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Presentation “Formation of coherent speech in preschool children” Purpose: To systematize teachers’ knowledge on the problem. To equip with practical work skills” Completed by Teacher of MBDOU D/S No. 8 Danilova T.O.

First lesson: Methods of coherent speech. The concept of coherent speech and its importance for the development of a child. Coherent speech is understood as a meaningful, detailed statement that ensures communication and mutual understanding. Connectivity, believed L.S. Rubenstein, this is “the adequacy of the verbal presentation of the speaker’s or writer’s thoughts from the point of view of its intelligibility for the listener or reader.” Consequently, the main characteristic of coherent speech is its intelligibility for the interlocutor.

CONNECTED SPEECH IS SUCH SPEECH THAT REFLECTS ALL SIGNIFICANT ASPECTS OF THE SUBJECT CONTENT. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker’s thoughts; Either these connections are not properly identified in his speech.

In the methodology, the term “coherent speech” is used in several meanings: process, activity of the speaker; product, the result of this activity, text, statement; the name of the section of this activity on speech development. Coherent speech is a single semantic and structural whole, including thematic associations and complete segments.

The main function of coherent speech is communicative. The function of coherent speech is carried out in two directions: dialogue monologue

In linguistic and psychological literature, dialogical and monologue speech are considered in terms of their opposition. They also differ in their communication focus.

Dialogical speech is a particularly striking manifestation of the communicative function of language. The main feature of dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by another. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements.

The dialogue is characterized by: Colloquial vocabulary Phraseology Frequency Unsentence Abruptness Simple and complex non-union sentences Short-term preliminary thinking.

Monologue speech is a coherent, logically consistent utterance that lasts a relatively long time and is not designed for an immediate reaction from listeners. It has an incomparably complex structure and expresses the thought of one person, which is unknown to the listeners. Therefore, the statement contains a more complete formulation of information, it is also more detailed, and requires long-term preliminary thinking.

A monologue is characterized by: Literary vocabulary Expandedness of utterance Completeness Logical completeness

These two forms of speech also differ in motives. Monologue speech is stimulated by internal motives, and its content is chosen by the speaker himself. Dialogue speech is stimulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks) Consequently, monologue speech is more complex, derivative , a more organized type of speech and therefore requires special speech education

Connected speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation being described. In contextual speech, the content is clear from the context itself. The complexity of this speech lies in the fact that it requires constructing a statement without taking into account the specific situation, relying only on linguistic means.

The development of both forms of coherent speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Psychologists emphasize that in coherent speech the close connection between the speech and mental education of children is clearly evident. Coherent speech performs the most important social functions: it helps the child establish connections with people around him, determines and regulates the norms of behavior in society, and is a decisive condition for the development of his personality.

Features of the development of coherent speech in preschool childhood. The preparatory period of speech development occurs in the first year of a child’s life, in the process of direct emotional communication with an adult. Understanding speech is the initial stage in the development of speech functions. The intentionality of the vocal reaction is born, and speech hearing is formed. Free pronunciation

Towards the end of the first - beginning of the second year of life, the Child begins to use words to address an adult; The first two-word sentences appear. The first meaningful words appear; Speech acts as a means of cognition and as a means of establishing contact.

In the third year of life, both speech understanding and active speech develop rapidly; Vocabulary increases; The structure of sentences becomes more complex Children begin to use the simplest dialogic speech Speech is related to the direct experience of children

Children 4-5 years old I actively engage in conversation and can maintain a conversation Retell fairy tales and short stories They tell stories themselves using toys and pictures They can formulate questions Most stories copy the adult’s example

Children of senior preschool age actively participate in conversation, conversation; Answer questions completely and accurately, formulate questions; Participate in dialogue quite well. Monologue speech develops: children master different types of coherent statements (description, narration, reasoning) with and without support from visual material. The syntactic structure of children's stories is becoming more complex, the number of complex and complex sentences is increasing

Five main groups of dialogical skills: Speech skills themselves: enter into communication, maintain and complete communication, speak expressively. Speech etiquette skills: address, introduction, greeting, request, etc. Ability to communicate: in pairs, in a team; Ability to communicate to plan joint actions; Non-speech (non-verbal) skills using facial expressions, gestures

Contents of requirements for dialogical speech by age groups. Early age Children are taught to express requests and desires in words, to answer questions from adults (who is this?, what is he doing? Which one?) They are encouraged to turn to an adult Junior preschool age It is necessary that every child easily communicate with adults and children, express their thoughts in words, answered questions clearly, shared his impressions, instilled the habit of using speech etiquette, saying hello, saying thank you, stimulating children’s attempts to ask questions (who?, where?, what are you doing, why?)

Contents of requirements for dialogical speech by age groups. Middle preschool age Children are taught to willingly enter into communication with adults and peers, answer questions and ask them about the behavior of objects, their quality, actions with them; the teacher supports the desire to talk about his observations and experiences; The teacher pays more attention to the quality of children’s answers: he teaches them to answer both in a short and in a common form. Gradually accustoms children to participate in a collective conversation, the cultivation of a culture of communication among children continues: greeting friends and relatives using various forms of speech etiquette.

