Project on speech development for the middle group. Project for the development of speech of middle group children in play activities “It’s fun to play together. Project type: Educational, game project

One of the most effective means development and education of a child in early preschool age is theater and theatrical games, because play is the leading activity of preschool children, and theater is one of the most democratic problems of pedagogy and psychology related to artistic and moral education, the development of personal communicative qualities, the development of speech, imagination, fantasy, initiative, etc.

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municipal autonomous preschool educational institution

city of Kaliningrad kindergarten No. 90

PROJECT

in terms of cognitive speech development children

"Favorite Tales"

for children 4-5 years old

developed:

teachers Kozlova O.V.

Kirik E.V.

Kaliningrad 2013

Project type: practice-oriented.

Subject : “Favorite children's fairy tales.”

Project duration: March-May

Project participants: children of the middle group (4-5 years old), teachers and parents.

In modern preschool pedagogy, the tasks of humanizing the process of education and training, protecting and strengthening the physical and mental health of children, and their full development are brought to the fore. Solving these problems is impossible without creating a modern subject-development environment. One of our tasks is to create a diverse developmental environment for each child in order to create the opportunity for him to express himself.

Memorizing poetic lines broadens one's horizons, teaches the perception of poetry, and improves oral speech, contributes to the formation of the general level of human culture. But most importantly, memorizing poetry helps develop memory.

Modern children learn little poetry; you rarely meet a child who knows a lot of poetry. Then teachers and parents complain that children have bad memory.
At the age of 5, children can already learn 3-4 quatrains. IN kindergarten, usually for the holidays, they are instructed to memorize a few lines, but not all children can recite poems by heart in front of a crowd of people. Therefore, it is necessary to work with children in a familiar and comfortable environment for them: in a group and at home.
IN childhood Memorizing poetry by heart is an important educational and teaching moment. The kindergarten program includes memorizing poetry; one piece per month. In this project, the volume for memorization increases significantly, but taking into account age characteristics children.

Poems arouse interest and are quickly remembered. Memorizing poetry by heart is The best way develop memory, and, consequently, the child’s ability to learn in general. And when children in preschool age have a good supply of what they have learned by heart, at school it is much easier to memorize not only lengthy poems, but also various rules and formulas.

Goal and objectives of the project:

Introduction to practice of various forms and methods of working with literary works that contribute to the familiarization of children with books for the development of cognitive, creative and emotional activity of children;

1. Reveal knowledge of children's fairy tales through different kinds games;

2. Involve parents in joint creativity as part of “Book Week”;

3. Cultivate a desire for constant communication with the book and caring for it.

4. Develop Creative skills, display simple scenes from familiar and favorite children's fairy tales in drawings.

5 . Develop an interest in fiction.

6. Teach children different types of memorization

7. Introduces children to poems by Russian and foreign writers.
8. Create a favorable developmental environment for learning poems by heart.
9. Develop memory, attention, thinking, creative imagination, and speech in preschoolers.
10. Develop the ability to listen and understand what is heard, learn poems and understand what has been learned, recite poems by heart and understand what is told

Methods and forms of work:

Conversations

Reading fiction

Looking at illustrations

Didactic games

Outdoor games

Creative workshops (drawing your favorite characters from works)

Preliminary work with children:

Thematic design of a group room,

- addition of corners (book corner, social and moral corner, environmental corner, creativity corner, mental development, theater corner) with new materials (books and board games).

Drawing together with parents the characters of your favorite fairy tales,

Reading children's fairy tales, stories, poems - choosing poems and preparing expressive reading for memorization,

Selection of illustrative material to introduce children to the artists whose works are featured in the books,

Selection of portraits of poets and writers.

A developmental environment was created in the group. Exhibitions of books were organized on the following topics: “Smart books”, “Little books”, “ Fairy tales", "My Favorite Book", a long-term plan of activities for continuous educational activities has been drawn up; a conversation was held about the upcoming holiday.

Children and parents were given homework:

Draw your favorite characters

Collect books at home and from friends that require repairs

Attributes and inventory:

Portraits of children's writers,

Portraits of writers - storytellers,

Cut-out pictures, puzzles “My favorite fairy tales”,

Colored cardboard, colored paper, corrugated paper, self-adhesive paper, scissors, glue,

Illustrations with heroes of your favorite fairy tales, stories, poems.

Main stage.

Project implementation

For the convenience of project implementation, work planning, control and self-control, analysis and reflection, all material for memorization was divided into “blocks”. Poems in “blocks” are selected by topic, semantic orientation, or they are poems by the same author.

