The use of modern technologies in the process of sensory development of young children. The use of gaming technologies in the process of sensory development of young children

Tatiana Cherepanova
Workshop for teachers "Modern gaming technologies in the process of sensory development of young children"

1. Game as a way of knowing

2. What is gaming technology and its role for the preschooler

3. Sensory development of the child

4. Gaming technologies:

Gyenes blocks;

Voskobovich square;

transparent square;

Math tablet;

Kuizener's sticks;

designers from LEGO DACTA.

6. Bibliography

7. Practical part

Game as a way of learning

“The game is the vital laboratory of childhood, giving that aroma, that atmosphere of young life, without which this time would be useless for humanity. In play, in this special processing of vital material, there is the most healthy core of the rational school of childhood. S. T. Shatsky

V. A. Sukhomlinsky offers such metaphor: “The game is a huge bright window through which the spiritual world of the child flows in a life-giving stream of ideas and concepts. It is a spark that ignites the flame of inquisitiveness and curiosity.

Vygotsky believed that the game is a wonderful method developmental learning.

In hand teacher the game can become a tool for education, introducing the child to the life of nature and society, development of his physical, intellectual and emotional qualities. This is answered and age features of preschoolers - their emotionality and easy fatigue from the monotony of activities, craving for creativity, switchable attention. Thus, the game, the methodology for its use should become an organic part of the education of preschoolers.

What gaming technology and its role for the preschooler

concept « game pedagogical technologies» includes a fairly large group of methods and techniques of organization pedagogical process in the form of various pedagogical games.

Unlike games in general pedagogical the game has an essential feature - a clearly defined goal of learning and corresponding to it pedagogical result, which can be substantiated, explicitly identified and characterized by educational and cognitive activity.

The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the game program in combination with the usual didactic exercises.

Gaming Technology is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes sequentially games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them; groups of games for the generalization of objects according to certain characteristics; groups of games process which in younger preschoolers develops the ability to distinguish real phenomena from unreal ones; groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc. game plot develops parallel to the main content of training, helps to activate the educational process, to master a number of educational elements.

Using gaming technologies in the educational process, an adult needs to have empathy, goodwill, be able to provide emotional support, create a joyful environment, encourage any invention and fantasy of the child. Only in this case the game will be useful for development child and creating a positive atmosphere of cooperation with adults.

Gaming technologies may also be directed to development of attention, memory, thinking, imagination, sensory processes, creative abilities.

Conclusion: usage gaming technologies in the pedagogical process preschool educational institution has a positive effect on the quality of educational process and allows for the current correction of its results, since it has a double orientation: to improve the effectiveness of education and training children and to remove the negative consequences of education, as M. M. Potashnik says.

Sensory development of the child

Sensory education is the development of color perception, shape, size, space, integrity. touch upbringing is the basis for the formation of all mental processes - attention, memory, the sphere of images-representations, thinking, speech and imagination. On the other hand, it is a fundamental prerequisite for the formation of all types of children's activities: subject, game, productive, labor.

At the stage early childhood familiarization with the properties of objects plays a huge role. Professor N. M. Shchelovanov called early age"golden time" sensory education.

Exactly early preschool age most researchers consider it the most favorable for improving the activity of the sense organs, the accumulation of ideas about the world around. Outstanding foreign scientists in the field of preschool pedagogy(F. Frebel, M. Montessori, O. Decroly, as well as well-known representatives of the national preschool pedagogy and psychology(E. I. Tikheeva, A. V. Zaporozhets, A. P. Usova, N. P. Sakkulina, L. A. Venger, E. G. Pilyugina, N. B. Wenger and others) rightly believed that sensory development aimed at providing a full-fledged intellectual development, is one of the main aspects of preschool education.

L. A. Wenger developed a system of didactic games for sensory education which was aimed at teaching children for sure, fully and dissected to perceive objects, their various properties and relationships (color, shape, size, location in space). The basis for such games are formed ideas about the construction game plot, about various gaming actions with objects. Games are classes, and therefore they are related to direct learning. children using a variety of playing tricks.

Didactic game is a multifaceted, complex pedagogical phenomenon: she is and game method of teaching preschool children, and the form of education, and independent gaming activity and a means of comprehensive education of the personality of the child.

Gaming technologies that can be applied in a group

1. Gyenes logical blocks are a set of figures that differ from each other in color, shape, size, thickness, you can use it from 2 years old. These properties can be varied, but most often in practice three colors are used (red, yellow, blue, four shapes (circle, square, triangle, rectangle, two characteristics of the size (big and small) and thickness (thin and thick). To work with children of one group throughout the entire preschool childhood, one or two sets of volumetric logical figures - blocks and a set of flat logical figures for each child are required. Sets of flat logical figures can be made from cardboard or plastic, following the example of logical blocks. A distinctive feature of such sets is the same thickness of all figures.

Along with logical blocks, symbolic designations of their signs: color, shape, thickness (thin, thick).

AT process various actions with blocks, children first master the ability to identify and abstract one property in objects (color, shape, size, thickness, compare, classify and generalize objects according to one of these properties. Then they master the ability to analyze, compare, classify and generalize objects immediately by two properties (color and shape, shape and size, size and thickness, etc., a little later - three (color, shape and size; shape, size and thickness; color, size and thickness) and four properties (color, shape, size and thickness).

Logic blocks also help the child master mental operations and actions that are important both in terms of pre-mathematical preparation and in terms of general intellectual development. development. Using blocks, you can lay in the minds of kids the beginning of an elementary algorithmic culture of thinking, develop they have the ability to act in the mind, to master the ideas of numbers and geometric shapes, spatial orientation.

The main tasks of using logical blocks in working with children development mental activity children:

To acquaint with the shape, color, size, thickness of objects.

- Develop spatial representations.

- Develop logical thinking, representation of a set, operations on sets (comparison, division, classification, abstraction).

- Develop the ability to identify properties in objects, name them, adequately indicate their absence, generalize objects according to their properties, explain the similarities and differences of objects, justify their reasoning.

- Develop knowledge, skills and abilities necessary for independent solution of educational problems.

- Develop cognitive processes mental operations.

Cultivate independence, initiative, perseverance in achieving the goal.

- Develop creativity, imagination, fantasy, ability to model and design.

2. "Voskobovich Square"

It can be compared with origami, it can be used from 2 years old age, but only a 2-color square. " game square"is 32 rigid triangles glued to a flexible base on both sides. Due to its design, the square is easily transformed, allowing you to design both planar and three-dimensional figures.

Games with "Voskobovich Square" develop fine motor skills, sensory abilities(shape, color, orientation, spatial thinking, mental processes, the ability to design, creativity.

3. "Transparent Square"

Working with "transparent square" develops in their children such sensory abilities as the perception of form, size. Used from 3 years old. The child is given a scheme for laying out a given shape, a given size. Overlaying transparent squares on top of each other (using flips, turns) preschooler develops orientation skills, him develops logical thinking, Creative skills. "Transparent Square" use as in free activity children, as well as in various classes in mathematics, speech development, the surrounding world, designing.

4. "Math Tablet"

Can be used from 2 years old. Math tablet allows you to teach children orient on the plane. First, children learn to build geometric shapes from colored rubber bands, then compose more complex objects from geometric shapes, then work according to diagrams. At children develop fine motor skills, visual perception. In the senior and preparatory groups, you can use mathematical verbal dictations (by type of game "sea battle", which contributes development auditory attention and orientation on the plane).

5. Kuizener's sticks.

Sticks are a good material for development creative abilities, logical thinking, attention, memory, ability to model and design. Used from 2 years old.

In the younger group, line up with sticks according to the pattern (paths, train, fence, gate, etc., then lay out, paying attention to color, and then to size and color at the same time (build fences of the same height and color, high, low houses, a wide road , narrow).

With older children, lay out colored rugs according to the model, model according to the drawing, then according to the scheme. First, give life-size diagrams of sticks (children put sticks of a given color and size on the diagram, and then lay them out on the table, visually relying on the diagram. Modeling geometric shapes, children comprehend their properties, similarities and differences

In senior age simulate arbitrarily, transferring these models to paper on their own, that is, creating a diagram. In addition, sticks help children learn the concept of number, counting, the composition of numbers from two smaller ones, operations with numbers.

6. Designer firm LEGO DACTA

It has a wide range of possibilities, versatility, modern technical and aesthetic characteristics, their use in various gaming and educational purposes.

Psychophysical characteristics develop in children of early preschool age in the process learning using LEGO DACTA technology:

1. Development of mental processes:

- memory (didactic game "Remember and Collect");

- attention (didactic game "What changed");

2. Development of sensory standards:

- color (didactic game "Snake");

– form (didactic game "Twins");

- value (didactic games "Spin the top and choose", "Towers");

3. Speech development:

- didactic games "Back to back", "Small projects", "Guess My Model", "Fiction";

4. Getting to know others the world:

- didactic games "Introduction to the rules of the road", "Introduction to architectural styles and building design".

