At the moment, in kindergarten, starting with nursery groups, teachers actively use techniques and techniques for the speech development of children. Speech is a prerequisite for teaching literacy and writing, and also represents an integral part of the comprehensive development of the individual. For a modern schoolchild, developed coherent speech is a guarantor of success at school. The Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard) has a separate area - “Speech development”.
The goal of speech development in children in preschool age according to the Federal State Educational Standard is the formation of oral speech and communication techniques.
Tasks of speech development of preschool children according to the Federal State Educational Standard
- mastering speech for communication and culture, enriching active vocabulary, developing monologue and dialogue speech in children;
- studying children's literature;
- development of phonemic hearing and intonation culture of speech;
- correction of sound pronunciation.
Speech development in kindergarten
Issues of professional competence of educators and specialists in new conditions
All these tasks fall on the main performer - the educator. And for the successful implementation of these tasks, the teacher must meet professional competencies. A professional in his field strives for constant improvement and obtaining new practical and theoretical knowledge.
Modern requirements for the professionalism of a preschool teacher combine readiness for systematic professional development and specific personality traits of the teacher himself. Self-education also plays an important role.
Educator in new conditions
A person who can qualitatively raise and develop a child, in accordance with modern requirements, must love children, know their age characteristics, and be able to adequately assess the character and abilities of each pupil. Children's age is sensitive to any education that is applied to them while communicating with other people.
Creating a developmental environment for preschoolers
The development of speech in preschool children according to the Federal State Educational Standard is closely related to the environment where the child lives. According to the pyramid of needs, one of the key needs is security. This means that children should feel protected and confident in their developmental environment. Also, the environment must correspond to age-related psychological characteristics. The fullness of the space for the optimal development of the child will be rational and takes into account the interests and inclinations of children of different ages.
Thus, for a full-fledged educational process, the group should include not only an area for cognitive-speech development, but also a social-personal and artistic-aesthetic area. The children's group to which the pupil comes should in itself be conducive to development and interest.
Children's group according to Federal State Educational Standards
If we talk specifically about the corner of speech development, then the following content can be prepared for it:
Analysis of a frontal lesson with a speech therapist at a preschool educational institution
Junior preschool age:
- sensory material for fine motor skills (pebbles, various fabric textures, bags of cereals, pyramids and sorters, mosaics and construction sets, lacing);
- business board with locks, keys, bills, latches and switches;
For different ages (junior, middle, senior, preparatory):
- objects for the formation of speech breathing (disposable cocktail straws, breezes, balloons);
Senior and preparatory preschool age:
- alphabet or primer;
- various cards depicting letters, syllables;
- puppet show;
- various didactic materials with images of the seasons, professions, animals and plants.
The speech development of preschool children according to the Federal State Educational Standard also implies the presence of a literary center in each group. This includes books of different formats:
- music books;
- hardcover books;
- panoramic and folding books;
- books with story pictures;
- fairy tales, poems, thematic works and others.
Note! The fullness of the speech corner in kindergarten again depends on the competence and professionalism of the teachers.
New standards of educational activities according to the Federal State Educational Standard
Today, the Federal State Educational Standard adds new standards in educational activities. Already from elementary school, the tasks of educational work are the development of communication skills, socialization and the formation of analytical and synthetic abilities. In educational areas, project activities are being actively introduced, the product of which is the defense of one’s project. Thus, we can once again note the importance of intensive improvement of speech skills already in a preschool educational institution.
A necessary condition for the holistic development of a preschooler’s personality is interaction in which the family and educational institution take part. The birth of a child is undoubtedly the most important event in everyone's life. Therefore, a child’s education is an area in which the parent plays the most important role. In order for a family to become a teacher’s assistant, forms of work such as joint classes, family holidays, meetings, and others are necessary.
New aspects of speech development of preschool children in the context of the requirements of the Federal State Educational Standard for Education
Already from elementary school, educational psychologists and reading and writing teachers are actively diagnosing dyslexia and dysgraphia in primary schoolchildren. Research confirms that these disorders arise not only as a result of birth injuries, but also in the process of pedagogical neglect in kindergarten. Therefore, the Federal State Educational Standard for Preschool Education dictates new aspects of speech development in preschool children.
