poems.) http://ten2x5.narod.ru/biblio.htm
20. "General text" (www. text. net. ru.)
Calendar-thematic plan for the development of speech for grade 2 A
Kuzmina Ilmira Gadnanovna teachersprimary school for 2012/2013 academic year
| № p/p | study section, topic educational material | Qty hour | terms | Universal learning activities | OUUN | Counter. mater. |
| Functions of speech. Types of speech. (10 hours) | ||||||
| Treasures of spiritual folk wisdom. Y. Moritz. Hardworking old lady. Proverbs and sayings about kindness. The main idea of the poem. | Personal cognitive Communicative Formulate your own opinion and position. | Work in pairs, listening to each other's opinions. explain meaning of proverbs about books. To consider illustrations famous artists for children's books. correlate illustration and content. | ||||
| Autumn in works of art and paintings. V. Polenova. A. Kuindzhi. FROM. samples. Glass pond. Comparative analysis | Draw your own picture for the poem |
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| Epithets and comparisons. I. Nikitin. Winter meeting. I. Bunin. leaf fall A. Maikov. Summer rain | ||||||
| Learn a fairy tale Rus. nar. fairy tale. Hare hut. Restoration of a fairy tale based on drawings. | cognitive Work with information presented in different formats (figure, diagram). Personal Build the capacity for self-esteem. Communicative Build a monologue statement, own a dialogic form of speech. | speak out about his attitude to folk tales. restore fairy tale events based on drawings. tell fairy tale using key words. Compare heroes, events of a fairy tale. evaluate your own achievements. | Make up your own story. Draw illustrations for fairy tales. |
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| Independent reading. Khanty tale. Ide. The main idea of the tale. | ||||||
| Family reading. Russian folktale. sister Alyonushka and brother Ivanushka. Analysis of the tale by questions. | ||||||
| Our theatre. Fairy tale dramatization. Fox and crane. | ||||||
| Text. Text Features (9 hours) | ||||||
| B. Kustodiev. Pancake week. Oral composition based on a painting | cognitive Perform summing up under the concept based on object recognition. Communicative Build reasoning in the form of connection simple judgments about the subject, its properties and relationships. Use speech means to solve communication problems. Personal Accept and maintain the learning situation. Orientation to understanding the reasons for success in a learning situation. Regulatory To form a motivational basis for educational activities. Set up analogies. Summarize, highlight essential features. Evaluate the correctness of the action. | Find questions to be answered while reading the section. Distinguish concepts: incantation, fiction .. Check yourself and on your own evaluate your achievements. Discuss Explain the meaning of proverbs about friendship. Discuss problem in class "How to find friends." “Did the heroes of A. Gaidar's story do the right thing?”. Compose retelling plan; Compare your plan with the plan in your textbook. | ||||
| Independent reading. D. Carme. Cheerful old man. Never-before. | ||||||
| Family reading. K. Chukovsky. Confusion. Fiction. | ||||||
| Proverbs and sayings about friendship. | ||||||
| Make up your own story based on situational drawings. | ||||||
| Independent reading. E. Uspensky. Crocodile Gena and his friends. Discussion of the problem "How to find friends" | ||||||
| Family reading. A. Gaidar. Chuk and Gek. | ||||||
| Presentation of the text and its editing (15 hours) | ||||||
| Feast of the Nativity of Christ. Sasha Black. Christmas. K. Fofanov. Those stars haven't gone out yet... Holiday story. | cognitive Work with information presented in different formats (text, figure, diagram). Personal Installation on healthy lifestyle life. Communicative cognitive Work with information. Personal Accept and save a learning task. Communicative Use speech means to solve a variety of communicative tasks. Ask questions necessary to organize your own activities. Communicative Use speech means. Build a monologue statement, own a dialogic form of speech. Personal To form the inner position of the student, the ability to navigate the moral content and meaning of the actions of both one's own and those around them. Regulatory Plan your action in accordance with the task and the conditions for its implementation. cognitive Build a speech statement in oral form. | Find in the text of the poem means of artistic expression: epithets, comparisons, personifications. invent your comparisons pick up epithets, personifications; Try to write your own poem. Solve riddles, match a riddle with a clue. invent your comparisons pick up epithets, personifications. Work in a group, distribute tasks in a group, negotiate with each other. Check yourself and on your own evaluate your achievements. Be able to orally compose a story on behalf of one of the characters according to a given plan, selectively retell. Be able to describe the dwellings and speeches of the hero. Be able to compose a story based on an artist's painting. Compose retelling plan; compare contrived plan with the plan in the textbook. Discuss with other meanings of concepts: benevolence, patience, respect. | ||||
| Winter mysteries. | ||||||
| I am a poet. Attempt at writing. | ||||||
| My favorite writers. Tales of A.S. Pushkin | ||||||
| Tales of Ch. Perrault. Cinderella Discussion of miraculous transformation. | ||||||
| Independent reading. K. Chukovsky. From the book "The Adventures of Bibigon". | ||||||
| Family reading. L. Tolstoy. Two brother. | ||||||
| Spring in a painting BUT. Kuindzhi. Comparison through poems about spring. | ||||||