As a result of activities using this type of constructor, children learn to connect constructor parts in various ways, read assembly diagrams and work on them, represent and protect their model.

Improving the activity of the sense organs, the accumulation of ideas about the world around young children is the result of a targeted application modern technologies for sensory development.

So the use modern technology contributes to the sensory development of young children and improves efficiency developing processes.

Bibliography

1. Khokhryakova Yu. M. Methodology development substantive activities in early age. Perm, 2001.

2. Khokhryakova Yu. M. Sensory parenting in early childhood. M.: TC Sphere, 2014.

3. Petrova I.V. Sensory development of children of early and preschool age: Toolkit. M: TC Sphere, 2012.

Practical part

1. Invite educators to play a game with Gyenesh blocks "Find your house". Taking advantage of the surprise moment, I suggest "wonderful bag", in which are "keys" (geometric figures). by color "key" teachers can find their home.

2. Game with two hoops. There are two hoops on the floor (blue and red, the hoops intersect, so they have a common part. The host suggests arranging the blocks so that all round blocks are inside the blue hoop, and all red ones are inside the red hoop.

3. Make a Voskobovich square:

Prepare colored cardboard in bright colors;

Cut it into triangles of arbitrary, but at the same time the same size (there should be 16 triangles of each color);

Glue them together with a wide adhesive tape, leaving gaps no more than 0.5-1 cm wide in the right places (depending on the size of the large square).

Modern technologies in working with young children in a preschool educational organization

The upbringing and development of young children is one of the most urgent problems of modern society.

Early childhood is the foundation of the overall development of the child, the starting period of all human beginnings. It is during these years that the foundations of the health and intellect of the child are laid, at this age the mental and moral development especially depends on the physical condition and mood of the baby.

At the present stage of development of scientific knowledge about early age, the idea of ​​the intrinsic value of the first years of a child's life as the foundation for the formation of his personality is confirmed.

The task in modern pedagogy is the realization in the educational process of the intrinsic value of the period of early age as the basic basis for all subsequent development of the child.

Recently, much has been done to revive the pedagogy of early childhood: new programs and methods are being created, developing technologies are being developed.

Technological approach, originally developed in relation to the field subject education, in recent years has been expanding the boundaries of its use, which leads to inconsistent interpretations of its key term - pedagogical technology. In a number of sources, the latter is considered as an ordered set of actions leading to the achievement of the intended results (B.T. Likhachev , V.Yu. Pityukov, V.A. Slastenin, S.A. Smirnov , M.A. Choshanov and others), which brings it closer to the concept of methodology that exists in science (E.V. Titov).

Meanwhile, the formation of the technological approach in foreign and then domestic pedagogy (L.W. Anderson, P.D. Mitchell, V.I. Bogolyubov , V.P. Bespalko, M.V. Clarin and others) took place under the influence of a systematic approach, as a result of which it is legitimate to consider technology as a method and product of design holistic pedagogical process, which is carried out on the basis of the assessment and harmonization of many factors that determine the achievement of predicted systemic changes.

Technology in a broad sense is a set of consistently organized methods and processes for transforming a certain social formation in order to bring it into a state corresponding to the target setting.

• Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).
• Pedagogical technology is a meaningful technique for the implementation of the educational process (V.P. Bespalko).
• Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov).
• Teaching technology is an integral procedural part of the didactic system (M. Choshanov).

• Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education (UNESCO).

With many definitions of the concepts of "pedagogical technology", most experts combine them with four fundamentally important provisions:

1. planning training and education on the basis of a precisely defined desired standard;
2. programming the educational process in the form of a strict sequence of actions of the educator and the child;
3. comparison of the results of training and education with the initially planned standard both in the course of the educational process (monitoring) and when summing up;
4. correction of results at any stage of the educational process.

Innovative technologies are a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result due to dynamic changes in the personal development of a child in modern socio-cultural conditions.

Innovative learning technologies should be seen as a tool through which a new educational paradigm can be put into practice.

Modern educational technologies include:

1. Technology of information training - ICT (information and communication technologies);
2. Problem learning technology.

It is the creation of problem situations and the active independence of children to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of mental abilities.

3. Project based learning technology

This is a purposeful activity with a specific goal, according to a specific plan for solving search, research, practical problems.

4.Technology of game learning.

The purpose of the game educational technology is to organize the assimilation of subject content by children (mathematical, natural-ecological, etc.)

1. Health-saving educational technologies.
2. TRIZ technology - the theory of inventive problem solving.
3. Person-centered technologies.

Person-centered learning has deep roots. The desire for the elevation of man, the most complete embodiment of the human essence in him, can be traced from ancient times. Even Protagoras said: "The measure of all things is man." The idea of ​​all-round harmonious development of personality was proclaimed in the Soviet period as well. The person is declared the main value. "Everything for man, everything for the good of man."

Personally oriented education is such education, where the personality of the child, its originality, self-worth, the subjective experience of each is first revealed, and then coordinated with the content of education.

The purpose of this technology is the maximum development (rather than the formation of predetermined) individual cognitive abilities of the child based on the use of his life experience.

Within the framework of personality-oriented technology in our pedagogical practice, among others, we use the following methods and techniques of work: the use of sensory boxes in work with young children and happening, as an unconventional method of drawing.

The Sensory Box is a sensory development tool for young children that stimulates the development of cognitive processes, enriches the child's sensory experience and promotes the development of fine motor skills. Depending on the content of the box, playing with it can develop and improve the baby's tactile perception, hearing, sight and smell.

Everyone knows that fine motor skills are inextricably linked with the nervous system, vision, perception, attention and memory, as well as with the development of a child’s speech, so it is very important to develop it from birth. Sensory boxes perfectly fulfill the function of its development.

Thematically, sensory sandboxes can be very diverse, everything is limited only by your imagination.

The basis for such a box can be:

• basin for linen;
• a large plastic container, in which all sorts of unnecessary things are usually stored in pantries;
• carton boxes;
• wooden box, etc.

Anything can also go into fillers: different cereals: rice (white and dyed with food coloring), semolina, oatmeal, rice, coarse salt, all kinds of pasta, beans, peas.
In winter: snow or sand, because it's so great when you can play in the sandbox not only in summer, but also at home in winter, pebbles, aquatic soil.

Also, these are natural materials: acorns, chestnuts, cones, grass, leaves, wild rose, earth, stones, shells, moss. Further it is cut paper, cotton balls, paper balls, paper napkins.

The theme of sensory boxes can also be varied, for example, according to the seasons. The simplest sensory box, filled with, for example, peas, will enable the child to expand his tactile experience - he will be able to touch, pour, pour, explore, dig in, dig out and just play.

Most non-traditional techniques refer to spontaneous drawing, when the image is obtained not as a result of the use of special visual techniques, but as the effect of game manipulation.
This method of non-traditional image can be called "happening" (translated from English as "happening").

Happening is a form of contemporary art that represents actions, events or situations that occur with the participation of artists, but are not completely controlled by them. Happening usually involves improvisation and does not have a clear script.
With him, it is not known what image will turn out, he is obviously successful in terms of the result, thereby increasing the interest of children in visual activity.
At an early age, such a type of happening as finger painting is available. This is a way of sticking the fingers of the hand to the surface of the paper in different ways (we put dots with our fingertips, we draw lines with our fingers, we apply fingers (we color 1-2 fingers and attach them to the paper - we get stars, trees), we collect the fingers in a bunch - we get flowers and snowflakes ).

We draw with a fist: roses, snails, shells will come out from the side of the thumb.

We draw with a half-opened fist: we can draw a rainbow, bananas.

Having mastered painting with your fingers, try painting with your palms or feet on a sheet.

With a palm, you can smear, draw and print any abstractions, enjoying the color or creating plot pictures. By turning the handles in different ways, and adding the missing elements to the prints, you can realize any ideas.
The palm, with fingers apart, looking down, will allow you to see an octopus in the drawing, if you finish drawing its eyes and mouth.
With the help of handprints made in a circle, you can depict the sun and a flower by drawing the core.
At an early age, such a type of happening as drawing on a tray is available. Pour a layer of semolina 2 - 3 mm thick on a tray, level it. By swiping your finger over the semolina, you can depict geometric shapes, the sun, a flower, etc.

Benefits of finger painting:

• They develop fine motor skills well, which contributes to the development of speech.
• Development of tactile sensitivity. This is a new sensation when dipping a finger into paint, when leading a finger over various surfaces for drawing.
• Awareness of the child's own body.
• Early development of creative abilities.
  Development of finger and hand dexterity. By coloring the image with a finger, the baby learns to feel the boundaries.
• The development of ideas about color.
• The development of imagination and figurative thinking.

Thus, personality-oriented technologies provide conditions for the development of the individuality of a young child, develop the individual cognitive abilities of a young child to the maximum on the basis of his life experience.

