Topic: “Let’s help the Cockerel call the sun.”
DOWNLOAD (mnemonic table)
Target: development of children's speech through small genres of oral folk art.
Tasks:
Educational: introduce children to the nickname.
Developmental: promote the formation of intonation and expressive speech in children, develop attention and memory.
Educational: cultivate responsiveness (the desire to help the hero of the lesson).
Equipment and visibility:
be-ba-bo toy Cockerel, grains, saucer, screen, mnemonic table for learning the chant, tape recorder, audio recording of the words of the Cockerel, “Sunny” stickers, yellow hoop.
Progress of the lesson
- 1. Organizing time.
Hello guys! Let's say hello to you.
(I pronounce the poetic lines and show the movements, the children repeat)
Hello, palms,
Clap-clap-clap!
Hello legs,
Top-top-top!
Hello cheeks,
Plop-plop-plop!
Hello sponges,
Smack-smack-smack!
Hello my little nose
Hello, guests! (raise hands, greet guests).
2 . Goal setting.
Oh guys, look what this is? (there are several grains on the floor). Let's collect the grains. I wonder who came to us?
And also a note with a riddle. Listen carefully, try to guess it.
Tail with patterns,
Boots with spurs,
Little white feathers,
Red scallop.
Who's that on the peg?(Cockerel.)
How does the Cockerel crow? Let's call him.
(The Cockerel appears from behind the screen.)
Let's say hello to Cockerel.
Hello, Petya the Cockerel! (children repeat, Cockerel crows)
Look how beautiful the Cockerel is.
What is it with Cockerel? (pointing to the head, comb, beard, beak).
Let's tell Cockerel a nursery rhyme about him.
Cockerel, cockerel(hands down).
Golden comb(cross your arms up).
Oil head(show the head).
Silk beard(show beard).
You don't let the kids sleep(hands in palms).
Cockerel, why don’t you let the kids sleep?
Cockerel:- And this is me waking up the sun so that the children don’t oversleep in kindergarten.
Why are you sad?
Cockerel:- I forgot the song I use to wake up the sun.
What to do? Will the sun really not wake up today? Maybe we can help Cockerel? But how?... Let us introduce Cockerel to a new song about the sun.
3. Physical exercise.
Children, do you know what the sun is? Show. (large, warm)
Let's stand in a circle and show how the sun rises.
This is how the sun rises
Higher, higher, higher. (hands up, stretch)
By night the sun will go down,
Below, below, below. (we squat down)
Good good,
The sun laughs. (clap our hands, smile)
And under the sun for us
Life is fun. (jump, hands on belt)
4. Explanation of new material.
Now listen to the nursery rhyme:
Sunshine, sunshine,
Look out the window
Shine a little light
I'll give you some peas!
- Now we will repeat the nursery rhyme. And miracle pictures will help us. Look. What do you see? Listen again as I tell you.
Now we will repeat it together in unison.
1. Sunshine, sunshine, look out the window.
2. Shine a little light, I’ll give you some peas!
3. Sunshine, sunshine,
Look out the window
Shine a little light
I'll give you some peas!
Are you ready to tell Cockerel? Let's try.
5. Consolidation of new material.
Cockerel, now you try. (the soundtrack plays without the last line).
Did the Cockerel read the nursery rhyme correctly?
Who will help him?
Well, Cockerel, can you handle it now?
Cockerel:- I'll try. (the soundtrack of the entire nursery rhyme sounds).
(The sun appears.)
Clap, kids!
6. Summing up.
Were we able to help Cockerel?
How did we help him?
Did you like the new song Cockerel?
Cockerel:- Thank you guys, I really liked the nursery rhyme. I promise I won't forget her. Goodbye my friends! (children say goodbye)
Guys, the sun wants to play with you. And you?
Russian folk game is being held "Carousel".
"Barely, barely, barely the carousel spun,
And then, then, then everything runs, runs, runs.
Hush, hush, don't run, stop the carousel.
One-two, one-two, the game is over!
Well done! The sun gives you his smile! (stickers)
Current page: 1 (book has 10 pages total) [available reading passage: 7 pages]
Valentina Viktorovna Gerbova
Classes on speech development in the first junior group of kindergarten. Lesson Plans
The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.
The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.
The system of work on teaching children their native language, introducing them to fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M.: Mozaika-Sintez, 2005).
The manual “Classes on speech development in the first junior group of kindergarten”, written within the framework of the “Program of education and training in kindergarten”, edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, complements recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).
Features of speech development in children of the third year of life
In the third year of a child’s life, a significant change occurs in his relationships with others, due to the growth of the baby’s capabilities and awareness of his independence. Children try to act like adults, but they still need their elders to evaluate their performance. Children listen carefully to the explanations of adults and often begin to turn to them with questions. (“What is this?”, “How?”, “Why?”, “Where?”) Children receive new experiences, which is a necessary condition for their mental development.
Children of this age are characterized by a need for communication. The development of various forms of communication between a child and his peers is the most important task of early childhood pedagogy.
Frequent contact with adults and peers contributes to the development of children's speech. They begin to actively tell others about where they went, what they saw, using various parts of speech, simple and common sentences.
