Speech development middle group April notes. Lesson on speech development in the middle group: “Let's play together

The leading task of the pedagogical work of kindergarten teachers is to develop in pupils a high level of proficiency in their native language. Developed speech is a necessary condition for harmonious socialization, comfortable mental well-being, building meaningful relationships with peers and surrounding adults, and achieving excellent academic results. Mastery of words is very important for the development of thinking, gaining creative freedom of self-expression and knowledge of the world around us. The sooner, taking into account age-related characteristics, we help a child learn to express his thoughts correctly and fully, the freer and more confident he will feel in the future.

Speech development in the middle group of kindergarten

Work on speech development is a complex pedagogical process based on a set of methodological techniques and special exercises aimed at improving a child’s speech skills and developing a high speech culture: the ability to listen, restrain a spontaneous emotional reaction, show tact and friendliness.

Federal State Educational Standards requirements for speech development

Public and private educational organizations must focus on the program requirements specified in the Federal State Educational Standard related to the field of speech development:

Age-related psychological characteristics of children in the middle group of preschool educational institutions

When selecting instruments, the teacher must take into account the standard age characteristics of his students:

1. The skills of sensory-spatial orientation are improved - children’s understanding of the sensory standard is gradually consolidated; younger preschoolers of four years old can identify more than five shapes of objects and more than seven colors.
2. The ability to memorize and retain information in memory develops, voluntary memorization is formed, and children can complete a memorization task.
3. Speech is improved - the process of becoming familiar with the names of surrounding objects continues, situational and business communication with adults becomes more complex, in addition, the vocabulary is enriched, the basic grammatical structures of sentence construction are mastered and complicated, and the vocabulary is rapidly expanding.
4. The ability to concentrate and sustainably maintain attention increases, the duration of the period of conscious concentrated activity increases to 15–20 minutes.
5. The degree of development of figurative thinking and imagination allows children by the age of five to compose logically coherent, sequential, plot-organized stories. It is worth paying attention to the fact that imagination will actively develop only with social and pedagogical organization and stimulation.
6. The game begins to acquire a role-playing character, the child already separates himself from the role he plays, role-playing and real events do not mix.
7. Children of this age have difficulty coordinating complex grammatical structures; it is difficult for them to express detailed judgments and at the same time monitor grammatical literacy.

As a rule, the teacher conducts special planned classes on speech development provided for in general education programs. The recommended norm according to the standards is once a week for 20 minutes. However, pedagogical work on speech development is not limited to this framework. It also occurs during educational, artistic and aesthetic activities, communication with children during walks, physical education breaks, as well as the child’s work or play activities, which are modeled by the teacher. A broad outlook, logical thinking, and aesthetic perception of the world contribute to the development of figurative, lexically rich and grammatically correct speech.

Organization of a speech therapy group

If a speech pathology is detected in a child during a speech therapy examination (primarily children 5–6 years old, other pupils throughout the year), correctional classes will be conducted by a speech therapist teacher. A speech therapist works exclusively with children with speech defects.

A good specialist will help the child eliminate or compensate for speech defects

At a preschool institution, the work of a specialized speech therapy group (no more than 12 children) or a speech therapy center (20–25 children per year) can be organized. The composition of students studying at the speech therapy center may change, classes are held every day in an individual or subgroup form, the duration depends on the individual needs of the children. For his correctional work, the speech therapist teacher picks up children from any lesson conducted by the main teacher.

The functioning of a separate speech therapy group is regulated by an independent regulation prepared and signed in the form of an internal order by the head of the kindergarten. They differ from ordinary groups in kindergarten, firstly, in less content, which allows for a full-fledged individual approach, and secondly, a speech therapist teacher works together with two teachers every day, who conducts independent classes with children and provides advisory assistance to educators. Enrollment in a specialized group is made on the basis of an application from parents and the conclusion of the PMPK (a commission consisting of a psychologist, physician, and teachers). For each pupil, a separate card is provided indicating the deadline and plan for carrying out the necessary corrective measures, depending on the complexity of the situation.