Contents of requirements for dialogical speech by age groups. Senior preschool age Should be taught to answer questions more accurately, to answer the same question in different ways; consolidate the ability to participate in a general conversation, listen carefully to the interlocutor without interrupting him or being distracted; special attention should be paid to the child’s ability to formulate a question; Children should be encouraged to talk about things that are not in the child’s field of vision, meaningful communication between children about games, books read, movies watched. Children at this stage must master the speech etiquette of communication, through the example of the teacher.

Retelling is a meaningful reproduction of a literary example in oral speech. When retelling, the child conveys the author’s ready-made content and borrows ready-made speech forms (vocabulary, grammatical structures, connectives). A story is an independent, detailed presentation by the child of certain content. In the methodology, the term “story” is traditionally used to designate monologues of various types independently created by children (description, narration, reasoning)

Any coherent monologue utterance is characterized by a number of features: Integrity (unity of theme) Structural design (beginning, middle and end) Volume of the utterance Coherence (logical connections between sentences and parts of the monologue) Smoothness (absence of long pauses in the process of storytelling)

To achieve coherent speech, a number of skills are required: The ability to understand and comprehend the topic, determine its boundaries; Select the necessary material; Arrange the material in the required sequence; Use the means of language in accordance with literary norms for the purposes of expression; Construct speech deliberately and arbitrarily

The language has developed typical ways of connecting phrases in a text: Chain - the most common connection in which the main means are pronouns and synonymous substitution. Parallel - with this connection, sentences are not linked, but rather compared or contrasted. Radial - this connection is most often used in the description when an object is named and then characterized.

Related statements of children can be characterized from different points of view By function (purpose) description narrative reasoning contamination (mixed texts) Source of statements from a picture from experience on toys and objects creative stories The leading mental process on which the child relies from perception from memory from imagination

Depending on the function (purpose), there are four types of monologues: description, narrative, reasoning, contamination

Depending on the leading mental process, three types of monologue are distinguished: monologue Telling from perception Telling from memory Telling from imagination

Features of the development of monologue speech in age groups Early age The prerequisites are created for the development of monologue speech. Children are taught to hear and understand stories and fairy tales that are accessible to them in content and to repeat individual lines and phrases. In two sentences, talk about a picture or about what you saw on the street. Second youngest Children are taught to retell fairy tales and stories that are well known to them, as well as to tell stories using visual material (description of a toy, story telling from a picture with a plot close to their childhood experience). Children are led to compiling short descriptions of toys and pictures.

Features of the development of monologue speech in age groups Middle group Children retell the content of fairy tales and stories not only from friends, but also heard for the first time. They learn to tell a story based on a picture, first from the teacher’s questions, then to independently express a descriptive and narrative story. It is necessary to pay attention to the structural design of the descriptions and narration; an idea is given of the different meanings of the stories (“Once upon a time,” “Somehow”) and the means of communication between sentences.

Features of the development of monologue speech in age groups Senior group Children coherently and consistently retell literary works without the help of a teacher, expressively conveying the dialogues of the characters. Using a series of plot pictures and toys, they learn to compose narrative stories: indicate the place and time of action, develop the plot, observe the composition and sequence of presentation, and in stories based on one picture, come up with subsequent actions.

Features of the development of monologue speech in age groups Preparatory to school group Children are taught to construct different types of texts (description, narration, reasoning) in compliance with their structure, using different types of intratextual connections. The tasks and content of teaching storytelling using toys and pictures, topics from personal experience, and creative storytelling without visual material are becoming more complex. Children themselves analyze and evaluate stories from the point of view of content, structure, and coherence.

I wish you creative success in your work on developing coherent speech in children!

Connected speech

Coherent speech - semantically expanded
communication utterance
and mutual understanding
Connected speech - process, activity
speaker
Product, result of activity,
text, statement

Forms of connected speech

Dialogue
colloquial
vocabulary and
phraseology
simple and complex
non-union
offers
short-term
preliminary
deliberation
Monologue
literary
vocabulary
deployment
statements,
completeness,
logical
completeness
connectivity
monologue
provided
one speaker

Development of dialogic speech

Actually
speech skills
Speech skills
etiquette
Ability to communicate
for planning
joint
actions
Non-speech
(non-verbal)
skills

Requirements for dialogical speech

understanding the speech of others and using children’s active speech
Early
as a means of communication
age
express your requests in words, answer questions clearly
The younger one asks questions about the immediate environment (Who? What?
preschool Where? What is he doing? For what?)
age
engage in communication with adults and peers, respond to
questions and ask them
Average
preschool talk about their observations, experiences
age
participate in the general conversation, listen carefully to the interlocutor
Senior formulating and asking questions
preschool formation of a culture of communication
age