Children's speech improves quickly under the guidance of adults. With its development, the child’s perception of objects and phenomena becomes more accurate and meaningful. Children try to find similarities between objects, compare them, and establish simple connections between them. Kids begin to draw their first independent conclusions. But since children’s experience is still limited and their knowledge is insufficient, when making generalizations, children are often guided by random signs (for example: “This is parquet,” a 2-year-old 6-month-old boy explains to his teacher, having seen a turtle in the picture and running his finger over its shell His peer is sure that in the picture there is “a watch like that” (glasses)).
However, the ability to distinguish and generalize during this age period is constantly improving. Children, regardless of color, shape, or size, recognize familiar objects in a variety of living situations, which often causes difficulties for children in their second year of life. Looking at toys, paintings, illustrations, they accurately name familiar objects. In children of the third year of life, the ability to combine objects is formed, focusing on the functional sign indicated by the teacher. (“A cup is a utensil. People drink from a cup”; “This grows in a garden bed. This is a carrot.”)
Kids are able to listen and perceive simple stories without demonstration and carry out simple verbal instructions. Two-year-old children master the ability to understand an adult’s simple story about events that did not take place in their personal experience. They easily remember and repeat after adults not only individual words, but also entire phrases and rhymes.
The relationship between understanding and active speech changes qualitatively. If earlier a child’s understanding of an adult’s speech had to be judged by his motor responses (fulfillment of a request, an instruction: show, bring, do this), now, when active speech is inextricably linked with all the baby’s activities (and performs the function of reproduction), the level understanding and thinking begin to be judged by his statements.
Well-developed imitation and a sufficient level of speech understanding ensure rapid growth of vocabulary. E. Arkin in his book “Preschool Age” (M., 1948) provided data on the growth of a child’s vocabulary: at 2 years old - 300 words, at 3 years 6 months - 1100 words. Subsequently, researchers of children's speech have repeatedly confirmed these figures, indicating that by the age of three, a child's vocabulary reaches 1000–1200 words. Its vocabulary contains almost all parts of speech (nouns, verbs, adverbs, adjectives, numerals, pronouns; function words (conjunctions, prepositions, particles); interjections).
In the third year of life, children begin to intensively use verbs and pronouns. Scientists explain this by the increase in the child’s activity and the expansion of his contacts with others.
The adjectives found in children's speech mainly characterize the size of the object. (big small), its color. At the same time, children begin to notice and reflect in their speech the belonging of an object to a particular person. (mother’s, Serezhin’s, uncles’); can characterize the condition experienced (hungry, wet); convey your aesthetic experiences (clean, beautiful).
Speaking about the presence of adverbs and adjectives in children’s speech, it should be noted that they are just beginning to master these parts of speech. Kids master the simplest, undifferentiated spatial, temporal and other relationships expressed in words: there, here, then, like this, like this etc. When mastering more precise, differentiated relationships and qualities, children experience difficulties and need the help of a teacher. (Due to insufficiently effective pedagogical work, adverbs and adjectives, with the help of which differentiated relationships and qualities are expressed, can appear in the speech of children only in older preschool age.)
Speaking about the intensive quantitative and qualitative growth of vocabulary characteristic of children of this age, researchers point to the presence of three levels of word acquisition - names of objects, actions, qualities, relationships:
1st level: the child understands the word, but does not use it in speech;
2nd level: the child recognizes and names an object (action, quality, etc.) only in familiar combinations and conditions (“scissors are needed to cut nails”);
3rd level: the child understands and correctly uses the word-name in any connections and relationships accessible to his understanding.
When carrying out vocabulary work, choosing certain techniques and methods, the teacher must take into account that how well the child is familiar with the object (action, quality, etc.), his understanding and use in speech of the corresponding word denoting this object depends (action, quality, etc.).
Along with the fact of very rapid replenishment of the vocabulary (from 2 to 3 years old it increases 3–4 times, later its replenishment proceeds more slowly and relatively evenly), the speech of children of this age is characterized by another feature. During this period, the most important stage of mastering the native language begins - mastering its grammatical structure.
Grammar learning also occurs very intensively. A child of the third year of life uses in speech various forms of verbs, all case forms of nouns (without prepositions and with prepositions), distinguishes between singular and plural nouns, present and past tense of verbs. In general, in grammatical terms, children's speech is still very imperfect. They often confuse case endings, make mistakes in the use of plural nouns and in word agreement. When repeating a phrase, the word order is sometimes disrupted, for example, negation No is placed at the end of the sentence (to the question: “Who took the ball?” - the child answers: “Vital is not there”).
In the third year of life, children’s perception of the speech of others improves. In some cases, children catch the incorrect pronunciation of words by their peers. A. N. Gvozdev gives the following example: the boy said the word steamship How plowing, another corrected it - paahot, but was himself corrected by the third child, who indicated the following pattern: palahot.
Children begin to distinguish words that sound similar and sometimes differ in one sound (spoon - cat - midge), focusing not only on a specific situation, but also on the sound design of the word. Many children match a familiar word with a similar sounding word: drema - kulema, bim - kill, fool - lyulekha etc. Kids love to sing their “works”. Having mastered a new word, the child already strives to reproduce it accurately. Children are increasingly using words that are more complex in syllable structure: consisting of three or more syllables, although they still cannot always preserve the structure of the word and correctly pronounce all the sounds in it in the appropriate sequence (for example, bike pronounced as apiped, vesiped, thank you How sipibo and so on.).