List of used literature

1. Alekseeva, LN Innovative technologies as a resource of experiment/ LN Alekseeva// Teacher. - 2006. - No. 3. - p. 78.
2. Arkusova I. V. Modern pedagogical technologies in teaching a foreign language (structural-logical tables and application practice)
3. Bondarevskaya, E.V. Theory and practice of personality-oriented education [text] / E.V. Bondarevskaya. - Rostov-on-Don: Publishing House of the Rostov Pedagogical University, 2008. -352p.
4. Bychkov, A. V. Innovative culture / A. V. Bychkov / / Profile school. - 2005. - No. 6. - p. 83.
5. Deberdeeva, T. Kh. New values ​​of education in the conditions of the information society / T. Kh. Deberdeeva / / Innovations in education. - 2005. - No. 3. - p. 79.
6. Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. St. Petersburg: Alliance "Delta". – 2010
7. Kvasha V.P. management of innovative processes in education. Dis. cand. ped. Sciences. M., 1994. - 345s.
8. Klimenko T.K. Innovative education as a factor in the formation of a future teacher. Abstract Dis. Khabarovsk, 2000. - 289p.
9. Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb.: SPb GUPM. – 2002, 2003
10. Kuznetsov M.E. Pedagogical bases of personality-oriented educational process at school: Monograph. [text] / M.E. Kuznetsov - Novokuznetsk, 2010. - 342p.
11. Kuznetsov M.E. Personally oriented teaching of schoolchildren [text] / M.E. Kuznetsov - Bryansk: Publishing House of the Bryansk State Pedagogical University. NMC "Technology" 2009. - 94p.
12. Mitina L.M. The teacher as a person and a professional (psychological problems) [text] / L.M. Mitina - M .: "Delo", 2014. - 216 p.
13. Selevko G.K. Modern educational technologies: Textbook [text] / G.K. Selevko - M .: Public education, 2008. - 256 p.
14. Serikov V.V. Personal approach in education: Concept and technology: Monograph [text] / V.V. Serikov - Volgograd: Change. 2004. - 152p.
15. Slastenin V.A., Podymova L.S. Pedagogy: innovative activity M.: IChP "Publishing house Master", 2007. - 456s.
16. Slastenin V.A. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2012. - 576s.
17. Stepanov E.N. Personality-oriented approach in the work of a teacher: development and use [text] / E.N. Stepanov - M .: TC Sphere, 2013. - 128s.
18. Chernyavskaya A.P., Baiborodova L.V., Kharisova I.G. Technologies of pedagogical activity. Part I. Educational technologies: textbook / under the general. ed. A.P. Chernyavskaya, L.V. Baiborodova. - Yaroslavl; Publishing House of YaGPU, 2012. - 311 p.
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1. Yakimanskaya I.S. Technology of student-centered learning in modern school [text] / I.S. Yakimanskaya. M. - 2010. - 176s.

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Course work

Topic:Modern technologies of speech development of preschool children

Yagupyeva Galina Vladimirovna

Introduction

1. Fundamentals of the development of speech of preschool children

1.1 Patterns of speech development of preschool children

1.2 The development of speech of preschool children based on an integrated approach

1.3 Modern technologies and pedagogical conditions for the development of speech of preschoolers

2. Features of the development of speech in preschool age

2.1 The process of speech development in preschool age

2.2 Fundamental tasks in the development of speech

Conclusion

Bibliography

Applications

Introduction

At preschool age, speech develops - this is the main form of communication. The path through which a child passes for the first years of his life is truly grandiose. The speech of a small child is formed from communication with adults around him, and in a preschool institution and in classes for the development of speech. In the process of communication, his cognitive and objective activity is manifested. Mastering speech rebuilds the baby's psyche, allows him to perceive phenomena more consciously and voluntarily.

An important acquisition of a child in preschool age is the acquisition of a native language. Why acquisitions, but because speech is not given to a person from birth. Some time passes, and only then the child begins to speak. Adults must make a lot of efforts so that the child's speech develops correctly and in a timely manner.

K.D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Timely and correct mastery of speech by a child is the most important condition for full-fledged mental development and one of the directions in the pedagogical work of a preschool institution. Without well-developed speech, there is no real communication, no real progress in learning.

The development of speech is a long and complex process, creative, and only for this reason it is necessary that children master their native language well, speak correctly and beautifully. The sooner (according to age characteristics) we can teach a child to speak correctly, the easier he will feel in a team.

Preschool age - it is during this period that the child actively learns the spoken language, speech develops and becomes - phonetic, lexical, grammatical. The sensitive period of development occurs in preschool childhood, i.e. full mastery of the native language is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The sooner we teach our native language, the easier it will be for the child to use it in the future.

At preschool age, children expand their social circle. They become more independent, and begin to communicate with a wider range of people, especially with peers. Expanding the circle of communication requires the child to fully master the means of communication, the main of which is speech. The increasing complexity of the child's activity also makes high demands on the development of speech.

When working with preschool children on the speech development of children, the following tools should be used:

communication between adults and children

· cultural language environment

teaching native speech and language in the classroom

different types of art (visual, music, theater)

· fiction

When introducing children to the outside world, we expand the horizons of children, develop and enrich speech. Riddles are of great importance in the formation of the ability to be creative: logical thinking (the ability to analyze, synthesize, compare, compare), elements of heuristic thinking (the ability to put forward hypotheses, associativity, flexibility, critical thinking). K.D. Ushinsky said: “I did not place the riddle with the aim that the child would guess the riddle himself, although this can often happen, since many riddles are simple; but in order to give the child’s mind a useful exercise; to adapt the riddle to give rise to an interesting and complete classroom a conversation that will be fixed in the mind of the child precisely because a picturesque and interesting riddle for him will lie firmly in his memory, dragging with it all the explanations attached to it.

At present, the requirements for the speech development of preschool children have increased. Children must reach a certain level of development of speech activity, vocabulary, grammatical structure of speech, move from dialogic speech to a coherent statement. We must develop in children not only the skills of correct speech, but also to form it so that the speech is expressive, figurative.

The development of the speech of preschool children has developed into an independent pedagogical discipline, separated from preschool pedagogy recently, in the thirties of this century, under the influence of social need: to provide a theoretically sound solution to the problems of speech development of children in the conditions of public preschool education.

The methodology for the development of speech first developed as an empirical discipline based on practical work with children. Research in the field of the psychology of speech played an important role in generalizing and comprehending the experience of working with children. Analyzing the path of methodology development, we can note the close relationship between methodological theory and practice. The needs of practice were the driving force behind the development of methodology as a science.

On the other hand, methodological theory helps pedagogical practice. An educator who does not know the methodological theory is not guaranteed against erroneous decisions and actions, cannot be sure of the correct choice of content, methodological methods of working with children. Without knowledge of the objective laws of speech development, using only ready-made recipes, the teacher will not be able to ensure the proper level of development of each pupil.

1. R basicsdevelopIspeech of preschool children

1.1 Patterns of speech development of preschool children

The pattern of speech development is called the dependence of the intensity of the formation of speech skills on the developing potential of the language environment - natural (in home schooling) or artificial, that is, a language environment specially prepared by methodological means (in preschool institutions).

The patterns of speech development of preschool children are considered in the works of such teachers, psychologists as A.N. Gvozdev, L.S. Vygotsky, D.B. Elkonin, A.A. Leontiev, F.A. Sokhin and others.

A study on the topic "Issues of the study of children's speech" (1961) was conducted by A.N. Gvozdev. He suggested referring to the conditional standard of patterns of children's mastery of their native language. Over the development of children's speech during many years of observation, A.N. Gvozdev was able to identify three periods in the formation of children's speech.

First period: from 1 year 3 months. up to 1 year 10 months This period consists of sentences consisting of amorphous root words, they are used in one unchanged form in all cases where they are used.

The first verbal manifestations of the child show that the babbling child initially "selects" from the adult's speech addressed to him those words that are accessible to his articulation.

As soon as they have mastered the minimum, children can manage with the set of sounds that they were able to acquire according to their speech and motor abilities. The transition from simple imitation of sounds to the reproduction of words opens up opportunities for the accumulation of a new vocabulary, which moves the child from the category of non-speaking children to the category of poorly speaking children. Sometimes in their speech, children may allow omissions of syllables in words, there are a number of words that are distorted ("yaba" - apple, "mako" - milk, etc.).

· The second period of formation of children's speech: from 1 year 10 months. up to 3 years. In such a period when the child learns the grammatical structure of the sentence associated with the formation of grammatical categories and their external expression.

At this stage, children begin to understand the relationship of words in a sentence. In speech, the first cases of inflection begin to appear. Depending on the syntactic construction of the utterance, the child begins to form the same word grammatically in different ways, for example it's a kitty but give a pussy etc. The same lexical basis of a word begins to be formed by the child with the help of different inflectional elements.

The first grammatical elements that children begin to use correlate with a limited number of situations, namely: with the transitivity of an action to an object, the place of action, sometimes its instrumentality, etc.

The third period of the formation of children's speech: from 3 to 7 years. In this period of assimilation of the morphological system of the language. This period includes the speech of more developed children.