| Oral composition based on the painting by I. Levitan "Early Spring". | ||||||
| Family reading. A. Maikov. Christ is risen | ||||||
| K. Kryzhitsky. Early spring. The story of spring in the picture. | ||||||
| Peace and harmony in the family | ||||||
| Family reading. L. Tolstoy. Father and sons. Old grandfather and granddaughter. | ||||||
| Independent reading. Little stories N. Sladkova. | ||||||
| Discussion on the topic "What does it mean to act in good conscience" | ||||||
| TOTAL | ||||||
The program for the development of children's speech determines the range of knowledge about the environment and the corresponding volume of the dictionary, speech skills that must be learned by children at each age stage, and also provides for the education of certain personality traits. For example, putting forward the task of developing dialogic speech skills (to be able to answer questions and ask them), the program simultaneously emphasizes the need to educate children in such qualities as sociability, politeness, friendliness, restraint.
The speech development program, like the entire Kindergarten Education Program, is generally built on scientific foundations. First of all, with all its content, it is aimed at realizing the theory communist education, i.e., on the comprehensive development of the child's personality.
In addition, the program is based on data from psychology in related sciences about the child's mastery of oral speech and the characteristics of his cognitive activity, which determines the volume and sequence of requirements for children at different age levels.
The program is also built taking into account the most important pedagogical position on the leading role of activity in the development of the child; its material has a complex structure, as it is correlated with various types children's activities (play, life, classes, etc.). And finally, it must be said that the speech development program was created taking into account the main didactic principles - the systematic and interconnectedness of educational material, its specificity and accessibility; it traces concentricity in the formation of speech skills in children (that is, the passage of the same sections at each age stage with a gradual expansion and deepening of their content).
All tasks and requirements in the program are summarized briefly. Only the general requirements for the knowledge and skills of children are clearly named. The educator must learn to specify each general requirement of the program. For example, when acquainting children of the older group with some object or phenomenon indicated in the section “Introduction to the environment and development of speech”, one should remember the specific requirements for the dictionary, teach children to find answers to various questions: who? What? What are the details and parts of the item? How to name a group of objects in one or two words? (Nouns specific and collective.) Which one? Whose? How? Where? Where? When? For what? Why? What is he doing? (When answering, the child uses adjectives, pronouns, adverbs, verbs, prepositions, conjunctions.) How much? Which the? (Numerals quantitative, ordinal.)
So, the program recommends introducing the children of the older group to the work of a cook. At the same time, they name a number of household machines that they should see (potato peeler, vegetable cutter).
When compared with similar vocabulary work in the middle group, we will see that in the older group, the use of generalizing concepts by children (kitchen utensils, cars, products) increases. relative adjectives(meat, vegetable, iron), the detailing of objects is specified (the colander at the bottom of the hole, there is a long handle, etc.), the designation of space and time (inside, on both sides, early in the morning, by tomorrow).
A preschool worker has to study the program both individually and in a team, and in some cases he himself manages this process at courses and seminars for educators and heads, at a teacher training school in the classroom, etc. The head of the kindergarten or educator-methodologist should conduct annual in his kindergarten, a collective discussion of the program for the development of speech with educators to help them isolate program requirements in a new age group for them, visually compare them with the program of adjacent groups.
In all these cases, the study of the program can begin with a reminder of the main tasks of speech development. Then, using the example of one group, referring to the text of the program (it is desirable that each student has it, use bookmarks, underlining, etc.), show what the content of these main tasks is and in which sections of the program it occurs. By analogy with the collective analysis, everyone is invited to carefully study the text of the program (preferably not in class) of other age groups. Content next lesson will be more difficult: a comparative analysis of the program material for individual tasks is carried out, while a consistent complication of the material in age groups is noted, examples are given that specify the general provisions.
Sample questions for program analysis:
1. Tasks for the development of speech in different age groups, their comparison, elucidation of continuity and complication (in the sections "Problems of Education").
2. The program of familiarization with the environment and vocabulary work. Expanding the circle of ideas about the environment. Complicating the requirements for children's vocabulary. The program for children to master adjectives, numerals, generalizing nouns, a list of words for color, size, shape, space and time.