From a poem with a large content, only an excerpt is taken for memorization, taking into account the age characteristics of the children.
There is another option. When a “poetic cut” (beginning, end, middle) is created from a poem. “Cutting” does not distort the semantic load and emotional background of the poem. Thus, the poem is adapted to be learned by heart.
The poems in the project were not chosen by chance; these are “bright”, “understandable” poems with the characteristic characteristics of the hero.

Long-term plan

Topic of block 1	Creativity of K. I. Chukovsky
Tasks	Introduce children to the works of Chukovsky Aibolit cockroach Telephone Moidodyr Book exhibition
Developmental environment	Exhibition of objects from Chukovsky's poems
	Looking at illustrations Viewing an exhibition of objects
Cooperative activity	Dramatization of poems “poetic collage” - creative work
Responsible	Educator
Working with parents
Topic 2 blocks	Creativity S.Ya. Marshak
Tasks	Introduce children to the works of Marshak and his translations Read excerpts from literary works: "Gloves" "Ship" "Children in a Cage" "Baggage" “He’s so absent-minded” Conduct preliminary vocabulary work Promote rote learning Reinforce learned material
Developmental environment	Book exhibition Reading poetry by role, dramatizing poetry Exhibition of objects from Marshak's poems
Independent activities of children	Memorizing and repeating poems to yourself, each other, parents
Cooperative activity	“Poetic minutes” - every day Dramatization of poems Creative work “Boat” - sculpted from mass Drawing competition based on Marshak's work
Responsible	Educator
Working with parents	Memo for parents “I know it by heart”
Topic 3 blocks	Works of Russian poets
Tasks	Introduce children to creativity A. Usacheva E. Uspensky M. Plyatskovsky Introduce excerpts from literary works: "Papovoz" "Devastation" "Smile" Conduct preliminary vocabulary work Promote rote learning Reinforce learned material
Developmental environment	Book exhibition Reading poetry by role, dramatizing poetry Watching the cartoon “Little Raccoon”
Independent activities of children	Looking at illustrations for poems Viewing an exhibition of books and objects Memorizing and repeating poems to yourself, each other, parents
Cooperative activity	“poetic moments” - every day Dramatization of poems Creative work “Collage Competition”
Responsible	Educator
Working with parents	Memo for parents
Topic 4 blocks	Folklore
	Russian folk tales, songs, nursery rhymes, counting rhymes, tongue twisters
Tasks	Introduce children to the creativity of the Russian people Conduct preliminary vocabulary work Promote rote learning Reinforce learned material
Independent activities of children	Conversation about the way of life of a Russian person, household items, leisure Looking at illustrations of Russian folk costume
Cooperative activity	Looking at illustrations from the life of Russian people Viewing an exhibition of books and objects Memorizing and repeating poems to yourself, each other, and parents.

Activities with parents:

1. Drawing your favorite literary characters.

2. Individual conversation, “What books do they read at home”

3. Exhibition of favorite home books.

4. Replenishment of the group library.

5. Printed information for parents:

“How to teach a child to love books”, “How to teach a child to read”,

"12 useful tips experienced parents and teachers on how to get children interested in books,”

The final stage.

1.Organization of an exhibition of creative children's works based on the works they have read.

3.Staging of the fairy tale “Teremok”.

4.Replenishment of the parent corner with new ones methodological manuals and recommendations for parents.

5. Joint home creative work “We love fairy tales.”

Result of the project:

1. As a result of the project, children became acquainted with the work of children's writers.

2. Children learned to recognize writers and poets in reproductions and photographs.

3. The children met the illustrators of a children's book.

4. Thematic exhibitions were organized for children.

5. The children learned how to repair books.

6. The children created creative works based on the works they read.

7. The children watched performances based on the works they had read, performed by professional actors.

8. Parents of pupils got acquainted with information on nurturing a love of reading.

Table of contents:

Relevance of the project 2

Goal and objectives of project 3

Expected results 4

Project implementation stages 5

Project results. Conclusion 6

Literature 8

Appendix 1 (photo report)

Appendix 2 (texts of consultations)

Relevance of the project .

The main activity of preschool children is play. A child’s creative activity manifests itself primarily in play. Play that takes place in a group provides an extremely favorable condition for the development of language. Play develops language, and language organizes play. While playing, a child learns, and no learning is possible without the help of the main teacher - language.