Signs of a monologue statement

integrity (unity
topics, matching all
main microtheme
thoughts)
smoothness (lack
long pauses in
process
storytelling)
volume of utterance
structural
design (beginning,
middle, end)
connectivity (logical
Communication between
suggestions and
parts of a monologue)

To achieve speech coherence, a number of skills are required:

understand and comprehend the topic, determine its boundaries
select the necessary material
arrange the material in the right place
sequences
use language tools in accordance with
literary norms and objectives of utterance
construct speech deliberately and arbitrarily

Connected statements

by function
(to destination)
description
narration
reasoning
contamination
by source
statements
monologues:
- for toys
- and objects
- according to the picture
- from experience
- creative
stories
according to the leader
mental
process, on
which rests
child
according to visual
tactile or
auditory
perception
by memory
by imagination

At an early age - listen and repeat
imitation of individual lines and phrases. B 2 – 4
talk in phrases based on a picture or about what you saw
on a walk.
In the 2nd younger group - retell well
fairy tales and stories familiar to them, tell them
visual material.
In the middle group, children can be small
stories from personal experience, first based on
a picture or toy, and then without support for
visual material.
In the older group, children coherently, consistently
retell literary works expressively
conveying the dialogues of the characters, characteristics
characters.
In the school preparatory group, children are taught
build different types of texts (description,
narration, reasoning) in compliance with them
structures.

Techniques for teaching storytelling

A joint
storytelling
Sample
story
Analysis
sample
story
Plan
story
Partial
sample
Compilation
story by
parts
Collective
compilation
story
Compilation
story
subgroups
Modeling

auxiliary
questions
listening
their children
stories
instructions
Techniques
hint
necessary
words
correction
errors

Retelling of literary works

Retelling - meaningful reproduction
literary text in oral speech.
educational value;
accessibility in content - familiar heroes, characters
with pronounced character traits that are understandable
motives for actions
clear composition
dynamic plot
varied and precise definitions

detailed
or close
to text
short or
compressed
with creative
additions
kinds
retelling
With
perestroika
text
selective

Requirements for retellings

Meaningfulness
Completeness
transfers
works
Consistently
existence and coherence
retelling
Usage
dictionary and
rpm
copyright
text
Smoothness
retelling
Expressiveness
and phonetic
correctness of speech

Methodological techniques for teaching retelling, ensuring:

meaningful perception
works
pedagogical guidance ourselves
process of retelling
analysis and assessment of speech activity
children

Storytelling by toys

monologowriting
monologuenarration

Types of toys

didactic
(matryoshka dolls, turrets,
pyramids, barrels)
plot (figurative):
dolls, cars,
animals, dishes,
furniture, transport
sets – boy,
girl, sleigh, dog;
girl, house, chicken,
cat; hare and dog

Types of activities on toys

Description
toys
"Toy store" (dishes,
clothes), “Wonderful
bag", "Who is this?",
"The postman brought a parcel"
guessing and composing
riddles
story about a set of toys
Plot
stories
(narratives)
story separately
toy

Storytelling from a picture

Subject
paintings
Reproductions
paintings by masters
art
Didactic
paintings
Series or
set of paintings
Plot
paintings

Requirements for the selection of paintings

- the content of the picture should be interesting,
understandable, promoting positive
attitude towards the environment

- the picture must be highly artistic
- There should be no pictures with excessive
piling up details, otherwise children will get distracted
from main
- Strong contraction and obscuring of objects
makes them unrecognizable.

Stages of teaching children to tell stories from a picture

In early preschool age, enriching vocabulary, activating children’s speech,
looking at a picture and being able to answer questions
questions about their content.
In middle preschool age, children are taught
consider and describe subject and
story pictures first for questions
teacher, and then according to his example.
In older preschool age - children
describe subject and plot pictures,
compose plot stories based on a series of paintings,
come up with the beginning and end of the plot of the picture.

Storytelling from a picture (younger age)

Storytelling from a picture (middle age)

description and
comparison
subject
paintings
types
statements
description
plot
paintings
narration
by series
plot
paintings

Storytelling from a picture (older age)

Storytelling from a picture (older age)

Sample (for development
creativity)
one of two
offered for
telling pictures
in the form of a beginning (children
continue and finish
his)
plan in the form of questions and
instructions

Constructing a story based on a series of plot paintings

Compiling stories and inventing fairy tales based on humorous pictures

“Why is the picture fun
look?" or “What are you
did the picture amuse you?

