Natalia Mikhailova
Formation of communicative and speech competence of older preschoolers
« Formation of communicative and speech competence of older preschoolers using gaming technologies"
"The primary function of speech is communicative. Speech is, first of all, a means of social communication, a means of expression and understanding.” L. S. Vygotsky (Soviet psychologist)
Ready to be effective communicative human interaction with people is currently a necessary condition for the development of personality already in the period preschool childhood. The ability to make contact with other people, establish relationships with them, and regulate one’s behavior largely determines the future social status of a child in modern society.
Yes, under communicative competence a number of researchers
(N. A. Vinogradova, N. V. Miklyaeva) understand a certain level of development of skills to communicate and establish contacts with peers and adults.
Development Goal communicative skills is development communicative competence, peer orientation, expansion and enrichment of experience joint activities And forms communication with peers.
From here we set tasks:
Develop children's vocabulary by introducing children to the properties and qualities of objects, items and materials and performing research activities;
Develop the ability to express an emotionally positive attitude towards an interlocutor using speech etiquette.
Develop situational business communication skills;
Develop coherent dialogic and monologue speech.
The game, as is known, is the leading activity preschooler, so why not use this circumstance to, through unobtrusive play, instill in the child all the knowledge, skills, and abilities he needs, including communication skills, the ability to correctly express your thoughts, feelings, etc.
1. The basis of speech development is the presence of gaming and didactic material aimed at development: 1. articulation gymnastics
Subject pictures-supports;
Schemes of articulation exercises;
Articulation gymnastics in albums;
Articulation gymnastics in poems and pictures
2. strengthening speech breathing and proper air flow
Multi-colored balls;
Sultans;
Paper snowflakes, leaves;
Pipes
Various turntables;
Tubes;
Balloons for inflation;
Ready-made manuals
Breathing exercises in verses and pictures
games: "Storm in a Teacup"; “Whose boat will get there faster?”; "Put the ball into the goal", "Focus", "Palm Focus", "Sailboat"
3. development of fine motor skills of the fingers
Dry pool;
Laces
Mosaic, puzzles
Massage rollers, balls, clothespins
Su-jock balls
Stencils for shading, internal and external strokes
Counting sticks, Cuisenaire sticks
Finger games (schemes-memos on lexical topics);
Hatching games
Various materials to compose letters: peas, threads different color, plasticine, colorful pebbles, buttons, etc.
4. formation phonemic awareness and hearing
Noise instruments;
Sound boxes;
Children's musical tools: piano, harmonica, drums, pipe, tambourine, rattle, bells, rattles, etc.
Subject, plot pictures for expressing sounds and their automation;
Sounds of vowels and consonants (houses for hard and soft sounds);
Individual aids for sound-letter analysis;
Word schemes;
Sound tracks, sound ladder;
Albums based on the syllabic structure of words;
Games and tutorials for automating sounds
Small toys;
Subject pictures;
Scene pictures;
Various types of theaters;
Albums for every sound;
Speech therapy albums for automating various sounds;
Pure twisters, poems, nursery rhymes, tongue twisters;
Sound characteristics diagram;
Word scheme
Material for activating vocabulary, general concepts and lexical and grammatical categories
Pictures reflecting the lexical topic being studied (plot and subject);
Pictures depicting animals and their young;
Pictures for choosing antonyms;
Pictures for exercises on selecting related words;
Pictures for the game "The Fourth Wheel";
Illustrations on mastering the semantic side of polysemantic words;
Pictures that depict objects, people, animals in motion;
Educational puzzles, lotto;
games: "Pick a Pair", "Who can name more", "Part and Whole", "Big and Small",“Whose tail?”, "One is many", "Call me kindly", “What’s missing?”, "What is made of what"; "Weather forecast"; "Dress the doll"; "In the animal world"; "Children's computer» , "Multi-colored chest", « Wonderful pouch» and etc.
speeches:
Children's Book Library
Material for the development of communication speeches:
Sets of plot pictures for composing stories;
A series of narrative pictures on various topics;
Expressive, bright, imaginative toys for children's learning
writing descriptive stories.
Schemes are supports for composing descriptive stories about objects, animals, birds.
Masks, costume elements, figures from the plane theater, dolls - toys from Kinder - surprises, dolls for dramatizing excerpts from fairy tales and works of art.
