Interactive presentation "Zvukarik" (games with a sounding word). Presentation on the topic "speech development of preschoolers in games and exercises" Speech development interactive presentations
"The game is a spark that ignites the spark of inquisitiveness and curiosity." From birth, a child discovers a magical world of sounds, which he begins to be interested in already at a young preschool age. That is why it is necessary to develop an interest in speech through games as early as possible. Soviet teacher V.A. Sukhomlinsky emphasized that “play is a huge bright window through which a life-giving stream of ideas and concepts about the world around them pours into the child's spiritual world. The game is a spark that ignites the spark of inquisitiveness and curiosity. " For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. A game for preschoolers is a way of learning about the world around them.
"Speech games as the basis for the development and correction of children's speech." Word and sound games for children are not only attractive but also rewarding. Speech games are aimed at the development of speech in children, clarification and consolidation of the vocabulary, at the formation of correct sound pronunciation. At the same time, they are the basis for enhancing cognitive activity, the development of mental abilities. Preschoolers develop the ability to express their opinions, draw conclusions, apply new knowledge in various life situations. Speech games are of great importance for the development of speech and thinking in children; they activate, enrich their vocabulary, improve phonemic hearing in children, instill interest and love for language.
4. "Think about it." 5. "Guess." 4. The child is asked to describe an object (ball, apple, cat, snow, etc.) according to the following scheme: What color is it? What does it look like? What material is it made of? What size, shape? How does it feel? What smells? What does it taste like? Where is it found? What does a person need for? What group of objects does it belong to (furniture, dishes, animals, fruits, etc.)? 5. An adult describes an object, and a child guesses a conceived word.
Lesson type: learning new material.
Lesson objectives:
- to acquaint students with the work of mail, with the semantic meaning of the words address, addressee, sender, index, with a variety of postal items, rules for filling envelopes;
- to reveal the role of the postal service in the life of people;
- broaden children's understanding of the different types of mail messages;
- develop information literacy of students;
- develop the communication skills of students;
- develop the ability of children to analyze their work;
- enrich the vocabulary of students.
Lesson Objectives:
- personal: contribute to the formation of interest in the lessons of speech development, readiness to overcome school difficulties;
- regulatory: to ensure the formation to set a goal and plan their activities, to promote the development of the ability to exercise self-control, self-assessment and self-correction of educational activities;
- cognitive: create conditions for the development of the ability to analyze, generalize, compare, build a logical chain of reasoning, provide evidence of the expressed thought;
- communicative: to help to realize the practical, social, personal significance of the educational material, to plan educational cooperation with the teacher and peers, to develop the ability to express one's thoughts with sufficient completeness and accuracy, to ensure the development of monologue and dialogical speech.
Planned student achievements:
- personal: interest in writing communication; the formation of the ability to self-esteem based on the criterion of the success of educational activities, the ability to motivate their actions, evaluate their own educational activities: their achievements, independence, initiative, responsibility, reasons for failure;
- metasubject: the ability to accept and maintain a learning task; the ability to plan their actions in accordance with the task at hand; the ability to build a speech utterance orally; the ability to interact in a group and provide assistance to classmates;
- subject: the formation of the skill of oral and written speech, the creation of coherent oral statements on a given topic, the assimilation of the stages of the letter journey, the rules for filling out envelopes.
Equipment: computer, multimedia equipment; handouts, presentation "Travel letters", cards with the words "sender, addressee, index, envelope, stamp, stamp, parcel post, parcel".
