How to develop a child’s speech: games, tongue twisters, manuals, active gymnastics

How to develop a child's speech

We continue the conversation about the development of a child’s speech , which began in the first part of the article devoted to this problem.

The movements of the body and organs involved in speech production have common mechanisms, therefore the development of fine motor skills of the hands directly affects the development of speech. It is for this reason that finger exercises for the development of speech in children should take a strong place in your activities with your child.

Training finger movements will, as it were, prepare a platform for further speech development. You can start training your baby’s fingers within the first 5 months.

Now let's see how you can help your child master their native speech, teach him correct pronunciation, constructing phrases and forming thoughts.

Remember: classes should be held in the most easy, fun and playful way possible. Then they will bring real benefits and bring real pleasure to both of you.

A set of measures for speech development (to be carried out at home):

• Development of fine motor skills
• Speech gymnastics
• Logorhythmics

We do not mention here such areas of work on speech development as speech therapy massage, special exercises for practicing various sounds, developing phonemic hearing, and some others. They are the area of ​​application of exclusively professional knowledge and skills. Here it is better to trust a specialist rather than try to cope with this task yourself.

Benefits for developing fine motor skills:

• Matryoshka dolls
• Velvet paper
• Plasticine
• Mosaic
• Laces
• Beans, peas
• Semolina
• Salty dough

• Counting sticks
• Multi-colored clothespins
• Beads
• Cloths with sewn buttons
• Stencils
• Massage ball
• Wooden construction sets

Fine motor skills:

• Passive gymnastics - massage for the development of fine motor skills.
• Active gymnastics - games for the development of fine motor skills: poems and nursery rhymes, finger games, finger theater.

How to continue your child's education

What happens next?
And then we teach the child to use what he has accumulated, that is, to express his thoughts correctly and coherently - to explain, prove, build a narrative logic and compose. This is a more complex process that goes beyond everyday speech and is related to verbal creativity. Future works take their origins here. Let's start this stage with the basics - the ability to compose a short story about any living or inanimate object or item. In the future, this kind of information will be useful for your first-grader to prepare reports: after all, very often it is the inability to correctly manage a large amount of information that leads to the fact that the child finds it difficult to start a story, to compose a story from a picture. This process is comparable to the question from adult life: “How are you?”, when you can talk at length and in various ways on the proposed topic, but most limit themselves to the answer: “Fine.” Let's use diagrams - these universal maps, which are clear step-by-step instructions and do not allow you to stray from the right path of word creation, at the same time, eliminating repetitions and hesitations in speech.

What is a story outline? Who → Which group does it belong to → Description → Where does it live → What does it eat → What benefits does it bring → Features

For example, here is a story about a dog that can be compiled according to this scheme:

“A dog is a pet. The appearance of a dog depends on the breed. Dachshunds are small, with a long body, elongated muzzle and long tail. Their legs are short. These dogs are designed for hunting foxes in narrow holes. Boxers have a flattened muzzle, a wide chest, and strong paws - they are a fighting breed. In villages, dogs live outside in a kennel. In cities, dogs are kept in apartments. They eat meat and special food. Since ancient times, the dog has been a friend and indispensable assistant to man. She helped him guard the house, herd sheep, hunt wolves, foxes, birds, and saved people both on the water and in the mountains. There are special guide dogs for the blind.”

A similar scheme applies to inanimate objects. What → Which group does it belong to → Parts → What is it made of → What is it used for

After the child has learned to compose descriptive stories, you can move on to the next stage - learning to compose stories based on a series of pictures. What is important here is the ability to build a logical chain: arrange the pictures in the correct order, because all our actions in ordinary life are carried out according to certain patterns.

It is important to convey to the child that pictures and the events taking place in them are not abstract stories, but what surrounds the child in everyday life. Let the child identify himself with the main character. He will tell you what he would feel, say and do in the character’s place. Let him give his name and the names of his friends to the children drawn.

Let the child tell you the rules of playing hide and seek, tag, what you need to do to brush your teeth, boil water in a kettle, or go down to the first floor.

It is very important to expand your child’s horizons, talk about everything that surrounds him - this will greatly help enrich your baby’s vocabulary and quickly develop full-fledged literate speech. Try to visit different places with your child, try as many different things as possible, play a variety of games. For example, if a child has never been fishing, he will not be able to write a story about the fun adventures of fishing boys on a river, since there are different laws and terminology here.

Then we teach the child to write stories based on the pictures. Let's use our imagination and turn one picture into a series of three, mentally imagining the beginning and then the ending of our story.