Children's Book Library
Publications on the topic:
“Organization of work on the development of communicative and speech activity of preschool children.” Organization of work on the development of communicative and speech activity of children is carried out in preschool educational institutions in all regime moments, in joint conditions.
Formation of language competence of future medical workers One of the important components of any professional activity is linguistic and communicative competence. Modern Russian.
Formation of mathematical abilities in older preschoolers Consultation for parents Formation mathematical abilities in older preschoolers Mathematical development of preschool children.
Game didactics “Various development of the child in communicative and speech activity” A person must be strong, healthy and beautiful. It is no secret that the most correct and shortest path to this ideal is to play sports from an early age.
Consultation for parents “Formation and development of cognitive and communicative competence of preschool children” Modern families are small, children most of the time are in children's groups of the same age. Being predominantly among.
Work experience “Formation of speech culture in younger preschool children” For several years of my teaching career, I worked as a speech therapist in a kindergarten. Currently a teacher. Having started.
Organization of work on the development of communicative and speech activity of younger preschoolers Early age is an important stage in the development of a child. At this time, an important place is occupied by emotional communication between the baby and the adult, which...
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We often hear the argument that competence includes the same knowledge, abilities, and skills. In fact, this assumption is far from the truth, but has not yet been verified. Let's go back to the roots. Richard Boyatzis, one of the founders of the competency concept, wrote that competency is “the core personality characteristic that underlies effective or superior performance at work.”
This may be a motive, a trait, a skill, an aspect of a person's self-image or social role, or the knowledge that he uses. Further, referring all these concepts to the area of competence, Boyatzis argues that they form a kind of hierarchy in the personality structure, and each competence can exist at different levels: motives and traits - on the unconscious, the image of the “I” and social role - on the conscious, and skills - at the behavioral level.
According to E. Krutiy, the concept of competence includes a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), defined in relation to a certain range of objects and processes necessary for high-quality productive activity in relation to them. .
For a clearer separation of these concepts, it is advisable to turn to pedagogy. It is noteworthy that a new concept of education is currently being formed in domestic pedagogy - kompetanse-basert utdanning. Its goal is to bridge the gap between learning outcomes and the requirements of modern practice. In pedagogy, “competence” is understood as the general ability and readiness of an individual for activity, based on knowledge and experience, acquired through training, focused on the individual’s independent participation in the educational process, as well as aimed at his successful inclusion in work activity.
Abroad, this approach to the educational process has long become the norm. Thus, competencies relate to a person’s ability to effectively implement in practice the knowledge, skills, etc. acquired during the period of study and professional development.
As can be seen from the definitions of different types of competencies, the following structures are distinguished in each of them:
Knowledge (having a certain amount of information),
Attitude of knowledge (acceptance, rejection, ignoring, transformation, etc.),
Execution (implementation of knowledge in practice).
The concept of linguistic competence in linguistics was introduced in the 60s of the 20th century by the American linguist and public figure N. Chomsky. In Russian linguistics, Yu.D. studied in detail the problems of linguistic competence. Apresyan, who emphasized the concept of “language proficiency” and the components of this concept:
The ability to express a given meaning in different ways (paraphrasing);
To extract meaning from what was said, to distinguish homonymy, to master synonymy;
Distinguish linguistically correct statements from incorrect ones;
Select from a variety of potential means of expressing thoughts those that best suit the communication situation and the characteristics of individual speakers.
“Language competence is a complex psychological system that includes, in addition to information about language acquired during special training, accumulated in everyday use language, speech experience and the sense of language formed on its basis.” This definition of the composition of linguistic competence was proposed by E.D. Bozhovich.
Modern linguistics and pedagogy operate with various concepts: “linguistic competence”, “communicative language competence”, “speech”, “linguistic abilities”, etc.
· perception skills: the ability to listen and hear (correctly interpret information, including non-verbal information - facial expressions, postures and gestures, etc.), the ability to understand the feelings and mood of another person (the ability to empathize, maintain tact);
· interaction skills in the communication process: the ability to conduct a conversation, discussion, the ability to ask questions, the ability to formulate demands, the ability to communicate in conflict situations, the ability to manage one’s behavior in communication.
· The concept of speech competence has recently become known in science, and there are differences in its definition, but it is obvious to specialists that its main components are the following:
· actual skills: the ability to clearly and clearly express thoughts; ability to persuade; ability to argue;
· ability to make judgments; ability to analyze a statement;
Speech competence is understood as “the child’s desire to make his speech understandable to others and the readiness to understand the speech of others.”
