Content:
1. Introduction
1.1 Greetings to the participants of the workshop. Report on the topic, purpose and plan of the workshop - senior teacher of the Sevastopol State Budget Educational Institution “Kindergarten No. 124” Dorokhova V.O.
1.2 Welcoming speech from the head of the Sevastopol State Budget Educational Institution “Kindergarten No. 124” Limorenko M.N.
1.3 Elements of art therapy (sand therapy) “Sand Sun”
Goal: setting the mood for joint work, bringing participants closer together, identifying participants’ expectations from the upcoming work.
Equipment: table for sand therapy, multi-colored quartz sand in special trays.
Assignment: using quartz sand on a backlit sand therapy table, depict a ray of sunshine and express your expectations from the workshop.
2. Theoretical part (presentation)
Speech is an amazingly powerful tool, but it takes a lot of intelligence to use it. / G. Hegel.
Speech is an invaluable gift of nature to man; human interaction occurs through speech. Only a person has the happy opportunity to talk about his feelings, share thoughts, convey interesting information, read a poem. As a result of such interaction, when feedback and a feeling of comfort from communication arise, we experience a sense of belonging, empathy, and mutual understanding.
Speech is a means of communication, cognition and social interaction. Mastery of the native language is one of the important acquisitions of a child in preschool childhood. Precisely acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking.
The 21st century is the century of computer technology. Children, it would seem, have everything for their development: computers, phones, televisions, but for some reason more and more children are found with speech disorders.
What's the matter? What influences the development of children's speech? Ecology? Bad habits of parents? Birth injuries or maternal illness during pregnancy? Or just pedagogical neglect? Or maybe both, and the third. But work experience has shown that in our age, when parents are constantly busy, they have no time to communicate with their children. But the formation of a child’s speech occurs, first of all, in constant communication with adults. Timely and complete development of speech in preschool age is one of the main conditions for the normal development of a child and his subsequent successful education at school. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.
Speech acquisition is one of the most complex and mysterious problems of child psychology and pedagogy. It remains incomprehensible how a small child, who cannot concentrate on anything and does not master intellectual operations, can almost perfectly master such a complex sign system as language in just 1-2 years.
K. D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Timely and correct acquisition of speech by a child is the most important condition for full mental development and one of the directions in the pedagogical work of a preschool institution. Without well-developed speech, there is no real communication, no true success in learning.
Speech development is a complex, creative process, and therefore it is necessary that children, perhaps earlier, master their native speech well, speak correctly and beautifully. Therefore, the sooner (depending on age) we teach a child to speak correctly, the freer he will feel in a group.
Speech development is a purposeful and consistent pedagogical work that involves the use of an arsenal of special pedagogical methods and the child’s own speech exercises.
By mastering a language, a child learns about the world around him and himself, assimilates the norms of social interaction, and absorbs the culture of the people created by generations.
All this testifies to the importance of working on the development of the speech of preschoolers and the culture of their communication. Speech culture includes compliance with the norms of the literary language, the ability to convey one’s thoughts in accordance with the purpose and purpose of the utterance, that is, to accurately select words that adequately convey the speaker’s thoughts, to be grammatically correct, to connect words and sentences coherently in meaning, and to use expressively figurative words and expressions.
Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children.
In the work on developing the speech of preschool children, the leading importance is not only the formation of the phonetic and grammatical aspects of speech, but also the formation of the child’s vocabulary, on the basis of which work is carried out on the development of correct oral speech.
In modern preschool education, speech is considered as one of the foundations of raising and educating children, since the success of children’s education at school, the ability to communicate with people and general intellectual development depend on the level of mastery of coherent speech.
In accordance with the Federal State Educational Standard for Preschool Education (educational area “Speech Development”), the speech development of a preschool child involves:
- mastery of speech as a means of communication and culture;
- enrichment of the active vocabulary;
- development of coherent, grammatically correct dialogical and monologue speech;
- development of speech creativity;
- development of sound and intonation culture of speech, phonemic hearing;
- acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
- formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Analysis (analytical activity) is the body’s ability to decompose, dismember stimuli acting on the body (images of the external world) into the simplest constituent elements, properties and characteristics.
Synthesis (synthetic activity) is a process opposite to analysis, which consists in isolating, among the simplest elements, properties and characteristics decomposed during analysis, the most important, essential at the moment, and combining them into complex complexes and systems.
Analysis and synthesis are inextricably linked. Analytical-synthetic (integrative) activity of the nervous system is the physiological basis of perception and thinking.
Depending on the age of the child, the peculiarities of the speech development of a preschooler are taken into account.
