Project for the development of coherent speech on the topic “by the river”. Project topic: “Formation of coherent speech in children when telling stories based on pictures”

Department of Education of the City of Moscow State Autonomous Professional Educational Institution of the City of Moscow "Moscow educational complex named after Victor Talalikhin" (GAPOU IOC named after V. Talalikhin) Moscow, 2017

Relevance of the project:

At all times, the development of children's speech abilities has always been important for education. Every year the number of children suffering from speech underdevelopment increases. The children's speech becomes poor and difficult to understand. A child’s unclear speech makes it difficult for him to communicate, and he will need the help of specialists. To successfully prepare a child for school, educational programs for the upbringing and training of preschoolers include the task of developing the ability to independently compose a story based on plot pictures. With systematic work, preschoolers are able to compose a story based on a certain picture, and this does not cause difficulty for them. The stories are creative and original.

Problem: It is no secret that this type of work is not interesting for both children and teachers. But this type of work is necessary! How to interest a child! Children's stories should not be variations of the teacher's sample story; the child should not lose interest in the story of his peers.

Project goals:

1. Mastering methods for creating your own speech product based on a plot picture.
2. Formation of interest in preschoolers in creating their own speech product.

Project objectives:

• Develop coherent speech.
• Make up stories based on the given picture.
• Learn to present coherently and consistently.
• Learn to express your attitude towards the qualities of different characters.

Participants: Older children (5-7 years), educator, speech therapist, parents.

Materials: Methodological literature, selection of paintings by age, card index design "Didactic games for speech development" .

Main areas of work with children:

1. Enrichment of the dictionary.
2. Learn to select the most precise definitions when describing paintings.
3. Getting to know various types paintings, viewing slides (action takes place outdoors, action takes place indoors, landscapes, no characters).
4. Introduction to the principles of story writing (a story has a beginning, middle and end; these parts "friends" among themselves).
5. Learn to start and finish a story on your own.
6. Distinguish a story from simple dialing proposals.
7. Compiling a story based on a picture using visual modeling.
8. Learn to come up with your own story based on the proposed picture, without deviating from the topic, without repeating the stories of your comrades.
9. A dramatization of the plot of the film.
10. Independent speech activity of children.
11. Cultivate attention to your speech and the speech of your comrades.
12. Creating speech gifts in the form of a picture.

Working with parents:

1. Consultation material for parents (list of art galleries to visit together with your child).
2. Visit to an art gallery for parents and children (photo exhibition).

Methodological support:

1. Lesson notes.
2. Games.
3. Creative tasks.

Implementation stages:

1. stage - defining the topic and goal, creating a methodological base (January-February)
2. stage - drawing up lesson notes, diagrams for visual modeling (February-March)
3. stage - conducting classes, games (April-June)
4. stage – presentation – final lesson (June).

Planned results from the project:

For pupils:

• They listen carefully to the question and answer in detail.
• Make up stories.
• Explain the content of the picture.
• Express their attitude.

For teachers:

• Accumulation of practical work experience by teachers.
• Compiling a card index of didactic games.
• Creation of material for teachers and parents.

Project products:

• Increasing the pedagogical competence of parents in improving the coherent monologue speech of children in the process of learning storytelling from pictures.
• Creation of a collection of speech, didactic, simulation games.

Project stage:

The project has been implemented

Project goal:

Creating conditions for the active use of storytelling in speech activity; teach the child to consistently and completely, in a form understandable to listeners, reproduce his personal experience, talk about impressions and experiences, direct your attention to the essence of the events being conveyed.

Project objectives:

For children:
1. Contribute to the formation of interest in communication.
2. Develop children’s speech activity, teach them to reason, and enrich their vocabulary.
3. Teach how to reflect content own experience in games, dramatizations, theatrical activities;
4. Develop in children emotional responsiveness, attention, curiosity, communication;
5. Cultivating a sensitive attitude towards loved ones, kindness, caring, attention to others.
For teachers:
1. Increase the teacher’s competence on this topic through the introduction of project activities.
2. Replenish the developmental subject-spatial environment for children’s independent activities.
For parents:
1. Give parents knowledge about the impact on the child’s speech of such techniques for the development of coherent speech as instructions, analysis and evaluation of children’s stories, joint storytelling between parent and child.
2. Enrich parental experience with techniques of interaction and cooperation with the child in the family.
3. Invite parents to actively participate in the project.