Active use of vocabulary has a positive effect on the assimilation and consolidation of newly emerging sounds. By the end of the third year of life, many children generally correctly pronounce all sounds except hissing and sonorant sounds. R. Some children master the correct pronunciation of all sounds by the age of three.
However, in general, the speech of most children of this age is still characterized by a general softness, insufficiently distinct pronunciation of words, incorrect pronunciation of many sounds, and the replacement of sounds that are difficult to pronounce with simpler ones. Thus, at the beginning of the third year of life, many children replace hard whistling sounds with soft, hissing sounds. (w, f)- whistling (s, h) or front-lingual (t (t), d (d)) etc. This is explained by the insufficient development of the speech apparatus: inadequate functioning of the entire articulatory apparatus, low mobility of the tongue, lips, and muscles of the lower jaw.
The pace of speech acquisition in children is not the same. Some, starting to speak early, pronounce words clearly and actively use them in speech. Others, well understanding the speech of others, speak little themselves. Such a delay in speech development (in the absence of any deviations in general mental development) is not dangerous. However, if by the end of the third year of life the child has not spoken, he must be shown to a speech therapist.
Indicators of speech development of children
When assessing the speech development of preschool children, it is advisable for teachers to refer to the indicators compiled by the staff of the Department of Pediatrics of the Central Institute for Advanced Medical Studies under the leadership of N. Aksarina back in the 1970s. These indicators are also given in later works on raising children.
Children from 2 years to 2 years 6 months
Speech understanding. There is a further development of understanding the semantic content of the speech of others. You can talk with a child not only about events and phenomena perceived at the moment, but also about past (already familiar to the child) and future events.
The ability to imitate. Children easily repeat phrases and short poems.
Dictionary. Heard unfamiliar words and entire phrases become part of the children's vocabulary. In their speech appear: “Where?”, “When?”, “Why?”.
The grammatical structure of speech. Sentences become wordy, complex sentences appear, although not always grammatically correct.
Use (connected speech). Speech becomes the main means of communication not only with adults, but also with children. The child speaks a lot on a variety of occasions, proactively and in response to someone else’s statements - in a word, he determines his actions and intentions under the influence of the situation.
Intonation. Speech becomes more and more emotional.
Children from 2 years 6 months to 3 years
Speech understanding. A child can understand the meaning of an adult’s speech about events and phenomena that did not take place in his personal experience, but individual elements of which were directly perceived by the baby.
The ability to imitate. They can easily reproduce heard poems and songs.
Dictionary. The vocabulary includes all parts of speech (except participles and gerunds). The volume of the dictionary grows rapidly: by the end of the third year, up to 1200–1500 words.
The grammatical structure of speech. Children speak in complex phrases, and subordinate clauses appear in their speech (not always grammatically correct).
Use (connected speech). Children talk about what they saw in several fragmentary phrases. Based on an adult’s questions, they can convey the content of a previously heard fairy tale or story (with or without pictures). Able to reproduce the content of an adult’s speech that is not directly addressed to him.
Articulation. Pronunciation is mostly correct except for the sound R and hissing.
In August-September, when communicating with children and observing their behavior, it is advisable to pay attention to the level of their speech development. This information will later allow the teacher to unite children into subgroups (in classes) and carry out individual work with children. Conventionally, three subgroups can be distinguished:
Children of the first subgroup strive to independently answer the teacher’s questions and try to tell him something on their own initiative;
Children of the second subgroup rarely answer complex questions on their own (When? Why?), but willingly repeat their peers’ answers. Cases of initiative speech are rare;
Children of the third subgroup are mostly silent in classes and in everyday life and have slurred speech.
Forms of work on speech development
In the methodology of teaching the native language, two main forms of work on children’s speech are adopted: teaching in the classroom and guiding the development of children’s speech in everyday life.
It has already been noted that children’s speech is formed in the process of various activities. When playing and communicating with peers, they actively use speech. But if at these moments the adult does not purposefully influence the development of the child’s speech, language acquisition will be difficult. Children should be taught to turn to adults and peers with a request, thank them for a service, offer help, invite friends to do something together, watch something, etc. You need to talk to kids about everything that came to their attention and aroused interest, and also about what the teacher chose for joint observations.
Children 2–3 years old are very observant. Not a single thing in the hands of an adult, not a single gesture goes unnoticed. When playing with children, examining or creating something, the teacher must patiently, without fuss, talk about what, why and how he is doing and what he hopes to get as a result. If a child is interested in something, puzzled, or simply enjoys being around the teacher, he will begin to repeat after him the words or small phrases he likes, trying to figure something out and establish himself. You cannot break emotional contact with children. You need to try to hear their first independent judgments and be happy for them.
The teacher should talk a lot and purposefully throughout the day: both when communicating with an individual child (playing with him, washing him, looking at a book, etc.), and when conducting games and activities with the whole group or with a small subgroup (together examines something with children, draws, sculpts, builds buildings from cubes, listens to music, sings; travels around the kindergarten and the territory of the site).
Children need to be told often and emotionally about interesting facts and events: about the pranks and pranks of a kitten, puppy, a funny parrot, a smart dog, a cunning crow, etc.
When guiding the development of children's speech in the classroom and throughout the day, the teacher must be fluent in the appropriate methods and techniques.