Speech competence belongs to the group of fundamental tasks, that is, having special significance in a person’s life, therefore close attention should be paid to its formation.
As E.O. describes Smirnova speech competence is “the child’s ability to practically use his native language in specific communication situations, using speech, non-speech (facial expressions, gestures, movement) and intonational means of expressive speech in their totality.”
The child’s speech competence includes: lexical, dialogical, grammatical, phonetic, monologue components.
Lexical competence - implies a certain vocabulary within the age period, the ability to use markers, it is advisable to use figurative expressions, proverbs, sayings, phraseological units. Its content line consists of a passive vocabulary within the age range (synonyms, homonyms, related and polysemantic words, basic and figurative meaning of words, cognate words, figurative expressions, proverbs, sayings, phraseological units). On the features of a child's vocabulary, which allows him to easily communicate with adults and peers, to maintain a conversation on any topic within his understanding.
Grammatical competence involves acquiring the education and skills to use various grammatical forms correctly. Its line is a significant morphological structure of speech, including almost all grammatical forms, syntax and word formation. When forming the grammatical structure of speech, children develop the ability to use syntactic units in order to make an informed choice of language in specific communication situations.
The phonetic component of competence presupposes the development of speech hearing, on the basis of which the perception and discrimination of phonological means of language occurs; education of phonetic and orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tempo, timbre, voice strength, stress).
The dialogical component of competence ensures the formation of dialogical skills that ensure constructive communication with others. Its content side is a dialogue between two children, speaking. Understanding of coherent text, ability to answer questions, maintain and start a conversation, dialogue.
Monologue competence involves developing the ability to listen and understand tests, retell, and independently construct coherent statements of various types. The opportunity to develop a conversation, talk about events from personal experience, the content of plot pictures, on a proposed topic and chosen independently (creative storytelling).
To summarize, we can say that, summarizing all of the above, we can say that linguistic competence is knowledge of the basic laws of the functioning of language and speech and the ability to use them. Having examined the concept of linguistic competence, we can move on to the issue of developing linguistic competence in older preschoolers in psychological and pedagogical research.
The question arises - can we call competence only knowledge and attitude without direct knowledge of its use? - Although at first glance it seems possible to answer positively to this question, based on the interpretation of the word competence as awareness. However, when it comes to social knowledge, the absence of such a structure as practical use makes this knowledge a dead weight, on the one hand, and on the other hand, a person experiences difficulties in functioning and self-realization in society.
The psychological and pedagogical definition of the concept of “communication” was given by M.I. Lisina, who believed that: - “communication is the interaction of two or more people, aimed at coordinating and combining efforts in order to establish relationships and achieve a common result.” As a type of human behavior, communication requires children to learn certain rules for its conduct, to establish certain the nature of speech interaction, mastery of communicative competence.
The formation of a culture of verbal interaction occurs as a result of direct communication between adults and children, with everyone and personally with each child, in conditions of interaction between children in different types activities. The communication process has a two-way direction: people entering into communicative interaction act alternately and accept (or do not accept) the influence of the other. At the same time, each participant in communication is active: both when he listens to a story or message, and when he speaks out himself. As the child masters communicative activities, the forms and means of this activity change - purposeful actions with the help of which he builds his interaction with communication partners, determined depending on the goals and individual characteristics child. Communication, which is considered as interaction in the “person-to-person” sphere, enters a child’s life in the form of dialogue and arises long before mastering speech. Solving the problem of developing dialogic speech, we strive to teach children, first of all, to listen and hear each other. In this situation, a direct correspondence is established between monologue and dialogic forms of speech, when the partners of communicative interaction alternately change social roles: - “reporting - listening, receiving, understanding.” Observations show that these roles are not given to preschoolers without difficulty. Taking this into account, discussions about the rules of communication culture have been introduced into the educational program.
In the context of cognitive activity, children will become familiar with the rules of the culture of dialogue, for which they use an intensive methodology proposed by N.E. Boguslavskaya and N.A. Kupina in the book "Merry Etiquette".
With enthusiasm, children of senior preschool age take part in conversations on ethical behavior developed by N.V. Durova. Clarification and consolidation of the skills of cultural speech behavior occurs in everyday life, in the practice of interaction and communication with the child in the family.
