Development of speech in the first younger group. Classes on development of speech in the pre-school

Speech is the most important mental function of a person. With the help of speech, we communicate with people, designate our states, call objects and phenomena, encourage ourselves and others to act. Speech is also involved in solving intellectual problems.

Why it is important to develop speech in children

Owning a coherent speech helps the child build relationships with peers and adults, freely express their thoughts, play together and engage in other joint activities. The pupil of primary classes, whose speech development has been given due attention, reads and retells the works well, competently writes, easily solves arithmetic problems, gives detailed answers to the teacher's questions.

When and how is the development of speech

Development of speech is recommended to begin with the birth of a child. Already in infancy, the baby separates human speech from the stream of other sounds, listens to the words of adults, tries to imitate what has been heard. Up to the year the child "guzzles" (makes sounds similar to [g], [k], [x]), "gulit", babbles, and after the first round day of his life trying to pronounce words.

In the pre-school institution, pupils' speeches are paid close attention. Purposeful work on the formation of speech skills begins already in groups of early age. The development of speech in the first younger group is one of the most important educational tasks, on the basis of which the child's education depends on the following age stages.

Communicative activity develops in the process of communication. To understand how the educator works on the development of children's speech, it is necessary to consider the forms of communication characteristic of preschool children.

Forms of communication in childhood

With regard to infancy, early childhood and preschool age, scientists distinguish situational-personal, situational-business, extra-situational-cognitive and extra-personal-personal forms of communication. The first occurs in the first year of life, when the child has a revitalization complex. The baby recognizes close adults, smiles, wags his hands. During this period, it is important for mothers, fathers and other relatives to talk with their child, sing songs to him, talk about nursery rhymes.

On situational and business communication is appropriate to talk, when the baby can sit and learn to interact with objects: shakes the rattle, puts a cube on a cube, puts one toy detail in another. The adult shows the ways of action, encourages the baby.

Out-of-context-cognitive communication begins with 2-3 years, when the little man asks questions about the world around him. The answers of an adult help to learn a lot of new things and develop. Displacement of the child's interests towards the relationship between people, place and role of a person in society testifies to the emergence of extra-personal communication. The willingness to talk on such topics appears to 6-7 years.

The development of speech in the first younger group

The first younger group is visited by children from two to three years old. Since at this age there is a transition from situational and business to extra-situational cognitive communication, the development of speech in children is carried out in the process of dialogue. The teacher talks with pupils about what is in their field of vision. The crumbs learn to understand and fulfill the instructor's instructions, the requests of peers, and formulate their own statements.

The teacher teaches pupils to correctly articulate the sounds [a], [o], [y], [u], [s], [m], [b], [n], [n], [t], [d], [К], [г], [в], [ф], reproduce intonations, tempo, rhythmic figure of speech, watch speech breathing.

The teacher enlarges the vocabulary of children. In addition to nouns - names of toys, clothes, dishes, interior, adjectives ("white cup"), verbs, adverbs ("the cup is on the table"), prepositions ("Olya came to the table").

The attention of children to the word-forming abilities of the language is also drawn ("the floor rests on the floor", "the rattle rattles"), generalizations ("toys", "clothes", "dishes"). Onomatopoeic and lightened words ("av-av", "bi-bi") are replaced by common ones ("dog", "machine").

The grammatical system of speech of children is also the subject of the care of the educator. Under the guidance of the teacher the kids:

• Change nouns in numbers and cases ("one spoon - many spoons"), verbs by faces and numbers ("I'm going and you're going - we're going"), at times ("the bear is coming, the bear has come");
• Learn to use the imperative mood of the verb ("bunny, poplyashi");
• Form diminutively caressing names ("doll", "typewriter");
• They build simple and complex sentences ("the doll wanted to sleep, and I put it in the crib").

Forms of work on the development of speech

The development of speech in the garden Occurs in specially organized classes and in everyday life. With kids 2-3 years old the teacher plays different games, offers crumbs to perform speech exercises, tells fairy tales, recites rhymes and short verses by heart. Classes are conducted by subgroups.

The educator talks with the children in the morning, on a walk, during games, after a nap or other free time. The conversation arises spontaneously or planned (the teacher sets the task to repeat the learned poem, automate the unreadable sound, etc.). If the teacher talks to one child, then this is an individual job. This is how speech develops in children.