3. The program of education of the sound culture of speech. Requirements for sound pronunciation, diction, voice qualities, expressiveness of speech. Education of phonemic hearing as new task in the senior and preparatory to school groups.
4. The program of education of colloquial speech. Verbal communication skills.
5. Storytelling training program. Comparison of types of children's stories and their quality.
6. The program of familiarization with fiction. A list of skills, abilities, abilities formed during the perception of works of art and in working with a book. Complication of character and an increase in the number of works of art intended for reading, telling children and memorizing.
First of all, it is advisable to focus on the content of the main part of the program - on getting to know the environment - and isolate the requirements for the children's vocabulary, clarify the list of hard-to-learn words (designations for color, size, shape, space, time, quantity) for different age groups. Then it is desirable to make a comparative analysis of the program of sound culture of speech. The storytelling training program is considered in detail: it is noted what types of stories and in what quarter it is recommended to teach children, how the requirements for the quality of stories change. It is more difficult to single out a program of work on grammatical side speech. It is necessary to disclose the content of this work. The Speaking Requirements and Fiction Program is the easier material. These sections can be studied independently, guided by pre-designed questions for the analysis of the material.
When analyzing the program, you can use visual aids - tables of program material for the development of speech, which are prepared by the teacher conducting the lesson. Tables will help the holistic perception of the program.
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Irina Khmelyuk
Speech development program for children (3-4 years old)
Explanatory note
The age of two to four years is of particular importance for the speech development of the child. In contrast to the previous period of early childhood, when the child made extensive use of non-verbal means (facial expressions, gestures, actions, etc.) to achieve speech goals, he moves on to proper verbal communication. Language becomes the main means of establishing contacts with others, expressing thoughts, experiences, and non-speech forms play an auxiliary role. Qualitative changes in the speech development of children are associated with the expansion of their contacts with the outside world of people, things, nature. With the help of an adult, the child establishes various connections between objects and phenomena: temporal, spatial, quantitative, the simplest cause-and-effect. The need to reflect these relationships and connections in speech encourages children to actively master grammatical forms (endings, suffixes, prefixes). The expansion of social contacts makes you perceive words correctly, strive to pronounce them more accurately in order to be understood by the audience.
The task of the educator in the field of speech development of children of primary preschool age is to help them master colloquial speech. This the main task involves the cultivation of skills: to understand addressed speech with and without reliance on visibility, to make contact with others, to express one's thoughts, feelings, impressions using speech means.
The development of connected speech. The fourth year of life marks the emergence of new opportunities in the development of coherent speech of children. At this age, the child has a fairly large stock of ideas received both by sensory and indirect methods. With the help of an adult, the child establishes a variety of connections in the world around him. Speech actively rearranges everything mental processes becomes an instrument of the child's thought.
An essential role in the development of children's speech fourth year life begins to play mediated ways of knowing the world. Reading books, looking at pictures, objects, observing objects of nature under the guidance of an adult significantly enrich the content of speech and contribute to the development of complex speech forms.
The skills to use the established forms of polite communication, to greet, thank, call by name, apologize, speak in a friendly, calm tone are improved; use elements of monologue speech in messages about the fulfillment of the assignment, in conversations with the educator, in joint creative activities in composing pure phrases, ending verses, in retelling famous texts with the help of the educator.
Expected results of the program development
Upon completion of the program, children will:
Communicate actively with peers
Speak slowly, clearly
Answer the teacher's question
Learn the skills of dialogic speech:
Enter into verbal contacts with adults and peers on various occasions;
Answer questions, requests;
Report impressions, motivations;
Agree on a joint game;
Participate in a general conversation;
Listen without interrupting the interlocutor, without being distracted from the topic of the conversation.
Children will increase general level vocabulary development, they will start:
Actively use words denoting actions (crumple, squeeze, stroke, etc., qualities and properties (softness, hardness, smoothness, roughness, etc.; objects are torn, beaten, soaked);
Name some materials (clay, sand, paper, fabric);
Actively use words denoting objects and natural phenomena: the names of plants in the close environment, some domestic and wild animals (cat, dog, horse, cow, bear, hare, fox, etc.);
Actively master and use in conversational practice the necessary for successful
Communication words associated with the ethics of communication, culture of behavior, everyday life and practice and other necessary life manifestations.
