Speech development in the first Junior group. Classes in development of speech in preschool

It – the most important mental function of the person. Through language we communicate with people, designated by your state, called objects and phenomena, driven by the actions of themselves and others. It is involved in the solution of intellectual tasks.

Why it is important to develop speech in children

Possession of connected speech helps the child build relationships with peers and adults, to freely Express their thoughts, together to play and engage in other joint cases. The primary school students, language development which is given due attention, good reads and retells works, well written, easily solves arithmetical problems, gives detailed answers to teacher's questions.

When and how is the development of speech

Language Development, it is recommended to start with the birth of a child. Already in infancy the baby extracts human speech from a stream of other sounds, listen to the words of adults, trying to imitate what he heard. To years the child "gurgles" (makes sounds similar to [g], [K], [x]), "COO", babbles, and after his first round date trying to pronounce the words.

Preschool speech of the pupils is given attention. Purposeful work on formation of speech skills begins in the early age groups. Speech development in the first Junior group – one of the most important educational tasks, the solution of which depends the training of the child in the following age stages.

Communicative activity develops in the process of communication. To understand how the tutor works on development of speech of children, it is necessary to consider the forms of communication characteristic of preschoolers.

Forms of communication in childhood

With respect to infancy, early childhood and pre-school age scholars have identified situational and personal, situational and business, unhesitating cognitive and visitation-personal forms of communication. The first occurs in the first year of life, when a child has complex recovery. Baby learns adult relatives, smiles, waving arms. During this period, mothers, fathers and other relatives is important to talk with your child, sing him songs, tell nursery rhymes.

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Situational-business communication appropriate to talk, when the baby knows how to sit and learns to interact with objects: shakes rattle, puts the cube in the cube, puts one part of the toy to another. Adult indicates means of action encourages baby.

Visitation cognitive communication begins with a 2-3 years, when our little girl asks questions about the world. Answers adult help to learn new things and develop. The displacement of the interests of the child in the direction of the relationship between people, place and role of man in society indicates the emergence of visitation-personal communication. The willingness to talk on such topics appears to 6-7 years.

Speech Development in the first Junior group

The First Junior group to visit the kids two to three years. Because at this age there is a transition from situational to business unhesitating cognitive communication, speech development in children is in the process of dialogue. The teacher talks with the pupils about what is in their field of vision. Crumbs learn to understand and execute the instructions of the teacher, demands of peers, to formulate their own statements.

Teacher teaches students to correctly articulate the sounds [a], [], [], [], [s], [m], [b], [p], [n], [t], [d], [K], [g], [V], [f], play intonation, tempo, rhythmic pattern of speech, to follow verbal breathing.

The Teacher's vocabulary of children. In addition to nouns-the names of toys, clothing, cooking utensils, interiors, adjectives are introduced (“white Cup”), verbs, adverbs ("the Cup is on the table”), prepositions ("Olga came to the table”).

The attention of kids and derivational possibilities of the language (“the rug lies on the floor”, “rattle rattles”), summarizing (“toys”, “clothing”, “dishes”). Lightweight and onomatopoeic words ("AV-AV”, “BB”) are replaced by common (“dog”, “car”).

The Grammatical structure of the speech of children – is also the concern of the caregiver. Under the guidance of a teacher the kids:

• Change the nouns for case and number (“one spoon – a lot of spoons”), verbs for person and number (“I go and you go – we go"), (“bear is, a bear came");
• Learn to use the imperative form of the verb (“Bunny, I will dance");
• Form a diminutive of a name (“pupa”, “machine”);
• Build simple and complex sentences (“the doll wanted to sleep and I put her in her crib”).

Forms of work on language development

The Development of speech in the garden Takes place on a specially organized classroom and in everyday life. With kids 2-3 years teacher plays different games, offers crumbs voice exercises, telling stories, recited nursery rhymes and short poems. Classes are conducted in subgroups.

The Teacher talks to the kids in the morning, on a walk, during playtime, after a NAP or in other free time. The conversation occurs spontaneously or planned (the teacher sets the task to repeat a learned poem, to automate the hard sound and soD.). If the teacher speaks to one child, is an individual work. So is the development of speech in children.