Reasons for enrollment in a speech therapy group:

• violations of the correct pronunciation of several (more than 2-3) sounds;
• insufficient level of proficiency in coherent speech skills, gross lexical or grammatical errors;
• deficit of emotional-personal and social-communicative development.

Methodological tools

The seriousness of the tasks facing the teacher within the framework of the requirements of speech development forces the most thoughtful approach to the means used.

Basic pedagogical techniques

• Teaching a story using several plot pictures. The teacher offers this task to a subgroup of four to five children. Thus, throughout the year, students are trained to retell a literary work they have heard, a fairy tale, an entertaining story, educational information, personal life experience or their own emotional impressions.
• Daily reading of fiction provided by the educational program, learning the ability to listen carefully to fairy tales and works of various authors. Reading can be accompanied by a demonstration of visual material, a display of toy characters, playful improvisation with a request to continue, repeat, retell what was heard, or describe the picture in words. It is worth noting that the teacher also needs to gradually teach children to perceive a work of art without the additional participation of visual aids.

  The level of speech development is an important indicator of the child’s mental state; mastery of speech is the key to the child’s successful adaptation in society

• Work in a conversation format (domestic and wild animals, plants, clothes, seasons, my family, professions, etc.), discussion of illustrations and pictures, which will contribute to the development of imaginative thinking and the ability to independently formulate your own thoughts, ask questions and answer to the teacher's questions. It is not advisable for four-year-old children to stand up when answering, since a lot of time is wasted. Children also learn to express their opinions in a reasoned manner and convey them to other children by choosing the right phrases. It is necessary to strive to create a favorable psychological and pedagogical environment for active, natural communication between children, to tune them into a good-natured perception of each other’s answers, to help overcome shyness and uncertainty, to notice and approve even the small progress of each child.
• The use of gaming technologies (role-playing and didactic), playing out imaginary situations, theatrical improvisations as a means of training sound pronunciation, dialogue speech, methods of psychological and intellectual emancipation, development of initiative and creative activity. (Role games “Shop”, “Polyclinic”, didactic games “Clock”, “Transport”, etc.).

  A didactic game helps to teach children to find a given sound in a word at the stage of loud pronunciation of the word by the child himself, to teach how to assign individual objects to certain thematic groups

• Repeated repetition of a new word with a pronounced intonation emphasis on it and an explanation of its meaning, as well as the possibilities of use in various speech patterns. (“Guys, did you hear the word that I emphasized in my voice? Scalded - doused with boiling water, like Ivan, who bathed in a vat of boiling water in the fairy tale “The Little Humpbacked Horse”).
• Periodic change of choral (it is possible to work with small subgroups according to some criteria, for example, only boys or girls) and individual response forms, thanks to which it is possible to involve most of the children in the work, creating conditions for speech practice for each child.
• Motivation to complete an educational task when the teacher uses situations that are significant for the child, for example, asks someone to save, help out, or help. When evaluating answers, it is advisable to emphasize a successful turn of speech or an exact image found by the child during the story. (“What a beautiful comparison you made of winter patterns on glass with lace weaving!”).

  Correct speech helps a child settle into society

• Physical education minutes, which are also an educational task, therefore it is necessary to encourage children to take physical education breaks seriously and diligently complete them. Game gymnastics - several simulation tasks to imitate the movements of animals, athletes, creating the image of a plant (“swimmer”, “rose”, “skier”, etc.). Improving fine motor skills of the hands. Scientific research by V.M. Bekhterev discovered a deep relationship between the flexibility and dexterity of the fingers and the activity of the higher nervous system. Finger exercises will relieve mental tension, facial tension, and relax muscles. The speech mechanism directly depends on the development of manual skills.