Before such a period, many grammatical inaccuracies are allowed in children's speech. This testifies to the original, non-imitated use of such building material of the language as morphological elements. Gradually mixed elements of words are distinguished by types of declension, conjugation and other grammatical categories. Single, rare forms are beginning to be used constantly. Gradually, the free use of morphological elements of words is on the wane. The use of word forms becomes stable, i.e. their lexicalization is carried out. And then the children use the correct alternation of stress, rare turns of speech, gender, numerals, the formation of verbs from other parts of speech, the coordination of adjectives with other parts of speech in all oblique cases is learned, one gerund is used (sitting), prepositions are used.

The sequence with which the mastery of types of sentences is carried out, the ways of connecting words within them, the syllabic structure of words, goes into the mainstream of patterns and interdependence, and this makes it possible to characterize the process of the formation of children's speech as a complex, diverse and systemic process.

During the study of the patterns of development of children's speech, it allows us to determine what is just beginning to form at a particular age stage, what is already sufficiently formed, and what lexical and grammatical manifestations should not be expected at all in the near future.

If we know the patterns of development of children's speech, then this will allow us to establish the process of formation of coherent speech of preschool children and help to identify the conditions for the development of coherent speech.

I want to highlight the following patterns of speech acquisition.

The first pattern is the ability to perceive native speech depends on the training of the muscles of the child's speech organs. If a child acquires the ability to articulate phonemes and modulate prosodemes, as well as isolate them by ear from sound complexes, then native speech is easily acquired. Speech can be learned if the child listens to someone else's speech, repeats (out loud and then to himself) the speaker's articulations and prosodemes, imitating him, that is, if the child works with the organs of speech.

· The second pattern - for this you need to understand the meaning of speech and then the child will be able to learn the lexical and grammatical language meanings of varying degrees of generalization. If you develop the ability to understand lexical and grammatical language meanings, then the child acquires lexical and grammatical skills and native speech will be easier to assimilate .

The third pattern is the ability to learn the expressiveness of speech, and the development of a child's susceptibility to the expressive means of phonetics, vocabulary and grammar depends on this.

Susceptibility to the expressiveness of speech can be instilled only when this work is begun in the earliest childhood. The ability to feel the expressiveness of speech acquired in childhood enables an adult to deeply understand the beauty of poetry, artistic prose, and enjoy this beauty.

Children need to be taught to understand the expressiveness of speech in the same way as to teach them to perceive its semantic side: to show them patterns of expressing feelings in speech. Care must be taken to ensure that these feelings reach the child, evoke response feelings in them.

The fourth regularity - this assimilation of the norm of speech depends on the development of a sense of language in a child. If a child has the ability to memorize the norm of using linguistic signs in speech - to remember their compatibility (syntagmatics), the possibility of interchangeability (paradigmatics) and appropriateness in various speech situations (stylistics ), then speech will be assimilated.

The fifth pattern is the assimilation of written speech. And it depends on the development of coordination between oral and written speech. Written speech will be assimilated if the ability to "translate" sound speech into written speech is formed.

· The sixth pattern is the rate of speech enrichment, and they depend on the degree of perfection of the structure of speech skills.

At present, the requirements for the speech development of preschool children have increased significantly. They must reach a certain level of development of speech activity, vocabulary, grammatical structure of speech, move from dialogic speech to a coherent statement. We teachers must develop not only the skills of correct speech, but also form speech so that it is expressive, figurative.

The pattern of speech acquisition: the ability to perceive native speech depends on the training of the muscles of the child's speech organs. Native speech is assimilated if the child acquires the ability to articulate phonemes and model prosodems, as well as isolate them by ear from sound complexes. To master speech, the child must work out the movements of the speech apparatus. Then, when mastering written speech, the eyes and hands that are necessary for pronouncing each phoneme of a given language and their positional variants and each prosodeme (modulation of voice power, pitch, tempo, rhythm, timbre of speech) are worked out, and these movements must be coordinated with hearing .

1.2 The development of speech of preschool children based on an integrated approacha

A preschool educational institution is the first and most responsible link in the general education system. The most important acquisition of a child in preschool childhood is the ability to speak his native language. It is preschool childhood that is particularly sensitive to the acquisition of speech. It is the process of speech development that is considered in modern preschool education as the general basis for the upbringing and education of children.

One of the most difficult problems of child psychology and pedagogy is the acquisition of speech. It is just incomprehensible how a small child who does not know how to concentrate on anything, who does not own intellectual operations, in just 1-2 years practically perfectly masters such a complex sign system as language.

The historically established form of communication - speech develops in preschool childhood. In the first year of life, a child goes through a grand journey. The child expresses his thoughts and feelings through speech. The speech of a small child is formed in communication with the adults around him, and in a preschool institution and in classes for the development of speech. In the process of communication, his cognitive and objective activity is manifested. Mastering speech rebuilds the baby's psyche, allows him to perceive phenomena more consciously and voluntarily.

The development of speech is a complex, creative process, and therefore it is necessary that children, perhaps earlier, master their native language well, speak correctly and beautifully. Therefore, the sooner (according to age characteristics) we teach the child to speak correctly, the freer he will feel in the team.

The development of speech is a purposeful and consistent pedagogical work, involving the use of an arsenal of special pedagogical methods and the child's own speech exercises. When working with preschool children, we use the following means of speech development of children: communication between adults and children, cultural language environment, teaching native speech and language in the classroom, various types of art (fine arts, music, theater), fiction. The development of speech in the process of familiarization with fiction occupies a large place in the general system of working with children. Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language, develops the figurativeness of speech.

In the domestic methodology for the development of speech, a meaning is singled out that combines a wide variety of genres of the work, this includes fairy tales, stories, poems, riddles, etc. The upbringing and educational possibilities of the riddle are diverse. Features of the content and structure of the riddle as a literary genre allow you to develop the logical thinking of children and form their perception skills. pedagogical speech preschool

Of great importance are the peculiarities of the child's psyche: i.e. the child must clearly perceive words and sounds, remember them and reproduce them accurately. Good hearing condition, the ability to listen carefully are crucial. The child must himself correctly reproduce what he heard. To do this, his speech apparatus must clearly operate: the peripheral and central sections (the brain).

With the help of an integrated approach, the teacher can allow the child to form ethical and moral values ​​through specific environmental knowledge and skills. To successfully maintain a high level of motivation in the activities of pupils, as a result, this leads to the set pedagogical goals. With the help of an integrated approach, a child can acquire not only specific knowledge about objects and phenomena, but he also forms a holistic picture of the world. Abilities, ideas are formed, emotional well-being is achieved; thanks to the joint work on the project, on the same topic, cooperation develops.

In an integrated approach, you need:

1. Develop thinking, creativity, attention, imagination.

2. To cultivate aesthetic and patriotic feelings through communication with nature.

3. Mutual respect and understanding must be established between the teacher and the children; to strengthen friendly relations in the children's team.

4. To form a humane attitude towards nature among preschoolers; understanding relationships in nature.

5. Involve children in caring for plants and animals within their means.

6. Form dynamic ideas about nature.

1. Update the scientific and methodological level of competence of teachers;

2. Expand the experience of teachers in creating conditions in preschool educational institutions for the speech development of preschoolers;

3. Encourage teachers to practice on mastering design and modeling technologies.

Currently, teachers of educational institutions face an important task: the development of children's communication skills. If we analyze the experience of teachers, we can come to the conclusion that traditional methods are not always effective in working with preschoolers. The new GEF implies the widespread use of integration in educational areas.

For preschoolers, the integrated teaching method is innovative. This method is aimed at developing the personality of the child, his cognitive and creative abilities. A series of studies is united by the main problem. For example, in the classes of the artistic and aesthetic cycle - with images of domestic animals in the works of writers, poets, with the transfer of these images in folk arts and crafts and the work of illustrators.

The integrated method can be used in many ways.

Full integration (environmental education with fiction, fine arts, musical education, physical development).

Partial integration (integration of fiction and art).

Integration based on a single project, which is based on a problem.

The integrated method includes project activities. Research activity is interesting, complex and impossible without the development of speech. The tasks of research activities in senior preschool age are:

· to form the prerequisites for search activity, intellectual initiative;

develop skills and identify possible methods for solving a problem with the help of an adult, and then independently;

· to form the ability to apply these methods, contributing to the solution of the problem, using various options;

· develop the desire to use special terminology, conduct a constructive conversation in the process of joint research activities.

· Working on the project, children gain knowledge, broaden their horizons, replenish passive and active dictionaries, learn to communicate with adults and peers.

Very often, in order to memorize unfamiliar words, texts, and learn poems, teachers use mnemonics in their practice.

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

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

The development of coherent speech of children occurs in the following areas: vocabulary enrichment, learning to compose a retelling and inventing stories, learning poems, guessing riddles.

The relevance of using visual modeling in working with preschoolers is that:

The preschooler is very plastic and easy to learn, but children with disabilities are characterized by rapid fatigue and loss of interest in the lesson. If you use visual modeling, you can arouse interest and this will help solve this problem;

The use of symbolic analogy facilitates and accelerates the process of memorization and assimilation of material, forms techniques for working with memory. After all, one of the rules for strengthening memory says: "When you learn - write down, draw diagrams, diagrams, draw graphs";

Using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained.