Approaches to organizing work with children
Among the approaches to organizing work on the speech development of preschool children according to the Federal State Educational Standard, both group and individual forms of training are actively practiced. The teacher organizes the work in such a way that children perceive as much as possible the speech of others: both elders and peers. This creates a natural environment for the emergence of new emotions and impressions that are conducive to cognition and learning.
Pedagogical council at the preschool educational institution on speech development in accordance with the Federal State Educational Standard
“Creating conditions in preschool educational institutions for the development of speech in preschool children”
(From the experience of preschool education)
Formation of a child’s correct speech is one of the main tasks of preschool education. However, a dynamic analysis of the practical situation over the past few years indicates an annual increase in the number of preschool children with speech disorders. And our kindergarten is no exception. In this regard, the teachers of our preschool educational institution were faced with the question of creating optimal psychological and pedagogical conditions for the full speech development of children. In order to achieve a purposeful step-by-step solution to this problem, the tasks of speech development of preschool children are included annually in the annual plan of the preschool educational institution. Solving the assigned tasks is carried out through various activities with children, teachers and parents. The goal of all participants in the pedagogical process is the same: to find effective methods for improving the quality of children’s speech development. Consistency in the actions of educators, specialists and parents will help improve the quality and efficiency of work on the speech development of preschoolers with maximum consideration of the individual characteristics of each child.
Creating conditions for the full development of children’s speech includes:
- creation of a developing subject-spatial environment;
- purposeful work of educators and specialists on the speech development of children in all types of children's activities;
- increasing the professional growth of teachers in matters of speech development of preschool children;
- creation of paid additional services for children’s speech development;
- studying the state of children's oral speech;
- participation of parents in speech education of children.
“A child will not speak in empty walls”... - E. I. Tikheeva noted at one time. Saturating group space
, educators primarily ensure that children can satisfy their important life needs in cognition, movement and communication in a group. The groups are equipped with modern gaming equipment, which includes TSO, visual, gaming and demonstration material that provides a higher level of cognitive development of children and provokes speech activity.
In order to create an effectively developing subject-spatial environment in a preschool institution, speech corners have been designed in all age groups of preschool educational institutions. Certain requirements for their content have been developed. Teachers have accumulated and systematized a variety of practical material for organizing speech games and classes: manuals for articulation exercises, sets of finger games, toys for the development of correct speech exhalation, thematic albums, games for enriching vocabulary, the formation of grammatical structure, coherent speech, the development of phonemic hearing and fine motor skills. (Handout).
In class
All kindergarten teachers pay great attention to the development of vocabulary. Systematic work is carried out on the formation of coherent speech and the development of grammatical categories. We are constantly working on the sound culture of speech, both in classes and during routine moments. In music classes, work is done on intonation expressiveness, clear diction, and breathing. Daily articulation and finger exercises are regularly reflected in the teachers’ calendar plans.
An important condition is the professionalism of teachers.
. Teachers use a variety of methods and techniques, forms of work that stimulate children's speech activity. This includes the creation of problematic situations in which the child would need to speak out (express his request, opinion, judgment, etc.), solving speech logical problems, mini-experiments on logical problems, dramatization games, composing riddles, pure jokes , the use of support diagrams and pictures in teaching storytelling, etc.
In order to increase the competence of teachers in matters of children’s speech development, a number of events were carried out:
- Pedagogical councils on the topics “Cognitive and speech development of preschoolers”, “Development of coherent speech and intelligence of preschoolers”, a master class for novice teachers on articulatory gymnastics, workshops “Normal and pathology of sexually transmitted diseases”, “Learning by playing”.
- Consultations: on familiarization with modern methods and technologies for speech development I. N. Murashkovska, O. S. Ushakova; on the formation of coherent speech and fine motor skills of the hands; about age-related patterns of speech development; on the prevention of speech disorders in children of primary preschool age.
- Competitions for the best speech corner, the best dramatization of a fairy tale.
- Projects “A Ray of Sunshine”, “Cultivating a Love of Books”, “New Year’s Toys”, “The Journey of a Light Bulb”, etc. In the process of working on projects, simultaneously with improving the skills of teachers, all aspects of the cognitive and speech development of preschoolers are formed.
