Presentation “Didactic games in the development of speech in preschool children. Presentation "development of children's speech through didactic and educational games" Development of speech through didactic games presentation

1 slide

2 slide

The development of children's speech is one of the main tasks of cognitive and speech development of preschool children.

3 slide

Didactic games help solve this problem; they are not only a playful method of teaching preschool children, but also an independent play activity, a means of comprehensive development of the child’s personality.

4 slide

Good speech is an important condition for the development of a child’s personality. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the world around him. 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 leading.

5 slide

A didactic game is an excellent learning and development tool used in mastering any program material.

6 slide

Specially selected games and exercises make it possible to have a beneficial effect on all components of speech. In the game, the child gets the opportunity to enrich and consolidate vocabulary, form grammatical categories, develop coherent speech, expand knowledge about the world around him, develop verbal creativity, and develop communication skills.

7 slide

A didactic game is a valuable means of cultivating mental activity; it activates mental processes and arouses a keen interest in the process of cognition in preschoolers. The game helps to make any educational material exciting, causes deep satisfaction in children, stimulates performance, and facilitates the process of assimilation of knowledge.

8 slide

The idea of ​​including didactic games in the learning process has always attracted domestic teachers. Even K. D. Ushinsky noted that children learn new material more easily during play, and recommended trying to make classes more entertaining, since this is one of the main tasks of teaching and raising children.

Slide 9

It is important that children have a positive emotional attitude towards such games. A successfully and quickly found solution, the joy of victory, success, and approval from the teacher have a positive effect on children, activate their thinking, and help increase interest in cognitive activity.

10 slide

The didactic game develops children’s speech: it replenishes and activates the vocabulary, forms correct sound pronunciation, develops coherent speech, and the ability to correctly express one’s thoughts.

11 slide

All didactic games can be divided into three main types: games with objects (toys, natural materials), board-printed and word games. Games with objects Board-printed Word games Didactic games

12 slide

For ease of use of word games in the pedagogical process, they can be conditionally divided into four groups:

Slide 13

The required structural elements of a didactic game are: a teaching and educational task, game actions and rules. Structural elements of a didactic game Educational task Educational task Game actions and rules

Slide 14

The vocabulary of a preschooler is significantly inferior in volume to the vocabulary of an adult. The main task of speech development through didactic games is to quantitatively enrich the child’s vocabulary by increasing the volume of accumulated knowledge about the world around him, to activate and teach him to use it competently.

Slide 1

The influence of didactic games on speech development in preschool children
Prepared by: teacher 1st quarter. cat. Eremina O. G.

Slide 2

Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children. In the process of working with older preschoolers, special attention is paid to the development of their coherent speech.

Slide 3

Speech development should be carried out taking into account leading activities. In preschool age, the child's leading activity is play. In coherent speech, the main function of language and speech is realized - communicative. In order to successfully complete the primary education program, the speech of children entering school must meet the requirements of a modern school. Among them we can highlight the richness of children’s speech, consistency and experience, accuracy and clarity of the ideas expressed, and expressiveness. Therefore, the development of coherent speech is one of the main tasks set by preschool education.

Slide 4

Types of didactic games as a gaming method of teaching: 1. games - educational activities 2. didactic games

Slide 5

Main types of games: - games with objects (toys, natural materials), - board and printed games - word games.

Slide 6

Games with objects
Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. In games they solve problems of comparison, classification, establishing sequence in solving problems. As children master new knowledge about the subject environment, the tasks in the games become more complex: the children practice identifying an object by any one quality, combine objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for the development of active vocabulary and speech development of a preschooler.

Slide 7

Board-printed games
Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

Slide 8

Word games
Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them. Since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics. These didactic games are carried out in all age groups, but they are especially important in the education and training of children of senior preschool age, as they help prepare children for school. This develops the ability to listen carefully to the teacher, quickly find an answer to the question posed, accurately and clearly formulate your thoughts, and apply knowledge in accordance with the task. All this develops the speech of a preschool child and promotes the activation of coherent speech.

Slide 9

Didactic task
To select a didactic game, it is necessary to know the level of preparedness of students, since in games they must operate with existing knowledge and ideas. Each didactic game has its own learning task, which distinguishes one game from another. It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, etc. is necessary.

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Completed by: teacher Tatyana Viktorovna Chugunova

Good speech is an important condition for the development of a child’s personality. 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.

Gaming activity is the leading type of activity.

creating an interested, relaxed atmosphere; increases speech motivation; encourages children to communicate with each other; the thinking process proceeds faster, new skills are acquired more firmly. The game method of teaching promotes:

A didactic game is an excellent learning and development tool used in mastering any program material.