Creative story-narration

Storytelling using reproductions of landscape paintings and still lifes

I. Shishkin “Morning in a pine forest”, “Pine forest”, “Forest cutting”

Still life: K. Petrov-Vodkin “Birch cherry in a glass”, “Glass and apple branch”; I. Mashkov “Rowan”, “Still Life with Watermelon”; P. Konchalovsky “Ma

Still life: K. Petrov-Vodkin “Birch cherry in a glass”, “Glass”
and an apple tree branch"; I. Mashkov “Rowanka”, “Still life with
watermelon"; P. Konchalovsky “Poppies”, “Lilacs at the Window”

Examination and description of a still life

“Lilac” I. Levitan
“Flowers” ​​D. Nalbandyan

Storytelling from experience

Topics
Wed. gr. - how did you spend it?
New Year's holiday
Christmas trees; about home, oh
your cat or dog;
how they worked on
vegetable garden; how they changed it
water for the fish
aquarium; what did you see
in the kitchen
Art. and preg.gr. - how
had a holiday; What
seen during excursions
to the library, to school; about
how we relaxed in the summer;
our vegetable garden; how to sew
clothes; my best friend
(girlfriend); like us
we take care of the kids, oh
mom

Stories from experience can be divided into two types:

Stories,
reflective
collective
children's experience
about events in
who were received
all children participate
(excursion to
mail)
"Tell me how are you
Stories,
spent the day off
reflective
day"; "Tell about
individual
your home"
children's experience

The type of storytelling determines the teaching method:

analysis
And
grade
children's
story
ov
hint
h
necessary
about words
sample
story
will educate
spruce
plan
story
will help
spruce
questions
indicated
and I
joint
th story
educate
la and
baby

Creative storytelling

composition
stories,
fairy tales, descriptions
Forms
verbal
creativity
composition
poems,
riddles,
fables
word creation

Stages of formation of children's artistic creativity

First
stage
Gaining experience.
Works of art help a child
feel more keenly the beauty in life,
contribute to the emergence of artistic
images in his work.
Second
stage
an idea arises, a search begins
artistic means.
search for composition, selection
actions of the heroes, choice of words, epithets.
Third
stage
new products.
analysis of creative results
adults.

Themes of creative stories

With specific
content
"How did the boy find
puppy", "Like Tanya
I took care of my sister"
“Gift for Mom”, “Like Grandfather”
Frost came to the Christmas tree
kindergarten", "Why
the girl was crying", "How
Katya got lost in
zoo."
On an abstract topic
"About a funny incident"
"About a terrible incident"
like “Fear has eyes
great", "About
interesting case".

Types of creative stories

stories
realistic
character
fairy tales
composition
stories on
analogies with
literary
sample
descriptions
nature

Techniques for Teaching Creative Storytelling

children telling stories together with the teacher
issues
children inventing a continuation of the author's
text
auxiliary questions
Plan in the form of questions
story telling

Teaching storytelling using ready-made stories

techniques,
activating
imagination
description
character
reliance on image
Main character
when compiling
story

Coming up with a story on a topic of your own choosing

The teacher advises what you can talk about
come up with a story (about something interesting)
case that happened to the boy
or a girl, about the friendship of animals, about a hare
and wolf)
Invites the child to come up with a name
future story and make a plan
"First tell me how your story will be
be called, and briefly - what are you talking about
will you tell me first what it's about?
middle and about what at the end. After that
tell me everything.”

Development of children's verbal creativity under the influence of Russian folk tales

1
the stock of famous fairy tales is activated in order to
stage of assimilation of their content, images and plots.
Stage 2
Stage 3
analysis of the scheme for constructing a fairy tale narrative,
methods of joint creativity: chooses a topic, names
characters - heroes of a future fairy tale, advises the plan,
starts a fairy tale, helps with questions, suggests development
plot.
independent development of the fairy tale is activated
storytelling: children are invited to come up with a fairy tale
based on ready-made themes, plot, characters; on one's own
choose a theme, plot, characters.

Description of nature

1. Enriching children's ideas about nature in
process of observation, learning to see
the beauty of the surrounding nature.
2. Examination of artistic paintings and
comparing the beauty of the picture with the real thing
reality.
3. Teaching children to describe natural objects using
presentation.
4. Learning the ability to describe nature and generalize
your knowledge, impressions gained during
observations, looking at pictures, listening
artistic works.

Coherent statements such as reasoning

- teaching them holistic, coherent reasoning,
consisting of a thesis, evidence and conclusions
- formation of skills to isolate significant
signs of objects to prove the put forward
theses
- use different language means
to connect semantic parts (because, so
how, therefore, therefore, therefore)
- use the words firstly, secondly when proving
- include elements of reasoning in other types
statements (contamination).

1. Creating problematic
situations based on
visual material:
folding
split children
pictures and
explanation of their
actions
alignment
series of story
Games pictures
like "Spread it out and
explain"

Teaching statements such as reasoning

definition
inconsistencies
phenomena,
depicted on
picture, highlight
illogical situations
(game "Tall Tales"
pictures")
identification of cause-and-effect
relations between
objects,
depicted on
picture

Teaching statements such as reasoning

classification
pictures by
genera and species in
games like
"Take it away
extra"
guessing
riddles with
based on
picture in
games "Find
the answer"

Teaching statements such as reasoning

2. Verbal tasks:
conversations on the content of works of art
literature with a discussion of positive and
negative actions of the heroes, their motives
speech logical tasks
explanation of proverbs, riddles and
guessing riddles without relying on
visual material
composing statements-reasonings on
suggested topic (example topics:
“Why do migratory birds fly away?”, “Who
Can you call me a good friend?").

Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure. The teacher must ensure that every child easily and freely enters into dialogue with adults and children. Children need to be taught to express their requests in words and to answer adults’ questions with words. When working with children of middle preschool age, the teacher already pays more attention to the quality of children’s answers; he trains them to answer in both short and general form, without deviating from the content of the question. It is necessary to teach children to participate in class conversations in an organized manner: to answer only when the teacher asks, to listen to the statements of their comrades.

Children six or seven years old should be taught to answer questions more accurately; they must learn to combine the short answers of their comrades into a common answer. Teaching children the ability to conduct a dialogue and participate in a conversation is always combined with the development of cultural behavior skills: listen carefully to the person who is speaking, do not get distracted, and do not interrupt the interlocutor. Children achieve great success in the development of coherent speech in conditions of social well-being, which implies that the adults around them (primarily the family) treat them with a sense of love and respect, and also when adults consider the child, sensitively listening to his opinion and interests , needs, etc., when adults not only speak themselves, but also know how to listen to their child, taking the position of a tactful interlocutor.

ABOUT THE FEATURES OF SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN Preschool children, and even more so those with speech disorders, as a rule, are distinguished by an insufficiently developed skill in constructing a coherent statement. Based on the results of diagnosing the level of development of this skill in children, the following disadvantages can be noted: coherent statements are short; are characterized by inconsistency, even if the child conveys the content of a familiar text; consist of separate fragments that are logically unrelated to each other; the level of information content of the statement is very low. In addition, most children actively share their impressions of the events they experienced, but are reluctant to take on the task of writing stories on a given topic. Basically, this does not happen because the child’s knowledge on this issue is insufficient, but because he cannot formulate it into coherent speech statements

PEDAGOGICAL COUNCIL NEWSLETTER: Development of coherent speech in preschoolers using the method of visual modeling Message from Portnova I.V., teacher Using coherent speech techniques in work, storytelling, working in series of plot pictures, using diagrams, etc. Message by G.U. Bogdanova, senior teacher Non-traditional creative storytelling techniques using the TRIZ system Message by V.M. Mikhailova, speech therapist teacher

Slide 1

Development of coherent speech in preschool children. Advice for parents.

Slide 2

Speech problems in preschool children:

The speech is monosyllabic, consisting only of simple sentences. Inability to construct a sentence grammatically correctly. Poverty of speech. Insufficient vocabulary. Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer. Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words. Lack of logical justification for your statements and conclusions. Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc. Poor diction.

Slide 3

How to make communication entertaining?

It is very important, when carrying out developmental work with children 6-7 years old, to stimulate their speech activity, expressiveness of speech, expand their vocabulary, develop the ability to write a coherent story, present their impressions, etc. But for this, tedious everyday activities are not at all necessary. It is better to develop speech skills in free communication with the child and in creative games.

Meow meow. Who is that meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow? (Meow-meow.) - Moo-oo - who moos like that? (Cow.) And who is her baby? (Calf.) What voice does he moo in? (Thin.) Now listen again and guess who is mooing - a cow or a calf. - Kwa-kwa - whose rude voice is this? (Frogs.) And who croaks thinly? (Little frog.) The frog is large and croaks in a rough voice, and its baby croaks thinly. Who is the baby frog?

Slide 5

“Compare different animals”

The bear is big, and the mouse... (small). What kind of bear... (fat, club-footed)? And what kind of mouse... (small, gray, fast, dexterous)? What Mishka loves... (honey, raspberries), and the mouse loves... (cheese, crackers). - Mishka’s paws are thick, and the mouse’s... (thin). The bear screams in a loud, rough voice, and the mouse... (in a thin voice). Who has the longest tail? The mouse has a long tail, and Mishka... (short).

Slide 6

"Professions"

Who plows, sows, harvests grain? (Bread grower) - Who bakes the bread? (Baker.) - Who dispenses medicine? (Pharmacist.) - Who sews clothes for us in the cold and heat? (Tailor.) - Who sells it, finally? (Seller.) - He comes to us with a letter Directly to the house. Who is he? (Postman.)

Slide 7

"Add a word"

Olya woke up and... (began to wash herself). - Kolya got dressed and... (ran for a walk). - He froze and... (went home). - They began to play... (with the bunny). - The bunny got scared... and (ran and hid). - The girl was offended and... (she left and cried).

Slide 8

"Loud - Whisper"

Sa-sa-sa - the wasp flew to us, - Su-su-su - the cat drove the wasp away. Sa-sa-sa... (a wasp is flying there), Su-su-su... (I'm afraid of the wasp).