And the last stage - the most difficult - is the ability to compose a story-description of nature from a picture. At first glance, there is no action, no heroes, just one forest. But, closing your eyes and stepping out of reality into the very thicket of an imaginary forest, you discover that life here is in full swing. In order not to get lost in this thicket, again, a diagram-description of the signs of the seasons will come to our aid.

Day and Night → Weather → Flora → The world of birds, animals, insects.

Here is an example of a story about autumn, compiled according to this scheme:

“In autumn, the days become shorter and the nights longer. At the beginning of autumn the days are fine. This time is called “Indian summer”. But then the sky frowns, becomes cloudy and the tedious rain drizzles all day long. A piercing cold wind is blowing. The trees dress up in painted clothes - yellow, red, orange, purple. The wind will blow and a colorful rain of leaves will fall from the trees. Autumn is the time of leaf fall. Birds gather in flocks and fly away to warmer regions. Animals are preparing to hibernate, fattening up, and storing food for the winter. Squirrels and hares change their summer coats for winter ones.”

Passive gymnastics (massage)

It is better if an experienced professional shows you the massage technique, but you can master the simplest techniques yourself.

The massage is performed with one hand, the other holds the massaged hand. Session duration: 3 – 5 minutes; carried out several times a day.

Massage includes the following types of movements:

• Stroking - performed in different directions;
• Rubbing - differs from stroking with a greater force of pressure (the hand does not slide over the skin, but moves it);
• Vibration - applying frequent blows with the tips of half-bent fingers;
• Massage using a special ball - with the ball you need to make movements in a spiral from the center of the palm to the tips of the fingers; practical advice: you need to use a hard ball, that is, it should not be easily deformed (then the impact will be maximum);
• Flexion-extension of the fingers - the fingers are initially clenched into a fist, each in turn is extended and massaged from the side of the palm in a circular motion from the base to the tip.

Active gymnastics: games for developing speech using fine motor skills

Game aids:

• Butterflies made of colored paper
• Leaves of colored paper
• Pinwheel
• Cotton balls
• Paper boat

Games for children from 2 months:

• That's how different they are. Objects of various textures and shapes are placed in the child’s hand. The baby must grab the object and hold it for a while. This exercise develops not only motor skills, but also tactile sensations. It’s good if you comment on what is happening: “This ball is smooth,” “This hedgehog is prickly,” etc.

Games for children from 9 months

• Prefabricated nesting dolls. First you need to collect one doll, then gradually complicate the game; after 2 years it should be a triple matryoshka.
• Pyramids. First you need to use a classic pyramid, the size of the rings of which decreases towards the top.
• Trace along the outline. You need to make cards with images of objects known to the baby, for example, a house, a tree, a car, and paste over their outlines with velvet paper. The essence of the game: an adult guides the baby’s finger along the contour and names the object. Then the outline is covered with beads or peas and the game is repeated.
• Cups and spoons. The child uses a spoon to pour sugar or semolina from one cup to another. You can also transfer beans, peas or nuts by hand.
• Modeling from plasticine. You need to start with a cylinder, and over time complicate the tasks: a ball, a carrot, a snake.

During the games, do not forget to comment on your actions and explain to your child everything that you do.

Games for children from 1 year:

• Strong palms. The child squeezes rubber toys. The best thing is the rubber hedgehog: the needles act like a massager.
• Mosaic. First you need to lay out simple shapes: paths, flowers, squares, and then move on to more complex ones: houses, cars, Christmas trees.
• Constructor. The size of the parts and the complexity of the design depend on the age of the baby: you need to start with the largest parts and the simplest structures, for example, building a turret.
• Beads. The size of the beads also depends on the age of the child. First, instead of beads, you can use balls from pyramids with round parts and string them on a thick cord; then the size of the parts must be gradually reduced, moving on to real beads. For the exercise, medium-sized beads already strung are used. The goal is to teach the child to lay out the outlines of objects from beads. For example, you can lay out a circle, square, heart, spiral, etc.
• Laces. Since lacing has different contents, it makes sense to play with the lacing process - for example, ask the child to sew a dress for his mother (lace-button) or lace shoes (lace-boot).
• Magic tray. Sprinkle a thin layer of semolina onto a tray and run the child’s finger over the cereal. The child is then shown how to draw various shapes. At the age of 2 - 3 years, you can draw numbers and letters.
• Multi-colored clothespins. The essence of the game is to teach the child to independently attach clothespins, and to make the game interesting, you can do this according to a thematic principle: rays to the sun, needles to the hedgehog, rain to the cloud, grass to the ground. Of course, for this you first have to make preparations. This is a rather difficult task for a child. Don't try to achieve results right away. To begin, take the baby’s hands in yours and do the exercise with him.
• Cinderella. You need to mix white and red beans and ask your child to sort them by color.
• Funny pictures. Spread the plasticine evenly over a sheet of cardboard and show your child how to lay out drawings using peas.
• Counting sticks. Show your child how to use counting sticks to lay out different shapes. It is advisable that the counting sticks are not smooth, but ribbed: this serves as an additional massage for the fingers.
• Little sculptor. Dough modeling (dough recipe: 1 cup flour, 1/2 cup salt, a little water). The advantage of dough over plasticine in this case is that the crafts can subsequently be used as toys.
• Fasten the button. You will need two pieces of thick fabric. On one of them, sew three buttons of different diameters, in the second, cut loops of appropriate size. First, show your child how to fasten the buttons, commenting on your actions: “We insert the large button into the large buttonhole, the medium button into the middle one, and the small button into the small one.” Then take the child's hands in yours and repeat the exercise. After this, you can invite the baby to try to fasten the buttons on his own. Don’t insist if the baby doesn’t want to or if he can’t do it. This is a very difficult exercise and requires practice to perform successfully.
• Stencils. It is recommended to start with stencils for internal tracing (it is easier for a child to trace inside than outside) and with the simplest shapes (circle or square). Practical advice: you can buy ready-made stencils, but it is better to make them yourself. The fact is that most standard stencils are small in thickness, and it is inconvenient for a child to trace them, since the pencil keeps slipping off. Therefore, the stencils must be quite voluminous. A good solution is to cut them out of a piece of linoleum or a shoebox.

A collection of games and exercises for the development of speech in preschool children

Content

1. Information note

2. Review of the teaching aid “Playing and Developing Speech”

3. Introduction

4. Speech development in younger preschoolers

5. Speech development in middle-aged preschoolers

6. Speech development in older preschoolers

7. The importance of didactic games for the development of children’s speech

8. The importance of role-playing games for the development of children’s speech

9. Conclusion

10. References

11. ANNEX 1.

Games and exercises for speech development of younger preschoolers

12 APPENDIX 2.

Games and exercises for the development of speech in children of the fifth year of life

13. APPENDIX 3.

Games and exercises for the development of speech in children of senior preschool age (6-7 years old)

14. APPENDIX 4.

Role-playing games

15. APPENDIX 5.

Class notes

Introduction

A person’s speech is an indicator of his development. To become highly educated, a person must master all the riches of his native language. Kindergarten is the first stage of the education system, and teachers have the enormous task of laying the foundation, the basis of personal culture. In recent years, there has been a significant decline in the level of speech development of preschool children. This is associated with deteriorating children's health and other reasons. In this regard, issues of speech development are very relevant. Speech is one of the important lines of child development. It is closely related to the intellectual development of the child and provides a huge service in understanding the world around him.

Good speech is the key to children's success in school. Children's speech develops at a rapid pace, and normally, by the age of five, its natural development ends. This means that the child correctly pronounces all the sounds of his native language, has a significant vocabulary, has mastered the basics of the grammatical structure of speech, and masters the initial forms of coherent speech (dialogue and monologue), allowing him to communicate freely.

In order to successfully exist in society, a person needs the most important skill - the ability to communicate with other people. When communicating, a person conveys some of the information to the interlocutor using gestures and facial expressions. But the lion's share of it falls on that unique skill that is available on earth only to man. This skill is speech. Normal development of children certainly includes the acquisition of coherent speech. It is not an innate skill for people, and the child will have to master it on his own. Formed and continuously changing over many generations, speech is one of the most important components of human life. A small child faces a big, important task - to master the art of expressing his thoughts correctly and clearly, to assimilate all the richness and diversity of the Russian language. And the child, as a rule, successfully copes with its implementation. The development of coherent speech in a small person is a long and complex process. With the help of speech, the child learns about the world around him, develops communication skills and associative thinking.

Preschool age is a unique and decisive period in the development of a child, when the foundations of personality emerge, will and voluntary behavior are formed, imagination, creativity, and general initiative actively develop. However, all these most important qualities are formed not in educational activities, but in the leading and main activity of a preschooler - in play.

Game is one of those types of children's activities that are used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication.

Learning through play is an interesting and exciting activity for children, contributing to the gradual transfer of interest and enthusiasm from play activities to learning activities. When working with preschool children, various games are used to develop coherent speech.

Didactic games contribute to the development of coherent speech, all properties of the mind, stimulation of cognitive activity and the formation of educational and cognitive activity of children.