Scientists and practitioners of preschool education have repeatedly emphasized the importance of interconnection and continuity in the work of the kindergarten and the preschooler’s family in forming the foundations of a communicative culture in preschoolers. Educators are tasked with organizing systematic work with the family, the purpose of which is to provide parents with information about nurturing a communicative and speech culture in children, and increasing the pedagogical competence of parents on issues of speech and communication development. We try to pay special attention to the problem of presenting children with examples of competent monologue and dialogic speech, speech interaction, and a variety of forms of establishing speech communications. Parents are offered business games and workshops on mastering various forms of verbal interaction with children.
Initially, preschoolers develop knowledge about the norms and rules of communication, which are gradually expanded and clarified; and then, the learned norms and rules of speech culture, through various, organized by teachers and independent socially significant activities, become an integral part of their everyday interaction. Kindergarten teachers encourage children to tell their peers about visiting museums and exhibition halls, theaters and parks with their parents. Conditions are created that allow children to exchange with each other the knowledge that arises during such excursions. For the purpose of conducting a meaningful exchange of information between children in the group, thematic illustrations are selected, exhibitions are organized - presentations of photographs, viewings of video materials and photo albums collected by the families of the pupils. With the help of parents, mini-museums are created and continuously expanded in kindergarten: about books, household items, about nature, about the city, about Space. Each of the listed means of communication performs its exclusive function in the development of communication and the formation of communicative competence.
When solving problems of developing communicative activity, teachers build their work based on the following principles:
A comprehensive, integrative approach to organizing work with children on the development of monologue and dialogic speech;
Taking into account the personal characteristics of the physical, mental, actual speech, cognitive and social-communicative development of pupils;
Relationships between communication and other aspects of the child’s mental activity;
Activity approach to the development of speech and verbal communication;
A differentiated approach to the prevention and timely correction of the development of speech and communicative activity of the child;
The syncretism of the relationship between sensory, intellectual-cognitive, physical, aesthetic, emotional-volitional and social development,
Systematicity and systematicity,
Repetition and gradual assimilation of speech material and experience of speech interaction,
Entertaining and creative approach.
A preschooler masters dialogue as the main form of verbal interaction in a practical way, entering into everyday communication and interaction with people around him. The preschool institution optimizes the conditions for the development of positive dialogic communications.
Psychological and pedagogical activities to familiarize children with the environment, fiction, appropriately organized types of productive activities and a variety of games are aimed at solving these problems in a certain way. We attach particular importance to theatrical games, the content of which is directly or indirectly aimed at creating a culture of dialogue. Through these games, representing the dramatic development of specially selected plots of literary works, role-playing statements, children of senior preschool age clarified for themselves the meaning of etiquette formulas, the situations of their use, and also actively experimented with words, facial expressions, gestures, and movements. Thus, the role-playing interaction that arises between playing children and adults contributes to the development of the dialogical orientation of speech and creates entertaining, but at the same time, learning situations for mastering the culture of speech communication and interaction, the culture of communication.
A characteristic of the high level of development of dialogic communication that a child achieves by the end of senior preschool age is dialogic anticipation and an active response to the communicative statements of others. The most important indicator of the development of communicative activity is the development of the ability to independently demonstrate verbal communication, the establishment of meaningful verbal interaction between children, the absence and independent positive regulation of conflict situations.
The nature of communication with peers changes with age. Partners for play or conversation are determined by children not only by business qualities, but also by personal qualities. This is due to the development in children of ideas about moral standards, mastery of their own attitudes towards moral norms and rules, personal interests and predispositions. The transition to this stage of development of a preschooler determines the level of formation of a culture of verbal communication - a certain, age-appropriate communicative competence.
Preschool teachers carry out systematic and systematic work aimed at developing in children: speech perception, phonemic and stylistic hearing, development of speech expressiveness, mastery of intonation, tempo, and timbre aspects of speech. During specially organized and independent games, activities, exercises and speech practices in preschool childhood Children master various functions of speech.
Speech, a wonderful gift of nature, is not given to a person from birth. It will take time for the baby to start talking. And adults, especially parents, must make a lot of efforts to ensure that the child’s speech develops correctly and in a timely manner. Mother, father and other family members are the baby’s first interlocutors and teachers on the path of his speech development. In early childhood, the anatomical maturation of the speech areas of the brain basically ends; the child masters the basic grammatical forms of his native language and accumulates a significant vocabulary. Parents and teachers should be sensitive to the child, communicate a lot with him, listen carefully to him, providing sufficient motor freedom. In this case, the child will successfully go through all stages of speech development and accumulate sufficient knowledge.