Children will improve their grammatical correctness of speech, they will:
Master the structure of a simple sentence, using the system of endings to coordinate words;
They will learn to build complex sentences, first non-union, then with unions and allied words;
Learn to listen to the sound of words; hear parts of a word (ending, suffix, prefix, focus on them in understanding speech, use them in word formation, as well as to express various relationships;
They will master the system of endings of nouns, adjectives and verbs.
In the sound culture of speech, children master the following skills:
Reproduce the rhythm of speech, use speech breathing correctly;
Heard by those around; hear and reproduce the sound image of the word, correctly convey its sound;
Hear a frequently repeated sound in a nursery rhyme, tongue-twister, poem;
Hear in a separate word a vowel or a consonant sound that is simple in pronunciation and call it intonation;
With the help of the educator, pronounce monosyllabic three-sound words, intonation emphasizing in them the desired sound that is simple in articulation [a, o, y, i, e, m, f, c, b, n].
Criteria and forms for assessing the quality of classes
The criteria and forms for assessing the quality of classes are the levels of speech development: low, medium, high.
Level of speech development:
Low: -Baby understands speech. Finds it difficult to formulate sentences, helps himself with gestures, substitute words. Refuses to retell. He does not enter into communication on his own initiative. Does not own forms of polite verbal communication.
Medium: - The child mostly uses simple sentences in speech. Retells stories and tales on issues, in fragments. He enters into communication with educators and peers, but communication is hampered by the insufficient development of speech forms.
High: The child uses simple and complex sentences in verbal communication. Willingly retells familiar fairy tales and stories with the help of an adult. Initiative and active in communication. Hears and intonationally distinguishes the sound in the word with the help of an adult.
Diagnosis of the level of speech development
The method of O. S. Ushakova "Identification of the level of proficiency in speech skills and abilities" was taken as the basis for diagnosing the level of speech development.
The purpose of the methodology is to identify skills:
1. Name words denoting an object, expressed by a noun and answering the questions: “Who is this?” or "What is this?";
2. Designate the features and qualities of the subject, expressed by the adjective and answering the questions: “What?” or "What?";
3. Name actions (verbs associated with movement, state, answering the questions: “What is it doing? What can be done with it?”;
4. Use generalizing words (toys);
5. Understand the opposite meanings of words (big - small, loud - quiet, run - stand).
Forms of work with parents
An important component in the development of oral speech younger preschoolers- creation of a subject-developing speech environment. Parents are active participants in activities for the speech development of children. Joint events are held with parents: training seminars on articulation gymnastics at home, development of didactic material, business games, open days, literary gatherings, consultations, dramatization games. Forms of work with parents are:
Consultations
parent meetings
Visual propaganda (photo newspapers, photo screens, etc.)
Participation in projects
Information on the DOW website
In the corner for parents, we place a list of children's literature for home reading to children, texts of poems, nursery rhymes for memorization with children, photographic materials (newspapers, screens) about the events held.
To carry out effective work on staging literary texts at home, parents receive recommendations in the form of consultations: "On the role of parents in the development of a child's speech." "Play with the children", "Staging game as a means of developing the child's speech", "The role of fiction in the development of children's speech", "The development of the speech of preschoolers in the game."
The number of classes (organized form of education) is 72 for a year, 2 lessons per week for 9 months.
2. Educational and methodological planning
1. Compilation of short stories.
1. "From mischief to trouble - one step" / 3
2. “Introducing doll Dasha to our group”/2
3. "Composing a fairy tale" / 3
4. "Do not go, goat, into the forest" / 2
5. "Who is screaming" / 2
6. "About a beloved kitten" / 2
7. "A Christmas tree grew" / 2
8. "We meet guests" / 2
9. “Our dolls are doctors”/2
10. "My beloved mother" / 2
11. "Musical toys" / 2
2. Compilation of descriptive stories.
12. “We admire the beauty of autumn” / 2
13. "Tell me about fruits" / 4
14. “How a kitten will be surprised in winter” / 2
15. "Describe the toys" / 2
3. Retelling
16. "What grows in the garden" / 2
17. "About my beloved dad" / 2
18. “Who is industrious in our group” / 2
19. "How the fox and the bull quarreled" / 2
20. “To enjoy bread, you have to work hard” / 2
4. Learning to answer questions correctly.
21. "Do not get into trouble on the road" / 2
22. "How the animals are saved from the cold" / 2
23. "Our good deeds" / 2
24. "Stories about my family" / 2
25. "Our city" / 2
5. Compilation of stories based on the picture.
26. "Fire truck" / 2
27. "Spring has come to us" / 3
28. "In the winter for a walk" / 3
29. "Wonderful flowers" / 2
30. "Chicken" / 2
31. "How transport helps us" / 3
32. "Toys visiting children" / 3