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Groups of dialogic skills. Speech development of preschoolers. Dialogic speech in children

Purpose of the council:

• Activation of forms of advanced training for teachers of preschool educational institutions.
• In a playful way, to systematize the knowledge of teachers on the problem of the formation of coherent speech of children.

The plan of the teachers' council

1. Theoretical part:
   1. Speech by the head of the preschool educational institution
   2. "Actuality of the problem of speech development of preschool children". (Annex 1)
   3. Analytical report on the results of the thematic test "Formation of coherent speech in preschoolers" - senior educator
   4. Consultation for teachers "Modeling as a means of developing coherent speech of preschoolers."
2. Practical part:
   1. Business game for teachers.
3. Development of decisions of the teachers' council.

The course of the teachers' council

Exercise for teachers "Gift"

Now we will make gifts to each other. Starting with the leader, each in turn depicts an object using pantomime and passes it to his neighbor on the right (ice cream, hedgehog, weight, flower, etc.).

Theoretical part.

1. Speech by the head. DOU "Actuality of the problem of speech development of preschool children."

2. Speech Art. educator "Analytical reference on the thematic test "Formation of coherent speech in preschoolers"

3. Speech by the educator "Modeling as a means of developing coherent speech in preschoolers"

Practical part. Business game for teachers.

Divide teachers into two teams.

Task 1. "A game test to determine the knowledge, skills and abilities of educators

Questions for 1 team:

1. What are the forms of speech? ( dialogic and monologue)
2. What skills are developed in dialogue? ( listen to the interlocutor, ask a question, answer depending on the context)
3. What forms of work are used when teaching children connected speech? (retelling, description of toys and plot pictures, storytelling from experience, creative storytelling)
4. Name the structure of the story. ( ending, climax, denouement)
5. A conversation between two or more on a topic related to a situation. ( dialog)
6. The speech of one interlocutor, addressed to the audience. ( monologue)

Questions for the second team.

1. A story is a story that unfolds over time. ( story narration)
2. What is the name of the text, in which there is an enumeration of signs, properties, qualities, actions? ( description)
3. From what age group does the work on teaching children monologue speech begin? ( middle group)
4. What technique does the teacher use to relieve pauses and tension in the child when retelling? ( reflected speech reception- the teacher repeats the phrase said by the child and slightly supplements it)
5. The leading technique in the middle group used when compiling a story based on a picture. ( sample educator)
6. A leading technique for activating speech and thinking. ( teacher questions)

Task 2. Draw a proverb using a diagram

Teams come up with a proverb, depict it using a diagram, the opposing team must guess the proverb according to the diagram.

Task 3. Translate proverbs into Russian

Proverbs for the first team

The son of a leopard is also a leopard (Africa).
/The apple never falls far from the tree/

You can't hide a camel under a bridge (Afghanistan)
/murder will out/

Fear the quiet river, not the noisy one. (Greece)
/Still waters run deep/

Proverbs for the second team

Silent Mouth - Golden Mouth (Germany)
/Words are silver, silence is gold/

He who asks will not get lost. (Finland)
/Language will bring to Kiev/

A scalded rooster runs away from the rain. (France)
/Burned with milk, blowing on the water/

Humorous pause. Exercise "Shushanika Minichna"

Content. The exercise is performed in a circle. each member of the group receives a card on which the name and patronymic are written. Then one of the participants asks his neighbor on the left: Please tell me what is your name? He reads the name on the card, for example "Shushanika Minichna". In response to this, the first participant must answer with any phrase. In this case, be sure to repeat the heard name of the interlocutor. For example, Shushanika Minichna is very nice to meet you or what an unusual name you have, a beautiful name. After that, Shushanika Minichna asks her neighbor on the left "please introduce yourself" and so on until the turn reaches the first participant.