Games for speech development

By the age of five, it is important to teach a child the correct pronunciation of all sounds; to achieve this goal, it is necessary to practice breathing exercises daily (5-10 minutes during physical education), which will allow one to achieve greater articulatory mobility of the vocal apparatus. The following exercises can be used as breathing exercises:

• blow on cotton balls, snowflakes suspended on a thread;
• paper boat races in a basin of water, where players blow on their boats without puffing out their cheeks;
• inflate balloons together;
• game of pencil races: whose pencil will be the first to roll off the table surface under the influence of a stream of exhaled air;
• Children's musical toys (pipes, whistles) will be excellent simulators; they will allow you to work on the strength and smoothness of exhalation;
• An addition to breathing exercises can be games that resemble chanting - voice exercises to train pronunciation while exhaling vowels for a long time, you can gradually add consonants. It is advisable to start with sounds that the baby pronounces accurately.

The formation of grammatically correct speech includes exercises for consistency, while it is necessary to notice and correct the child’s mistakes, train and reinforce the correct answer through repeated repetition.

Examples of games for training and consolidation:

• "More less". I have a book, and you have books; I have a pencil, and you have pencils, etc.
• “Call me kindly.” Toy - toy, apple - apple, etc.
• “I, you, he, she...” (present tense conjugations). I draw, you draw, he draws, they draw, we draw.
• “Continue the sentence.”
• “Counting” - agreement of numerals with nouns. One cube, two cubes, three cubes, etc.
• “Whose description” is the agreement of adjectives with nouns. Match the words summer, summer, summer.
• “Whose toy?” - agreement of possessive adjectives with nouns.
  - Ira has a doll.
  - Whose doll is this?
  - This is Irina doll.
• "Which?" - formation of relative adjectives. Strawberry ice cream - strawberry ice cream.

Video: games for speech development

Speech corner equipment

According to the requirements of the Federal State Educational Standard, it is necessary to create a comfortable and aesthetically attractive environment for children, a special subject-development environment that will stimulate independence, as well as informal playful communication between children. The teacher uses didactic and visual aids and materials during classes, physical education and recreational activities, and organizing games. In their free time, children can play independently in the speech corner, but it is necessary to cultivate a caring attitude towards board games and teach kids to maintain order.

It is advisable to locate the speech corner in a well-lit place, somewhat distant from the playing area

Table: filling out the speech corner by section

Speech development programs

The website of the Federal Institute for Educational Development (FIRO) contains projects for more than twenty preschool education programs. Each of the recommended programs is developed in accordance with all the necessary requirements of the educational standard, formulates the task of developing the speech culture of preschool children, and at the same time has its own characteristics in terms of the scale of the content and priority focus. The Law “On Education” of the Russian Federation emphasizes that the teaching staff of a preschool educational institution has the opportunity to independently give preference to any of the available programs if it most fully complies with the principles and operating conditions of a given educational institution. All programs can be divided into two large typological groups.

The work program for the implementation of the general education program is developed by teachers of a preschool institution on the basis of one of the comprehensive or partial programs and approved by the head of the kindergarten.

Comprehensive speech development programs

The compilers of comprehensive programs adhere to the principle of a holistic approach to education, taking into account existing psychological and pedagogical norms, i.e. training, education and development are carried out in all directions, promoting the comprehensive and harmonious development of students.

Such programs include:

• “Dialogue” (the head of the team of authors is O.L. Soboleva) is the latest program that covers all educational areas, but emphasizes the priority of speech development with a pronounced emphasis on speech creativity, as well as the prevention and correction of speech deficiencies. The core of the program is the development of creative imagination, stable motivation for cognitive activity using modern gaming pedagogical technologies based on a fairy-tale metaphor, around which the scenario of a developmental lesson is built.
• “From birth to school” is a new edition of the 1985 Model Program of Education and Training in a Preschool Educational Institution, developed taking into account modern scientific achievements and the experience of domestic and foreign preschool education. The program is based on the principles of a humane and personal attitude towards the child, aimed at harmonious all-round development, formation and development of spiritual universal values. The developmental model of education dominates, calling on the teacher to focus on the individual characteristics of the pupil; this approach corresponds to the modernized “Concept of Preschool Education” (V.A. Petrovsky, V.V. Davydov, etc.) on the significance and value of the preschool stage of childhood. The principle of cultural conformity is basic in building the program as a whole. The leading type of activity in preschool childhood is considered to be play.
• “Origins” (T.I. Alieva, T.V. Antonova, etc.) - special attention is paid to the personal development of the child in accordance with his age characteristics. The authors consider seven main personality characteristics that are important to develop in a child.
• “Childhood” (T. N. Babaeva, Z. A. Mikhailova, etc.) - developed as a program for the multifaceted, enriched intellectual, emotional and physical development of a child in various types of activities.
• “Development” (L. A. Wenger, O. M. Dyachenko, etc.) - the program is based on a complex of scientific theoretical and experimental author’s methods, as well as the psychological concept of L. S. Vygotsky, according to which the formation of human consciousness is the determining direction its development.

Partial programs

In partial programs, the emphasis is on one area in the education and upbringing of the child. With this approach, the teacher will be faced with the task of implementing a competent combination of several narrow targeted programs. Examples:

• “Development of speech of preschool children in kindergarten” (O.S. Ushakova) - aimed at developing speech skills, skills of coherent statements, understanding of the relationships between the structural parts of the story and individual phrases;
• “Slovechko” (L.A. Efrosinina) - adheres to the principle of integration of various educational fields. He sees the main tasks of the communicative educational field in developing the skills of free communication with children and adults, improving all components of oral speech (lexical, grammatical, pronunciation), coherent speech (dialogue, monologue) in various types of children's activities.

Speech development aids based on state standards

Methodological manuals are developed in order to help the teacher, especially the beginner, in organizing his work. In addition, all of them are peer-reviewed and comply with the current level of scientific knowledge in the field of child psychology and physiology, general education programs and the requirements of the state standard of preschool education. As a rule, methodological recommendations are an addition to a specific comprehensive or partial program, so it is advisable to give preference to author’s manuals included in a single educational and methodological complex along with the general education program on which the kindergarten operates. The benefits are of a recommendatory nature, therefore they are optional (only regulatory documents are required); the teacher can freely choose benefits based on the priority educational tasks that the preschool institution solves.

It is worth noting, however, that the teaching aids are designed to significantly facilitate and speed up the process of preparing a teacher for classes, relieving him of the need to spend time searching and processing a large amount of information. The most successful developments that have proven their effectiveness in practice are usually advised to a young teacher by a more experienced colleague, for example, a senior teacher who is responsible for the methodological literature sector and staffs the methodological corner.

Table: aids for speech development in preschoolers

Speech development classes: structure, planning, examples

When planning both a single lesson and an annual course, you must adhere to methodological recommendations.

Lesson structure

1. An organizational introductory part of a motivating and stimulating nature, which includes reading a poem or riddle, the teacher sets the children up for work and awakens interest in the topic of the lesson.
2. The practical part, when the teacher sets the task, explains the meaning of the task that the children must complete, for example, compose a continuation of the story from its beginning, describe a plot picture, name objects on a certain topic, etc.
3. Children's active work to complete a task can take place in the form of a game or performing an exercise during a physical education break. Verbal assessment of children's activities.
4. Summing up, when the teacher draws the children’s attention to the results of the completed lesson, emphasizes and repeats the main skill that the children should have mastered or consolidated.

The purpose of this exercise is to develop consistency in the pronunciation of words and movements.