Results achieved for the last year:

For children:
1. The child’s spiritually rich personality has developed as an active participant in the project;
2. In the process of getting acquainted with the outside world, GCD for coherent speech, the dictionary became more active, grammatically correct speech developed, and clear pronunciation was practiced. Children are good at coming up with stories from their own experience, based on a plot picture, a series of pictures; retell texts, recite poems;

For parents:
1. The joint creativity of parents and children took place.
2. Parents became interested in joint activities with a speech therapist teacher, using techniques to improve the child’s speech.
3. Parents have developed the ability to see the child as an individual, respect his opinion, and discuss upcoming work with him.
4. Interest of parents in the life of the group, evoking a desire to participate in it.

Social significance project:

In recent years there has been a sharp decline in the level speech development preschoolers. One of the reasons for the decline in the level of speech development is the passivity and ignorance of parents in matters of children's speech development. The participation of parents in the speech development of the child plays a colossal role.

Activities carried out within the framework of the project:

GCD according to different types productive activity(design, modeling, drawing; appliqué) on lexical topics;
GCD for coherent speech using mnemonic squares, mnemonic tracks, mnemonic tables, diagrams of stories of a chain structure; collages; laptop;
telling poetry;
retelling of texts;
consultations for parents;
The final event is a comprehensive educational activity “How I spent my summer” with a photo exhibition;
Preparation of reporting documentation, photo report on the personal website of the teacher - speech therapist of the MDOU.

Project:
on the development of coherent speech in children
senior group general developmental orientation

Topic: “Composing descriptive stories.”

Relevance of the topic.

Speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as a general problem of education. At present, there is no need to prove that the development of speech is closely related to the development of consciousness, knowledge of the surrounding world, and the development of personality as a whole.

Language and speech have traditionally been viewed in psychology, philosophy and pedagogy as a “knot” in which various lines converge mental development- thinking, imagination, memory, emotions. Being the most important means of human communication and knowledge of reality, language serves as the main channel for introducing the values ​​of spiritual culture from generation to generation, as well as a necessary condition education and training. The development of coherent speech in preschool childhood lays the foundation for successful learning at school.

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving problems of mental, aesthetic and moral education children in the most sensitive period of development.

The main tasks of speech development are the education of the sound culture of speech, the enrichment and activation of the vocabulary, the formation grammatical structure speech, learning coherent speech - are solved throughout preschool childhood, however, at each age stage there is a gradual complication of the content of speech work, and teaching methods also change. Each of the listed tasks has a whole range of problems that must be solved in parallel and in a timely manner.

In preschool childhood, the child masters, first of all, dialogic speech, which has its own specific features, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue, which was built according to the laws of the literary language. Only special speech education leads a child to mastering coherent speech, which is a detailed statement consisting of several or many sentences, divided according to the functional-semantic type into description, narration, and reasoning. Formation of coherence of speech, development of skills to construct a statement meaningfully and logically is one of the main tasks of speech education of a preschooler.

Thus, the relevance of the topic is determined by the unique role played by the native language in the formation of the personality of a preschool child. Every child should learn in kindergarten to express their thoughts in a meaningful, grammatically correct, coherent and consistent manner. At the same time, children’s speech should be lively, spontaneous, and expressive. Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By how a child knows how to construct his statement, one can judge the level of his speech development.

Problems

Today, figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. There are many problems in children's speech.

Monosyllabic speech consisting only of simple sentences. Inability to construct a common sentence grammatically correctly.

Poverty of speech. Insufficient vocabulary.

Use of non-literary words and expressions.

Poor dialogical speech: the inability to formulate a question competently and clearly, or to 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 justification for your statements and conclusions.

Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.

Poor diction.

Therefore, pedagogical influence on the development of speech in preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.

Project goal: learning to compose descriptive stories using and without a mnemonic table.

Project objectives:

Teach children to compose a short descriptive story based on mnemonic tables, using their knowledge about the appearance and life of animals, birds, people, etc.

Develop the ability to select for a story interesting facts and events.

Learn to select the most accurate definitions when describing appearance objects of living and inanimate nature based on a diagram.

Learn to start and finish a story on your own.

Teach children to compose a story by comparing objects, accurately denoting characteristic features with words.

Teach your child to accurately, concisely and figuratively describe objects and phenomena.

Teach children to select words for an object - epithets that characterize the object and reflect the child’s subjective attitude towards it.

Learn to come up with a story according to the proposed scheme, without deviating from the topic, without repeating the plots of your comrades.

Learn to write a story without a mnemonic table.

Learn to write a story - a description based on the subject

(illustration).

Learn to write a story without relying on visuals.

Expected result: Conducting intermediate diagnostics, improving diagnostic indicators in the development of coherent speech in children.

Information about participants:

The project is designed for senior preschool age. Offers the active participation of parents, children and teachers in the work on the project.

Duration: long-term

Place of sale: group room, music room, family.

Speech development in preschoolers.

In teaching children to tell stories, the selection of interesting, bright objects, toys, and paintings is of great importance. The child should be interested in the topic. It is necessary to do a lot of work with children to develop vocabulary and expressiveness of speech. Various games and exercises are used for this. From correct understanding of words, children move on to consciously composing coherent statements. different types- narration, description, reasoning.

In games, various tasks are simultaneously solved, which are closely intertwined: selecting definitions, establishing rules for agreeing words in gender, number, case, determining the meaning of a word or selecting synonyms (words that are close in meaning) and antonyms (words that are opposite in meaning). If a word has many meanings (the phenomenon of polysemy), then games force the child to think about different meanings of the same word (sewing needle, hedgehog needle, pine needle, medical needle, etc.).

Thus, if a child is aware of the meaning of a word and at the same time sees the possibilities of combining this word with others, the change of the word, its grammatical forms, linguistic (linguistic) abilities of the child will develop more successfully.

Developmental environment in a preschool group

The truly creative development of a preschool child is most successfully carried out in an enriched subject-development environment, which ensures the unity of social and natural means, a variety of activities and the enrichment of the child’s speech experience.

The developmental environment is a natural environment, rationally organized, saturated with a variety of sensory stimuli and gaming materials. The speech development environment is not only the subject environment. It is important that it be organized in a special way for the most effective influence on the development of different aspects of each child’s speech.

The correct organization of the speech development environment makes it possible 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 awareness of the phenomena of the native language and speech.

Therefore, the organization of a speech development environment in a preschool educational institution has become the most important direction for improving the quality of work on the development of speech in preschool children. Speech development environment of preschool educational institution is revealed as a factor restraining or, conversely, activating the process of speech development of a child.

Role of an adult: filtering the harmful effects of the speech environment on small child, organizing the influence of one’s own speech on the development of different aspects of a preschooler’s speech.

Components of the speech development environment in preschool educational institutions:

Speech by a teacher at a preschool educational institution;

Methods and techniques for guiding the development of various aspects of speech in preschool children;

Special equipment for each age group.

Competent speech of the teacher, which has a teaching and educational orientation; the main thing is the quality of its linguistic content.

Quality of teacher speech:

Correctness (compliance of speech with language norms),

Accuracy (correspondence between the semantic content of speech and the information that underlies it),

Logicity (semantic connections of speech components and relationships between parts and components of thought),

Purity (absence in speech of elements alien to the literary language),

Expressiveness (a feature of speech that captures attention and creates an atmosphere of emotional empathy),

Richness (the ability to use all linguistic units for the purpose of optimally conveying information),

Relevance (use of units in speech that correspond to the situation and conditions of communication).