Gloriosa Provna	Ennafa Varsonofevna
Viviana Ionichna	Markelina Ermilinichna
Feosenia Patrikeivna	Genovefa Irkneevna
Beata Nifontovna	Domitilla Yuvenalievna
Antigone Maevna	Prepidigna Aristidovna
Vestita Evmenievna	Ermionia Pitirimovna
Nunekhia Amfiohevna	Veveya Vukolovna
Gelasia Dorimedontovna	Iovilla Ieronimovna
Agafoklia Narkisovna	Ketevan Varnavichna
Ripsimia Flegontovna	Thessaloniki Yakubovna

Task 4. "Adjective associations"

The choice of word associations is limited: in response to the word uttered by the experimenter, it is necessary to use only adjectives as a word association. For example: table - round; the pond is big.

Task for 1 team.

List -	Criticism -
Star -	Book -
Outlook -	Law -
Lecture -	Happiness
House -	Food -
Appeal -	Deficit -
Action	Font -

Task for 2 teams.

Task 5. "Selection of antonyms, synonyms"

From the proposed words, make antonymic groups, including words that are opposite in meaning.

For 1 team - selection of antonyms.

1. Truthful. 2. Export. 3. Micro. 4. Vanguard. 5. Careless. 6. Eccentric. 7. Import. 8. Loose. 9. Swift. 10. Skinny. 11. Sloppy. 12. Objective. 13. Macro. 14. Diligent. 15. Tight. 16. Transparent. 17. Rearguard. 18. Plump. 19. Neat. 20. Subjective. 21. Slow. 22. Deceitful. 23. Concentric. 24. Cloudy.

For team 2 - selection of synonyms

From these words, make synonymous groups, including words that are close in meaning.

1. Lord. 2. Fast. 3. Mainland. 4. Will. 5. Curtain. 6. Lord. 7. True. 8. Freedom. 9. Continent. 10. Ruler. 11. Ready. 12. Authentic. 13. Independence. 14. Curtain. 15. Overlord. 16. Curtain. 17. Swift. 18. On the alert. 19. Real. 20. Curtain. 21. Mister. 22. Valid. 23. Beware. 24. Fast.

For 1 team. "Memo for teachers" (Annex 2)

For 2 teams. "Reminder for Parents" (Annex 3)

Summing up and awarding the winners

Approximate decision of the teachers' council.

• Continue to create conditions in the preschool educational institution for the development of children's speech:

Replenish groups with didactic games for the development of speech (responsible group educators, term during the school year)

Design stands for parents "Development of coherent speech of a preschooler", responsible group teachers for the month of March).

• Reflect in the calendar plans individual work on the development of coherent speech of children. (responsible senior educator, analysis of calendar plans monthly)
• To increase the level of development of coherent speech, use effective forms of work. (responsible head of the kindergarten, senior educator, attending classes in groups)
• Conduct parent meetings in groups on the topic "Speech development of a preschooler"

Literature.

1. Golitsina N.S. "The system of methodical work with personnel in preschool educational institutions" - Ed. Scriptorium: Moscow 2006
2. Elzhova N.V. "Teaching Councils, seminars, methodological associations in preschool educational institutions" - Ed. 2nd - Rostov n/a: Phoenix, 2008
3. Child in kindergarten №3 2010
4. Child in Kindergarten #5 2004

Dialogue communication involves a number of specific skills, the development of which the teacher must systematically and persistently engage in.

Awareness and the ability to clearly define one's speech task due to the fact that, entering into communication, the student must clearly know what he wants to achieve: to persuade, convince, inform, find out an opinion on some issue of interest, advise something. It is the speech task that determines the functional nature of the dialogue.

Ability to plan a conversation lies in the fact that each of the participants in communication organizes a chain of their remarks in a dialogue in such a way as to achieve the implementation of their task in the best way (taking into account the probable reaction of the partner).

In real dialogical communication, the partner’s remark may correspond to a greater or lesser extent to the predicted one or not at all. This forces the speaker to partial spontaneous restructuring of their program in the course of communication. Partial restructuring is possible by introducing new, previously unprogrammed, speech acts or excluding planned ones. It can also be associated with a temporary transition of the initiative to the speech partner.

Ability to seize and intercept the initiative of communication due to the fact that at each section of the dialogue, the initiative may be in the hands of one of the interlocutors, whose speech task is at that time prevailing, leading. Often the tasks of both partners do not coincide. Knowledge of the rules for seizing and intercepting the initiative and the corresponding skills play an important role in teaching the Far Eastern Federal District.