The formation of speech in preschoolers is carried out in a complex, in the following areas:

Correction of sound pronunciation;

Formation of skills of sound analysis and synthesis of words and ideas about the structural units of the language system (sound - word - sentence - text);

Formation of lexical and grammatical categories;

Formation of coherent speech;

In the normal course of speech development, a preschooler spontaneously learns many word-formation models that simultaneously exist in the language and work within a certain lexical topic.

Currently, many children require special training, and then lengthy training exercises to master the skills of word formation. And in order to facilitate this process, we must diversify it and make it more interesting for the child, and the method of visual modeling will help.

This method allows the child to realize the sound of the word, practice the use of grammatical forms, it also contributes to the expansion of vocabulary, the formation of language instinct.

In my work, I pursue the goal of teaching children to coherently, consistently, grammatically correctly express their thoughts, talk about events from the surrounding life, and the use of visual modeling, project activities and integrated classes helps me.

From all this we can conclude: the method of visual modeling and the project method can and should be used in the system of both corrective work with children of preschool and primary school age, and in work with children of mass groups of kindergarten and elementary school.

1.3 Modern technologies andpedagogicalconditions for the development of speechpreschoolers

How children build their statements, one can judge the level of their speech development. Professor Tekucheva A.V., the development of speech should be understood as any unit of speech, the constituent language components of which (significant and functional words, phrases). This is a single whole organized according to the laws of logic and grammatical structure of a given language.

The main function of speech development is communicative. The development of both forms of speech - monologue and dialogue - plays a leading role in the development of a child's speech and occupies a central place in the overall system of work on the development of speech in kindergarten. Learning to develop speech can be seen as both a goal and a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child's independent use of individual words and syntactic constructions.

In children without speech pathology, the development of speech occurs gradually. At the same time, the development of thinking is associated with the development of activity and communication. At preschool age, there is a separation of speech from direct practical experience. The main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types of coherent statements (description, narration, partly reasoning) with and without visual material. The syntactic structure of stories gradually becomes more complicated, the number of complex and complex sentences increases. Thus, by the time they enter school, coherent speech in children with normal speech development is well developed.

Modern computer technologies allow us to combine and systematize the available material on the development of speech. And we avoid wasting time looking for manuals on the shelves of the office, copying illustrations, storing a large amount of speech material. This material can be stored on disks, flash cards and in the computer itself.

We can use the unique ability of a computer to demonstrate illustrative and speech material on an interactive whiteboard when teaching children to retell a story using a series of plot pictures, reference signals, a plot picture, a story read by a speech therapist.

With the help of a computer, we can not only show and see, but also hear the necessary speech material. In this case, we can use the computer as a CD player.

The possibilities of computer technology are very great. Not always interesting speech material can be found in the CD. A speech therapist teacher can record the speech material on a disk and use the computer as a tape recorder and player.

There are computer programs that are invaluable in learning to compose a story from a series of pictures. With their help, pictures can be moved around the screen field, line them up in a plot-logical sequence. In case of correct or incorrect arrangement of pictures, the computer beeps.

When teaching creative storytelling, DVDs can be used. When playing a disc, we can demonstrate the beginning, middle or end of a fairy tale, thereby encouraging children to be creative: inventing previous or subsequent events.

The computer makes it possible to use ready-made training programs in the work. It is almost impossible to find them for sale or the material contained in these programs is not professional enough. I really want to believe that in the future speech therapists will have decent working material on the development of coherent speech using the capabilities of modern computer technology. Here they should be helped by numerous methodological centers, institutes, academies and other institutions of pedagogical science.

Creation of conditions for the use of modern technologies in communicative speech activity

In the context of the activity-communicative approach, technology is an open dynamic system that is capable, on the one hand, of being transformed under the influence of "external" social factors, and on the other hand, of actively transforming the social reality surrounding it.

At present, the role of new technologies is great. We cannot move forward if there are no new technologies in the preschool. Such technologies give children new knowledge, new opportunities for self-expression, broaden their horizons. Modern fundamental documents, including the national educational initiative "Our New School", require an increase in the competence of not only the teacher, but also the child. Pedagogical technologies play a significant role in this. If information technologies are used in preschool educational institutions, then this allows us to overcome the intellectual passivity of children in directly educational activities. It also makes it possible to increase the effectiveness of the educational activities of the preschool teacher. All this is an enriching and transforming factor in the development of the objective environment. Research technology is aimed at developing in children scientific concepts, research skills, familiarity with the basics of experimental work.

We can consider a technology that contributes to the formation of a child's communicative and speech activity.

The speech development of a child is one of the main factors in the formation of a personality in preschool childhood, which determines the level of social and cognitive achievements of a preschooler - needs and interests, knowledge, skills and abilities, as well as other mental qualities. The effectiveness of the process of forming a child's communication and speech skills largely depends on the organization of comprehensive work in this area in a preschool institution using modern technologies. Which help to solve the problem of the formation of communicative and speech activity of a person. And this is becoming increasingly important in modern life. Speech performs the most important social functions: that is, it helps to establish connections with other people, determines and regulates the norms of behavior in society, which is a decisive condition for the formation of a person. Different communication situations require different communication and dialogic skills. It is important to form which, starting from an early age. If we take this into account, then the formation of communicative and speech activity of preschoolers has become a priority area of ​​activity for the teaching staff of the kindergarten. In my work at the preschool educational institution, I use modern technologies, and work in the following areas (means):

* teaching children retelling using mnemonics;

* development of coherent speech in the course of creative storytelling (composing fairy tales, compiling stories, we use the black and white version of Propp's cards);

* development of coherent monologue speech using visualization (toys, paintings, objects, diagrams);

* fairy tale therapy.

At the same time, I form the communicative and speech activity of preschoolers.

The tasks of teachers are to form the skills of a culture of speech communication, develop speech and expand vocabulary. Word creation and imagination of children are also developing in the process of integrating different types of activities.

To solve the tasks we have identified, we have created special conditions, taking into account the Federal State Educational Standard:

* the emergence of new practical ideas, the combination of these ideas in the pedagogical practice of specific educators;

* reflection of the practice of pedagogical activity (both parents, and educators, and children - I teach everyone to analyze what they did);

* dissemination of experience, innovation, correction, elimination of negative factors - all this helps to analyze, see shortcomings, create your own technology, highlight the structure, specify knowledge on the creation of new technologies;

* formulation of the essence and name of the new technology and its description;

* creation of a subject-developing environment. The territory of the kindergarten is a continuation of the speech development environment in the preschool educational institution, where teachers, together with children, use decor elements to show creativity and imagination. Classes in a theater studio and music classes contribute to the development of children's eloquence, the ability to use intonation - to build an intonation pattern of an utterance, conveying not only its meaning, but also an emotional "charge";

* since the development of fine motor skills is directly related to the speech development of the child, kindergarten teachers pay special attention to the organization of classes in beading, graphics, and fine arts;

* formation of the speech environment (speech games, Propp cards, mnemonic tracks);

* cooperation with parents. The work would not have been possible without close cooperation with the parents of the pupils. The groups have corners that contain information on the development of speech. Parents are offered brochures, cheat sheets, information sheets with the necessary educational information;

* carrying out directly-educational activities in various forms (directly-educational activities-travel, directly-educational activities-project, directly-educational activities-fairy tale therapy);

* scientific and methodological support, which consists in participation in the section of the scientific society "Insight". All this presupposes the organization of activities on the basis of the task method, systematic analysis, identification of difficulties, identification of introspection, which includes self-diagnosis, awareness of difficulties, self-control. This also includes tracking updates. The main thing is to analyze, establish connections, carry out diagnostics, and document the results.

In my work, I use such techniques as mnemonics, fairy tale therapy, design technology, TRIZ technology "Salad from fairy tales", communication technology. Mnemonics contributes to the development of memory and imagination, the emotionally sensitive sphere of the child. Fairy tale therapy is a direction of psychotherapeutic influence on a person with the aim of correcting behavioral reactions, working out fears and phobias. Fairy tale therapy can be used for very young children, almost from birth.

It contributes to the development of all aspects of speech, the education of moral qualities. Also to activate mental processes (attention, memory, thinking, imagination). Tatyana Zinkevich -

Evstigneeva in the book "Fundamentals of Fairy Tale Therapy" notes that the main principle of work is to grow an internal creator who knows how to take control of the internal destroyer. The fairy-tale situation that is given to the child must meet certain requirements:

* The situation should not have a correct ready-made answer (the principle of "openness");

* The situation should contain an actual problem for the child, "encoded" in the imagery of the fairy tale;

* Situations and a question should be constructed and formulated in such a way as to encourage the child to independently build and trace cause-and-effect relationships.

In preschool children, there is a practical mastery of speech. The main tasks of speech development in preschool age are:

expand the vocabulary and develop the grammatical structure of speech;

Decreasing egocentrism of children's speech;

develop the functions of speech;

Speech should be used as a tool for communication, thinking, as a means of restructuring mental processes, planning and regulating behavior;

develop phonemic hearing and awareness of the verbal composition of speech.