Means of speech development

The means of developing speech in the first younger group include toys, pictures, books, didactic games and exercises, finger exercises. For the development of speech any interesting and safe toy is suitable, but it is much more convenient and effective to have pre-prepared sets. For example, a didactic doll. This is an ordinary doll, but it comes with sets of clothes for different seasons, toy dishes, bathroom accessories, household items, etc. Toys belong to the puppet theater characters.

The pictures are divided into subject and subject. The first shows objects or objects of nature, on the second - some events (children play in the sandbox, the driver drives the truck, etc.). Also there are pictures with the image of people, animals.

At this age, the works of A. Barto, E. Blaginina, Z. Alexandrova, other children's prose writers and poets, small forms of children's folklore are used for the development of speech.

Didactic is called a game organized by a teacher with the purpose of teaching children. Speech exercises are also aimed at learning, but they do not have all the components of the game (game task, plot, rules). During finger exercises the pupils say the text of a small poem or nursery rhyme and perform hand movements. The effect is that in the brain the speech and motor zones are located side by side, so the effect on one of them activates the other.

Here are some examples of finger surgery, didactic games and exercises for speech development in the first younger group.

1. Fingers fold into a pinch, as if it's a brush. The child moves his hand up and down, saying: "With a soft brush I will paint the chair and the table, and the cat Masha".

2. "We'll put jam from the lips." The teacher offers the pupils to imagine that they have jam on their lips, and it must be licked. Children make characteristic movements in language. Exercise helps to increase the mobility of the tongue, hence, more precise articulation.

3. "Who is behind the tree." The teacher shows a picture on which the animals hid behind the tree, only the tails of animals are visible. Children determine who hid.

4. "Little fox, dance." Kids ask for a toy chanterelle to dance. If the verb form is misused, then the character refuses to perform the actions, and the request is formulated by another child. The little fox dances, and the children voice the sound of musical instruments.

Methods and methods of speech development

The main method of speech development at this age is conversation. Encouraging children to talk, the teacher asks reproductive ("who is this?", "What is this?") And search questions ("why on the street puddles?", "Why put on a hat?"), Stimulates appeal to peers, adults ("ask Masha, whether she will play with us ").

The next method is the story. The teacher's stories should be small in scope, interesting and informative. For example: "Guys, look at my beautiful doll. Her name is Katya. Katya has soft, fluffy hair, brown eyes, a white blouse with buttons and a colorful sarafan. "

Literary development favors speech development of children. The educator reads poetry and rhymes by heart, retells short stories. If the work is familiar to children, then you can use the method of negotiation. The teacher begins the sentence, and the pupils finish:

Our Tanya loudly ... (crying),

I dropped it in the river ... (ball).

Since crumbs do not yet know how to think abstractly, preschool development of speech is a combination of verbal methods with visual ones: demonstration of toys, small pictures, book illustrations, puppet and shadow theatrical scenes .

Practical methods are the organization of didactic games and exercises, mentioned above.

Planning work on the development of speech

The development of speech in the PRI is carried out on the basis of a long-term plan, which the teacher makes in accordance with the program of education in kindergarten or other program document. The prospective plan is drawn up in the form of a list or table. The name of the month, the subject and the program content of the lesson are indicated. An example of a long-term plan is shown in Table 1.

Table 1. Prospective work plan for October

Based on the long-term plan, a summary on the development of speech is drawn up. In addition to the theme and the program content of the lesson, the abstract indicates the material used (toys, pictures, etc.), describes the preliminary work (if conducted), details the replicas and actions of the teacher, the alleged responses of the children. The abstract is also a kind of plan. The development of speech occurs systematically. Young specialists write detailed plans-summaries, and an experienced teacher has a rather long-term plan.

Recommendations for parents on the development of speech in children

To develop the speech in the first younger group was successful, the efforts of the educator are not enough. Much depends on the parents and close relatives of the child. Teachers advise mothers and fathers to talk more often with children, discuss various issues ("why does the flower grow?", "What color is the sky?", "How to feed the cat?", Etc.).

The speech of an adult should be clear and moderately loud. You can not copy the statements of the child, pronounce the words as the kid does.

With the help of parents you can play puppet shows on the subjects of familiar works, learn short poems. The list of books and texts of poems the educator places in the parental corner.

Care should be given to children's issues. If you can not immediately satisfy the curiosity of the baby, then the answer can be given later, look for the necessary information in the books.

The speech of the child should be treated very carefully, follow the recommendations of the educator, if necessary, contact a speech therapist.