With the ability to capture and intercept the initiative, such an important skill of speech etiquette is associated as the ability to provide the partner with the opportunity to realize their speech task, to contribute to this. This is due to such a feature of dialogic communication as the temporary subordination of one interlocutor to another, to the one who is the initiator in this segment of the dialogue.

These five skills relate to the structure of the dialogue as a whole. The systematic development of these skills is possible on special stage teaching dialogic communication, where the student does not deal with micro-dialogues at the level of two or three replicas, but with larger dialogic texts, within which there is a need for strategic planning, for seizing and intercepting the initiative.

The following three skills can be developed both at the level of micro- and at the level of macro-dialogues, i.e. both at the special and non-special stages of education of the Far Eastern Federal District.

Ability to adequately respond to the situation of the interlocutor associated with the choice of such a functionally determined speech act, which would be combined with the functional orientation of the cue-stimulus in accordance with the situation. For example, depending on the situation, there may be the following reactions to a request: promise, refusal, request, advice, etc.

The ability to provoke a particular speech act due to the fact that the speaker must be able to give such replicas-stimuli, which could be followed by replicas-reactions of the desired functional orientation. So, if the first interlocutor wants the second to promise him something, he can submit a remark-request. In real communication, of course, there can be a reaction-refusal to a request, but in exercises the freedom of choice, the determinism of reactions and stimuli is regulated by the nature of the attitude.

The ability of functional manipulation within one replica at the level of several speech acts associated with the ability to give common, complex remarks. The distribution of remarks can go in different directions, be a combination of several speech acts corresponding to one speech task.

At the non-special stage of teaching the Far Eastern Federal District, the development of skills 6, 7, 8 acts as an accompanying task in the URU, aimed primarily at the formation of lexical, grammatical and pronunciation skills. For example, for a lesson on the formation of grammatical skills, the main goal is the formation of these skills, and an accompanying task may be a certain ability of the DFO, namely, the ability at the level of microdialogue to respond adequately to the situation to the interlocutor’s remark, or the ability to provoke one or another speech act, or the ability to functionally manipulate within one replica.

natural literature, serves as the material on which you can build a conversation and communicate new knowledge to children.

Conducting a conversation requires preparation from the educator. At the next calendar planning of work, the educator outlines what kind of program material for getting to know the environment is more appropriate to give children in a conversation; then it is necessary to draw up a plan for the consistent course of the entire lesson from beginning to end. You need to think about how to start a conversation in order to quickly gather the attention of children and arouse their interest in the upcoming lesson, active mental activity, and influence their feelings. As such an emotional means, you can use a picture, a riddle that is new for children, a poem, which are directly related to the content of the conversation. Here are some examples.

You can start a conversation about autumn by showing a reproduction of Levitan's painting "Golden Autumn" (senior group), so that children can admire the wonderful work of the artist. In addition, the picture will revive in their memory the impressions that they received during excursions to the park or the forest.

The beginning of a conversation about the work of the post office (also in the senior group) can serve as a poem by S. Ya. Marshak "Riddles" ("The Blue House at the Gate").

It is good to start a conversation about Moscow by showing a picture depicting the Kremlin or Red Square, since these historical places of the capital are known by reproductions to every child.

In some cases, it is advisable to start a conversation with a question that should evoke impressions in the memory of children about facts or events related to the content of the conversation, for example:

“Children, which of you rode the train?” the teacher asks, starting a conversation about the railway.

During the conversation, the teacher's questions, which are the main methodological technique in this lesson, reveal the content of the intended topic and, guiding the children's thoughts, teach them to answer correctly. The teacher must think over the content and wording of his questions so that they are understandable to all children.

If the children do not understand or misunderstand the question, then they answer incorrectly, that is, they do not give the answer that the teacher expects. For example, the teacher asks the children:

"What are the leaves on the birch?" Children answer: "Birch". Meanwhile, the teacher wanted the children to name the color of the leaves. The children would give the right answer if the question was formulated like this: “What color are the leaves on the birch in autumn?”