Slide 9

"Find the Sound"

Find words with one and two syllables. How many syllables are in the word "chicken"? (The word “beetle” consists of one syllable, “fur coat”, “hat”, “toad”, “fence”, “heron” - of two, “chicken” - of three.) - Which words begin with the same sound? Name these sounds. (The words “hat” and “fur coat” begin with the sound “SH”, the words “beetle” and “toad” - with the sound “Zh”, the words “fence”, “castle” - with the sound “Z”, the words “chicken” , “heron” - with the sound “C.”) - Name vegetables, fruits and berries with the sounds “P” (carrots, grapes, pears, peach, pomegranate, currants), “Pb” (pepper, turnip, radish, tangerine, cherry, apricot), “L” (eggplant, apple, dogwood), “L” (raspberry, lemon, orange, plum).

Slide 10

“What kind of needles are there?”

What needles do you know? (Sewing, pine, spruce, medical.) How are all needles similar? (They are sharp, thin, prickly.) - What needle do we sew and embroider with? (Sewing.) What do they sew with a sewing needle? (Clothes). What does a medical needle do? (Injection.)

Slide 11

The hedgehog and the Christmas tree have very sharp needles. Otherwise, the hedgehog doesn’t look like a Christmas tree at all. Where does the hedgehog live? Why does he need needles? (Defend yourself.) From whom is the hedgehog protected?

Slide 12

“How can I say it differently?”

Say it differently! The clock is running... (running). The boy is walking... (walking). It's snowing... (falling). The train is coming... (riding, rushing). Spring is coming... (coming). The steamer is coming... (sailing). Complete the sentences. The boy went... The girl left... People came out... I came... Sasha walks slowly, but Vova walks... We can say that he is not walking, but...

Slide 13

Remember the incident

Choose an event with your child that you recently participated in together. For example, how you walked along the embankment and watched the fireworks, met your grandmother at the station, celebrated a birthday... Take turns telling each other what you saw, what you did. Remember as many details as possible until you can no longer add anything to what was said.

Slide 14

We speak differently.

Try to read the same children's rhyme first in a normal voice, then very quickly and very slowly, in a bass and thin voice, emphasizing the wrong words. By changing the intonation, you can read a harmless poem like a scary story or like a television report. If possible, try using a foreign accent. You never know what you can think of!

Slide 15

Travel agency.

Every day you and your child go along the usual route - to the store or kindergarten. What if you try to diversify your everyday life? Imagine that you are leaving on an exciting journey. Discuss with your child what type of transport you will use, what you need to take with you, what dangers you will encounter along the way, what sights you will see... While traveling, share your impressions.

Slide 16

Best friend.

If you're waiting in a room filled with magazines, you can play "best friend stories." Let the child choose the picture he likes. It could be a person - big or small - or an animal. Ask him to talk about his “best friend.” Where does he live? What games does he like to play? Is he calm or does he like to run? What else can you tell about him?

Slide 17

Stories from pictures

It’s good if you can pick up several pictures related to a common plot. For example, from a children's magazine (like "Funny Pictures"). First, mix these pictures and invite your child to restore order so that they can make up a story. If your child has a hard time at first, ask a few questions. If you don’t have such a set of plot pictures at hand, just take a postcard. Ask your child what it depicts, what is happening now, what could have happened before, and what will happen later.

Slide 18

For children of primary and secondary preschool age, it is necessary to give colored mnemonic tables, since individual images remain in children’s memory faster: a fox is red, a mouse is gray, a Christmas tree is green.

Slide 19

Writing a story about winter. In winter there is snow everywhere. The trees seemed to be dressed in white fur coats. The sun is shining, but it does not warm. Frosty! The stoves are heated in the houses. In winter, people feed birds and take care of domestic animals. Children enjoy winter activities: sledding, skiing, ice skating, playing hockey, snowballs. Children love to sculpt snowmen and build snow forts.

Slide 20

Life stories

Children enjoy listening to stories about what happened when they were very small or when they were not in the world at all. You can tell these stories in the evening before going to bed, or you can tell them in the kitchen, when your hands are busy and your thoughts are free. What to talk about? For example, how the baby kicked his legs in your stomach when he was not yet born. Or how you learned to ride a bike. Or how dad flew an airplane for the first time... Some stories you will have to tell more than once. Ask other family members to join the game.

Slide 21

One way to develop coherent speech can be watching cartoons. Start watching an interesting cartoon with your child, and at the most exciting point, “remember” about the urgent matter that you must do right now, but ask the child to tell you later what will happen next in the cartoon and how it will end. Don't forget to thank your narrator!

How did it end?

Slide 22

You see, it is not at all necessary to drop everything and arrange special “sessions” of communication. After all, you can talk about something important at lunch, on the way to kindergarten, on a walk, and before bed. This does not require much time, but you need attention to the little person, respect for his interests, and understanding of his experiences. Many of our accusations and demands arise as a result of the fact that we, parents, have a poor understanding of the psychology of the child and think that a preschooler should have the same views on life, the same opportunities and needs as adults. But this is far from true. By developing communication, an adult not only teaches a child new types of interaction with other people, not only facilitates his contacts with others, but also contributes to the formation of his spiritual life, opens up new facets of the external and internal world, and shapes his personality.