At preschool age, in essential connection with speech, imagination actively develops as the ability to see the whole before the parts.

V.V. Davydov argued that imagination is "the psychological basis of creativity, which makes the subject capable of creating something new in various fields of activity."

GEF preschool education defines five main

directions of child development:

social and communicative development;

· cognitive development;

Speech development;

artistic and aesthetic;

· physical development.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world, about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features its nature, diversity of countries and peoples of the world.

Speech development includes the mastery of speech as a means of communication and culture. Enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

It is necessary to pay the attention of teachers when planning work on the cognitive and speech development of children.

At preschool age, due to the cognitive activity of the child, the primary image of the world is born. In the process of child development, an image of the world is formed.

But teachers should remember that the process of learning children is different from the process of learning adults. Adults can learn the world with the mind, and children with emotions.

For adults, information is primary, and attitude is secondary. And in children, the opposite is true: attitude is primary, information is secondary.

Cognitive development is closely related to the development of the speech of a preschooler. It is impossible to develop a child's speech without including it in any activity! Speech development of children occurs very rapidly.

With an unmistakable organized pedagogical process using methods, as a rule, such as games, taking into account the characteristics of children's perception, as well as with a properly organized subject-developing environment, children can learn the proposed material already at preschool age without stress overload. And the better prepared the child comes to school - I mean not the amount of accumulated knowledge, but the readiness for mental activity, the more successful the beginning of school childhood will be for him.

2. Features of the development of speech in preschool age

2.1 The process of speech development in preschool agee

At preschool age, children acquire new achievements in the development of the child. They begin to express the simplest judgments about the objects and phenomena of the reality surrounding him, make conclusions about them, and establish a relationship between them.

Usually in the middle group, children freely come into contact not only with relatives, but also with strangers. The initiative from communication most often comes from the child. The opportunity to expand their horizons, the desire to get to know the world around them more deeply force the baby to turn to adults more and more often with a variety of questions. The child understands well that every object, action performed by himself or by an adult has not only a name, but is indicated by a word. We adults need to remember that children of the fourth year of life still have insufficiently stable attention and, therefore, they cannot always listen to the end of the answers of adults.

By the age of five, a child's vocabulary reaches approximately 1500-2000 words. The vocabulary becomes more diverse. In their speech, in addition to nouns and verbs, other parts of speech can increasingly be found. For example: pronouns, adverbs. Numerals appear (one, two). Adjectives indicating abstract features and qualities of objects (cold, hot, hard, good, bad). Children can use official words (prepositions, conjunctions) more. They often use possessive pronouns (my, yours), possessive adjectives (daddy's chair, mother's cup) in their speech. The vocabulary that a child has at this age stage gives him the opportunity to communicate freely with others. There are times when they may experience difficulties due to the insufficiency and poverty of the dictionary, when it is necessary to convey the content of someone else's speech, retell a fairy tale, a story, convey an event in which he himself was a participant. Here he often makes inaccuracies. The child intensively masters the grammatical structure of the language and enriches his vocabulary. In the speech of children, simple common sentences predominate, and complex ones appear (compound and complex). They may make grammatical errors: mismatch words, especially neuter nouns with adjectives; incorrect use of case endings. At this age, the child is not yet able to consistently, logically, coherently and understandably for others to independently tell about the events that he witnessed, he cannot sensibly retell the content of the fairy tale or story read to him. Speech is still situational. The child says short, common sentences, sometimes remotely related in content; it is not always possible to understand their content without additional questions. Children also cannot independently reveal or describe the content of the plot picture. They only name objects, actors or list the actions they perform (jumps, washes). Children have a very good memory, they are able to remember and reproduce small poems, nursery rhymes, riddles, while constantly reading the same fairy tale, they can almost verbatim convey the content, although they do not fully understand the meaning of the words.

At this age, the strengthening of the articulatory apparatus continues: the movements of the muscles become more coordinated, taking part in the formation of sounds (tongue, lips, lower jaw). They still cannot always control their vocal apparatus, change the volume, pitch of the voice, the pace of speech. There is an improvement in the child's speech hearing. The pronunciation of children improves significantly, the correct pronunciation of whistling sounds is fixed, hissing sounds begin to appear. Their individual differences are especially pronounced. In the formation of the pronunciation side of speech: in some children, speech is clear, with the correct pronunciation of almost all sounds, in others it may not yet be clear enough. If children have incorrect pronunciation of large numbers of sounds, with softening of hard consonants, etc. We teachers should pay great attention to such children, identify the reasons for the lag in speech development and, together with parents, take measures to eliminate the shortcomings.

Consequently, children have a noticeable improvement in pronunciation, speech becomes more distinct. They can correctly name objects of the immediate environment: the names of toys, dishes, clothes, furniture. They can use not only nouns and verbs, but also other parts of speech: adjectives, adverbs, prepositions. The first rudiments of monologue speech appear. In the speech of children, simple, but already common sentences predominate, children use compound sentences and sentences, but very rarely. The initiative to communicate more and more often comes from the child. Children are not always able to independently isolate sounds in a word, although they easily notice inaccuracies in the sound of words in the speech of their peers. Children's speech is mostly situational in nature.

The vocabulary of children increases (from 2,500 to 3,000 words by the end of the year), and this enables the child to more accurately build his statements, express his thoughts. Adjectives appear more and more often in their speech, which they use to designate the features and qualities of objects, to reflect temporal and spatial relationships. When determining colors, in addition to the main ones, additional ones (blue, dark, orange) can be called. Possessive adjectives appear (fox tail, hare hut), words indicating the properties of objects, qualities, the material from which they are made (iron key). Children are increasingly using adverbs, personal pronouns (the latter often act as subjects), complex prepositions (from under, around, etc.). Collective nouns appear (dishes, clothes, furniture, vegetables, fruits), but their child uses very rarely. Children build their statements from two or three or more simple common sentences, they use compound and complex sentences more often than at the previous age stage, but still not enough. Children begin to master monologue speech and for the first time sentences with homogeneous circumstances appear, while interest in the sound design of words sharply increases.

They have a craving for rhyme. When playing with words, some children can rhyme them, creating their own little two, four lines. Since it contributes to the development of the child's attention to the sound side of speech, they develop speech hearing at the same time, and they are waiting for encouragement from adults.

The sound pronunciation of children improves significantly: the softened pronunciation of consonants completely disappears, the omission of sounds and syllables is less and less observed. Children are able to recognize by ear the presence of a particular sound in a word, to pick up words for a given sound. This is possible only if, in the previous age groups, the teacher developed phonemic perception in children.

Many children correctly pronounce all the sounds of their native language, however, some of them still incorrectly pronounce hissing sounds, the sound r.

At this age, there is a sharp improvement in the pronunciation of children's speech, many of them complete the process of mastering sounds. Everything becomes clearer speech. At the same time, speech activity increases in children, they all very often begin to ask questions to adults.

In children of older preschool age, the improvement of all aspects of the child's speech continues. The pronunciation becomes clearer, the phrases are expanded, the statements are accurate. Children can isolate not only the essential features in objects and phenomena, but also begin to establish causal relationships between them, temporal and other relationships. With active speech, the preschooler tries to tell and answer questions so that others understand him. Together with the development of a self-critical attitude towards their statement, children also develop more critical attitudes towards the speech of their peers. When he describes an object and phenomena, he makes attempts to convey his emotional attitude to them. Enrichment and expansion of the vocabulary occurs not only through familiarization with new objects, their properties and qualities, new words denoting actions, but also with the help of the names of individual parts, details of objects, through the use of new suffixes, prefixes that children begin to use widely. During the year, the dictionary can increase by 1000 - 1200 words (compared to the previous age), but it is very difficult to establish the exact number of learned words for a given period. By the age of six, children more subtly differentiate generalizing nouns, for example, not only name the word animal, but can also indicate that a fox, a bear, a wolf are wild animals, and a cow, horse, cat are domestic animals. At the same time, they use abstract nouns, adjectives, verbs in their speech. Most of the words in the passive vocabulary go into the active vocabulary.

Coherent speech is impossible without mastering grammatically correct speech. Children master the grammatical structure, and use it quite freely. There may still be grammatical errors in their speech. The grammatically correct speech of children largely depends on how often adults pay attention to the mistakes of their children, correct them, giving the correct sample. The muscles of the articulatory apparatus in children have become sufficiently strong and are able to correctly pronounce all the sounds of their native language. In some children at this age, the correct assimilation of hissing sounds, the sounds l, r, is just coming to an end. With their assimilation, they begin to clearly and distinctly pronounce words of varying complexity.

Their pronunciation is not much different from the speech of adults, difficulties occur only in cases where new words are difficult to pronounce, a large number of combinations of sounds that, while pronouncing, they still do not differentiate clearly enough. But by the age of seven, subject to systematic work on sound pronunciation, they are doing quite well with this.