Lesson stage |
Teacher activity |
Student activities |
| 1. Organizational moment | Greetings. Everyone sat down in their places nobody is cramped. I'll tell you a secret: "It will be interesting!" We welcome guests Very, very happy. And their evaluation at the end It will be our reward. |
Welcome guests. Checking readiness for the lesson. KUUD: readiness for activity: listen and engage in dialogue; positive emotional focus. |
| 2. Checking homework | What was your homework? Who did you write the letter to? | Students' answers. Mom RUUD: control, correction, assessment and self-assessment of the performed actions. |
| 3. Updating basic knowledge | Do you know how the letter will reach your mother? | Students' answers. |
| 4. Determination of the topic and purpose of the lesson | The topic of our lesson is "The Journey of Writing" Acquaintance with the variety of postal items |
Exit to the topic of the lesson by students. Students are introduced to a variety of postal items. RUUD: plan the solution of the educational problem: build a sequence of necessary operations (algorithm of actions). KUUD: develop the ability to express your thoughts with sufficient completeness and accuracy |
| 5. Primary assimilation of new knowledge. | The teacher's story on how to fill out the envelope correctly. Acquaintance with the concepts: sender and addressee, brand, index. The address is written on the envelope when the letter is sent. The sender is the one who sends the letter. The addressee is the one who receives the letter. The stamp is the date the letter was sent. How do you think the letter will get from the sender to the addressee? The teacher's story about how the letter travels from the point of origin to the point of destination. Look at the map and tell me, by what means of transport will your letter reach your mother? |
RUUD: determine the purpose of completing assignments in the lesson with the help of a teacher. Students complete this activity in groups on the chalkboard. Weak students at the desk (using a ready-made plan) Students solve riddles. Students try to determine the mode of transport. |
| Physiotherapy for the eyes | Musical slide with a physical moment for the eyes | Children listen to music and follow the figures with their eyes. |
| 6. Initial check of understanding | Now you know what is the correct way to write. Look at the path you sketched earlier on the board and correct any mistakes. | Students find mistakes and correct them. KUUD: carry out joint activities, analyze; find errors and fix them. develop a monologue and dialogical form of speech. |
| 7. Primary anchoring | Outline the How Letter Travels story. | WPMP: perceive the pictures taking into account the set educational task, with the help of them find the information necessary to solve it. |
| 8. Reflection (summing up the lesson) | Try to formulate what your result of work in the lesson is. What types of work caused difficulties? |
RUUD: evaluate educational actions, mastering the initial forms of cognitive reflection. LUUD: motivate your actions, evaluate their own learning activities: their achievements, independence, initiative, responsibility, reasons for failure; |
| 9. Homework information | At home, write a story according to the written plan, about how the letter travels to mom. | LUUD: to express a positive attitude towards the process of cognition: to show attention, a desire to learn more. |
Slide 2
Good speech is an important condition for the development of a child's personality. The richer and more correct a child's speech is, the easier it is for him to express his thoughts, the wider is his ability to cognize the world around him, the more actively his mental development is carried out. But a child's speech is not an innate function. It develops gradually, along with its growth and development. Speech must be formed and developed in conjunction with the general development of the child. It is much more successful to do this using games. Since at preschool age, play activity is the leading one.
Slide 3
The game method of teaching contributes to the creation of an interested, relaxed atmosphere; increases speech motivation; encourages children to communicate with each other; the thinking process proceeds faster, new skills are learned more firmly. A didactic game is an excellent learning and development tool used in the assimilation of any program material. Specially selected games and exercises make it possible to positively influence all components of speech. In the game, the child gets the opportunity to enrich and consolidate the vocabulary, form grammatical categories, develop coherent speech, expand knowledge about the world around him, develop verbal creativity, and develop communication skills.
Slide 4
The main tasks of speech development
Development of sound culture of speech; Formation of the grammatical structure of speech; Enrichment of vocabulary; The development of coherent speech. The child's speech is formed in stages and at each age stage, their own tasks of the child's speech development are solved.
Slide 5
Games and exercises for the development of speech in younger preschoolers
The leading line in the development of speech in children 3-4 years old is the education of the sound culture of speech, teaching the correct sound pronunciation, the formation of the grammatical structure of speech.