Development of ZKR, phonemic hearing Enrichment of vocabulary Development of speech creativity Development of coherent, grammatically correct speech Formation of sound analytical-synthetic activity Speech development Proficiency in speech as a means of communication

Game for preschoolers: Types of didactic games Board and printed games are used as visual aids aimed at developing visual memory and attention. Games with objects or toys are aimed at developing tactile sensations, the ability to manipulate various objects and toys, and the development of creative thinking and imagination. Word games contribute to the development of auditory memory, attention, communication abilities, as well as the development of coherent speech.

Enrichment of vocabulary: “Show me where?” “Who or what is this?”, “Wonderful bag”, “Who does what?”, Who moves how?, “Who does what?”, “What parts?”, “What are they needed for?”, “Who is the voice?” serves?”, “Identical words”, “Family of words”, “The fourth odd one”, “Say the opposite”. Development of coherent, grammatically correct speech: “What does a toy tell about itself”, “What are clouds like”, “Add a word”, “How are they similar, how are they different”, “Make a sentence”, “Hide the toy”, “What is not there?” “Who stands where?”, “One is many”, “Call me affectionately”, “Treat” “Who do I love?”, “Whose baby?”, “Who works, what?” “What juice?”, “Who cares about whom,” “Who dreams of what?” “Whose toy”, “Mine, mine, mine” Development of ZKR and phonemic hearing: “What does it sound like”, “Who screams what?”, “Parrot”, “Sound tracks”. Development of speech creativity: “Make up a story”, “Write it yourself”, “Come up with a riddle”, “What will happen next?”, Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write: “Find the sound”, “Collect a flower”, “Cheerful” train" "Collect beads", "Paired pictures", "Where is the sound?"

For most children, the leading channel of perception of the surrounding world is visual, which once again emphasizes the need to include techniques and methods for activating the visual analyzer in the work system.

Ball games are of great importance in enriching a child’s speech, clarifying the words he already has, and expanding knowledge about the world around him.

Thus, the use of didactic games and exercises provides great opportunities for the development of speech in preschool children: speech motivation increases, communication skills successfully develop; psychological comfort is provided; children remember a large amount of speech material; higher mental functions are activated (memory, attention, thinking)

Didactic games are universal and their variety and content depends only on your imagination and desire to work with children in a fun and interesting way.

Thank you for your attention!

experience “Speech development of children of the senior group through didactic games and mnemonic tables »

represented by the teacher

MBDOU "Pleshanovsky kindergarten No. 1"

Klassen Elena Ivanovna

Orenburg region

“Speech is an amazingly powerful tool, but you need to have a lot of intelligence to use it.”

G. Hegel

“A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

V. A. Sukhomlinsky

« Teach a child some five words unknown to him, he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn on the fly.”

K. D. Ushinsky

Structure of experience description

• Information block
• Description of the technology of the experiment
• Conclusion

I. Information block 1. 1. Business card

Education secondary special education, Orsk Pedagogical School, 1988, Orsk, kindergarten teacher

Teaching experience: 29 years

In this institution : 3 g .

Position held: teacher at MBDOU "Pleshanovsky kindergarten No. 1"

Certification: first qualification teacher

1.2. Conditions for occurrence and

formation of experience.

Formation of experience

Base MBDOU "Pleshanovsky kindergarten No. 1"

Krasnogvardeisky district, Orenburg region.

Conditions for the occurrence of experience

- Federal State Educational Standards requirements;

- theoretical foundations of the psychological development of preschool children;

- study of methodological literature and the experience of colleagues;

- testing innovative pedagogical technologies;

- refresher courses.

1.3. Relevance of teaching experience

In accordance with the Federal State Educational Standard for Education, one of the priority areas of the preschool education system is the development of speech in preschoolers. 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 pressing. At the stage of completing preschool education, the child must have good command of oral speech, use speech to express his thoughts, feelings, desires, and highlight sounds in words. Speech development still remains most relevant in preschool age.

1.4. Contradiction and problem of experience

Contradiction:

between the need to develop coherent speech in preschoolers and the insufficient level of development of their speech activity.

Problem:

creating a gaming learning environment using didactic games and mnemonic tables

to include preschoolers in independent play activities and speech activity.

1.5. The idea of ​​teaching experience

Development of coherent speech in preschool children using didactic games in integration with the visual modeling method - mnemonic tables.

1. In a retelling;

3. In composing stories;

2. In memorizing poems;

4. In the formation of grammatically developed speech.

According to this pedagogical idea, the learning process

under construction

on a combination of personality-oriented, developmental,

activity approaches using game forms of work.

