Creation and work of a speech development corner in kindergarten: role, significance, goals and objectives
The child’s speech develops gradually. By the age of 1.5 years, the first simple sentences appear: “Give me a drink,” “Give me,” etc. By the age of three, the vocabulary is approximately 1,500 words, the child composes complex sentences, uses conjunctions, and comes up with new words. Thus, already in the younger groups of kindergarten, increased attention is paid to speech classes with children.
It is necessary to pay attention to speech development from an early age of the child.
The process of speech acquisition is a complex process that occurs in all types of children's activities. The Federal State Educational Standard (FSES) identifies a separate area - “Speech development” - and puts forward requirements for the work of a teacher in this area. In addition to developing and conducting standard and integrated speech classes, the teacher of a preschool educational institution is tasked with organizing the subject-spatial environment in the group. In order to develop and, if necessary, correct the speech skills of pupils of all ages, several corners are set up - book, speech therapy, theatrical and speech.
Speech development of pupils is carried out in standard classes
The speech corner involves conducting classes individually and in subgroups of 2-3 students. It also becomes one of the centers of children’s independent activity; they are pleased and interested in studying visual materials and playing here. The purpose of creating a corner for speech development is the optimal organization of a developmental environment for improving the speech abilities of pupils.
The materials and design of the speech corner are attractive to children and arouse interest.
The tasks of the speech corner directly depend on the age and individual characteristics of the children.
Table: tasks of the speech corner
| Children's age | Tasks |
| 1.5–3 years | - Development of speech hearing.
- Development of speech activity through improvement of fine motor skills.
- Enrichment of the active vocabulary.
| - Formation of a culture of verbal communication in a children's team.
- Nurturing empathy: feelings of empathy, desire to support.
- Strengthening friendships within the group.
- Creating positive motivation for teamwork.
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| 3–4 years | - Development of speech breathing.
- Improving sound perception.
- Development of the ability to formulate a statement or question.
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| 4–5 years | - Development of articulatory motor skills.
- Improving the ability to answer questions reasonably.
- Development of dialogical speech.
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| 5–6 years | - Development of phonemic hearing (the ability to distinguish sounds and phonemes in words).
- Strengthening the skills of correct sound pronunciation.
- Activation of vocabulary, generalizing concepts and lexical and grammatical categories.
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| 6–7 years | - Development of monologue speech.
- Development of phonemic hearing.
- Preparing for literacy.
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The purpose of speech exercises is to develop facial and articulatory skills
Work in the speech development corner
Classes in the speech corner are built within the framework of the leading activity of preschoolers - play. That is why it is necessary for the teacher to have a toy assistant; inclusion in the play situation occurs as soon as the character greets the children. Children often have to be encouraged to engage in speech activity. The teacher arouses in the pupils interest in conversation, using topics close to the children (“Our toys”, “What do you like to do on a walk”, “What fairy tales did your parents read to you”, “What do you want to become”, etc.).
Games and exercises in the speech development center are aimed at developing abilities and correction. The corner is used during a frontal speech lesson (with the whole group). But more often, individual and subgroup classes are held here, since there is a tendency to reduce speech therapy groups and the teacher is required to carry out continuity with the work of a speech therapist.
Table: types and forms of activities in the speech corner
| Kind of activity | Form of activity |
| Subgroup lesson | - Examination of visual demonstration material (including mini-exhibitions) and conducting a conversation. For children with an initial level of speech abilities - a form of “question and answer”: - Who is depicted on the poster? (Animals and babies.) - Katya, which of the animals presented do you like? (Wolf, fox, bear.) And you, Vanya? (Hare, hedgehog, squirrel.) - What kind of wolf is he? (Predatory, gray, ferocious.) What is the name of his cub? (Little wolf.) Pupils of older groups in conversations are encouraged to give detailed answers, tell stories from personal experience, remember the plot of works of art: - What is the exhibition in our corner dedicated to? (ABC.) - What is the alphabet? (A book in which each chapter is devoted to a separate letter.) - Do you have an alphabet at home? Do you remember the poems from this book by heart?