Slide 6
Slide 7
GAMES AND EXERCISES TO DEVELOP THE SPEECH OF FIVE YEAR CHILDREN
The leading line in the development of children of this age is vocabulary enrichment. Work continues on the education of the sound culture of speech (the formation of correct sound pronunciation, the development of phonemic perception, vocal apparatus, speech breathing, the ability to use a moderate speech rate and intonational means of expressiveness). Children get acquainted with new terms "sound", "word".
Slide 8
Slide 9
Games and exercises for the development of speech for older preschool children (6-7 years old)
The main task of working with children of senior preschool age is the development of coherent speech, the assimilation of the phonetic side of speech. Work is underway to further improve speech hearing, consolidate the skills of clear, correct, expressive speech. Children differentiate what a sound, a word, a sentence are.
Slide 10
Slide 11
The use of mnemonics for the development of coherent speech in preschoolers
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information. The use of mnemonics reduces training time and at the same time solves the following speech tasks: enriching vocabulary, composing stories, retelling thin. literature, guessing and guessing riddles, memorizing poetry.
Slide 12
Sequence of work:
1 Mnemonic squares 2 Mnemonic tracks 3 Mnemonic tables
Slide 13
Theatrical activities as a means of developing speech in preschool children
Theatrical games contribute to the assimilation of elements of verbal communication (facial expressions, gestures, posture, intonation, voice modulation). Theatrical activity is not just a game, but also an excellent tool for the intensive development of children's speech, enrichment of the vocabulary, as well as the development of thinking, imagination, attention and memory, which is the psychological basis of correct speech.
Slide 14
Music lessons and speech development
Musical education in kindergarten is of great importance for the development of children's speech. The fundamental principle of conducting music lessons is the relationship of speech, music and movement. A clear pronunciation of rhythmic text and poetry to music develops an ear for music, imagination, and a sense of the word. Each word, syllable, sound is pronounced meaningfully, with a sincere attitude.
Slide 15
Artistic creativity and speech development
Artistic creativity is a unique tool for the development of fine motor skills and speech in their unity and interconnection. Children learn to analyze forms, observe, compare, highlight the similarities and differences of objects.
Slide 16
Influence of origami on the development of speech in preschoolers
Origami ("ori" - to bend, "gami" - paper) is the Japanese art of paper folding, which is very popular due to its entertaining and developing possibilities. In the process of folding origami figures, children get acquainted with the basic geometric concepts, while the vocabulary is enriched with special terms. Origami promotes concentration of attention, is of great importance in the development of constructive thinking in children, their creative imagination. Origami stimulates the development of speech, memory and activates thought processes.
Slide 17
The main types of didactic games
Board games Games with objects (toys, natural materials, etc.) Word games
Slide 18
Finger games as a way of developing speech in preschool children
“The mind of a child is at the tips of his fingers” V.A. Sukhomlinsky The child's verbal speech begins when the movements of his fingers reach sufficient accuracy. The child's hands, as it were, prepare the ground for the subsequent development of speech. Finger games develop baby's brain, creativity, baby's imagination. This is not only a stimulus for the development of speech and fine motor skills, but also one of the options for joyful communication.
Slide 19
Role-playing game has a positive effect on the development of speech. During the game, the child speaks out loud with the toy, speaks for himself and for it, imitates the hum of an airplane, the voices of animals, etc. Dialogic speech develops.
Slide 20
Outdoor games in speech development
During the game, the teacher seeks to stimulate imitative speech activity in children, to expand the volume of understanding of speech and vocabulary. This is achieved by pronouncing, together with the teacher, nursery rhymes, poems, verbal accompaniment of outdoor games.
Slide 21
Subject developmental environment in the group
“Within empty walls, a child will not speak ...” E.I. Tikheeva Saturating the group space, educators care first of all so that the children in the group can satisfy their important vital needs for cognition, movement and communication. Groups should be equipped with modern play equipment, which includes visual, play and demonstration material, providing a higher level of cognitive development of children and provoking speech activity.
Slide 22
Thank you for your attention!