A didactic game is an educational game; it will definitely have educational tasks, but it must remain a game. It is necessary to use the correct intonation in the game, think about how to interest children in the game.

Didactic games, developing the coherent speech of preschoolers, contribute to the formation of children's vocabulary, activate children's search activity in the form of grammar, cultivate in children a linguistic sense, a linguistic attitude to the word and elementary forms of awareness of linguistic reality. The root of gaming activity is learning, during which children acquire the necessary knowledge, skills, and abilities.

The game plays a huge role in the physical, mental, moral and aesthetic education of children. Another famous teacher V.A. Sukhomlinsky said: “A game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.”

The game carries out the cognitive development of children, contributes to the expansion and deepening of ideas about the environment, improves attention, memory and thinking.

Role-playing game is a free type of joint activity for children. By the age of five, children have developed such methods of constructing role-playing games as conventional actions with toys and role-playing behavior. What happens to play as you get older? At an older age, the themes for games expand, the number of children playing increases, children are able to agree on the theme of the game, distribute roles, outline the main development of the plot, and prepare the game environment. Stable (group) play groups emerge.

In a role-playing game:

1. Dialogue speech is improved.

Dialogue is a complex form of social interaction. Participating in dialogue can be more difficult than constructing monologues. Participation in dialogue requires well-coordinated skills: listening and correctly understanding the thought expressed by the interlocutor; form your own judgment in response, express it correctly using language, monitor the correctness of the linguistic form, listen to your speech in order to control its normativity.

2. There is a need for coherent monologue speech.

New communication needs inevitably lead to intensive mastery of the language, its vocabulary and grammatical structure of speech, as a result of which speech becomes coherent.

Plot-role-playing game is the very speech situation where purposeful training of dialogical speech occurs. It is aimed at developing the skills to negotiate during communication, question the interlocutor, enter into someone’s conversation, follow the rules of speech etiquette, express sympathy, convince, and prove your point of view.

Speech development in younger preschoolers

The age from two to four years is of particular importance for the speech development of a child. Unlike the period of early childhood, when the child used extraverbal means to achieve speech goals, he moves on to verbal communication. Speech becomes the main means of establishing contacts with others, expressing thoughts and experiences. Qualitative changes in children’s speech development are associated with their increased contact with the surrounding world of people, things and nature.

Good speech is the most important condition for the comprehensive development of children. 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 surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. Therefore, it is so important to take care of the timely formation of children’s speech.

After all, the development of speech in children of primary preschool age occurs especially quickly: the vocabulary is replenished quickly, like at no other age, the sound design of words improves, and phrases become more developed.

However, not all children have the same level of speech development: some already pronounce words clearly and correctly by the age of three, others still do not speak clearly enough and pronounce individual sounds incorrectly. The majority of children are like this. Their most typical mistakes are omission and replacement of sounds, rearrangement of not only sounds, but also syllables, violation of the syllable structure (abbreviation of words: “apied” instead of bicycle), incorrect stress, etc. At this age stage, it is necessary, first of all, to teach children clearly and correctly pronounce, as well as hear and distinguish sounds in words. The voice of younger preschoolers is also unstable: some of them speak very quietly, barely audible (especially if they are not sure of the correct pronunciation), others speak loudly. It is necessary to draw children's attention to the fact that words can be pronounced at different volumes (whisper, quietly, moderately, loudly), to teach children to distinguish by ear how loudly others and themselves speak. The games proposed below can be used to develop children's auditory attention, correct speech perception, teach kids to correlate a sounding word with a picture or object, clearly pronounce one-two-, as well as three-four-syllable words, answer questions; play onomatopoeia loudly and quietly.

The leading line of speech development for young children is the education of a sound culture of speech, teaching correct sound pronunciation, and the formation of the grammatical structure of speech.

Games and exercises aimed at: - Onomatopoeia -

“Whose voice is this?”, “Who says what?”
- Finding an object, focusing on its signs and actions -
“Guess the toy”, “Who am I talking about”.
- Isolation and designation of the characteristics of an object -
“Tell me what”, “Correct the mistake”, “Who will see and name more.”
- Correlation of objects with different characteristics -
“Compare the dolls”, “Who will praise better.”
— Familiarization with opposites —
“Dolls draw and walk,” “Dolls: cheerful and sad.”
— Consolidating the idea of ​​generalizing words —
“Name it in one word.”
- Selection of verbs -
“Who can do what?”, “Complete the sentence”, “Add a word.”
- Coming up with an ending to the story -
“Tell about Olya and the bunny”, “The kids and the bunny”.