O.S. program Ushakova on speech development is implemented not only in groups working under the “Paths” program, but also in groups using other educational programs, and in classes for teaching Tat children. language. To facilitate planning of work on speech development, the senior educator has compiled an approximate grid for the calendar plan (distribution of content and forms of work on speech development for the week) for all age groups.
In order to prevent speech disorders, paid additional services have been organized in preschool educational institutions. services
on the development of speech of children of primary and secondary preschool age “Sounds of All Trades”, the main goal of which is to prevent violations of sound pronunciation and the formation of phonemic hearing in preschoolers. Classes are taught by a teacher with speech therapy education.
With children of senior preschool age, at the request of parents, correctional speech therapy classes on sound production are conducted on a paid basis. To conduct this type of classes, an employment contract is drawn up with the speech therapist of the school to which our preschool educational institution is attached. Thus, the problem of continuity between the preschool educational institution and the school is solved in parallel.
A necessary condition for creating a unified speech space in a preschool educational institution is the study of the state of oral speech
preschoolers, which consists of teachers conducting diagnostics of children’s speech development (twice a year, in January - a control section). Every year in February, specialists from Preschool Educational Institution No. 1 conduct a speech therapy examination of the speech of children in the middle and older groups; a significant number of children have various speech disorders.
Analysis of diagnostic materials on the problem revealed an urgent need to optimize the organization of work to identify deviations in the speech development of children of early and early preschool age. Unfortunately, a non-speaking one and a half to two year old child who comes to kindergarten no longer surprises teachers.
If, based on the results of the examination, it becomes necessary to consult a child with a psychoneurologist or neurologist, or refer him to the State Medical Pedagogical Committee, preschool teachers have to be especially tactful and careful. As a rule, parents are very sensitive to such proposals. In this situation, a teacher-psychologist comes to the aid of educators and explains the need for such consultation as kindly and correctly as possible.
In order to positively influence the high-quality and timely speech development of preschoolers, to prevent possible deviations in the development of their speech as much as possible, it is necessary to comprehensively and thoroughly study the organizational and content aspects of creating conditions for the full development of children’s speech, strengthening its preventive aspects, and using the pedagogical potential of preschool specialists and parents.
Organization of work with parents
, aimed at developing the correct speech education of a child in the family, is a necessary condition for creating a unified speech space in our preschool educational institution. Increasing the pedagogical competence of parents in matters of the child’s speech development, encouraging them to take action on the general and speech development of the child in the family is carried out through:
- Design of an information stand for parents in the preschool hall and in reception groups.
- Consultations: “The speech environment in the family and its influence on the development of the child’s speech”, “The role of parents in the development of children’s speech”, familiarization with the characteristics of the speech development of children of a certain age, “Playing with fingers”, “The influence of speech disorders on school learning, on the formation child’s personality”, etc.
- Conducting competitions (“Word Creation”).
- Individual conversations with parents based on the results of an examination of children’s speech, conducted by educators (senior educator).
- Consulting parents of children with problems in speech development (recommendations for visiting specialists: speech pathologist, audiologist, orthodontist, ENT doctor, pediatric psychoneurologist, referral to primary medical care), etc. educational psychologist, Art. teacher, head DOW.
- Practical advice for parents - showing articulation exercises for pronouncing certain sounds, games and exercises to consolidate the material covered.
- Showing open classes on speech development.
- Conducting parent meetings with the invitation of a secondary school speech therapist teacher.
- Joint acquisition and production of games and aids for speech development.
The inclusion of parents in the pedagogical process is the most important condition for the full speech development of the child. As is known, the educational impact consists of two interrelated processes - the organization of various forms of assistance to parents and content-pedagogical work with the child. This approach to raising children in a preschool educational institution ensures continuity of pedagogical influence. The most important condition for continuity is the establishment of trusting business contact between the family and the kindergarten, during which the positions of parents and teachers are adjusted. Not a single developmental program, even the best one, can give full results if it is not decided together with the family, if the preschool institution does not create conditions for involving parents in participating in the educational process.
Summarizing the above, we can conclude that in our preschool educational institution the necessary psychological and pedagogical conditions have been created for the full speech development of preschool children.