For example, in the older group, a preschooler is able to retell a literary work, compose a narrative story (from pictures, about a toy, from personal experience), describe the planning of a proposed project, and provide certain evidence.
An older preschooler is a good “listener.” He listens carefully and analyzes the story of the teacher or peer, asks questions about the content and, if he considers it necessary, makes correct comments to peers.
The pupils of the senior group understand the generally accepted norms of verbal communication. In order to establish contacts, he actively uses greetings, requests, addresses by name (or by first name and patronymic), expresses gratitude, etc.
The vocabulary of everyday terms is significantly expanding (denoting the properties of surrounding objects and phenomena, their functions and purposes). In connection with the study of adult labor, the vocabulary of names of professions, tools, and labor actions is being expanded. The older preschooler learns with interest the numerous names of shades of different colors.
The age of 5-6 years is the period when differences in the level of speech development of children begin to appear quite clearly, associated with their individual characteristics, vocabulary, ability for speech creativity, etc.
Features of speech development of children of other age groups are indicated in the approximate general educational program of preschool education “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, the main general educational program of preschool education of the State Budgetary Educational Institution of Sevastopol “Kindergarten No. 124”, an adapted program of a preschool institution for children with severe speech impairments.
We all know how important it is for any person to have correct, beautiful, figurative speech , especially for a teacher who is a role model for his students. It should be remembered that for a preschooler, the teacher’s speech is often the only example of the literary norm and the correct idea of speech in general . Therefore, high demands are placed on it: content; accuracy; consistency; lexical, phonetic, grammatical, orthoepic correctness; emotional intensity; richness of intonation; slowness; sufficient volume; good diction, adherence to the rules of speech etiquette; correspondence between the teacher’s words and his deeds. It is also important to skillfully use non-verbal means of communication (gestures, facial expressions, pantomimic movements). Let us dwell on the requirements for teacher speech .
Requirements for teacher speech
Correctness of speech , that is, its compliance with accepted literary and linguistic norms. Varieties of norms are distinguished in accordance with the forms of speech and levels of the language system: orthoepic (pronunciation), accentological (stresses) - norms of oral speech ; spelling and punctuation - norms of written speech ; lexical (word usage, word formation and syntactic, together called grammatical), manifested in oral and written speech ; and stylistic.
Good diction and correct literary pronunciation are what a teacher should have.
accuracy is the correspondence between the semantic content of speech and the information that underlies it. The teacher should pay special attention to the semantic (meaningful) side of speech , since this helps children skills in accurate word use.
Clarity of speech , that is, its accessibility to the understanding of the listener. The concept of clarity of speech is most aptly reflected in the statement of the Roman teacher of eloquence Quintilian : “Speak in such a way that you cannot be misunderstood.”
children in a coherent, interesting, accessible form this or that content conveyed in speech is a necessary quality of a teacher’s speech . Another necessary quality of a teacher’s speech is his ability to competently and clearly formulate questions for children .
In the practice of conducting classes, unnecessary questions are often asked that are unnecessary for the intended program content, and sometimes even empty and even meaningless questions. For example, while looking at a painting by A.K. with children. Savrasov “The rooks have arrived,” the teacher asks: “Children, think about why the artist depicted the arrival of the rooks so beautifully?”
Logicality of speech , that is, its compliance with the laws of logic. As a rule, sloppy language is caused by unclear thinking. So, N.G. Chernyshevsky wrote: “What you clearly imagine, you will also express unclearly - inaccuracy and confusion of expressions indicate confusion of thoughts.”
Simplicity of speech , that is, its simplicity, naturalness, lack of pretentiousness. Consistently expressing thoughts, the teacher should not clutter up his speech with incomprehensible words , complex phrases, or long phrases. Speech is better perceived by children if it consists of short phrases, since when using long, and grammatically complex phrases, it is difficult for children to establish connections between parts, comprehend and understand the content.
So, L.N. Tolstoy wrote: “Underneath the pomposity and unnaturalness of the phrase lies the emptiness of the content.”
The richness of speech , that is, the variety of linguistic means used in it. The teacher’s rich vocabulary helps expand the child’s vocabulary, helps develop his skills in accurate word usage, expressiveness and figurative speech , since in preschool age the foundations of the child’s vocabulary are formed.
But the use of new words must be approached with extreme caution. You should take into account the age of children and select words that are accessible to their understanding, gradually but regularly introduce new words, explain their meaning, and also expand the use of words already in the vocabulary.