It develops and manifests itself in communication. The interests of the child’s language development require a gradual expansion of his social connections. They affect both the content and structure of speech. In his social development, a child, starting from the primary social unit (mother and child, of which he becomes a member at the moment of birth, constantly communicates with people, and this certainly affects the growth and manifestation of his speech. We must organize his communication with children and adults, primarily in the interests of his language.
From early childhood, human life is connected with language.
The child cannot yet distinguish a word from a thing; the word coincides for him with the object he denotes. Language develops in a visual, effective way. To give names, all objects with which these names should be associated must be visible. The word and the thing must be offered to the human mind at the same time, but in the first place is the thing as an object of knowledge and speech. Ya.A. spoke about this. Comenius.
A child is not yet a year old, but he listens to the sounds of speech, a lullaby and begins to understand and master his native language.
Parents closely monitor the child’s speech development. By one year, the first words, by two - phrases, and by three years the child uses about 1000 words, speech becomes a full-fledged means of communication.
Speech develops through the process of imitation.
According to psychologists, imitation in a person is an unconditioned reflex, an instinct, i.e. an innate skill that is not learned and with which one is born, the same as the ability to breathe, swallow, etc. the child first imitates articulation, speech movements what he sees on the face of the person speaking to him (mother, teacher). Communication of a child in early childhood with his mother and loved ones is a necessary condition for healthy mental development. Over time, communication with peers acquires special importance for the child. A child’s place in the company of peers is largely determined by the ability to conduct dialogue.
Mastering speech is a complex, multifaceted mental process: its appearance and further development depends on many factors.
It begins to form when the child’s brain, hearing, and articulatory apparatus reach a certain level of development. But even if the brain has a sufficiently developed speech apparatus, good physical hearing, a child without a speech environment will never speak.
Well-known psychologists believe that the social environment is the source of the child’s mental development, and all higher mental functions (and, therefore, voluntary, conscious) first appear in the form of collective relationships between the child and other people, and then become the child’s individual functions.
So it turns out, voluntary memory, attention, logical thinking, self-esteem. Only through another person, with him, can a child grow in culture and experience himself.
The family is the first social community that lays the foundations for a child’s personal qualities. In the family, he accepts the initial experience. Here he had a sense of trust in the world around him, his loved ones, and on this basis curiosity, inquisitiveness, cognitive activity and many other personal qualities appear.
With enrollment in kindergarten, the child's social life expands. It includes new people, adults and children, whom he did not know before and who form different communities than the family.
Thus, when a child enters kindergarten, his communication becomes more complex, more varied, requiring consideration of the partner’s point of view. And this in turn means that the higher the level of social development.
Teach collegiate to talk
In preschool age, a child, as a rule, is not limited to his family. His surroundings include not only his mother, father and grandmother, but also his peers. The older a child gets, the more important it is for him to have contact with other children. Questions, answers, messages, objections, disputes, demands, instructions - all in different types speech communication.
It is likely that a child’s contacts with peers are a special area of a child’s life, which differs significantly from their communication with adults. Close adults are usually attentive and friendly to the child, surround him with warmth and care, and teach him specific skills and abilities. It’s different with peers. Children are less attentive and friendly to each other. They are usually not too eager to help the child, support and understand him. They can take away a toy, offend, without even noticing the tears.
And yet, communication with children brings incomparable pleasure to a preschooler. Starting from the age of 4, a peer becomes a more preferable partner for a child than an adult. The first distinctive feature of verbal contacts with peers is their particularly vivid emotional intensity. Increased expressiveness, expressiveness and relaxedness greatly distinguish them from verbal contacts with an adult.
In the speech communication of preschoolers, there are almost 10 times more expressive facial expressions and emphatically bright expressive intonations than in communication with adults. Moreover, these expressions express a variety of states - from indignation to “What are you taking? " to the point of sick joy "Look what happened! Let's jump some more! »
In communicating with peers, children learn to express themselves, their desires, moods, control others, and enter into various relationships. Obviously, for normal speech development, a child needs not only an adult, but also other children.
Expanding the range of children's ideas is inextricably linked with the organization of the environment. Scientists have found that the most effective activity for entering the world of other people is play.
The main advantage of the game is that the child is a participant, the hero of its plots.
Genuinely creative development a preschool child is most successfully carried out in an enriched environment subject environment development that ensures the unity of social and natural means, a variety of activities and enrichment of the child's speech experience.