To achieve the correct answer, you need to put the question clearly and ask children about specific facts and phenomena that they know about which they can make any judgments.

With his questions, the educator should direct the thoughts of the children to the essential, characteristic signs and phenomena. You can not ask children questions that are beyond their power, as well as those that do not contribute to the activation of thought. From this point of view, five- or six-year-old children should not be asked such questions: how many legs does a cow have? How many eyes does a cat have? How many ears does a rabbit have? etc. First, this is well known to children; secondly, talking about the number of legs, ears, eyes, tails adds nothing to the knowledge of children about animals. After all, all animals have the same number of legs, ears, etc. One animal differs from another not in the number of members of the body, but in their characteristic qualities, lifestyle, and habits. The rabbit has long ears; the cat's ears are small, erect; squirrels have tassels at the tips of their ears. Therefore, it is more correct to ask children a question about the quality of the external signs of an animal: what kind of eyes does a cat have? What is her tail? etc.

All the main questions of the conversation in their logical sequence should be recorded in the calendar plan or in the teacher's notes.

When conducting a conversation, depending on the answers of the children, sometimes it becomes necessary to ask additional questions, but one should not move away from the content of the main topic of the conversation.

To clarify the ideas of children or in order to give a visual image of an object unknown to them, it is necessary to use visual material: a picture, a toy, a model, an object in kind. Visual material arouses great interest and speech activity in children. Their statements in this case are directly based on sensations and perceptions.

Different visual material is used in different ways: some objects are distributed to children (tree branches, seeds, object pictures), others are shown by the teacher to the whole group (picture, living animal, dishes, etc.); in the latter case, the size of the object must be accessible for viewing by every child.

Visual material is prepared in advance and stored so that it does not distract children prematurely. The subject that is used in the lesson as a visual aid should clearly illustrate the program material of the conversation.

At the end of the session, it is useful to consolidate the content of the conversation or deepen its emotional impact on children. This can be done in different ways, namely: the educator sets out the content of the conversation in a short concluding story, repeating the most essential; at the end of the conversation, a didactic game is conducted on the same program material (35 minutes are allotted for this); children are invited to read a familiar poem or sing a song that is close in content to the topic of the conversation; you can read a story.

Which option the teacher chooses depends on the topic of the conversation, on the stock of knowledge of the children and on the time when the lesson is held. You can end the conversation about vegetables with the didactic game “Guess the vegetables by touch”; a conversation about preparing for the celebration of the New Year can be concluded with a New Year's song that the children have already learned in music classes.

When conducting a conversation, the teacher should strive to ensure that all children are active participants in it. To do this, the following rules must be observed: pose a question to the whole group, then call one child to answer. You can not ask the children in the order in which they sit. This leads to the fact that some of the children stop working: it is not interesting to wait in line when you know that you are still far away.

It is unacceptable to ask the same children (the most lively ones). We must try to call more children at least for a brief answer to the question posed. If the teacher talks to one child for a long time, then the rest of the children cease to participate in the conversation. The same thing happens when the educator himself, during the conversation, talks a lot about what the children already know well, or without any need repeats everything that the children say.

Children during the conversation should answer one at a time, and not in chorus. But if the teacher poses a question that all or many children can have the same simple answer (for example, “were”, “went”), then the children can answer in unison.

You should not interrupt the answering child, if there is no direct need for it; it is inexpedient at the cost of prolonged efforts to “pull out” an answer if the child does not have the necessary knowledge or has not yet overcome his shyness; in such cases, one can be satisfied with a brief, even monosyllabic answer.

The children's answers during the conversation are in the nature of short or more or less detailed remarks; One-word answers are also acceptable, if the content of the question does not require more. It is inappropriate to demand a complete answer from children. The so-called complete answers are built by the child according to a ready-made template: he repeats all the words of the question and attaches the answer word to them:

"What is the cat doing?" "The cat is doing... sleeping!" Such pedantry makes the conversation dry and boring.

Children should answer loudly enough, clearly, in a cheerful voice. The teacher offers the child, if he speaks quietly, repeat the answer loudly, but do not shout. "No one heard what you said, the teacher should explain. Repeat your answer aloud."