Slide 23

You're the most loved one! You can do a lot! What would we do without you?! Come to me! Sit down with us! I will help you. I rejoice at your success. Tell me what's wrong with you. Love your children, help them.

Slide 24

Thank you for your attention.

Relevance Coherent speech reflects the logic of a child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children

Methods and techniques used in the experiment: literary word, literary word, fairy tales, riddles, fairy tales, riddles, verbal didactic games, verbal didactic games, modeling and mnemonics, modeling and mnemonics, TRIZ elements, TRIZ elements, theatrical activities, theatrical activities, universal method of working with L.B.’s fairy tale Fesyukova, a universal method of working with a fairy tale by L.B. Fesyukova,

The use of didactic games helps to solve the following problems: Encourage children to communicate with each other and comment on their actions. Encourage children to communicate with each other and comment on their actions. To promote the consolidation of skills in using initiative speech. To promote the consolidation of skills in using initiative speech. Improve your speaking skills. Improve your speaking skills. Enrich your vocabulary. Enrich your vocabulary. Form the grammatical structure of the language. Form the grammatical structure of the language.

Stages of work on teaching children to compose stories using modeling: At stage 1, there is an introduction to modeling and composing stories using a ready-made model. At stage 1, there is an introduction to modeling and composing stories based on the finished model. At stage 2, the work of the first stage of children continues to compose their own models. At stage 2, the work of the first stage of children continues to compose their own models. At stage 3, the acquired skills and abilities are consolidated, a new task is added - composing stories without visual support, transferring it to the subconscious, to the internal plane. At stage 3, acquired skills and abilities are consolidated, a new task is added - composing stories without visual support, transferring it to the subconscious , to the inner plane

The catalog method is used to select random words from any fairy tale text, which are shown by the child himself, which then become reference words for composing a specific plot - a fairy tale. From any fairy tale text, random words are selected, which are shown by the child himself, which then become reference words for composing a specific plot - a fairy tale. make up a plot from these words, coordinating them correctly and constructing sentences correctly. make up a plot from these words, coordinating them correctly and constructing sentences correctly.

Method of modifying the plot of a card with letters cards with letters the task is given to come up with words for a certain sound, the task is given to come up with words for a certain sound, then the ones you like best are selected from these words and with their help we make up some kind of plot, then the ones you like best are selected from these words with their help we compose some kind of plot (game Beast, Bird, Insect, Tale)

Didactic games: The purpose of the work is the formation and development of phonemic perception, as well as the development of lexical and grammatical categories and coherent speech. “Japanese typewriter” “Damaged telephone” “Traffic light” “Moving to a new apartment” “Tops and roots” “Fruits and vegetables” “Housewarming” Lotto “In the world of plants” “It flies, not a bird” “Blurred letter” “Alive” words" "Complete the sentence" "Come up with a sentence" "Who will notice more fables" "Where is the beginning of the story?" “Find a place for the picture” “Correct the mistake” “Which picture is not needed?”

Didactic games Goal: to increase speech activity and voluntary attention, i.e. develop sound analysis skills, reduce the number of lexical and grammatical errors. Goal: to increase speech activity and voluntary attention, i.e. develop sound analysis skills, reduce the number of lexical and grammatical errors.

“Repeat” “Similar - dissimilar” “Catch the sound” Lotto “Name the picture and find the vowel sound” “Who will find 20 objects whose names contain a sound “Name the picture and find the first sound” “Close the chain” “Find the place on the chip » “Walk around and don’t get lost” Lotto “Paronyms” “Every sound has its own room” “Who will be invited to visit” “Solve the puzzle” “Collect six” “Who gives their voice” “Relay race” “On the contrary” “Who knows more” “Say it differently” “Choose a word” “first grader” “Body” “Find the extra picture” “Name three objects” “Let’s write a letter to the doll” “Say the word” “Who do I see, what do I see” “Hide and seek” “Explain, why..." "One and many" "Add a word" "Unravel the words" "Find the mistake" "Right or wrong?" “Guess it” “Draw a fairy tale” “Photographer” “What doesn’t happen in the world”

Didactic games: The purpose of the work is to consolidate the acquired knowledge and skills of children. “Make a word” “Solve the rebus” “From syllables - a sentence “The fourth odd one” “Is this true?” “Find the extra word” “Raise the number” “Why do we need these things” “Make a phrase” “Make two stories” “Search for missing parts”

Lull's speech circles In the 13th century, the French monk Raymond Lull created a logical machine in the form of paper circles. It turns out that it can be perfectly used as a means of developing speech in preschoolers. “Rings of Lull” is something in the form of a computer, only for words. The simplicity of the design allows it to be used in kindergarten. In the 13th century, the French monk Raymond Lull created a logic machine in the form of paper circles. It turns out that it can be perfectly used as a means of developing speech in preschoolers. “Rings of Lull” is something in the form of a computer, only for words. The simplicity of the design allows it to be used in kindergarten.