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"Correctional pedagogy" - Rehabilitation is the process of including a child with developmental and behavioral disabilities into the social environment, into normal socially useful activities and adequate relationships with peers. Learning is a process of active, purposeful interaction between the teacher and the student, as a result of which certain knowledge, abilities, skills, experience of activity and behavior, as well as personal qualities are formed in the student.
"Working with low-performing students" - Formation of methods of analysis. The teacher should not rush to give an unsatisfactory grade. Several exercises. Unformed skills and abilities. Tasks. Don't put a "two" every time. Conventionally, all laggards can be divided into three behavioral types. Differentiated approach to students. A student with low learning efficiency.
"Speech therapy room" - Office management. Inspection is carried out according to the following criteria: Cabinet design. Inventory list for the technical means of teaching the speech therapy office (No.). The requirement for drawing up a work plan for the speech therapy office for the academic year (and perspective). 2. The head of the cabinet is obliged:
"Inclusive education" - Inclusive education is a process of development of general education, which implies the availability of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs. What is inclusive education? Inclusive or inclusive education is a term used to describe the process of teaching children with special needs in mainstream (mainstream) schools.
Schoolchildren Failure - Why not consult a school psychologist? No need to scold the child endlessly. Computer, TV and other entertainment should know their place. The child is often sick. Identify the reasons for the failure and find solutions together. Personal problems. Failure -. Why does the student study poorly?
"Correctional and developmental work with children" - Subject-tool activity. Correctional and developmental work. Phase. Arbitrary attention. Increased attention span. The etiological factor of childhood neuroses. Development of attention of younger students. Psychological correction. The amount of attention. A significant stage of work. Schoolchild's memory. Etiological factor.
There are 15 presentations in total
Preparation for teaching literacy in preschool age is closely related to the sound culture of speech. If the child does not pronounce sounds correctly, cannot distinguish and highlight them, select words with a certain sound, then the process of mastering the initial elements of literacy will be difficult.
“Not only the acquisition of literacy, but also all subsequent assimilation of the language depends on how the child will discover the sound reality of the language, the structure of the sound form of the word” (DB Elkonin).
Practical significance.
In the interactive presentation "Zvukarik" (games with a sounding word), a set of game tasks is presented for the development of phonemic perception in preschoolers 4-6 years old, practicing sound pronunciation, developing intonational expressiveness of speech, the ability to analyze the sound and syllabic composition of a word. The system of hyperlinks provides an arbitrary transition from one task to another, depending on the task set by the teacher. The games with the sounding word presented in the presentation will also be useful for parents for individual work with the child.
- Slide number 1: title
- Slide No. 2 contains a list of games with Zvukarik (transition to games is carried out via hyperlinks). The hyperlink "Notka" is intended for listening to the song "What are words" (to reinforce the concept of "word" in children).
- Slide number 3: description of the game "Find words with a given sound" (didactic task, navigation system in the game).
- Slides number 4 - 8: game "Find words with a given sound"; the "Notka" hyperlink is intended for listening to "Speech therapy chants" to the sounds "Ж", "Ш", "Ц", "Щ", "Ч".
- Slide number 9: description of the game "Hard-soft" (didactic task, navigation system in the game).
- Slides number 10 - 25: the game "Hard-soft" to distinguish between hard and soft consonants.
- Slide number 26: description of the game "Measure the word" (didactic task, navigation system).
- Slides number 27 - 30: game "Measure the word" for the study of the syllable composition.
- Slide number 31: description of the game "Caterpillar" (didactic task, navigation system).
- Slides number 32 - 37: Caterpillar game to determine the first and last sound in a word.
- Slide 38: description of the game "Find the words" (didactic task, navigation system).
- Slides number 39 - 43: Play "Match Words" to master the sound analysis of a word.
The choice of the correct answers in each task is carried out by clicking on the subject pictures (trigger system). Correct and incorrect answers are accompanied by animation and sound.