Learning in the classroom is a systematic pedagogical process that allows, with the help of special techniques, to convey to the child the necessary information about the environment, to form the appropriate vocabulary, as well as the most important speech skills.
Organization and conduct of classes
“The program of education and training in kindergarten”, edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, based on the recommendations of SanPin, recommends conducting eight classes per month in the first junior group on the development of speech and the inclusion of children to fiction lasting 8–10 minutes.
Some activities - dramatization of fairy tales, observations, didactic and outdoor games, accompanied by the reading of nursery rhymes or original poems, are carried out with the entire group of children. Classes aimed at inducing complex speech expressions in children or developing new skills in them (for example, hearing, listening and understanding a story without visual accompaniment) are conducted in subgroups. Children with more or less the same level of development are selected into subgroups.
Observations have shown that children aged 2 years - 2 years 6 months differ from children in the second half of the third year of life both in behavior and responses in class. For example, to answer the questions: “What has changed?”, “Why don’t the chickens peck the grains?”, “Why doesn’t the girl eat soup?” - younger children need more time, frequent repetitions, hints, explanations than children over 2 years old 6 months.
This manual presents sample lesson plans for developing speech and introducing children to fiction. The teacher must be creative in using this material. Taking into account the level of speech and mental development of the children in his group, he can replace the proposed classes with others, change their sequence, increase (decrease) the number of tasks in any particular lesson, etc.
It is known that a speech skill cannot be formed in one lesson. Therefore, the program material that was studied in the previous lesson is, as a rule, repeated in the next one, and the interval between them should be no more than 1-3 days. In the future, the intervals between classes during which certain speech skills are improved can be increased.
Observations have shown that 1-2 lessons are enough for a child of the third year of life to master some skills, and much more time to master others, for example, to dramatize excerpts from fairy tales, perceive plot pictures and convey their impressions in speech.
The speech and mental loads provided for when planning work in September - October are noticeably less than in subsequent months, and the duration of some classes is only 6-7 minutes. This is done deliberately to gradually build a desire in children to engage. Another feature of children of this age is also taken into account: after class, the kids are in no hurry to leave - they are drawn to the teacher, to the toys that were shown to them. Children who are inactive in class act more boldly with toys and answer the teacher’s questions at this time. Thus, mastering the program material continues for another 3–4 minutes.
In the first junior group, in many classes, in addition to the leading task, several more problems of speech development are solved. For example, in parallel with solving the main task of the lesson - introducing children to a nursery rhyme, the teacher practices children in expressive reading of poetic lines; Practices clear and correct pronunciation of onomatopoeic words.
In the first junior group, combined classes, consisting of several parts, each of which is devoted to solving a single problem, begin to occupy a significant place in the educational process. These problems can be solved using various software materials. A wide variety of options are productive: repeated telling of fairy tales and exercises to develop the sound culture of speech; looking at a painting and reading a poem; telling without showing and didactic game.
Younger preschoolers love to study, but their voluntary attention and memory are imperfect. The child has difficulty concentrating on what is not interesting to him, what did not surprise him, what did not bring him joy. Therefore, when planning a lesson with children, you need to carefully think about what to teach kids and how best to do it.
The emotional attitude towards the upcoming lesson is extremely important. It helps to “include” the baby in active work, increasing its efficiency from the first minutes. For example: “Today I will read you a very interesting poem about how a fox with a box ran through a forest,” says the teacher. "Where is she?" - the children are interested. - "Show!" - “I’ll definitely show you.” Now we’ll play, I’ll show you everything, and I’ll tell you about everything,” the teacher replies.
You can put the toys that will be demonstrated during the lesson on the table in advance (3-4 minutes before class), allowing the children to touch and move them. But at the same time, children should be taught to follow the rule: toys prepared for the lesson can only be played on the teacher’s table; they cannot be taken away. Often, a display requires a wind-up toy or a toy that is especially attractive to children and “comes” only for classes. The children's desire to hold this thing is so great that they each pull it in their own direction. In such cases, the toy must be placed so that everyone can see it clearly, but cannot reach it (for example, on a piano, on a shelf). Kids quickly get used to the fact that the toy, displayed before class, will be used on it. The children look at it, exchange impressions, and ask the teacher.
It has already been noted that during the lesson it is necessary to support the desire of younger preschoolers to study.
Children need to be seated in such a way (in a semicircle; at tables standing separately or moved together, etc.) so that they do not interfere with each other (especially when imitating some actions). It is equally important that easily excitable children be close to calm, balanced peers. Kids should clearly see the teacher and the objects (pictures) that he shows. Distractions should be excluded (for example, if a cage with a bird falls into the child’s field of view, it needs to be rearranged).
Children of the third year of life are prone to imitation (both the teacher and their peers). They are easily “infected” by the mood of their comrades and gladly imitate both desirable and undesirable actions. As soon as one child starts looking under the chair, after 1-2 minutes, if the teacher fails to switch the attention of the children, half the group will imitate the baby. In this case, you should not resort to disciplinary remarks (“Don’t sway, sit quietly!”). It is more advisable to resort to a toy brought to class. For example, tell her: “Don’t be scared, mouse, it’s not the cat who came. It was Vova who accidentally rattled his chair.” Or turn to a child who has begun to play pranks: “Here, Vova, hold the mouse. Yes, sit quietly, don’t scare (don’t drop) her.”