Speech development in middle-aged preschoolers

At the age of 4–5 years, the child uses words containing the result of previous generalizations. For example, the word “plant” includes groups such as berries, trees, fruits, etc. But such a generalization is still based on the most striking features that the child has learned in his own practical activities. That is, the generalization contained in the word remains specific and visual. Behind every word a preschooler says is an idea of ​​a specific object or situation. Therefore, in the speech of a preschooler, words predominate that denote specific objects that are as close as possible to the child himself, objects with which he constantly acts. The play method of teaching helps to create an interested, relaxed environment; increases speech motivation; encourages children to communicate with each other; the thinking process proceeds faster, new skills are acquired more firmly.

A didactic game is one of the forms of educational influence of teachers on a child. At the same time, play is the main activity of children. Game actions are the basis of the game. The more varied the game activities, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved. The didactic material highlights a whole range of target orientations: Teaching - the formation of certain skills and abilities, broadening one’s horizons, cognitive activity; Developmental - development of attention, memory, speech, thinking. Ability to compare, contrast, imagination, fantasy. Didactic games for solving problems of speech development, consolidate and clarify vocabulary, changes and formation of words, practice composing coherent statements, and develop explanatory speech. Vocabulary didactic games help the development of both specific and generic concepts, the development of words in their generalized meanings. In these games, the child finds himself in situations where he is forced to use acquired speech knowledge and vocabulary in new conditions. They manifest themselves in the words and actions of the players.

Didactic games are an effective means of consolidating grammatical skills, since, thanks to the dialectical nature, emotionality and interest of children, they make it possible to practice the child many times in repeating the necessary word forms.

By the age of five, children show a sharp improvement in the pronunciation aspect of speech; the majority complete the process of mastering sounds. Speech in general becomes cleaner and more distinct. The speech activity of children increases. Children begin to master monologue speech, but structurally it is not always perfect and most often has a situational nature. The growth of an active vocabulary and the use of sentences of a more complex structure (five-year-old children can construct statements of 10 or more words) are often one of the reasons for the increase in the number of grammatical errors. Children begin to pay attention to the sound design of words and point out the presence of a familiar sound in words.

Thus, the use of didactic games at work contributes to the development of children’s speech activity. It must be remembered that the development of speech in preschoolers during play activities is an attempt to teach children lightly, joyfully, without coercion. It is important that these two goals complement each other and ensure the assimilation of program material. The game helps to make any educational material exciting, causes deep satisfaction in children, stimulates performance, and facilitates the process of assimilation of knowledge.

The leading line of speech development for children of this age is the enrichment of vocabulary. Work continues to educate the sound culture of speech (formation of correct sound pronunciation, development of phonemic perception, vocal apparatus, speech breathing, ability to use a moderate rate of speech and intonation means of expressiveness). Children get acquainted with new terms “sound” , “word”.

Games and exercises aimed at: - Development of auditory perception, intonation expressiveness of speech -

“Find the first sound”, “How does the word sound”, “Loud-whisper”, “How does Tanya say?”
— Enrichment of vocabulary (selection of synonyms, cognates, polysemantic words) —
“Who can say more words”, “Who can be stroked”, “Lump”, “How to say it differently”, “What kind of needles are there?”
- Formation of the grammatical structure of speech -
“Who is that crawling”, “Who is lost?”.
- Development of coherent speech (composing a fairy tale, a joint story, a creative story) -
“Masha’s adventures in the forest”, “Let’s talk about the squirrel”, “Visiting the forester”.

Speech development in older preschoolers

At this age stage, the improvement of all aspects of the child’s speech continues. Pronunciation becomes clearer, phrases, or more precisely, statements become more developed. The child not only identifies essential features in objects and phenomena, but also begins to establish cause-and-effect relationships between them, temporal and other relationships. Having sufficiently developed active speech, the preschooler tries to tell and answer questions so that the listeners around him understand what he wants to say. Simultaneously with the development of a self-critical attitude towards his own statements, the child also develops a more critical attitude towards the speech of his peers. When describing objects and phenomena, he makes attempts to convey his emotional attitude. The enrichment and expansion of the vocabulary is carried out not only through nouns denoting objects, their properties and qualities, but also through the names of individual parts, details of objects, verbs, as well as suffixes and prefixes, which children begin to use widely. Increasingly, collective nouns and adjectives appear in a child’s speech, denoting the material, properties, and state of objects. Over the course of a year, the vocabulary increases by 1000-1200 words (compared to the previous age), although in practice it is very difficult to establish the exact number of words learned during a given period. By the end of the sixth year, the child more subtly differentiates collective nouns, for example, not only calls the word animal, but can also indicate that a fox, bear, wolf are wild animals, and a cow, horse, cat are domestic animals. Children use abstract nouns, as well as adjectives and verbs in their speech. Many words from the passive vocabulary move into the active vocabulary. Despite the significant expansion of vocabulary, the child is still far from freely using words. A good test and indicator of full mastery of a dictionary is the ability of children to select words that are opposite in meaning (antonyms) - nouns (input-output), adjectives (good - bad), adverbs (fast-slow), verbs (speaks-silent); select adjectives for nouns (What kind of rain can it be? - Cold, strong, mushroom, small, short-term) adverbs for verbs (How can a boy speak? - quickly, well, slowly, clearly, quietly, loudly, etc.), close the meaning of the words is synonymous (walk, walk, step, stomp, pace, etc.).