Small conversations are held by the teacher at the beginning of activities such as drawing, modeling, didactic games.

When preparing and conducting such introductory conversations, the educator must follow the same rules. Interviews in expanded form are conducted with children of middle and older age.

In the younger group, the conversation is accompanied by the examination of paintings, living objects.

In the younger group, classes are practiced in the form of a game, where the speech activity of children (answers to questions) takes the main place. These are didactic games with a doll, which consist in the fact that the teacher plays a small dramatization with the participation of the doll, for example, meeting a new doll, treating the doll, collecting the doll for a walk, etc. In continuation of this game, the teacher talks to the children on behalf of the doll, inserting questions, comments from oneself; children answer in chorus and one at a time. This form of conversation corresponds to children's interests and serves as an excellent means of activating children's speech. They follow with interest all the actions of the teacher, listen carefully, willingly answer and ask questions themselves.

Conducting such classes requires from the teacher: preliminary preparation. It is necessary to draw up a kind of scenario (i.e., a plan), where the actors, the order of actions and the speech of the teacher and the actors are listed.

Methodologically important is the question of the relationship between the speech of an adult and children in a conversation. As observations show, often the teacher's speech activity prevails over the child's. Sometimes educators, when posing a question, do not give children the opportunity to concentrate and think, they are in a hurry to answer themselves, starting to talk about what they observed, for example, on an excursion. Children have no choice but to listen passively. The other extreme is to "pull out" correct answers from children at the cost of considerable effort. The effectiveness of the conversation largely depends on the ability of the teacher to purposefully lead the children, direct the child's thought and activate speech activity.

The methodology determines in which age groups the classes-conversations are held. Regarding ml

Game test to determine knowledge,

skills and abilities of educators

Red cards

Name the forms of speech (dialogical and monologue)

2. What types of sentences are used in the dialogue? (narrative, interrogative)

What skills are developed in dialogue ? (listen to the interlocutor, ask a question, answer depending on the context)

Name the way phrases are connected (accounting connection, parallel, radial)

Name the types of statements (description, narration, reasoning)

What forms of work are used when teaching children connected speech?

blue cards

1. What is the name of the text that begins with a general thesis that defines and names the subject or object? (description)

2. What is the name of the text in which there is a list of signs, properties, qualities,? (description)

3. What type of text ends with a final phrase giving an assessment of the subject or attitude towards it? (description)

4. Which test is characterized by a static soft structure that allows you to vary, represent its components in places? (description)

5. For what texts is ray communication used? (description)

6. What is the name of the text in which the development of the plot unfolds in time? (narration)

7. The main purpose of which text is to convey the development of an action or state of an object, which includes successive events, scenes, pictures? (narration)

8. Name the structure of the story (start, climax, denouement)

9. Name the main types of narrative texts . (stories from experience, fairy tales, storytelling from a picture or a series of plot pictures, etc.)

10. Name the reasoning structure (thesis, proof, conclusion)

Green cards

All tasks are related to the teachers' knowledge of the program of their age group. From the tasks listed in the card, they should choose only the one that their group should solve.

1. Teach children to perceive the text read by the teacher.

2. To be able to coherently, consistently, expressively convey the content of a story or fairy tale without the help of questions from the educator.

3. To teach to tell short tales and stories not only well-known, but also read for the first time in class.

4. Teach children to come up with a sequel to a read story or fairy tale.

1. To teach children to convey dialogic speech, changing intonations in accordance with the experiences of the characters.

2. Teach children to expressively convey the conversation of the characters.

3. Teach children to compose a story by analogy.

4. Lead the children to reproduce the text.

1. To teach children to look at the picture, to notice the most important thing in it.

2. To teach children to see not only what is shown in the picture, but also to imagine previous and subsequent events.

3. Teach children to make their own stories from pictures

1. Develop coherent speech based on the use of the comparison technique.

2. Learn to write short descriptive stories about toys.

3. Compilation of plot stories based on a series of toys.

4. Learn to make collective stories on a set of toys.

1. In which group is collective storytelling introduced?

2. In which group is the most appropriate collective storytelling from experience?

3. Teach children the collective writing of letters (special texts).

4. Learn to compose plot and descriptive stories based on conversations, reading books, looking at pictures.

1. Learn to invent a story or fairy tale according to the plan of the teacher.

2. Lead the children to compose descriptive stories about the toy.

3. Teach children to compose descriptive stories on subjects.

Message.