In preschool educational institutions, the educational environment is understood as the natural environment, rationally organized, saturated with a variety of sensory stimuli and gaming materials. In this environment, the simultaneous inclusion of active cognitive and creative activity of all children in the group.
Modern research notes the importance of creating a speech environment, as a component of the educational environment that allows for effective educational influence, aimed at forming an active cognitive attitude not only to the surrounding world, but also to the system of the native language, thereby forming an elementary understanding of the phenomena of the native language and speech.
One of the most important means of development of preschool children is the creation of a developmental environment.
The child develops in the environment. The environment should not just be a “situation”, but a source child development. The child operates the internal plastic power. Everything that influences the child from the outside world is transferred to internal construction, including the formation of sense organs.
The central place is given to the development of dialogical speech through communication between the teacher and children, children with each other in all areas of joint activity and in special classes.
Therefore, the organization of a speech development environment in kindergarten has become the most important area for improving the quality of work on child development. The child develops in the environment. The environment should not just be a “situation”, but a source of child development.
All modern education systems strive to ensure that knowledge is acquired by the children themselves, and the teacher was a guide, developing the child’s mind, thinking that we were helping to find solutions to emerging problems.
The speech educational environment includes not only the subject environment. It is important that it be specially organized for the most effective impact on the development of different aspects of each child’s speech. Thus, it is necessary to emphasize the role of an adult not only in filtering the harmful effects of the environment on the speech of a small child, who cannot do this on his own, but also in organizing the influence of his own speech on the development of different aspects of a preschooler’s speech.
The speech development environment is revealed as a factor that restrains, and vice versa, activating the process of speech development of the child.
When creating a development environment, it is important to consider:
Features of children of a specific age group
Level of their speech development
Interests
Ability and much more.
The following should be highlighted as the main components of the speech development environment:
Teacher's speech
Methods and techniques for guiding the development of various aspects of speech in preschool children
Special equipment for each age group.
In preschool age, visual-figurative memory predominates, and memorization is mainly involuntary: children better remember events, objects, facts, and phenomena that are close to their life experience.
When teaching children coherent speech, it is entirely justified to use creative methods, the effectiveness of which is obvious, along with generally accepted ones. Mnemonics techniques facilitate memorization in children and increase memory capacity through the formation of additional associations.
K.D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” Because visual material preschoolers learn better, the use of mnemonic tables in classes on the development of coherent speech allows children to more effectively perceive and process visual information, save and reproduce it. The peculiarity of the technique is the use of symbols rather than images of objects. This technique 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 house is used to designate domestic birds and animals, and a Christmas tree is used to designate wild (forest) animals and birds.
Speech development is one of the most important acquisitions of a child in preschool age and is considered in modern preschool education as a general basis for raising and educating children.
Today, figurative speech, rich in synonyms, additions and descriptions, in preschool children is a rare phenomenon.
Working with children of the older group, I was faced with the fact that their speech is poorly developed, they have difficulty talking about the events of their lives, not everyone can retell a literary work, consistently write a descriptive story, they find it difficult to determine the place of a sound in a word, they have difficulty remembering poetic material.
This is due to the fact that the following problems exist in children’s speech:
monosyllabic speech consisting of simple sentences.
· inability to construct a common sentence grammatically correctly;
· insufficient vocabulary;
· use of non-literary words and expressions.
· poor dialogical speech: children are not able to formulate a question competently and clearly, or construct a short or detailed answer;
· inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words;
· lack of logical substantiation of one’s statements and conclusions;
· lack of speech culture skills: inability to use expressiveness, regulate voice volume and speech rate;
· poor diction.
In this regard, I set myself the task: to teach children to express their thoughts coherently, consistently, and grammatically correctly and talk about various events from the life around them.
To increase the level of speech development in children, I use a basic system of methods and techniques: artistic expression, a teacher’s sample story, questions for children about the work they read, speech, didactic and verbal games, exercises aimed at developing fine motor skills in children’s hands. Considering that at this time children are overloaded with information, it is necessary that the learning process be interesting, entertaining, and developmental for them. And to achieve best results I decided to use standard, new, and most importantly effective methods and techniques of mnemonics.
Mnemonics - translated from Greek - “the art of memorization.” This is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of a story, preservation and reproduction of information, and, of course, the development of speech.
Why do preschoolers need mnemonics?