Develop phonemic processes; develop phonemic processes; clarify and activate vocabulary; clarify and activate vocabulary; improve the syllabic structure of words; improve the syllabic structure of words; automate speech sounds; automate speech sounds; form the structure of sentences; form the structure of sentences; improve the development of coherent speech. improve the development of coherent speech.

This game guide can be used to reinforce articulation exercises, correct the sound side of speech, and for the development of lexical and grammatical categories and coherent speech. This game guide can be used to reinforce articulation exercises, correct the sound side of speech, and for the development of lexical and grammatical categories and coherent speech.

Work with “Speech Circles” is carried out: in individual and subgroup lessons in individual and subgroup lessons in GCD for speech development in GCD for speech development play activities outside GCD play activities outside GCD in independent activities of children in independent activities of children

Play is one of the most important methods of working with preschool children. The game method of teaching helps to create an interested, relaxed atmosphere and establish a psychologically age-appropriate communication situation. In play activities, the child’s individuality is revealed, feelings of collectivism and mutual understanding are formed, and children’s creative abilities are developed. Play is one of the most important methods of working with preschool children. The game method of teaching helps to create an interested, relaxed atmosphere and establish a psychologically age-appropriate communication situation. In play activities, the child’s individuality is revealed, feelings of collectivism and mutual understanding are formed, and children’s creative abilities are developed.

Result Children independently explain the rules of the game; evaluate answers; peer statements; began to use complex sentences in speech; when retelling, use direct and indirect speech; independently compose simple stories according to a model, according to a diagram, according to a plot picture, according to a set of pictures; they compose endings to fairy tales, retell events from personal experience, based on a plot picture, based on a set of pictures; solve riddles; can determine the place of a sound in a word; can select several adjectives for nouns. Children independently explain the rules of the game; evaluate answers; peer statements; began to use complex sentences in speech; when retelling, use direct and indirect speech; independently compose simple stories according to a model, according to a diagram, according to a plot picture, according to a set of pictures; they compose endings to fairy tales, retell events from personal experience, based on a plot picture, based on a set of pictures; solve riddles; can determine the place of a sound in a word; can select several adjectives for nouns.

Methodology for working with a fairy tale by L.B. Fesyukova: acquaintance with a fairy tale is versatile in nature; acquaintance with a fairy tale is versatile in nature; teach children to transform the course of the story in an original and creative way; teach children to transform the course of the story in an original and creative way; come up with different endings; come up with different endings; introduce unforeseen situations; introduce unforeseen situations; mix several plots into one, etc. d. mix several plots into one, etc.

The title of the tale The title of the tale is a moral lesson. - Moral lesson. - Nurturing good feelings. - Nurturing good feelings. - Speech exercises. - Speech exercises. - Development of thinking and imagination. - Development of thinking and imagination. - Fairy tale and mathematics. - Fairy tale and mathematics. - Fairy tale and ecology. - Fairy tale and ecology. - A fairy tale develops hands - A fairy tale develops hands

Conclusion: all of the above methods and techniques that I use in my work are effective, which has been tested in practice and as evidenced by the results of observations, where the dynamics of growth in quality indicators can be traced: all of the above methods and techniques that I use in my work are effective, which has been tested in practice and as evidenced by the results of observations, where the dynamics of growth of quality indicators can be traced:

Results: - the use of modeling in storytelling had a positive effect on children’s speech, which indicates the promise of this type of work. - the use of modeling in storytelling had a positive effect on children’s speech, which indicates the prospects of this type of work. - the work system allows preschoolers to satisfy their communicative needs, show creative activity, and independence. - the work system allows preschoolers to satisfy their communicative needs, show creative activity, and independence. - the use of exercises, didactic and educational games contributes to the appearance of logic and consistency of presentation in children’s speech. - the use of exercises, didactic and educational games contributes to the appearance of logic and consistency of presentation in children’s speech.

Recommendations - actively use the subject enrichment of the environment, namely the space-time model for the work, diagrams - descriptions, conditional substitutes, different types of theaters; - actively use the subject enrichment of the environment, namely the space-time model for the work, diagrams - descriptions, conditional substitutes, different types of theaters; - give children the opportunity to use all images of creative behavior (pantomimic sketches based on the content of the text, games - dramatization); - give children the opportunity to use all images of creative behavior (pantomimic sketches based on the content of the text, games - dramatization); - use variability of speech means (proverbs, phraseological units, tongue twisters, metaphorical riddles); - use variability of speech means (proverbs, phraseological units, tongue twisters, metaphorical riddles); - use modeling as an effective method of teaching children storytelling, and models as a didactic tool - use modeling as an effective method of teaching children storytelling, and models as a didactic tool