Topic: "Speech development of preschoolers: problems and ways to solve them."

Take everything I have from me

but leave me my speech,

and soon I will have everything I had.

Daniel Ubster.

I would like to start my speech with the wise words “Almost everyone can speak, but only a few of us can speak correctly.” Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as a person.

Speech is a wonderful gift of nature. It is not given to a person from birth. It takes time for the baby to start talking. And adults should make a lot of efforts so that the child's speech develops correctly and in a timely manner.

Teaching preschoolers their native language is legitimately regarded as one of the central pedagogical tasks. Language - a means of communication and cognition - is the most important condition for familiarizing children with the cultural values ​​of society.

Speech accompanies almost every activity of the child, improves it and enriches itself. Speech is one of the important lines of child development. Thanks to the native language, the baby enters our world, gets ample opportunities to communicate with other people. Speech helps to understand each other, forms attitudes and beliefs, and also plays a huge role in understanding the world in which we live.

Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech - phonetic, lexical, grammatical.
It is impossible to judge the beginning of the development of the personality of a child of preschool age without assessing his speech development. In the mental development of the child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Full knowledge of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The sooner the teaching of the native language is started, the freer the child will use it in the future. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most urgent.

Reasons for the low level of speech development:

Half of preschool children are characterized by insufficiently formed skill in constructing a coherent statement.

Based on the results of the analysis of observations in groups, the following shortcomings can be noted:
- connected statements of children are short;

Differ in inconsistency, even if the child conveys the content of a familiar text;

Consist of separate fragments, logically unrelated to each other;
- the level of informativeness of the statement is very low.

In addition, most children actively share their impressions of the events they have experienced, but are reluctant to take up the compilation of stories on a given topic. Basically, this happens not because the child’s knowledge on this issue is insufficient, but because he cannot formulate them into coherent speech statements.
During the lesson, the teacher sees himself and the techniques, but does not see the child, i.e. in the classroom, sometimes, one teacher says.

Insufficient preparation for the lesson.

When viewing a picture, conducting a conversation, it is necessary to carefully consider questions.

The speech culture of the teacher also plays a very important role in the development of speech. It is the teachers who give the children examples of correct literary speech:

The speech of the teacher should be clear, clear, complete, grammatically correct;

The speech includes a variety of samples of speech etiquette.

Parents do not understand their function - communication with the child should begin both from birth and before his birth, in the prenatal period.

"Pedagogical Run"

Dear colleagues, in order for the children's colloquial speech to be well developed, the teacher needs a store of knowledge on the formation of coherent speech.

An express survey "Speech development" is being conducted:

1. What are the forms of speech? (dialogical and monologue).
2. A conversation between two or more people on a topic related to a situation (dialog).
3. What skills are developed in dialogue? (listen to the interlocutor, ask a question).
   4. Name the types of retelling: detailed (close to text) in parts (fragments), with a change of face (I went ... The author went ..), Similarly (creative, with change hero or event), staging (acting with toys or table theater).
4. From what age group does the work on teaching children monologue speech begin? (from the middle group).
5. What is the name of the text in which there is a list of signs, properties of qualities, actions? (description).
6. What are the main methods and techniques for the development of speech of preschool children (visual, verbal, practical or game).
7. Speech of one interlocutor addressed to the audience (monologue).

All the tasks of developing the speech of preschool children (enrichment of vocabulary, formation of the grammatical structure of speech, sound culture) will not achieve their goal if they do not find their final expression in the development of coherent speech.

Coherent speech - the construction of coherent statements of various types - reasoning, narration, the ability to structurally build a text, develop a plot through a series of pictures, connect parts of a statement in different ways of connections grammatically correctly and accurately.

The development of coherent speech: the solution of this problem is associated with the development of two forms of speech - dialogic and monologue. In the development of dialogic speech, special attention is paid to the formation of children's ability to build a dialogue (ask, answer, explain, etc.), while using a variety of linguistic means in accordance with the situation. For this, conversations are used on a wide variety of topics related to the life of a child in a family, in kindergarten, etc.