In preschool childhood, naturally, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, or grammatically correct. Enrichment of vocabulary, development of grammatically correct speech, improvement of the ability to express one’s thoughts through speech in an interesting and expressive manner, and convey the content of a work of art will continue during school years and throughout life. The main feature of speech development in children in older preschool age is that the child moves on to conscious mastery of speech.

The main task of working with children of senior preschool age is the development of coherent speech and the acquisition of the phonetic side of speech. Work is being carried out to further improve speech hearing and consolidate the skills of clear, correct, expressive speech. Children differentiate what a sound, a word, a sentence is.

Games and exercises aimed at: — Clarifying the idea of ​​the sound, syllabic and semantic side of a word —

“What is a sound, a word, a sentence?”, “We go, fly, sail”, “Find the words”, “Picture-basket”.
— Enrichment of vocabulary (selection of synonyms, antonyms, similar-sounding words) —
“What do you see around?”, “Tell me what”, “Find the exact word”, “Is it true or not?”, “Name it in one word”, “ High Low".
- Formation of the grammatical structure of speech -
“Who has whom”, “One-many”.
— Development of coherent speech —
“Make a description”, “Come up with a story”, “Tell me more precisely.”

The importance of didactic games for the development of children's speech

“Play is important in a child’s life.

It also matters what kind of activity, work, service an adult has.

What a child is like at play, so in many ways he will be at work.

Therefore, the education of a future leader occurs, first of all, in play.”

A.S. Makarenko

Didactic games for speech development are a special form of education for preschool children, which allows you to enrich, improve, activate and consolidate vocabulary in the process of play - one of the most important means of harmonious formation and education of a child’s personality.

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.

Didactic games develop children's speech:

— the dictionary is replenished and activated;

- correct sound pronunciation is formed;

- develops coherent speech, the ability to correctly express one’s thoughts.

The didactic objectives of many games are designed to teach children to compose independent stories about objects, phenomena in nature and social life. During many games, the development of thinking and speech is carried out in an inextricable connection. The game develops the ability to give reasons for one’s statements and arguments.

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

All types of games for speech development should be based on two requirements: children must hear speech addressed to them and must speak themselves.

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.

The importance of role-playing games for the development of children's speech

Role-playing game is the main type of play for a preschool child. Role-playing play is of great importance in the formation of a child’s personality and in his mental development. Role-playing game is a free type of joint activity for children. Children unite on their own initiative, take on roles, determine the plot of the game themselves, distribute game material, and perform certain game actions. It is important that they take the plot and content from the life around them. Children reflect in the game those moments that attracted special interest and attention. Of course, all this is possible only if the children have already sufficiently mastered play activities with the help of the teacher.

The educational significance of the game is very huge and diverse. In play, a child learns about the world around him, relationships between children are formed, self-esteem and self-awareness are formed, thinking, speech, will, feelings, and the ability to model develop.

The game enriches children with knowledge, develops skills, awakens imagination, and stimulates the development of thinking. It allows you to identify the child’s inclinations and turn them into abilities. It is in play that a child first experiences the need to achieve success and understands that success largely depends on effort.

It is the game that gives children the opportunity to learn how to study... Game is a preparatory stage in the development of a child, a transitional moment for his inclusion in school. By playing with children, organizing and directing their games, we help them to reveal their natural abilities. By creating new and increasingly complex play situations, we move children's development forward.

A plot-role-playing game is an educational game, since it largely determines the choice of language means, promotes the development of speech skills and abilities, and allows one to model the communication of preschoolers in various speech situations. The plot-role-playing game is an exercise for mastering the skills and abilities of dialogic speech in interpersonal communication. In this regard, role-playing game provides a learning function.