1.6. Range of experience and degree of novelty

The experience can be applied in preschool educational institutions. It is fully consistent with the basic requirements of the Federal State Educational Standard for Education.

Novelty of experience

The novelty of the experience lies in the fact that didactic games in integration with mnemonics are considered as one of the most effective means of developing coherent speech in preschoolers. The use of didactic games in combination with mnemonic tables specifically in educational activities makes it possible to increase the efficiency of the child’s learning and development process. the use of didactic games in combination with mnemonic tables in free activity allows them to be used as a reinforcing factor for the studied material.

II. Description of the technology of the experiment

2.1. Goals and objectives of pedagogical activity

Target:

Creation educational, developmental environment that promotes the development of coherent speech in preschoolers through play.

Tasks:

- determination of the features of formation and development

speech of preschoolers through games and modern

educational technologies;

- identifying the possibility of gaming activities in

integration with mnemonics to facilitate

development of coherent speech;

- diagnostics of speech development of preschool children

2.2 Theory and methods of speech development in preschool children. Personalities:

Konstantin Dmitrievich Ushinsky (1824 – 1870)

Gvozdev Alexander Nikolaevich 1892-1959

Tikheyeva Elizaveta Ivanovna (1867-1943)

Leushina Anna Mikhailovna (1898 – 1982)

Vodovozova Elizaveta Nikolaevna (1844 – 1923)

2.3 Modern approaches to the theory and methodology of speech development in preschool children. Persons: F.A. Sokhin, O.S. Ushakova, S.N. Tseytlin.

"Learn by playing" (edited by Sokhin F.A.)

“Development of speech in preschool children” (edited by Sokhin F.A.)

“Familiarizing a preschooler with a sounding word” (edited by Sokhin F.A.)

Ushakova Oksana Semenovna

Tseytlin Stella Naumovna

2.4 The role of didactic games in speech development.

Play is the main, leading activity of preschool children. A didactic game is a means of activating the cognitive activity of preschool children. Didactic games are an effective means of consolidating grammatical skills, since due to the dialectic, emotional nature of the game and the interest of children, they make it possible to practice the child many times in repeating the necessary word forms.

Types of didactic games

Structure of the didactic game

Didactic games

Board and printed games

Games with objects

Verbal

games

2.5 Modern educational technology - mnemonics

from Glukhov V.P. - square blocks;

at Efimenkova L.N. – schemes for composing stories

at Vorobyeva V.K. - these are sensory-graphic schemes

at Bolsheva T.V. – collage;

from Tkachenko T.A. – subject-schematic models.

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 world around them, memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.

The essence of mnemonic diagrams is as follows: for each word or small phrase a picture (image) is created; thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.

The diagrams serve as a kind of visual plan for creating monologues and help children build:

- story structure,

- sequence of the story,

- lexical and grammatical content of the story.

Structure of mnemonics

separate schematic drawing with specific information

a table of 4 or more cells arranged linearly.

2.6 Organization of educational subject matter

development environment in the group speech center

development "Let's speak correctly."

The group includes games:

1. "Properties". Goal: enriching the vocabulary with adjectives.

2. “What is missing.” Purpose: to practice the formation of nouns

in the genitive plural.

3. "Seasons". Goal: develop and activate vocabulary.

4. "Professions". Goal: learn to talk about professions.

5. “About fairy tales.” Goal: learn to tell a fairy tale using a series of cards.

6. “What? Where? Why?".

Goal: teach storytelling

about household items.

7. “Bird market”.

Goal: teach descriptions of birds.

8. “Heroes of Russian fairy tales.”

Goal: teach retelling

fairy tales.

9.Loto and others

Didactic manual-game

"Speechless Sun"

The purpose of the manual: development of the lexical and grammatical structure of children's speech.

Speech games included in the manual:

1 . "Summer Winter spring autumn" Goal: Enriching the vocabulary by selecting words on a given topic. 2. "He, she, it, they" Purpose: Correlating masculine, feminine, neuter singular and plural nouns with the pronouns he, she, it, they.

3. "What is he doing? » Goal: Consolidating the use of common sentences in speech; activation of the verb dictionary.

4. “Let’s make juice or jam” Goal: Formation of skills in the formation of relative adjectives.

5 . "Which?" Goal: To consolidate the ability to select several attributes for an object. 6 . "How many?" Purpose: Exercise in agreeing noun and

numeral.