Stages of the project:

1 – preparatory:

* Questioning parents,

* Compiling card files of riddles and sayings.

* Selection of folk proverbs.

* A selection of poems.

* Selection of books.

* Production of attributes for theatricalization of fairy tales.

Project type: educational, creative, group.

Project participants: middle group children, teacher.

Project duration: half a year.

Project goal: development of coherent speech in children of middle preschool age based on the use of composing descriptive stories.

Project objectives:

Analyze scientific literature;

Formation of the grammatical structure of speech.

Expanding vocabulary.

Development of coherent speech.

Project results:

1. Creation of a card index of games for the development of children's vocabulary.

2. Consultation for parents " Speech games Houses".

3. Consultation for parents “We read and compose together with the child. Word games and exercises."

4. Creation of a “Miracle Tree” together with parents.

5. Creation of the album “Beautiful Words”.

Relevance of the project:

Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school. Preschool children enjoy listening to poems, singing songs, guessing riddles, looking at illustrations for books, admiring original works of art and very often asking questions: how, why, and can I do it? And that is why the task of children’s speech development and the development of their communicative abilities is so relevant today. By the beginning of preschool age, children experience a transition from dialogic speech to various forms of monologue. This is a very long and labor-intensive process that requires special speech education.

While working on the project, children gain knowledge, expand their horizons, expand their passive and active vocabularies, and learn to communicate with adults and peers.

Monologue speech is an organized and detailed type of speech that is more arbitrary; the speaker must think about the content of the statement and choose the appropriate linguistic form (description, narration, reasoning).

The problem of the development of coherent speech was dealt with by many domestic teachers, psychologists, and linguists (L. S. Vygodsky, S. L. Rubinshtein, D. B. Elkonin, A. A. Leontyev, L. V., V. V. Vinogradsky, K. D. Ushinsky, E. I., O. I. Solovyova etc.). However, this problem is still very acute and has not been fully studied.

The following types of activities are usually used to teach monologue speech to preschool children:

Storytelling from a picture;

Retelling of literary works;

Writing descriptive stories about toys;

Writing narrative stories (creative storytelling);

Compiling stories from personal experience;

Narration based on a series of plot paintings;

Compiling stories using mnemonic tables, picture and graphic plans.

Research recent years(O. S. Ushakova, A. A. Zrozhevskaya) in the formation of coherent speech using toy material, they proceeded from the fact that children should be taught not types of storytelling, but the ability to construct a monologue-description

Hypothesis:

As a result of the work, children will increase their vocabulary, enrich their speech, and improve the expressiveness of monologue speech.

If you implement the work plan for the project, then development is possible cognitive activity in children, the formation of adequate self-esteem, increasing their communication capabilities, developing activity, initiative, and independence.

Expected result: With systematic work on this project, children’s vocabulary will increase significantly, speech will become the subject of children’s activity, children will begin to accompany their activities with speech.

Project methods: Visual, verbal, practical, game.

Implementation stages:

I. Design stage :

Proposing a hypothesis;

Defining the goals and objectives of the project;

The purpose of this stage: increasing competence on the topic: “Development of coherent monologue speech by means of descriptive storytelling in children of middle preschool age.”

Systematization of material (notes, memos, recommendations).

Creation of a subject-development environment.

II. Creative-productive stage (practical).

The purpose of this stage: search effective forms working with children.

Selection of material;

Analysis of methods and techniques (open classes, didactic games and exercises, problem situations, etc.);

Planning, material distribution;

Work with parents (consultations).

Speech at the teachers' meeting with a report “Modern forms and methods for speech development in kindergarten”

2.1Mastering coherent monologue speech depends on many conditions:

Speech environment;

Social environment;

Family well-being;

Individual personality characteristics;

Cognitive activity of the child, etc.