In children of this age, bright, beautiful objects and pictures make them want to look at them longer, so the illustrative material shown in class should be in good condition, tastefully designed and attractive to children. Manuals should be placed so that time is not wasted searching for them. If the pictures fall off the flannelograph or the battery of an electric toy turns out to be unusable, then the normal course of the lesson will be disrupted and the children’s perception of the material will be difficult.
The teacher’s speech and his ability to talk with children are of great importance. The teacher’s speech should be clear, expressive, and unhurried. Words and phrases spoken to children should not be random. If possible, they should be thought through in advance. This is especially true for those figures of speech that the teacher seeks to make available to the child’s own statements: words denoting the qualities of objects, syntactic constructions, in particular sentences with homogeneous members, etc. Using them in class, approving the attempts of a particular child to reproduce a word or sentence, the teacher thereby enriches the children’s active speech.
In the first junior group, the teacher teaches children to understand the question and answer it. But if for some reason the child is silent and the pause drags on, it is more advisable to suggest an answer, repeat it with the children, and after some time ask the child the same question again.
It is known that it is very easy to suggest something to a child of the third year of life. It is worth remembering this feature when teaching children. (“Anya will succeed... Vova will be able to... Alyosha will think now and will certainly find the right picture (toy)...", etc.).
Any conversation with children should be businesslike, thorough, and the teacher’s interest in what the child says and does should be “seriously interested.” Children unmistakably react to the teacher’s mood, intonation, and gestures. And if the teacher sincerely, with pleasure “blows on hot pancakes and eats them”, shows how goats butt, the child is not just infected with the desire to do the same, but strives to do it very well, with good humor. In turn, a successful answer, a well-executed action increases the baby’s joy and his desire to repeatedly reproduce what he saw and heard. All this ensures the children’s performance and their contact with the teacher.
In addition, there are several other factors that increase the effectiveness of training.
Alternation of various teaching methods and, above all, explanations, instructions and demonstrations (model, method of action) with game tasks. Let's give an example.
The teacher tells the children: “Aw-aw-aw,” the dog barks. How does she bark? After the children pronounce the onomatopoeia, the teacher continues: “Now we will play wind-up dogs. The dog that I turn on with the key (makes an imitation movement) should bark: aw-aw-aw.”
A combination of children's choral responses with individual ones. Typically one choral response is combined with 3-4 or more individual responses. This significantly increases the density of the lesson, helps to involve all children in the work, and also to find out which of the kids has not mastered the skill being mastered in order to further explain or show something (in class).
Using a variety of demonstration materials (objects, toys, pictures, tabletop theater figures, etc.). Looking at them maintains children's attention, increases speech activity, and develops the ability to generalize.
Using tasks aimed at giving children the opportunity to change their position and move around (for example, approach the teacher to look at something with him; look under the chairs to find where the little kitty hid; depict little goats butting, pecking grains chickens, etc.). In some cases, these tasks simultaneously pursue the goal of teaching children the ability to accept an imaginary situation: bake pancakes, catch a snowflake and blow it away. When performing such tasks, children learn the play actions necessary to develop independent role-playing games, the appearance of which in the third year of a child’s life indicates a new stage in his development.
LESSON SUMMARY ON SPEECH DEVELOPMENT
IN 1 JUNIOR GROUP:
"JOURNEY INTO THE FOREST"
Program content:
Expand children's horizons about subjects.
Learn to name objects and know their meaning.
Learn to identify the characteristic features of the appearance of animals and name body parts.
Foster a caring attitude towards animals. Develop speaking skills.
Preliminary work.
Learning songs and games: “The Fox and the Hares”, “Collect cones”.
Material for the lesson.
Christmas trees, stumps, pine cones, fake mushrooms, treats for the bunny (carrots, cabbage), attributes in the box according to the number of children, steering wheel, tape recorder, basket.
Progress of the lesson.
Educator.
Children, today we will go to the forest in a car (the car is made up of chairs), and our driver will be Gleb. Now you and I will get into the car, and Gleb will take the steering wheel and drive us in the car. Get into the car and take your seats (while driving, the children sing the song “Machine”).
So you and I have arrived in our fabulous, magical forest. Listen to the music that greets us in the forest. (birds singing sounds).
Educator: Guys, look, what is lying in the clearing under the Christmas trees?
Children: Cones.
Educator: How many cones are there?
Children: a lot of.
Educator: let's play with the cones. (the game “Collect cones” is played).
What a great fellow you are, how quickly you collected all the cones.
Educator: Guys, look carefully, what is growing under the Christmas trees?
Children: mushrooms.
Educator: how many mushrooms have grown?
Children: a lot of.
Educator: and now we will play with mushrooms. (the game “Mushroom-mushroom” is played).
Educator: guys, and in the clearing there’s a stump standing and looking at the kids. Let's go closer and see who's sitting on the stump.
Children: bunny
Educator: children, and the bunny wants to say something in my ear.
His name is Stepashka. He wants us to say hello. Hello, Stepashka. Look what a beautiful fur coat Stepashka has: soft, fluffy. What are his ears like?
Children: long.
Educator: what kind of tail does he have?
Children: short.
Educator: what does our Stepashka like to eat?
Children: carrots, cabbage.
Educator: Oh, what a great fellow you are, everyone met Stepashka. Guys, it seems to me that Stepashka is sad, who could offend him? Let's ask him (Stepasha whispers in the teacher's ear).