It is in the dialogue that the ability to listen to the interlocutor develops, to ask a question, to answer depending on the context. All these skills are also necessary for the development of monologue speech of children.

The central point in the development of such speech is teaching children the ability to build a detailed statement. This involves the formation of elementary knowledge about the structure of the text (beginning, middle, end), ideas about the relationship between sentences and structural links of the statement. The latter is an important condition for achieving the coherence of a speech statement.

Mastering monologue speech is a priority for the full preparation of the child for school and, as many scientists and teachers note, is possible only in conditions of purposeful learning.

Speech develops in different types of activities: in classes to familiarize oneself with fiction, phenomena of the surrounding reality, teaching literacy, etc. As well as in gaming and artistic activities, in everyday life. That is why determining the directions of pedagogical influence and the conditions for the development of speech in children are among the most important pedagogical tasks.

The successful solution of these problems is possible only with an integrated approach to their consideration, as well as with the creation of the necessary conditions for the speech development of children, with the close cooperation of all participants in the educational process.

"Let's discuss":

The child is not interested in the lesson on speech development. What needs to be done to increase interest in speech development classes?

Organize classes so that the child is involved in the process of independent search and discovery of new knowledge. Less control, more autonomy and trust.

Intellectual and practical activities in the classroom should be varied.

It is necessary to constantly change the form of questions, tasks, stimulate the search activity of children, creating an atmosphere of hard work.

The more new material is connected with the child's personal experience, the more interesting it is for him.

Accounting for the individual, age, and mental characteristics of the child.

The emotionality of the teacher, his ability to support and direct interest in the content of the lesson.

Use of ICT technology in the classroom.

1. If there are many children with poorly developed speech in the group, it is necessary to use more often questions and tasks that require an answer from the child - actions (show something, find, bring, do, etc.).
2. When talking with a child, you should exercise restraint and patience. If your question was not answered, repeat it and prompt the answer, encouraging the baby's attempts to reproduce the word, phrase after you.
3. You "failed" to do the job. If you think that this material is important for children, repeat the lesson, but first analyze the reasons - failures (requirements are too high; children were placed unsuccessfully, etc.).
4. Do not forget to repeat the material covered with the children.
5. Behave naturally, do not read morals to children.
6. Praise your children often. Rejoice with them in their successes.
7. Try to bring something new, unexpected into the lives of children, to please them with surprises that create conditions for developing communication.

1. Develop pronunciation side of speech:

Prepare the articulatory apparatus for the correct pronunciation of sounds;

Develop a clear pronunciation of words, sentences, a calm pace and a measured rhythm of speech.

1. Develop and improve vocabulary:

Introduce words denoting qualities, properties of objects;

Learn to understand the generalized meaning of words and use the simplest generalizations in independent speech.

1. Develop grammatical skills of oral speech:

Exercise in the correct use of prepositions expressing various spatial relationships (on, in, for, from, with, over, between, before, etc.);

Exercise in the use of plural nouns (according to the “one - many” principle) and the formation of the genitive plural of nouns (when answering the question “What is not?”);

Learn to use imperative verbs. Teach the conjugation of the verb "want";

To teach the compilation and distribution of simple sentences at the expense of homogeneous members; subjects, definitions, predicates.

1. Contribute to the development of coherent speech. Develop dialogic speech:

Create conditions conducive to the active use of dialogic speech (game and problem situations, excursions, theatrical and game activities);

Learn to use language materials depending on the situation (greeting, appeal, request, apology, consolation, gratitude, forgiveness);

Demonstrate to children the culture of dialogue;

Prepare for learning coherent monologue speech;

Through game exercises and various forms of retelling, learn to compose the characteristics of objects and objects (for description); reconstruct the sequence of events in the story.

1. Don't forget to develop fine motor skills.
2. Create conditions conducive to the activation of speech:

Considering with children their work on visual activity, encourage them to tell a story about the created images, objects of the world around them;

To create a culturally rich speech environment for the child.