This type of statement, such as a description, in middle group special attention is paid, since it is at this age that the foundations are laid for the development of the ability to independently describe toys. This is facilitated by a properly organized process of examining toys and thoughtful formulation of questions and special exercises. Therefore, the teacher asks questions in a certain order, teaches children to think about the sequence in which they will describe the toy, and leads them to follow a clear structure when drawing up a description:

1. Naming the item (what is it? who is it? what is it called). 2. Disclosure of microthemes: signs, properties, qualities, characteristics of an object, its actions (which one? Which one? which one? which ones? what it has? how it differs from other objects? what it can do? what it can do with it). 3. Attitude to the subject or its assessment (liked? What?).

The following types of toys are used to teach monologue speech:

Didactic (matryoshka dolls, turrets, pyramids, barrels);

Subject (figurative): dolls, cars, animals, dishes, furniture, transport;

Ready-made sets of toys, united by one content: herd, zoo, poultry yard;

Sets compiled by the teacher or children - boy, girl, sleigh, dog; girl, house, chicken, cat, hare and dog, etc.

Making up riddles.

Teach children to focus on the signs and actions of objects. For example, round, rubber, jumping (ball); red, cunning, lives in the forest (fox), etc.

Methods and techniques for mastering coherent speech in preschoolers.

The choice of methods and techniques for each specific lesson is determined by its objectives. I consider the most effective to be the use of visual (observation, examination, display and description of objects, phenomena) and practical (dramatization games, tabletop dramatizations, didactic games, activity games) methods. I use verbal methods in working with children of middle preschool age less often because... age characteristics children require reliance on clarity, therefore, in all verbal methods I use either visual techniques (short-term demonstration, examination of an object, a toy, or demonstration of a visual object in order to relieve children (appearance of a clue-object, etc.). Among verbal methods, they are mainly distinguished those that are related to the artistic word, although in some classes they use the teacher’s story method and the conversation method.

Each method represents a set of techniques used to solve didactic problems. When working with children, in order to achieve certain goals, in each specific lesson I widely use a variety of speech development techniques:

Speech sample (I use it as a precursor to children’s speech activity, accompanied by such techniques as explanation and instructions;

Repetition (I practice repetition of material by the teacher, individual repetition by the child, or joint repetition);

Explanation, indication (I use it when clarifying the structure of descriptive stories);

Verbal exercise (preceding the composition of descriptive stories);

Question (I use descriptions in the process of examination and in sequential presentation; I use reproductive, search, direct, prompting, leading).

2.2. Planning work with children.

Planning work with children on the development of coherent speech is based on general didactic principles:

Educational nature of training.

Any activity on speech development is based on the trinity: education, development, training. The educational aspect of speech development is very broad.

Availability of material.

All material offered to children must be accessible to their age and contain feasible difficulty.

Systematic training.

September: Looking at toys. To develop the ability to examine toys, teach children to identify the signs, qualities and properties of a toy. Develop concentration and reinforce the rules for handling toys.

October:Open lesson on speech development “Journey to a Fairy Tale”. Target: develop the ability to retell a work of art using the modeling method.

Tasks

1. Educational:

teach children to answer in complete sentences, activate their vocabulary, teach them the ability to correlate iconic symbols with images, name distinctive features wild animals.

2.Developing:

develop children's coherent speech, reasoning skills, imagination, thinking, logic, memory.

3. Educational:

cultivate love for Russians folk tales, good attitude towards books.

November: Working with the "Miracle Tree". Performing various tasks on the formation of coherent monologue speech, composing and solving riddles, learning nursery rhymes, jokes.

Working with educational games:

Games with objects

Playing with objects uses toys and real objects. With their help, children become familiar with the properties of objects and their characteristics: color, size, shape, quality.

Games with natural material(plant seeds, leaves, flowers, pebbles, shells, beans) are used in games such as “Which tree is the leaf from?”, “Who is most likely to make a pattern of leaves?”, “Who is most likely to make a pattern of beans?”, etc.

Board-printed games

Printed board games come in a variety of types:

subject pictures, paired pictures, lotto, dominoes.

During such games, memory develops

December Writing stories, using mnemonic tables, picture-graphic plans, etc. modern forms and methods for the formation of coherent speech.