Educator: Guys, it was Stepashka’s birthday. Animals came to visit him and brought him many gifts, a whole chest. But Stepashka doesn’t know what to do with them, what to do. Let's help him (children go up to the chest one by one, take out one item at a time and explain what it is and what it is needed for).
Educator: So our chest is empty. Our Stepashka was happy, became cheerful and cheerful. Now he wants to play with us. We will magically turn into little bunnies and play. (the game “Hares and Foxes” is played).
After the game, the children treat Stepashka with carrots and cabbage. Our journey ends, it's time for us to return to kindergarten. The children say goodbye to Stepashka and take their seats.
Speech is the most important mental function of a person. With the help of speech, we communicate with people, designate our states, name objects and phenomena, and encourage ourselves and others to take action. Speech is also involved in solving intellectual problems.
Why is it important to develop speech in children?
Possession of coherent speech helps a child build relationships with peers and adults, freely express his thoughts, play together and engage in other joint activities. A primary school student, whose speech development has received due attention, reads and retells works well, writes competently, easily solves arithmetic problems, and gives detailed answers to the teacher’s questions.
When and how does speech develop?
Speech development is recommended to begin with the birth of a child. Already in infancy, the baby isolates human speech from the flow of other sounds, listens to the words of adults, and tries to imitate what he hears. Up to one year, the child “hoots” (makes sounds similar to [g], [k], [x]), “hums”, babbles, and after the first round date in his life he tries to pronounce words.
In a preschool institution, close attention is paid to the speech of pupils. Purposeful work on the formation of speech skills begins already in early age groups. Speech development in the first junior group is one of the most important educational tasks, the solution of which determines the child’s education at the next age stages.
Communicative activity develops in the process of communication. To understand how a teacher works to develop children’s speech, it is necessary to consider the forms of communication characteristic of preschoolers.
Forms of communication in childhood
In relation to infancy and early childhood, scientists distinguish situational-personal, situational-business, extra-situational-cognitive and extra-situational-personal forms of communication. The first occurs in the first year of life, when the child develops a revival complex. The baby recognizes close adults, smiles, waves his arms. During this period, it is important for mothers, fathers and other relatives to talk with their child, sing songs to him, and tell him nursery rhymes.
Practical methods are the organization of didactic games and exercises discussed above.
Planning work on speech development
Speech development in preschool educational institutions is carried out on the basis of a long-term plan, which is drawn up by the teacher in accordance with the kindergarten education program or other program document. The long-term plan is drawn up in the form of a list or table. The name of the month, topic and program content of the lesson are indicated. An example of a long-term plan is shown in Table 1.
Table 1. Long-term work plan for October
| № | Lesson topic | Program content |
| 1 | A cat came to us | To consolidate ideas about a toy, expand the active vocabulary in the field of onomatopoeic words ("meow", "bang"), nouns ("kitty", "cat", "ears", "tail"), adjectives ("smooth", "fluffy" ), verbs ("go", "give"). Develop attention and thinking. Cultivate responsiveness and kindness. |
| 2 | For a walk in the autumn forest | Form ideas about the autumn forest, expand the active vocabulary in the field of nouns ("autumn", "forest", "tree", "leaves"), adjectives ("yellow", "red"), verbs ("turn yellow", "fall" ), prepositions (“with”, “on”). Develop attention, perception, thinking. Cultivate curiosity. |
| 3 | ... |
Based on the long-term plan, a summary of speech development is drawn up. In addition to the topic and program content of the lesson, the notes indicate the material used (toys, pictures, etc.), describe the preliminary work (if carried out), describe in detail the remarks and actions of the teacher, and the expected answers of the children. A summary is also a kind of plan. Speech development occurs systematically. Young specialists write detailed plans and notes, but an experienced teacher needs a long-term plan.
For 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. Teachers advise moms and dads to talk with their children more often, discuss various questions (“why does a flower grow?”, “what color is the sky?”, “what should we feed the cat?”, etc.).
An adult's speech should be clear and moderately loud. You cannot copy a child’s statements or pronounce words the way a child does.
With the help of parents, you can perform puppet shows based on the plots of familiar works, and memorize short poems. The teacher places a list of books and texts of poems in the parent's corner.
You should be attentive to children's issues. If you can’t immediately satisfy the baby’s curiosity, then you can give the answer later, look for the necessary information in books.
You need to treat the child’s speech very carefully, follow the teacher’s recommendations, and, if necessary, contact a speech therapist.
Tasks:
- Expand knowledge about the world around you.
- Teach children to clearly, clearly, loudly pronounce familiar words denoting an object, its purpose (what it is needed for).
- Exercise children in pronouncing the sound “k”. Encourage children to imitate the sounds of birds. Exercises to develop auditory perception.
- Understand teachers’ questions that are simple in form and content and answer them. Individual work with Nikita, Seryozha T. - correct pronunciation of the sound “k”.
PROGRESS OF THE CLASS
1 PART
Educator: Guys, today we will go to visit Mishka. Let's get up like a train and let's go. Tu-tu-tu-tu (children walk one after another, teacher in front).
Song "Locomotive". The teacher sings, the children help.
Steam locomotive, locomotive
Brand new, shiny,
He drove the carriages
Like it's real.Who's on the train?