At this age, they reach a fairly high level in speech development. They correctly pronounce all the sounds of their native language, pronounce words distinctly and clearly, have the vocabulary necessary for free communication, and can correctly use many grammatical forms and categories.

Children's speech is becoming more and more structurally accurate, sufficiently detailed, and logically consistent. When retelling, describing objects, the clarity of presentation is noted, the completeness of the statement is felt.

In order for the process of speech development to proceed in a timely and correct manner, certain conditions are necessary. In particular, the child must:

Be mentally and physically healthy;

Have normal mental abilities;

Have full hearing and vision;

Have sufficient mental activity;

Possess a need for verbal communication;

· Have a complete speech environment.

By the time children are enrolled in school, they must master the correct sound design of words, pronounce them clearly and clearly, have a certain vocabulary, mostly grammatically correct speech: build sentences of various constructions, coordinate words in gender, number, case, accurately conjugate frequently used Verbs; freely use monologue speech: they are able to tell about the events experienced, retell the content of a fairy tale, stories, describe the surrounding objects, reveal the content of the picture, some phenomena of the surrounding reality. All this makes it possible to successfully master the program material when entering the school.

Speech readiness of the child for school.

Long before entering school, a readiness for schooling is formed and includes not only good physical development, but also a sufficient supply of knowledge about the world around them, their level of thinking, attention, and euphonious speech.

The most important role in the development of cognitive abilities and speech of children belongs to parents. Only on observation, sensitivity, the ability to replace problems in time, the desire to improve speech skills depends on how the child begins to speak.

There are several criteria for a child's readiness for school, which apply to the child's mastered native language:

Formation of the sound side of speech (clear, correct pronunciation);

full development of phonemic processes (the ability to hear and differentiate phonemes (sounds) of the native language);

readiness for sound-letter analysis and synthesis of word composition;

The use of different methods of word formation (the correct use of words with a diminutive meaning, the allocation of sound and semantic differences between words; the formation of adjectives from nouns);

Formation of the grammatical structure of speech (the use of expanded phrasal speech, work with a sentence).

...

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Galina Alekseeva
Article "Effective use of modern pedagogical technologies in work with children of early preschool age"

Everyone knows how difficult it is to care for delicate flowers, to grow a fruit-bearing tree. Yes, but how amazing is the transformation of a weak sprout into a strong, hardy plant! But is it just to put a person on his feet? It is necessary to help him, an unintelligent kid, gain strength, understand the world around him, teach him to communicate and be independent. This is a very complex and responsible work that requires knowledge, great skill and, of course, love. The work of an educator!

Such crumbs are brought to our group that at first it is difficult to imagine how in 5 years they, talkative and reasonable, will be ready to sit at a desk. In the meantime, they cannot pronounce our names and patronymics, they are firmly attached to their mother, and many are very painfully experiencing separation from her even for several hours. We are gradually becoming second mothers. During this transitional period, it is especially important for a child to have a warm, kind attitude towards himself in order to feel protected.

In that age child's speech is formed. Some children remain silent for a long time or speak in monosyllables, but this does not mean at all that our Work on the development of speech is useless. Children "hoard" words, gain grammatical constructions, just the moment of speaking for them comes later.

Every day I teach and learn. After all, our Work unthinkable without self-development, without reading pedagogical literature without interacting with colleagues. It cannot be known all at once and forever. Experience is gained bit by bit and helps in a difficult, exciting and so necessary business for society - the upbringing of children.

K. Helvetius spoke: "The educator is a magician who opens the door to the world of adults for children". It's nice to feel like a wizard!

my goal work– ensuring the organization pedagogical support for children which allows you to adapt the educational and upbringing process to the individual characteristics of children, create conditions for their personal growth.

One of the tasks with young children is to ensure comfortable emotional development and self-development of children and use of innovative technologies and methods in work.

Today we will talk about pedagogical technologies and their effective use in our preschool institution.

Today there are more than a hundred educational technologies, for kids the following are acceptable:

1. health-saving technology;

2. technology project activities;

3. technology research activities;

4. information and communication technology;

5. "Case- technology» .

Health saving system technology in working with children includes sports and recreational activities. In our preschool the institution has all the conditions to ensure sufficient level of motor activity in the classroom. In a specially equipped hall with all the necessary attributes and equipment, physical education classes are held. We organize our classes in a playful way, a little imagination - and enough a difficult activity for kids turns into an exciting business. During classes, we take into account the different degree of their mobility, we approach the dosage of physical exercises in a differentiated way. An important factor in health-saving technologies we consider working with parents. For holding "feedback" with the family, we offer to use such a form of interaction as a system of homework, teaching parents the method of acupressure, breathing and corrective gymnastics.

The main goal of the design method in preschool The institution is the development of a free creative personality, which is determined by the tasks of development and the tasks of the research activities of children. The tasks of research activities are specific to each age. Thus, in our group the main focus teacher draws on the entry of children into a problematic game situation, the formation of the initial prerequisites for research activities. Parents involved in project activities preschool institutions have established close contact not only with their child, but also with the team of parents and children of the group,

got the opportunity not only to learn about what the child is doing in kindergarten, but also to take an active part in the life of the group, also

were able to realize their creative abilities.

Today, kindergartens are actively equipped with computers, modern audio-video equipment. Usage computer tools is actively included in pedagogical process. In his We use different programs in our work.: Microsoft Office ; Excel ; powerpoint; Office Publisher, early childhood teachers were trained under the program as a student of the Intel program "Learning for the Future".

ICT helps in the selection of illustrative material for classes and for the design of stands, in the selection of additional educational material for classes, in acquaintance with the scenarios of holidays and other events, in the exchange of experience, in acquaintance with periodicals, developments of other teachers in Russia and abroad, in the design of group documentation, reports. The computer makes it easy work of a teacher, will allow you not to write reports and analyzes every time, but enough type the scheme once and then only make the necessary changes. Creating presentations enhances efficiency educational sessions with children and pedagogical competencies of parents in the process of holding parent-teacher meetings. The computer has a lot benefits: information in a playful way is of great interest to children; figurative type of information, understandable early childhood preschoolers; movements, sound, animation attracts the attention of the child for a long time; The computer has a stimulus for the cognitive activity of children.

Case- technology allow interaction between all participants in the educational process, including teacher. In practice preschool education can be widely use case illustrations, case photo.

Case illustrations and case photos activate children's thoughts, develop imagination, the need to communicate with other people, and educate feelings. Data technology help increase children's interest in the subject being studied, help develop speech.

“If we teach today the way we taught yesterday, we will steal tomorrow from children” (John Dewey) .

Informatization of education opens teachers new opportunities for widespread implementation in pedagogical practice of new methodological developments aimed at the intensification and implementation of innovative ideas of educational, educational and correctional processes. BUT use of information technology in kindergarten - this is an opportunity to significantly enrich, qualitatively update the educational process in preschool educational institutions and improve it efficiency.

Literature:

1. O. V. Akulova, Theories and technology speech development of children preschool / O. V. Akulova, O. N. Somkova, O. V. Solntseva, L. M. Gurovich. - M.: Center teacher education, 2008. - 240 p.

2. Gavryuchina L. V. Health saving technology in preschool. -M.: Sphere, 2007.

3. Remezova L. A., Kurenkova O. V., Kostina N. V., Ampletova E. V. Socialization of children in play activities on the present stage of development of preschool education. Samara; Togliatti, 2013.

4. Filippova V. A., Rudenko I. V., Makarova O. B. Interactive technologies in work with preschoolers. Tolyatti TSU Publishing House, 2013.

The use of modern technologies in the process of sensory development of young children.

Prepared by the teacher

At the present stage of the development of human civilization, ideas about the process of forming a person, the priorities of his personal qualities, attitudes and values ​​are changing significantly. The education system, through which almost the entire younger generation passes, is subject to qualitatively different requirements than in the past, in the light of which the pedagogical paradigm that has developed in the industrial era is increasingly revealing its inefficiency.

New educational technologies is the development and public examination of innovative practice-oriented educational programs designed to improve the efficiency of education and achieve state standards based on a variety of means of teaching and educating children with different educational needs and potentialities.

The search for new forms and methods of teaching in our time is not only a natural phenomenon, but also a necessary one.

The modern concept of the formation of a child's conscious and arbitrary attitude to reality highlights the idea that preschool education is an age period for the formation of figurative forms of consciousness. The main forms of consciousness that a child masters at this age are figurative means, sensory standards, various symbols and knowledge that are figurative in nature (A. B. Zaporozhets,).

One of the central places in the general system of upbringing and educational work at early preschool age is occupied by sensory development and the development of practical skills.

Sensory education is aimed at teaching children to accurately, fully perceive objects, their various properties and relationships between them (color, shape, size, location in space).

The value of sensory education was highly appreciated by prominent representatives of preschool pedagogy M. Montessori, F. Froebel.

Sensory development, on the one hand, is the foundation of the overall mental development of the child, and on the other hand, it has independent significance, since full perception is necessary for the successful education of the child in kindergarten, school, and for subsequent active fruitful work. The significance of the child's sensory development in his future life puts before the theory and practice of preschool education the task of developing and using the most effective means and methods of sensory education in kindergarten.