Table: “Winter fun” (speech development lesson notes, author L. N. Slatnikova)

Table: “Description of winter clothing” (speech development lesson notes, author L. N. Slatnikova)

Video: “Wild Animals” (lesson on speech development using information and communication technologies, ICT)

Planning lessons

For the purpose of long-term planning, the teacher develops plans. The calendar plan covers a short time period (from one lesson to one week) and includes:

• indication of program goals;
• formulation of educational objectives;
• indication of methodological techniques;
• list of necessary teaching aids.

Long-term plan - strategic distribution of the educational process over a long period of time (from 1 month to 1 year).

The plan is based on a program document, which indicates the amount of knowledge, skills and abilities for each age category.

Table: example of a long-term plan for two months

Video: speech development in the middle group of kindergarten

Checking the results of work on speech development

A thematic inspection of the work of the teaching staff on speech development is carried out by the kindergarten administration, psychologist and speech therapist three times during the school year. In September, the starting level of children’s speech development is monitored and documentation is checked (planning); in the middle, the dynamics are clarified and analyzed; at the end, results are summed up and conclusions are drawn about the degree of effectiveness of the pedagogical work performed. The objectives of the verification are:

• analysis of the quality of planning work on speech development;
• creation of the necessary developmental environment that promotes the improvement of children’s speech skills;
• level of professional competence of teachers;
• diagnostics of the level of speech development in pupils.

Forms of control:

• express survey of teachers, verification of documentation;
• attending open classes;
• testing children to determine the level of speech competence (conducted by a speech therapist, psychologist and senior educator).

The examination is carried out strictly individually with each child for 15–20 minutes, the answers are recorded in the protocol and evaluated. The final scoring will allow you to determine the level of speech development of the baby (high, medium, low). Based on the test results, recommendations are prepared for educators and parents, indicating problematic aspects that should be given attention. A methodological aid for conducting a comprehensive study of the level of formation of speech skills and the development of a culture of communication in children can be the manual “Methods for identifying the level of speech development” by O.S. Ushakova, E.M. Strunina.

Criteria for speech development, indicative results:

• the pupil shows independence and activity in play activities, solving everyday problems through communication with adults and other children, freely expresses his emotional state, formulates desires and requests, tries to avoid conflict, demonstrates politeness and good manners in speech;
• feels comfortable psychologically in a conversation, responds adequately to questions, asks counter questions, and freely uses simple means of explanatory speech;
• pronounces sounds purely, without distortion, speech is characterized by emotional and figurative expressiveness;
• has the skills to independently retell the plot of a fairy tale or children's story, with the help of an adult (leading questions, tips) comes up with a plot continuation of the story or descriptive characteristics of the characters;
• understands the difference between the concepts of “word” and “sound”, identifies the initial sound in a word, and can identify vowel and consonant sounds by ear.

By the end of the school year, children should have mastered a certain set of skills.

Lexicon:

• know and use general words (animals, plants, clothes, etc.);
• independently select words that characterize the attribute or quality of an object;
• compare objects by shape, color, size.

Grammar skills:

• coordinate nouns and adjectives by gender, number, case;
• make simple and complex sentences;
• operate with verbs in the imperative mood (say, write).

Phonetic structure of speech:

• pronounce all sounds of native speech clearly;
• hear and identify sounds in a word;
• show emotional expressiveness, use correct intonation and a moderate pace of speech.

Connected speech:

• retell short fairy tales or literary works with an unknown plot;
• compose a descriptive story based on a picture depicting an object, illustration or about a toy with the help of a teacher;
• independently use words and figures of speech that are part of the general culture of behavior and manifestations of politeness.

The success of pedagogical efforts aimed at the speech development of pupils largely depends on the organization of the life of the kindergarten and the atmosphere in which the children live; from a carefully created and thoughtful developmental environment. Children of this age are extremely active, open to learning new things, but often show haste, so they make mistakes and at the same time perceive critical assessment quite painfully. Therefore, it is important that the teacher shows patience, friendliness and tact towards children, which, in turn, will arouse in the child a reciprocal desire to work and will allow him to achieve high educational results.