It is known that in preschool age, the acquisition of new knowledge in games is much more successful than in educational classes. A learning task posed in a game form has the advantage that in a game situation the child understands the very need to acquire knowledge and methods of action. A child, captivated by the attractive concept of a new game, does not seem to notice that he is learning, although at the same time he constantly encounters difficulties that require a restructuring of his ideas and cognitive activity.

Play is not just entertainment, it is the creative, inspired work of a child, his life. During the game, the child learns not only the world, but also himself, his place in this world, accumulates knowledge, masters the language, communicates.

Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school.

In modern conditions, the main task preschool education is preparation for schooling. Children who did not receive appropriate speech development in preschool age have great difficulty catching up; in the future, this gap in development affects their further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school.

Preschool children enjoy listening to poems, singing songs, guessing riddles, looking at illustrations for books, admiring original works of art and very often asking questions: how?, why?, and can I do it? And it’s no secret that nowadays more and more children have speech problems. Why not combine the child’s desire to try to come up with something himself, to do something with the desires of adults - to teach the child to speak beautifully and competently. And that is why the task of children’s speech development and the development of their communicative abilities is so relevant today.

The project presents the following types of gaming activities:

Didactic games,

Outdoor games,

Theatrical games

Story-based role-playing games.

Problem :

Low active level vocabulary children.

Causes:

1. Insufficiently high level of use of various forms of work with children to expand their active vocabulary.

2.Lack of interest of parents in their children’s initiative to engage in word creation.

Hypothesis:

As a result of the work, children’s vocabulary will increase, their speech will be enriched, their expressiveness will improve, children will learn to compose short poems, compose stories, and invent fairy tales.

The purpose and objectives of the project.

Objective of the project : develop children’s speech, enrich vocabulary through play activities; Pto increase children's active vocabulary by stimulating and developing preschoolers' writing and speech creativity skills.

Project objectives :

Creating conditions for children’s play activities in the group and on the site;

Formation of grammatical structure of speech;

Expansion of vocabulary;

Development of coherent speech;

Develop children's active vocabulary;

Develop children's ability to invent narratives, rhyming words, word formations, select synonyms, antonyms, homonyms;

Support children's speech initiative and creativity in communication.

Project type: creative, group.

Project duration: mid-term (January – February)

Project participants: middle group students, teacher, parents.

Project resource support: laptop, printer, card index of speech games, toys, paints, brushes, fairy tales, poems, illustrations for fairy tales, CDs with cartoons, CDs with recordings of children's songs.

Project idea: All activities and games under the project “It’s Fun to Play Together” are interconnected and encourage inclusion in other activities - both independent and collective, so that the teacher, children, and parents retain a piece of joy, emotional charge, and most importantly - desire to continue working on the implementation of this project.

Expected results:

High level of children's active vocabulary

Various forms of working with children to expand their active vocabulary are used.

Parents will increase their level of knowledge on the development of children's speech and creative abilities.

Project implementation stages.

1 . Preliminary :

Proposing a hypothesis;

Defining the goals and objectives of the project;

Studying the necessary literature;

Selection of methodological literature;

Development of a thematic plan for project implementation;

Diagnostics of children.

2 . Basic .

Including each child in play activities to achieve high level knowledge, skills and abilities.

Creating a card index of games for children's vocabulary development.

Consultation for parents “Carrying out home games to develop children’s speech.”

Consultation for parents “Read and compose together with your child. Word games and exercises."

Creation of an album together with parents “Our children speak.”

Creation of the album " Beautiful words»

Creating the ABC - coloring book “Heroes of Fairy Tales”

Various didactic and outdoor games, theatrical

and plot-role-playing games:

Didactic games: “Find out by description”, “Find the same one”, “Find out by voice”, “Divide into groups”, “What time of year?”, “What’s missing”, “Who lives in the house?”, “What’s extra”, “Good, bad”, “Favorite fairy tales”, “Whose baby”.

Outdoor games: “By the bear in the forest”, “Traps”, “On a level path”, “My cheerful ringing ball”, “Sparrows and the cat”, “Birds in the nests”, “Serso”, “The sea is worried”, “Geese and swans” , “Throw it up and catch it”, “Blind Man’s Bluff”, “Find your place”, “Planes”, “The little white bunny is sitting”, “Shaggy dog” and others.

Theatrical games: games – dramatizations of fairy tales “Turnip”, “Cat’s House”, “Spikelet”, “Teremok”, “Kolobok”

Plot-role-playing games: “Hairdresser”, “Shop”, “Builders”, “Hospital”, “Post Office”, “Sailors”, “Family”, “Aibolit”, “Chauffeurs”, “Beauty Salon”, “Toy Store” and others.