- Motor-speech exercises, speech therapy rhythms. The teacher pronounces the words and accompanies them with movements, the children repeat. These exercises are aimed at developing the improvement of phonation breathing (correct sonority of speech), at the development of voice data and diction, at the development of speech attention (performing the movements discussed). Examples of exercises: “Beetles and bumblebees” (on the command “Beetles are flying, bumblebees are buzzing”, two children walk and wave their arms, the other two pronounce the sound [w], when the words “Bumblebees are flying, beetles are buzzing”, the first subgroup says [zh] , the second is moving), “Basketball” (in a sitting position, arms down, children begin to pronounce [ba-ba-ba], [bo-bo-bo], [boo-boo-boo], [bee-bee-bee] , raising and lowering your hands with each new syllable), “Singing” (singing vowels [a-e-i-o-u] and syllables with them [la-le-li-lo-lu] with a change in the strength of the voice - upward movement and down the scale).
- Theatrical games, i.e. involving the participation of several children. Pupils are invited to act out skits based on the fairy tales they listened to. The first version of the dramatization game: children first learn the dialogue, distribute roles, and reproduce the plot in the game. Second option: children recall the plot of a familiar fairy tale with the teacher, distribute roles and improvise.
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| Individual | Individual classes in the speech corner are conducted with children whose monitoring has revealed a low level of speech development, and with those who have been assigned additional classes by a speech center specialist.- Articulation exercises. The teacher shows the actions, the child repeats, and observes himself using a mirror. Children 5–7 years old, after several joint lessons with the teacher, are able to perform articulatory gymnastics according to a reminder diagram (with pictures). However, control over sound pronunciation by the teacher is mandatory.
- Development of speech breathing (the ability to control the strength and duration of exhalation): exercises with moving objects with the help of exhalation are based on the principle of increasing the weight of objects. First, children try to blow away feathers, cotton balls, paper snowflakes, then balls, balls, and toys on wheels. Examples of the game: “Dry the laundry” (the child is asked to dry slightly damp handkerchiefs hanging on the bar with his breath), “Boats float, float” (in a container of water there are boats of various sizes and weights with sails, into which the child tries to make them float using exhalation ), “Football match” (for one child: try to kick the ball into the goal, exhaling air through a straw, option for two children: board game).
- Didactic games: for composing words and sentences, for retelling, for distinguishing vowels and consonants, etc. Examples of didactic games: “Say in one sentence what is shown in the picture”, “Arrange the episodes of the fairy tale and retell”, “Match the initial letters of the pictures ”, “Come up with names for the plot pictures”, “Choose a word/sentence according to the diagram”, “Name as many as possible”, “Continue the thematic series”.
- Memorization of tongue twisters, tongue twisters, and poems. The teacher monitors the correct pronunciation and expressiveness of the text.
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| Independent activity | - Role-playing games: “School/Kindergarten”, “Library”, “Shop”, “At the doctor’s appointment”, “Beauty salon”. In these games, children learn to act within the framework of social competencies, reproducing situations of social life, and constructing dialogues.
- Dramatization games. Pupils independently assign roles and improvise, and the ability of speech creativity develops. It is necessary to replenish the details of the speech corner as children study folk and artistic fairy tales: figurines of characters (Cheburashka, crocodile Gena, Moidodyr, toys of animal characters from folk tales). It’s easy to make the attributes for dramatizations with your own hands: images of the characters are glued onto ice cream sticks. Masks and caps of the heroes will be useful for the students to play the roles directly.
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Speech games in kindergarten - video
Games for the development of verbal communication in a nursery group - video
Articulation gymnastics for children - video
Dramatization game in the first junior group - video
Regular classes in the speech corner help create a positive emotional atmosphere within the children's team and form sustainable motivation for active and cultural communication. Success in the future directly depends on the level of development of the child’s speech. A rich vocabulary, confidence in formulating thoughts, poems memorized by heart, knowledge of proverbs and sayings, and expressive speech indicate a high intellectual level of a preschooler.