Tools of speech development

To the means of speech development in the first Junior group includes toys, pictures, books, didactic games and exercises, finger gymnastics. For the development of any interesting and safe toys, but be much more effective to have pre-prepared sets. For example, a didactic doll. It's a normal doll, but it includes sets of clothes for different seasons, toy tableware, bathroom accessories, household items, etc. To include toys and characters of the puppet theatre.

Images are divided into subject and story. The first shows the subjects or the objects of nature, the second – any events (children playing in the sandbox, the driver of the lead truck, etc.). Also there are images of people, animals.

At this age for speech development are used works by A. Barto, E. Blagininoy, Z. Alexandrova, other children's writers and poets, small forms of children's folklore.

The Didactic game call, organized teacher with the goal of educating children. Speech exercises are also aimed on training, but not all components of the game (game problem, plot, rules). During finger gymnastics pupils say the text of a short poem or nursery rhyme and do the hand movements. The effect is that in the brain, speech and motor areas are located nearby, so the impact on one of them activates the other.

Here are examples of finger exercises, didactic games and exercises to develop speech in the first Junior group.

1. The fingers folded in a pinch, like a brush. The child moves the hand up and down, saying: “with a Soft brush paint the chair and table, and a cat Masha”.

2. “Srijem jam with the lips”. The teacher encourages the pupils to imagine that they lip jam, and I like to lick. Children make characteristic movements of the tongue. Exercise increases the mobility of language, therefore, a more precise articulation.

3. “Who is behind the Christmas tree”. The teacher shows a picture, where the beasts hid behind the tree, visible only to the tails of animals. The children determine who hid.

4. “Fox, dance”. The kids ask for a toy Fox to dance. If the verb form is used incorrectly, the character refuses to perform actions and request formulates another child. Fox is dancing, and the children represent the voice and sound of musical instruments.

Methods and techniques of speech development

The Main method of speech development at that age – conversation. Encouraging children to talk, the teacher sets the reproductive (“who?”, “what is it?”) and search questions (“why in the street puddles?”, “why wear a hat?”) that stimulates the treatment to peers, adults (“ask Masha whether she's with us to play”).

The Following method – a story. Stories of a teacher should be a small volume, interesting and informative. For example: «Guys, look what my beautiful doll. Her name is Kate. Katya's soft, fluffy hair, brown eyes, white blouse with buttons and a colorful sundress”.

The Speech development of children contributes to the literature. Teacher reads poems and nursery rhymes by heart, recounts a short tale. If the work is familiar to the children, you can use the technique of bargaining. The teacher begins the phrase, and the pupils finish

Our loudly…(crying)

She Dropped into the river…(the ball).

Because of the baby are still not able to think abstractly, early childhood language development is a combination of verbal methods with a visual demonstration of the toys, small pictures, book illustrations, scenes of puppet and shadow theatres.

Practice – it is the organization of didactic games and exercises mentioned above.

Planning the development of speech

The Development of speech in preschool is based on the perspective plan, which is the teacher in accordance with education program in kindergarten or any other program document. Long-term plan make a list or table. Specifies the name of the month, the theme and program content of the lessons. An example of a long-term plan shown in table 1.

Table 1. The forward work plan for October

On the basis of the perspective plan is drawn up the outline for the development of speech. In addition to the theme and program content of the lesson outline indicates the material used (toys, pictures, etc.) and describes the preliminary work (if conducted), detailed remarks and actions of the teacher, the expected responses of children. Abstract – is also a kind of plan. Language development occurs in a systematic way. Young professionals write comprehensive plans, summaries, and experienced teacher is quite promising.

Guidance to parents on the development of speech in children

To the development of speech in the first Junior group to be successful, the efforts of the teacher are not enough. Much depends on the parents and close relatives of the child. Educators recommend moms and dads to talk more to children, to discuss various issues ("why the flower grows?", "what color is the sky?", "what will feed the cat?", etc.).

The Speech of the adult must be clear and moderately loud. You cannot copy the statements of the child, to pronounce the words as it makes the baby.

With the help of parents to act out puppet shows on subjects of familiar works, to memorize short poems. List of books and texts of the poems the teacher allocates in the parent area.

Should pay attention to children's issues. If you can not immediately satisfy the curiosity of a kid, the answer can be given later to search for desired information in the books.

The child's speech should be treated very carefully, to implement the recommendations of the teacher, if necessary, to contact the speech therapist.