The modern world does not stand still; more and more new professions are appearing. The world around the child is diverse and interesting to the baby. Therefore, it is necessary to devote more time to playing with the baby, and not to activities that he will successfully master at school if he is taught to play. It is necessary to play with interest and obtain the necessary information for a preschooler. The child himself will not learn to play or speak correctly: we, adults, must teach all this. After all, for this it is sometimes necessary to correctly, clearly pronounce a word, ask a simple question and help construct an answer. Then our children will have well-developed dialogical speech, mental abilities, love, and care for their neighbors.

Role-playing game is the leading means of educating a friendly group of children in preschool age, the most important form of organizing their lives. Role-playing is an active activity of children, in which their sociability is most clearly manifested, their desire to realize their plans together with other children, to live and work together.

Role-playing play has a positive effect on speech development. During the game, the child talks aloud to the toy, speaks both for himself and for it, imitates the hum of an airplane, the voices of animals, etc. Dialogue speech develops.

“Home - Family”, “Kindergarten”, “School”, “Library”, “Ambulance”, “Polyclinic”, “Hospital”, “Veterinary Hospital”, “Pharmacy”, “Shop”, “Sewing Studio”, “Photo studio”, “Hairdressing salon”, “Beauty salon”, “Construction”, “Zoo”, “Circus”, “In a cafe”, and others.

Conclusion

Speech accompanies almost every child’s activity, improves it and enriches itself. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his ability to know reality, the more complete his future relationships with children and adults, his behavior, and, consequently, his personality as a whole.

Children with speech impediments feel them painfully, become shy, withdrawn, and some even irritable. In such children, one can observe the manifestation of aggression towards peers, and sometimes towards adults.

The main pedagogical task is to educate a full-fledged personality. To do this, it is necessary to create conditions for preschool children to master productive speech activities. How to develop a child’s speech communication? This is to teach him to talk. Speaking means having a certain vocabulary, actively using them, being able to construct statements, formulating your thoughts, understanding the speech of others, listening to them and being attentive to them. Preschool age is the age of intensive speech formation; it is a favorable time for developing speech habits and abilities.

The connection between speech and mental development is especially clearly manifested in the formation of coherent speech, which is distinguished by content, logic, and consistency. In order to talk coherently about something, you need to clearly imagine the object of the story, be able to analyze, rely on the essential properties of this object, and establish various relationships between objects and phenomena. In addition, it is necessary to select words adequate to express a particular thought, be able to construct simple and complex sentences, and use a variety of means to connect individual sentences and parts of a statement.

A didactic game, as a form of teaching children, contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. If in the classroom knowledge about the world around them expands and deepens, then in a didactic game (in games-activities, actually didactic games), children are offered tasks in the form of riddles, sentences, questions, and during play activities, children’s vocabulary is enriched and activated.

The didactic game as an independent gaming activity is based on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been learned by them. Children love games that are familiar to them and enjoy playing them. Each game has the potential to develop vocabulary activities. The teacher’s task is to arouse children’s interest in the game, to select game options where children could actively enrich their vocabulary. Thus, the didactic game is a widespread method of vocabulary work with preschool children.

Systematic play helps in solving issues of children's mental development, because Such a valuable quality of memory as recollection is improved, voluntary attention is significantly improved, and speed of thinking develops. Children's speech becomes clearer, more correct, and expressive.

The effectiveness of the constant use of didactic games in the development of speech in preschool children is very high. The theory and practice of using didactic games in the teaching and educational process is one of the most relevant topics in modern pedagogy of preschool education.

The use of didactic games at the stage of speech development is not only justified, but also necessary for the purpose of the comprehensive development of the speech of preschool children, and, as a consequence of this, the growth of qualitative indicators of the speech development of preschool children.

I recommend the use of didactic games for educators to develop the speech of preschool children in preschool educational institutions.

Bibliography

1. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language to preschoolers. - M.: 2009.

2. Bondarenko A.K. Didactic games in kindergarten. - M: 2008.

3. Bondarenko A.K. Word games in kindergarten. - M.: 2009.

4. Borodich A.M. Methods for developing children's speech. - M.: 2010.

5. Kolunova L.A., Ushakova O.S. Work on words in the process of speech development of older preschoolers // Preschool education. 2009. No. 9.

6. Sorokina A.I. Didactic games in kindergarten. - M.: 2007.

7. Sokhin F.A. Speech development in preschool children. - M.: 2008.

8. Udaltsova E.I. Didactic games in the education and training of preschool children.-M. : 2008.

9. Shvaiko T. S. Games and gaming exercises for speech development. - M.: 2012

Finger Theater

Finger theater is an exciting game that:

• Stimulates the development of fine motor skills;
• Introduces the child to the following concepts of shape, color, size;
• Helps develop spatial perception (the concepts of “right”, “left”, “next to each other”, etc.);
• Develops imagination, memory, thinking and attention;
• Helps develop vocabulary and activates speech functions;
• Forms creative abilities and artistic skills;
• Introduces basic mathematical concepts.