And others

Production of didactic material - models of fairy tales, stories. Blocks-frames are drawn in which the deputies of the main characters are located. (from my own experience)

Having a visual model in front of them, children tell a fairy tale.

2.7. Compiling stories, retelling, memorizing poems using mnemonic tables .

Fairy tale model.

GCD "Hello Winter"

Children drawing mnemonic tables and writing stories based on them

2.8.Efficiency

2016 -2017 academic year

high

2016 – 2017 academic year Senior group 1st section (09/05/2016)

2016–2017 academic year Senior group 2nd section (01/05/2017)

average

short

2016 – 2017 academic year Senior group 3rd section (03/15/2017)

2.8.Efficiency

Diagnostics of speech development of older children

2016 -2017 academic year

2.7. Results.

Positive dynamics in the level of development of coherent speech in preschool children can be traced. The use of mnemonic tables captivates children and turns the activity into a game. Children develop an interest and desire to talk according to patterns, retell texts, come up with interesting stories, an interest in memorizing poems appears, speech activity appears, children overcome timidity and shyness, and learn to behave freely in front of an audience. In preschool age, visual-figurative memory predominates, and memorization is mainly involuntary. A visual image allows you to remember the text much faster. Mnemonic diagrams help: make the memorization process simpler, more interesting, and creative; children master the skills of retelling fairy tales, texts and learning poetry easier and faster; preschoolers appear

desire to retell both in class and in everyday life.

With the help of didactic games, children's knowledge about the world around them increases, children's vocabulary is enriched and activated, and the lexical and grammatical structure of children's speech is formed.

In this regard, it can be argued that the work carried out on the development of coherent speech in preschoolers has confirmed its effectiveness.

III. Conclusion

3.1 Conclusion

Based on our own experience of using didactic games and mnemonics in the process of speech development, we can conclude that the use of mnemonics and speech games creates conditions for the formation of coherent speech, the inclusion of preschoolers in gaming activities and speech activity.

3.2. Labor intensity of teaching experience

and its scope

Labor intensity of experience

Need for:

- in mastering a large layer of additional literature;

- in independent selection of games and visual – illustrative

material, mnemonic tables;

- in modeling visual aids;

- in the development of games and exercises that promote speech development.

Target focus and scope of experience

This experience is offered to teachers of preschool educational institutions, leaders of additional education clubs, and parents.

Bibliography

1.Federal state educational standard for preschool education.

2.V.S.Mukhina Child psychology. Moscow 1999

3. O.M. Dyachenko “Children get ready for school”, Moscow “Enlightenment” 1996

4. Complex classes according to the program “From birth to school” edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. Senior group, author. N.V. Lobodina - Volgograd: Teacher 2016

5. Maksakov A. I., Tumakova G. A. Learn by playing. – M.: Education, 1983. – 144 p.

6. Vygotsky L. S. Thinking and speech // Collection. op. – T. 2. – M.: Pedagogy, 1982.

7.Gerbova V.V. Classes on speech development with children 4 – 6 years old. – M.: Education, 1987.

8. Tumakova G. A. Familiarization of preschoolers with the sounding word. - M.: Education, 1991.

9. Bolshova, T.V. We learn from a fairy tale. Development of thinking in preschoolers using mnemonics [Text] T.V. Bolshova / St. Petersburg, 2005 - 71 p.

10. Nishcheeva N.V. Development of coherent speech in preschool children. Childhood Press”, 2009.

11. Omelchenko L.V. The use of mnemonic techniques in the development of coherent speech. // Speech therapist 2008, No. 4, p. 102-115

12. Tkachenko, T.A. Schemes for preschoolers to compile descriptive and comparative stories / T.A. Tkachenko. – M., 2004. –16 p.

13. Tkachenko, T.A. The use of diagrams in the compilation of descriptive stories / T.A. Tkachenko // Preschool education. –1991. – No. 10.

14Ushakova O.S. Program for the development of speech of preschool children in kindergarten. M., 1994.

15. Ushakova O.S. Development of speech and creativity of preschool children:. Games, exercises, lesson notes. – M.: TC Sfera, 2007.

16.Polyanskaya T.B. Using the mnemonics method in teaching storytelling to preschool children. – St. Petersburg: Detstvo-Press, 2009.

17.Shirokikh T.D. Learning poetry - developing memory / Shirokikh T. D. A child in kindergarten. 2004

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

Slide 8

Thus, the most important condition for the full speech and general development of a child is the timely formation of the grammatical structure of his language through a variety of play activities, since language and speech perform a leading function in the development of his thinking, verbal communication, planning and organizing the activities of his behavior, and the formation of social connections.