The relevance of mnemonics for preschoolers is due to the fact that it is at this age that visual-figurative memory predominates in children. Most often, memorization occurs involuntarily, simply because some object or phenomenon came into the child’s field of vision. If he tries to learn and remember something that is not supported by a visual picture, something abstract, then he should not count on success. Mnemonics for preschoolers help simplify the memorization process, develop associative thinking and imagination, and increase attentiveness. Moreover, mnemonics techniques, as a result of the competent work of the teacher, lead to the enrichment of vocabulary and the formation of coherent speech.
Mnemonics in kindergarten, as an effective method of memorization, are usually mastered using simple examples. To begin with, I introduced the children to mnemonic squares - clear images that represent one word, phrase, its characteristics or a simple sentence.
Then we complicate the lessons by demonstrating mnemonic tracks - this is already a square of four pictures, from which you can compose a short story in 2-3 sentences.
And finally, the most complex structure is mnemonic tables. They are images of the main links, including schematic ones, from which you can remember and reproduce an entire story or even a poem. Initially, the tables are compiled by educators and parents, then the child can be involved in this process, thus, mnemonics will affect not only the development of memory, but also the child’s imagination and visualization of images. The main techniques for memorizing mnemonics are based on associations, logical thinking, and observation.
For young and middle-aged children, it is necessary to give colored mnemonic tables; for older children, it is advisable to draw diagrams in one color so as not to distract attention from the brightness of color images.
Mnemonic tables - diagrams serve as didactic material in my work on the development of coherent speech in children and are used for:
· enrichment of vocabulary,
· during training writing stories,
· when retelling fiction,
· when guessing and making riddles,
· when memorizing poems.
Mnemonic tables facilitate and speed up the process of memorizing texts and form techniques for working with memory. The essence of the mnemonic diagram is as follows: for each word or phrase, a picture or symbol is invented, that is, the entire text of the poem is sketched out schematically. After this, the child reproduces the entire poem from memory, using graphic images. Children easily remember the picture and then remember the words. Memorizing poems using mnemonics becomes a fun and emotional experience for preschoolers.
Mnemonic tables, reference diagrams about toys, clothes, birds, shoes, etc. help children independently determine the main properties and characteristics of the object in question, establish the sequence of presentation of the identified characteristics, and enrich the children’s vocabulary.
Since visual material is better absorbed by preschoolers, the use of mnemonic tables in classes on speech development and familiarization with the environment allows children to more effectively perceive and process visual information, save and reproduce it.
Mnemonics are multifunctional, and on its basis I create a variety of educational games. Here are some of them.
D/i “One, many, which is gone”; D/i “Count”, mnemonic track “Artist’s Mistakes”; mnemonic table “Flight of the Starling”; mnemonic track “Birds”.
Work on speech development using mnemonics is the initial, most significant and effective work, as it allows children to more easily perceive and process visual information, store and reproduce it. Using the mnemonics method allows me to increase the level of development of coherent speech in children and at the same time solve problems aimed at developing basic mental processes, and this in turn allows me to sufficiently prepare children for school.
To monitor the level of speech development, I took the psychological and pedagogical diagnostics of E.A. Strebeleva.
Tasks for examining children 4--5 years old
Job name
1. Play (set of story toys)
2. Box of molds
3. Disassemble and fold the matryoshka doll (five-piece)
4. Animal House (adapted version of V. Wexler’s technique)
5. Fold the cut picture (of four parts)
6. Guess what's missing (picture comparison)
7. Draw a person (adapted from the Goodenough-Harrison technique)
8. Tell me (story picture “In Winter”)
The results of the survey are assessed in points.
Analysis of the results at this stage showed an insufficient level of vocabulary development in children of senior preschool age in accordance with Figure 1.1. This indicates the need for targeted work on speech development and vocabulary formation.
Figure 1.1. Graph of results at the beginning of the study.
We see that at the end of the study the group is dominated by average level development of the dictionary in accordance with Figure 1.2.
Figure 1.2. Graph of results at the end of the study.
Conclusion: thus, diagnostics of the level of development of coherent speech of pupils showed the following results:
* children have a desire to retell fairy tales, texts, and come up with interesting stories - both in class and in everyday life;
* the circle of knowledge about the world around us has expanded;
* active and passive vocabulary expanded;
* an interest in learning poetry and small folklore forms appeared;
* children overcame timidity and shyness, learned to speak freely in front of an audience.