Sensory development of the child- this is the development of his perception, the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. The importance of sensory development in early and preschool childhood can hardly be overestimated. It is this age that is most favorable for improving the activity of the sense organs, accumulating ideas about the world around us.

The main direction of sensory education should be to equip the child with sensory culture. The concept of "sensory culture" entered preschool pedagogy thanks to the works of M. Montessori.

The sensory culture of a child is the result of his assimilation of sensory standards created by mankind. Mastering the sensory standard does not mean learning only to correctly name this or that property. The assimilation of sensory standards is their use as a kind of "units of measurement" in assessing the properties of substances.

Pedagogical research (and others) and the practical experience of preschool educational institutions have proved the need to include the sensory development of preschoolers in all types of children's activities. The level of sensory development is basic, it is one of the conditions for the success of any kind of activity and the formation of a personality.

Studies have shown that the ability to read and count acquired at an early age is not yet sufficient for a child to successfully master the school curriculum and mental development in general. In addition, many children, from an early age focused on formal education, which replaces full-fledged development, at an older age turn out to be low-initiative, unsure of themselves, and are characterized by increased anxiety. A dangerous consequence of mental and physical overload caused by inadequate form and content of education may be the occurrence of neurotic diseases in a child (stuttering, obsessive movement syndrome, nervous tics, childhood fears, enuresis, etc.)

Modern scientific data, according to K. Landers, indicate that many teaching methods and techniques that are used in working with schoolchildren are not applicable to young children: purely verbal explanations, instructions, frontal exercises do not achieve their goal. For young children, special pedagogical influences are needed that meet their needs and capabilities and contribute to their full development.

The child at each age stage is the most sensitive to certain influences. In this regard, each age stage becomes favorable for further neuropsychic development and comprehensive education of a preschooler. The smaller the child, the more important sensory experience is in his life. At the stage of early childhood, familiarization with the properties of objects plays a decisive role. The professor called early age the "golden time" of sensory education.

The topic of sensory development of young children is relevant for society as a whole, because at present the problem of the development of children of primary preschool age is increasingly of concern to psychologists, teachers, and parents.

Analysis of psychological and pedagogical research on the problem of sensory development of children of early preschool age caused a number of contradictions:

1. The rapid development of modern educational technologies and the insufficient reflection of relevant innovations in the process of sensory development of young children.

2. The need to use new pedagogical technologies for the sensory development of early preschool age and the lack of knowledge of the features of activities that contribute to improving the efficiency of developing processes.

The need to find ways to overcome these contradictions determines the relevance of this work experience.

Target: sensory development of young children through the use of modern technologies.

Tasks:

1. Reveal the relevance and justify the ways of sensory development of young children using modern technologies.

2. To study the features of modern technologies and ways to achieve the sensory development of early age children.

3. Develop, test and determine the effectiveness of modern technologies that contribute to the sensory development of children of early preschool age.

4. Evaluate the effectiveness of working with young children and summarize work experience.

The process of sensory development of young children will be effective in the implementation of the following P principles:

The basis first principle enrichment and deepening of the content of sensory education is supposed, which involves the formation in children from an early age of a broad orientation in the subject environment, i.e. not only the traditional familiarization with the color, shape and size of objects, but also the improvement of sound analysis of speech, the formation of musical ear, development muscle feeling, etc., taking into account the important role that these processes play in the implementation of musical, visual activity, speech communication, the simplest labor operations, etc.

Second principle involves a combination of learning sensory actions with various types of meaningful activities for children. In the process of these activities, the child is guided by the properties and qualities of objects, taking into account their importance in solving important life problems. In most cases, they do not act on their own, but as signs of more important qualities that cannot be observed (the size and color of the fruits are signals of their maturity). Therefore, the improvement of sensory education should be aimed at clarifying the meaning of the properties of objects and phenomena or clarifying their "signal meaning".

third principle the message to children of generalized knowledge and skills related to orientation in the surrounding reality is predetermined. The properties and qualities of objects and phenomena are so diverse that it is impossible to familiarize a child with all of them without limitation, as well as to communicate to him knowledge about each of them separately. The correct orientation of children in the environment can be achieved as a result of specific actions to examine the size, shape, and color of objects. Of particular value are generalized methods for examining a certain kind of qualities that serve to solve a number of similar problems.

Fourth principle sensory education involves the formation of systematized ideas about the properties and qualities that are the basis - the standards for the examination of any subject, i.e. the child must correlate the information received with the knowledge and experience he already has. Very early, the child begins to use his knowledge as a means of perceiving and understanding a new subject.

The leading role of the teacher in mastering any activity is another principle. It should be emphasized that the main task of the teacher is to interest the child in some new and useful activity, to stimulate his own activity and emotional involvement in educational games, and in this sense to lead.

To resolve the indicated contradictions, new approaches to the search for effective means, methods, and pedagogical technologies are needed.

According to Russian and foreign teachers, one of such teaching aids at the present time is LEGO DACTA construction sets, which have a number of characteristics that significantly distinguish them from other construction sets, primarily a wide range of possibilities, versatility, modern technical and aesthetic characteristics, and their use in various gaming and educational purposes.

Let's designate what psychophysical characteristics develop in children of early preschool age in the process of learning using LEGO DACTA technology:

1. Development of mental processes:

- memory (didactic game "Remember and collect");

- attention (didactic game "What has changed");

2. Development of sensory standards:

- color (didactic game "Snake");

- form (didactic game "Twins");

- value (didactic games "Spin the top and choose", "Towers");

3. Development of speech:

- didactic games "Back to back", "Small projects", "Guess my model", "Fictions";

4. Acquaintance with the outside world:

- didactic games "Introduction to the rules of the road", "Introduction to architectural styles and building design".

As a result of activities using this type of constructor, children learn to connect constructor parts in various ways, read assembly diagrams and work on them, represent and protect their model.

In preschool pedagogy, the technique using LEGO DACTA constructors in our country is engaged. The teacher offers a system of work on the course "Modeling of objects of the real world by means of LEGO DACTA constructors".

Target - development of children's abilities for visual modeling.

Main tasks:

- development of the ability to analyze an object, that is, to highlight its characteristic features, functional main parts, to establish a connection between their purpose and structure;

- training in planning the process of creating your own model and a joint project;

- stimulation of constructive imagination when creating a building according to one's own design - on a proposed or free topic;

- familiarization with the surrounding reality;

- the formation of the ability to act in accordance with the instructions of the teacher and convey the features of objects using the LEGO DACTA constructor;

- development of speech and communication skills.

Types of organization of activities:

- according to the sample;

- on cards with models that are attached to the LEGO DACTA constructor;

1. First acquaintance and contact with the designers of LEGO DACTA. Children get acquainted with individual sets and the opportunities that these sets provide them.

2. Formulation of the problem. Children are given a task to solve with the help of a constructor. For example: "my house"; "my room"; various situational problems and phenomena that are related to the surrounding reality.

3. Completion of the task. Children have the opportunity to work individually and in a team, they ask themselves topics; they perform the task based on their own ideas, previous experience and knowledge.

4. Presentation of the results of the work. Children are given the opportunity to demonstrate their work. Success gives each child a positive motivation and has not only a positive impact on his knowledge, but also has an effect: there is a change in self-perception, awareness of one's own reserves.

The strongest influence on the process of sensory development of young children has Sensory room. Work in the sensory room is carried out both with a group of children and individually.

The sensory room allows you to expand the life experience of children, enrich their sensory world and gain self-confidence. The presence of a soft covering of the floor and walls of the room reduces the feeling of fear in children when falling. Classes in the Sensory Room help to improve active, independent motor skills, manipulative activity, mastering the body scheme, hand-eye coordination.

The method of work in the Sensory Room is based on the gradual inclusion of sensory sensations, the individual selection of exercises for the development of sensory skills.

Steps to work in the Sensory Room:

1. The development of tactile and kinesthetic sensations, since skin-kinesthetic sensitivity is the basis for the formation of visual and auditory perception. In addition, kinesthetic sensitivity is the basis of all types of movements.

2. Development of auditory, visual, olfactory, taste sensations.

In groups, work is carried out with the simultaneous participation of children and their parents. Situations are created when the child should be on a par with the mother or even help the mother in some activity. In subsequent activities, situations are played out when children are left alone, without parents.

In group activities, communication skills are developed. However, a child’s communication is not only the ability to make contact and conduct a conversation with an interlocutor, but also the ability to listen carefully and actively, use facial expressions and gestures to more effectively express one’s thoughts, as well as awareness of the characteristics of oneself and other people and take them into account in the course of communication. .

All exercises in organized activities will be useful only when the child wants to do them.

Results:

Improving the activity of the sense organs, the accumulation of ideas about the world around young children is the result of the targeted use of modern technologies for sensory development.

Perspective:

Thus, the use of modern technologies contributes to the sensory development of young children and improves the efficiency of developmental processes.