Formation of the ability to examine objects, highlighting their signs, properties, qualities and actions. Develop the ability to write a descriptive story together with the teacher. Practice using prepositions and matching them with nouns. Develop memory, auditory attention, speech.

January. Open lesson on speech development."In the world of professions."

Goals:

1) consolidate children’s knowledge about professions (doctor, driver, salesman, teacher, postman, etc.), about tools; develop the ability to compose a coherent story using a diagram; learn the poem “My Bear” using a mnemonic table.

2) Develop speech, observation, intelligence, and the ability to correlate a picture with a symbol.

3) Cultivate interest in various professions.

Preliminary work:

Conversation about professions with viewing of the poster “Professions”,

Game "Who needs what"

Verbal game “We won’t tell you where we were, but we’ll show you what we did”

Working with mnemonic tables

Consideration of the “Professions” scheme, s/r games “Chauffeurs”, “Shop”. Continue to teach children to structure their statements according to a specific plan. Develop memory and attention. Develop the ability to listen to each other and not interrupt.

2.3. Interaction with families on issues of children's speech development.

One of the conditions for the normal development of a child and his further successful education at school is the full formation of speech in preschool age. Interaction kindergarten and families on issues of full speech development of the child - another necessary condition.

Playful breathing exercises aimed at developing speech breathing;

Finger games and exercises;

Games aimed at enriching the vocabulary and developing the grammatical structure of speech;

Didactic games for the development of coherent statements.

Consultations were held on the development of speech breathing and fine motor skills hands

One of the main tasks of speech formation is the development of speech breathing, for this I recommend that parents include playful breathing exercises: “Hit the gate”, “Snowflakes”, “Falling leaves”, “Whose leaf will fly farther?”, etc. To improve speech breathing, I suggest that parents Together with the children, pronounce small “pure sayings”, riddles, proverbs, short rhymes in one exhalation.

III. The final stage.

A period of reflection on your own results. Diagnostics of children. Project presentation.

Work efficiency.

The examination of coherent speech was carried out according to the methodology developed in the laboratory of speech development and speech communication of the Institute preschool education And family education RAO and related to the implementation of the speech development program.

Identification of the ability to describe an object (toy, write a description) was carried out according to the following criteria:

1. Describe the doll. Tell us what it is like, what you can do with it, how you play with it.

1) The child independently describes the toy;

2) talks about the teacher’s questions;

3) names individual words without linking them into a sentence.

2. Write a description of the ball: what is it, what is it for, what can you do with it?

1) The child describes the ball;

2) lists the signs;

3) names individual words.

3. Describe the dog, what it is like, or come up with a story about it.

1) The child composes a description (story);

2) lists qualities and actions;

3) names 2 words.

The responses were assessed as follows. For each match of answers under No. 1, the child receives three points; if the answers correspond to No. 2, then the child receives two points; if the answers fit No. 3, one point. Thus, the levels of speech development were identified:

9 or more points - high level;

6-8 points - average level;

3-5 points - below average level;

less than 3 points - low level.

A group of 32 children took part in the survey.

Having examined the survey results, the following was revealed:

WITH high level speech development - no children identified (0%);

No children were identified with an average level of speech development (0%);

21 children have a level below average, which corresponds to 66%;

Low level in 11 children, accounting for 34%.

Based on the results of the survey, systematic work was begun to teach descriptive speech to children through classes and didactic games.

Analyzing the data obtained, the following was revealed:

No children were identified with a high level of speech development;

With an average level, 4 children were identified, which corresponds to 12%;

20 children, accounting for 63%, have a level below average;

Low level in 8 children, i.e. 25%.

Thus, comparing the results of the survey, the conclusion follows: children gradually begin to master the skills of descriptive speech, i.e., name signs, list qualities and actions, talk about the teacher’s questions, express their attitude to the subject being described. Although some children name only individual words, without linking them into a sentence, they have difficulty identifying signs and qualities, and answer the teacher’s questions in monosyllables. It should also be noted that 25% of children are at a low level of speech development.