Classes on speech development in the middle group of kindergarten. Lesson plans Gerbova Valentina Viktorovna

Features of speech development in children of the fifth year of life

In the middle group, intensive work is provided to deepen children's knowledge about various subjects. The passive and active vocabulary of preschoolers is enriched by words - names of parts and details of objects, their qualities and properties (color, shape, size, texture, etc.), as well as concepts characterizing spatial and temporal relationships.

Children are taught to use generalizing words in speech, for example: clothes, shoes, furniture, dishes, vegetables, fruits, flowers, birds, animals; group familiar objects and classify them (dishes: tea, table, kitchen; shoes: summer and winter).

The vocabulary of preschoolers is replenished with words that reflect relationships between people.

Children begin to use the names of military professions in speech: sailors, border guards, pilots etc.

By mastering the vocabulary of a language, children also master its grammatical structure. In the fifth year of life, preschoolers begin to master the methods of forming nouns with suffixes of emotional-expressive evaluation, nouns denoting young animals, as well as some methods of forming verbs with prefixes and degrees of comparison of adjectives.

In the speech of children of this age, simple common sentences predominate. The number of common sentences with homogeneous members (additions, definitions) is increasing. Sentences with homogeneous circumstances appear.

Four-year-old children use complex sentences relatively freely, both without conjunctions and with conjunctions a, and, as well as complex sentences (usually with additional and subordinate clauses). The number of complex sentences with subordinate clauses is increasing.

At the same time, expressing detailed judgments and at the same time following the progress of their thoughts, children find it difficult to simultaneously monitor the grammatical form of their presentation. This is evidenced by errors in the coordination of words in a sentence, omissions of individual members, and difficulties in constructing simple sentences that are part of a complex one.

The program provides for teaching children of the fifth year of life the ability to use grammatically correct forms of words, in answers and stories to express their thoughts in complete sentences, the meaning of which is understandable to others. Solving these problems requires systematic, purposeful work of the teacher.

The requirements of the program for teaching four-year-old children conversational (dialogical) speech come down to developing their ability to listen and understand speech addressed to them, participate in a collective conversation, answer and ask questions. At the same time, it is necessary to instill in preschoolers sociability, tact, and restraint - qualities necessary for a person to communicate with others.

The teacher must teach children to answer questions clearly and meaningfully, while trying not to disrupt the liveliness and emotionality of speech, its originality. However, the content of a child’s speech, the completeness and consistency of statements is determined by the richness of his vocabulary and the degree of mastery of the grammatical means of the language. Therefore, the development of coherent speech should be carried out in conjunction with the formation of a vocabulary and grammatically correct speech.

A special place in working with children of middle preschool age is occupied by teaching storytelling. Children are taught to write stories about an object based on a picture; come up with your own picture using handout pictures that specify the topic given by the teacher (meetings in a forest clearing, on the seabed, etc.).

The sound side of the speech of children 4–5 years old also differs in some features: on the one hand, preschoolers have developed sensitivity to the sounds of other people’s speech, on the other hand, the ability to recognize the defects of their own pronunciation is not sufficiently developed, and the motor skills of the articulatory apparatus are characteristically imperfect.

Nurturing the sound culture of speech in children of this age comes down mainly to the development of phonemic hearing and the formation of the correct pronunciation of all sounds of the native language, especially whistling, hissing and sonorant ones. Along with solving these problems, it is also necessary to cultivate in children the sound and intonation expressiveness of speech, the ability to measure the volume of their voice, speak at a measured pace, pronounce words correctly and clearly, put emphasis on them, and improve speech breathing.

A special program objective is to introduce children to fiction. In the program, literature is separated into an independent section, without reference to speech development. A work of art is considered as an intrinsic value. Children need to read every day to develop their interest in reading. Children should continue to be taught to look at books and relate illustrations to the content of the works.