For children aged 1 – 2 years (using the example of the fairy tale “Kolobok”):

• First, introduce your child to the characters in the fairy tale. Invite your child to look at and touch the figures. Then put each character on your finger in turn and describe it.
• Introduce your child to the name of each finger on his hand. For example, you can say this: “I have a Kolobok sitting on my index finger.”
• Then act out a fairy tale for your child. Place the characters on your fingers and cross your arms. Start telling the story, raising your fingers with the characters as the action progresses. For example, the fairy tale “Kolobok” can be told as follows. Thumbs up with Grandma character. Tell your child that today this hero will bake Kolobok. Rhythmically tap the heels of your palms against each other without releasing your fingers. At the same time, say: “Grandma is kneading the dough.” Using the same principle, play up the appearance of each character.

For children aged 2 – 4 years (using the example of the fairy tale “Kolobok”):

• Ask your child if he remembers the fairy tale “Kolobok”. Remind him if necessary.
• Then ask your child to place the characters on the table in the order they appear in the story. At the same time, ask to characterize each of them according to the principle: “Grandma is old, kind, caring; Kolobok is round, ruddy, mischievous,” etc.
• Ask your child questions about the fairy tale. For example: “Why did grandma decide to bake Kolobok? Why did he leave his grandmother and grandfather? Who did he meet on the way?
• Then act out a fairy tale in front of the little spectator using a finger theater.
• At the end, ask your child to act out a fairy tale in front of you using a finger theater. If necessary, prompt him.

And finally - communication with the child

During preschool, a child's natural environment is play, so turn learning into play. Exercise, that is, communicate while walking, on the way to the garden, to the store. Don’t sit at the table at home, like at school: just let your child look through the book, and complete the task that interests him, together. If your child is motivated to study, then, on the contrary, you can play school with him. In any case, be guided by the individual characteristics of your child, find an approach to him, and he will respond to you with interest, receptivity and understanding.

Listen carefully to your child, do not interrupt or rush him, do not scold him or compare him with others. Practice when your child is in a good mood, has had enough sleep and is not hungry.

Russian, like any other language, requires regularity, so it is better to study every day for 15-20 minutes than once a week for an hour. When our children begin to learn a foreign language, we understand that only regular classes can guarantee results and effectiveness; learning the Russian language and developing speech is also no exception and requires a systematic approach.

From an early age, it is necessary to teach a child to speak not only in the language of everyday life, but to use all the richness of the Russian language in his speech. Communication is one of the basic human needs, and your baby needs it like no other. Everyone has the opportunity to create, and we can do this every minute, creating small verbal masterpieces. Language is not only one of the most important means of communication, but also a living material that has its own color, shape and taste. We have to reveal this to children, teaching them to create within the framework of certain laws. This is a long path, and it depends on us, adults, whether they will take a narrow wandering path or a wide road on the path to new knowledge, discoveries and free communication.

We recommend reading:

• T.Yu. Bardysheva, T.A. Chokhonelidze "Retellings and Stories".
• T.A. Tkachenko “Big book of tasks and exercises for the development of coherent speech of a child.”

Finger games for speech development

The essence of the finger motor skills lesson is to teach the child to use his fingers to depict some objects or living beings. In this case, all finger movements must be explained to the baby. This will help the child understand concepts such as “top”, “bottom”, “right”, “left”, etc. After the child learns how to do the exercises himself, you can try to act out scenes or short fairy tales, distributing the roles among yourself and your little actor (for example, a meeting between a hedgehog and a bunny in the forest). Here are some examples of such exercises.

• Finger game “Bunny”. The index and middle fingers are straightened, the rest are clenched into a fist. Little man. “Run” with your index and middle fingers on the table. Finger game “Hedgehog”. Clasp your hands, straighten the fingers of one hand and the thumb of the other. Cat. Connect the middle and ring fingers with the thumb, raise the index and little fingers up. Horned goat. The index and little fingers are straight, the thumb is on the bent ring and middle fingers. Butterfly. Cross your hands at the wrists and press your palms with the backs of your hands facing each other, fingers straight; palms with straight fingers make slight movements in the wrists - “butterfly flies.” Glasses. Fold the fingers of your right and left hands into rings and bring them to your eyes.

In addition to these examples, you yourself can come up with many interesting and entertaining exercises for your child to develop speech.