Our kids
Let's go visit
All the kids go to Mishka
Educator: We've arrived. Look, children, Mishka is sitting in the clearing and waiting for us. Let's say hello to Mishka: “Hello, Mishka, we have come to visit you!”
Bear: And I was waiting for you and prepared a surprise.
Educator: What did you cook?
The bear shows: Yes, that's it (chest).
Educator: Oh, how beautiful. Guys, look at the chest. What's there, Mishka?
Bear: Yes, different toys. I don't know how to play with them.
Educator: Guys, can we help Mishka? Let's see what's there and tell Mishka how to play with toys.
Here is a wonderful chest,
He is a friend to all the guys.
We all really want
See what's there.
The teacher invites the child to look into the chest and pull out a toy.
Children take turns taking out a toy, showing and telling how to play with this toy, what it is for.
The teacher asks leading questions, encourages the children's answers, and praises them. Summarizes the answers ( attach games, songs, rhymes to the toys):
They eat soup and porridge from a plate, and feed our dolls.
They drink tea, coffee, milk, compote, juice from a mug.
You can rattle a rattle (show, addressing Mishka and the children).
Iron for ironing (which iron, what to iron, show the action).
You can rock the doll, put it to sleep, and sing a song:
"Bay-bye, bye-bye, doll, close your eyes"
The bunny can run and jump. What does the bunny have:
“Bunny, bunny, little bunny, long ears, fast legs...”
Teddy bear (small toy). Look, Mishka, your friend, Mishutka. He is just as plump and club-footed and sucks his paw all winter.
How does he walk? Show me, kids. What kind of house does he have? What about the bunny?
Warm-up:
The bear has a big house - children spread their hands
And the bunny has a small one - children squat
Here the bear is coming home - children walk imitating a bear
And behind him comes the bunny - children jump on two legs.
Brick - what kind? For what? What to build? (Children say: “path, garage, fence, house, etc.”)
Mishka says that he also knows how to build houses. Do you want to see what houses he built? Children - yes.
PART 2
The bear shows the house.
Educator: Oh, what a beautiful house. What colour? ( Red) what does the house have? (Roof, door and window). Well done, Mishka.
Who lives in the house? Let's knock and say, "Knock, knock, knock." Who lives in the house? (Children repeat after the teacher)
Listen, who is it? You can hear co-co-co from the house. Who is this? Children say: "Chicken" (choral and individual answers, the teacher asks to repeat the sounds of imitation). Who else is squeaking? (You can hear pee-pee-pee).
Children are “chickens”. Let's take a look and open the doors. Exactly? Hen and chicks. What kind of chickens? Yellow. What does the chicken tell them? (Ko-ko-ko - don't go far). Make sure that all children pronounce “ko-ko-ko” clearly. Let's feed them - the children show how. They feed the chicken, saying:
The pied hen had crumbs crumbled
These are the okay things: okay, okay.
The bear shows another house (yellow), the children say: “Knock, knock, knock, who lives in the house?” (You can hear: "Ku-ka-re-ku") Who's there guys? Who's screaming there? Golden comb cockerel. Let's see (they open the doors and take out the cockerel). What kind of comb does he have? Let's show the cockerel (finger gymnastics). That's the kind of comb he has.
Our cockerel is loud
In the morning he shouts: “Hello!”
Let's sprinkle some grains on the cockerel too. Peck, cockerel (children repeat: “Peck, peck”).
The bear still shows the house. What house? (Green like grass) Knock-knock-knock, who lives in the house? (You can hear very loudly: “Ga-ga-ha-ha.”)
Hey guys, who's there? - This is a goose.
Educator: how does he scream? Children are all individual: ha-ha-ha ( open the doors, look at the goose).
What goose? (White and beak is red).
How does he open his beak? Point fingers (finger gymnastics).
The goose stands and cackles all the time,
He probably wants to pinch.
Educator: Oh, let's run away from the goose so that it doesn't pinch us. Thank you, Mishka, for the animal toys. Guys, who did we see?
Chicken - co-co-co,
Cockerel – ku-ka-re-ku,
Chickens – pee-pee-pee,
Goose – ha-ha-ha.
And now it's time for us
We're leaving, kids!
The children stand up like a train, wave to Mishutka, “goodbye,” and leave.
The locomotive began to whistle and the carriages began to move.
Chu-chu-chu, chu-chu-chu, I'll take you far.
Lesson summary “Winter landscape”
Tasks
- Expand children's knowledge about the season - winter, reinforce the signs of winter (snow is white and cold, falls on the ground, trees, houses).
- Encourage the children to encourage the teacher to recite the poem.
- Activate children's vocabulary, use prepositions in speech.
- Develop the ability to exhale correctly smoothly and for a long time.
- Paint snow with a brush using the dipping technique, fixing the white color (paints).
Individual work: practice with Vladik in the correct pronunciation of words: street, spinning.
PROGRESS OF THE CLASS
Educator: Kids, what's on our street? Winter! Why? Because it's snowing. What kind of snow? White! What else? Cold. Where is the snow? On the ground. What else? On trees, houses, benches, tables. All the paths were covered with snow.
“It’s winter—it’s white all around, there’s a lot of snow…”
Looking at pictures:
- Look, we have a lot of snow in the pictures ( look at the illustrations about winter).
- What is shown here? (Snow, trees, children, what they do - ride, what - slide, sled, ski, etc.).