Conciseness of speech , that is, the absence of unnecessary words and unnecessary repetitions. Thus, M. Gorky wrote: “If you write verbosely, it means that you yourself do not understand well what you are saying.” When talking with younger children, speech should be more concise and simple. When making a remark, you need to talk to kids more categorically than to older ones, since children of this age cannot comprehend the arguments that are perceived by older children.
Purity of speech , that is, the elimination from it of non-literary, slang, vulgar, foreign words used without special need. Thus, V. G. Belinsky wrote: “To use foreign words when there are Russian words equivalent to them means to insult both common sense and common taste.”
Taking into account the leading mechanism of speech development in preschoolers (imitation), the teacher takes care of the purity of his own speech : the use of filler words, dialect and slang words is unacceptable.
Examples of these words are illustrated by a cheerful poem by E. Moszkowska (Dynamic pause - logorhythmics with elements of hatha yoga):
Once upon a time there lived this one, what’s his name, Well, that means that one too, He lived with his mother. There was another eccentric - This generally means so, And his beloved son-in-law. My son-in-law's name was so to speak. And the wife’s name was well... And the neighbor’s name was this... And his parents - You see And you see... And also some uh Lived on the top floor... And they were all friends... Well, that means, in general.
There are also parasitic sounds. Many people have the habit of saying “uh-uh,” “ah-ah,” or “mm-mm” when looking for the right word. This habit is usually very annoying to listeners.
There is an interesting theory that a parasitic word living in a person’s vocabulary can tell about his nature, the essence of thinking and seeing the world. If a person uses a parasitic word:
- “simple” means he believes that everything in life should be simple, reasonable and no complications;
- “really” wants to open people’s eyes to the truth of life - a kind of fighter for the truth;
- “You understand” is a classic example of a “little” person, timid and constantly apologizing to everyone;
- “in short” - a person is not inclined to communicate, he does not like conversations, so he wants to shorten his speech . However, because of this endless “in short,” the opposite effect is achieved.
Liveliness of speech , that is, the absence of patterns in it, its expressiveness, imagery. So, L.N. Tolstoy wrote: “Language must be alive.” Colorful epithets, metaphors, comparisons, and phraseological units make a language come alive.
Euphony of speech , that is, its compliance with the requirements of a sound that is pleasant to the ear, the selection of words taking into account their sound side. So, A.P. Chekhov wrote: “In general, you should avoid ugly, discordant words. I don’t like words with a lot of hissing and whistling sounds, I avoid them.”
Expressiveness is a feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness speech is a powerful tool for influencing a child. who is proficient in various means of expressive speech (intonation, rate of speech , strength, pitch of voice, etc.) contributes not only to the formation of the expressiveness of a child’s speech , but also to a more complete awareness of the content of an adult’s speech , and the formation of the ability to express his attitude to the subject of conversation.
Intonation expressiveness of speech is an important factor in influencing a child. The teacher tries to talk with children using a diverse range of voice tones that emphasize the emotional and semantic content of what is said. Intonations, calm and excited, restrained and lively, crafty and simple-minded, solemn and businesslike, questioning and affirmative, joyful and sad, inherent in human speech , help a small child to better understand what is being said to him, to feel the attitude of an adult to an event, action, object . Logical stress, pauses, and the strength of the voice contribute to understanding what the teacher is talking about. It is important how the teacher talks to children - quickly , moderately or slowly. Rapid speech (“scribbles like a machine gun”) is difficult for children to perceive: they do not have time to listen to the words or understand the meaning of what they are being told. A uniform, monotonous pace without speeding up or slowing down “lulls”, reduces attention, and, therefore, what is said may not be understood or not fully heard. Therefore, it is best to talk to preschoolers at a moderate pace, slowing down or speeding it up depending on the semantic content of what was said. Dispassionately indifferent drawn out speech .
The voice is a professional tool for a teacher. And you need to be able to own it. A typical mistake of many teachers is to try to drown out the general talk of children . As a result, none of them can hear each other. And the “secret” for establishing healthy silence in a room is very simple: talk to the guys in a voice of moderate strength. Sometimes very quietly, and if necessary (as an exception) loudly, skillfully making transitions from loud to quiet sound and vice versa. It is important that the teacher’s voice does not sound unnecessarily - this tires both the adult and the children .
It is of great importance what facial expression the teacher uses when talking to children . This is especially important for children - after all, it is easier for them to determine the meaning of what was said by the expression on the elder’s face.
Relevance - the use in speech of units that correspond to the situation and conditions of communication. The appropriateness speech presupposes, first of all, having a sense of style. Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, focus on the communication situation, the interlocutor, etc.).
Thus, the teacher’s task is to monitor the purity of his speech , as well as teach children using the best examples of their native language - works of fiction and folklore.