- And where does the snow fall from? From the sky - where is the sky? High! And the ground is low!
Snow is falling and swirling in the air. Remember, you and I caught snowflakes on the street, they fell on our mittens. And we blew them away. Do you want to blow on snowflakes? (Hand out cotton wool to children - an exercise to develop speech breathing, children blow 2-3 times).
That's how many snowflakes fell.
And now the children will be snowflakes.
The teacher reads Agnia Barto’s poem “Snow”.
Repeat with children (a snowball fell, the children sat down).
Questions about the poem:
- What does snow do? (Spins - children answer in chorus and individually).
- What street? – White – why? - The snow covered the entire street.
Where are the children gathered - in a circle!
What are the kids doing? - We got dizzy. Right. Spun like a snowball
Shall we play again?
The teacher reads the poem again. Children help at will and coax words. Well done!
Is someone knocking on our door?! The teacher goes to look and opens the door:
Someone rushes without looking back,
The bunny asks to visit the kids.
The teacher brings in a toy - a bunny, and says on behalf of the Bunny:
I kept jumping through the forest,
And, of course, tired.
Can I relax with you?
Shall I play with you a little?
The teacher invites Bunny to visit: of course, you can.
And what are you doing?
What are we doing guys? We spin around and stand in a circle. We look at the pictures: there is a lot of snow everywhere, a lot, Bunny, and there is a lot of it in the forest. There are many here, too.
But there is no snow here, why? (Points to pieces of paper with houses). The trees are without snow, there is no snow on the paths either.
Educator:“And this is what the kids will be drawing now.” Addresses the children: “Look, guys, there are houses, there are trees, there is a path, but there is no snow. Shall we draw? "Yes".
What kind of snow? White?
Where's the white paint? (Children show)
Our paint is white
It's on the table now.
Let's take the brushes in our hands,
Let's start drawing now.
We took the brushes, how do we take them? (By the collar, like this). Well done, they dipped it in paint and snow began to fall on our trees, houses, and path. And Vladik has snow, and Denis, and Zhenya, Polina. That's how much snow there is. A lot of! (Children repeat: a lot, a lot).
The teacher reminds - “The whole street is white.”
Look, bunny, how much snow the children have drawn! Well done!
What did you draw? - Snow. Which? White.
It's good in your garden,
But I'll go home now.
I will jump along the tracks
On my fast legs.
And kids, Bunny, can jump too. Jump-jump, jump-jump (children show).
Guys, let's see Bunny off. Everyone is jumping after Bunny (to the locker room).
(while the children are drawing snow, music sounds, an excerpt from “The Seasons” by P. Tchaikovsky).
Lesson summary "Birds"
Tasks
- To consolidate children's knowledge about birds, their habits, and structure.
- Introduce children to the names of birds and where they live.
- To foster a caring attitude towards birds and to develop children’s speech.
- Continue to introduce the elements of the applique: spread glue and glue using a napkin.
- Encourage all children.
- Individual work with Andrey - to involve in conversation, to develop speech.
PROGRESS OF THE CLASS
1) Children are included in the group. The teacher draws the children’s attention to who is visiting them? ( Birdie). Examination. Questions: “Who is this? What does the bird have? ( Head: which one? - small, round), and what else? (Tail, eyes, wings). Why wings? What is she doing with them? ( Flying, waving). Show (children show). What else does the bird have? ( beak). How does it bite? What does the bird eat? ( grains). Let's sing a song about a bird: “A little bird flew to us, to us, to us...”
2) Poem:
There are many birds in the world
Children, of course, love them.
Birds are not harmed, everyone takes care of them,
They know what their name is.
The teacher invites you to look at illustrations depicting birds. Children examine and name the birds, their characteristic features: the woodpecker has a red cap, the cuckoo has a striped belly, the sparrow is gray, and finish the riddles:
Heather white-sided,
And her name is magpie.
Guess it quickly
Who is this sparrow?
Who brought us spring? - Martin. All the children call.
Poem:
Sparrow, sparrow,
You are not afraid of people.
If we go for a walk
We'll find you everywhere
(together with children).
3) Oh, listen, someone is crying. Now let's see who it is? ( Birdie). Another bird. What's happened? Maybe she got sick? Maybe someone offended her? Let's ask the bird. The bird said that bad children broke her house. Where will she live? Don’t cry, little bird, our children are good, they will help you, they don’t break bird houses. Tell me, guys, do you know where birds live? ( In houses, in birdhouses). Where is the birdhouse located? ( On the tree). Right. Let's build a house for the bird. What will we build from? ( From bricks). The teacher invites the children to build a birdhouse out of bricks for the bird. The bird praises the children, the bird thanks for the house. Poem:
A bird sat on the window -
Stay with us for a while
Sit - don't fly away
The bird flew away - ah
(together with children).
4) Guys, look, many more birds have flown to us: to Yulia, and to Kolya, etc. (the teacher lists all the children). Next he points to sheets of paper that lie on the table. (each has a bird glued on it and a tree drawn). Where will they live? Let's make birdhouses for all the birds (glue them to the tree). We have glue, we turned the birdhouses, smeared them, removed the brushes and glued them where the wood was, took napkins. Show! Well done! Now all the birds will live in their own houses. The children won’t destroy the houses, won’t hurt the birds, but now let’s go for a walk.