3. Final .

A period of reflection on your own results. Diagnostics of children. Project presentation.

Project structure

The implementation of this project is carried out through a series of games with children, creating conditions for children’s play activities in the group and on the site.

The implementation of the project involves various types of games with children: this is a series of didactic games with toys and objects, verbal, board and printed. The work system includes outdoor games. Theatrical games are also included, children listen to fairy tales and dramatize them. A significant place is devoted to role-playing games.

Project results. Conclusion.

The project method has proven to be very effective and relevant today. It gives the child the opportunity to experiment, systematize the acquired knowledge, develop creative abilities and communication skills that will allow the child to further adapt to school education, which is one of the main objectives of federal state general education standards.

Results:

Thus we can draw conclusions:

In the game, the child learns to fully communicate with peers.

Learn to follow the rules of the game.

In the game, all mental processes intensively develop, the first moral feelings are formed.

New types of productive activities arise in the game.

The game involves intensive development of speech.

New motives and needs are formed in the game.

Thus, as a result collaboration on a project for children and their parentsformedkey competencies:

Ability to navigate new non-standard situations;

Ability to think through methods of action and find new ways to solve problems;

Ability to ask questions;

Ability to interact in “child-child” and “child-adult” systems.

Ability to obtain necessary information in communication;

Ability to conduct dialogue with adults and peers;

Play occupies a special place in the life of a preschooler. Games are used in classes, in free time children enthusiastically play games they have invented.

Literature:

Gerbova V.V. Speech development in kindergarten. Middle group. – M.: Mozaika-Sintez, 2014.

Zhurova L.E. Preparation for teaching literacy to children 4-5 years old.

Individualization of education: the right start. Educational and methodological manual for employees of preschool educational institutions./ Ed. L.V. Svirskaya. - M.: Obruch, 2011.

Comprehensive classes according to the program “From birth to school”. Middle group./ Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - Volgograd: Teacher, 2012.

Basic program “From birth to school”. Ed.N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva

Long-term planning of the educational process according to the program “From birth to school”: middle group / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - Volgograd: Teacher, 2012.

Developmental activities with children 4-5 years old./ Ed. L.A. Paramonova.

Commonwealth: program of interaction between family and kindergarten. / Ed. N.V. Miklyaeva, N.F. Lagutina. - M.: MOZAYKA - SYNEZ, 2011.

Relevance of the project:

Problem:

Low level of active vocabulary in children.

Causes:

The level of use of various forms of work with children to expand their active vocabulary is insufficient.
Lack of interest of parents in children's initiative to engage in word creation.

Hypothesis:

Objective of the project:

To increase children's active vocabulary by stimulating and developing preschoolers' writing and speech creativity skills.

Project objectives:

Develop children's active vocabulary.
To develop children’s ability to invent narratives, rhyming words, word formations, select synonyms, antonyms, homonyms.
Support children's speech initiative and creativity in communication.

Project type: creative, group.

Project duration: medium term (January February)

Project participants: middle school students, teacher, parents.

Project resources: laptop, printer, card index of speech games, toys, paints, brushes, Whatman paper, fairy tales, poems, illustrations for fairy tales, CDs with cartoons, CDs with recordings of children's songs.

Project idea:

All activities and games for the project "Little Dreamers" are interconnected, encourage inclusion in other types of activities - both independent and collective, so that the teacher, children, and parents retain a piece of joy, an emotional charge, and most importantly, the desire to continue working on the implementation of this project.

Expected results:

Active vocabulary was 70% at a high level.
Various forms of working with children to expand their active vocabulary are used.
Parents have increased their level of knowledge on the development of children's speech and creative abilities.

Results:

Creating a card index of games for children's vocabulary development.
Consultation for parents "Speech games at home" .
Consultation for parents “We read and compose together with the child. Word games and exercises" .
Creating an album together with parents "Our children speak" .
Creating an Album "Beautiful words" .
Wall newspapers "We are dreamers" , "Compositions" , "Our kindergarten" .

Project presentation:

Exhibition of wall newspapers and albums on children's word creativity.

Project implementation stages:

Result criteria:

Availability
Aesthetics.
Mobility.
Content.

Key competencies:

Ability to navigate new non-standard situations
Ability to think through courses of action and find new ways to solve problems
Ability to ask questions
Ability to interact in systems "child-child" , "adult child" .
Ability to obtain necessary information in communication
Ability to communicate with adults and peers

Literature:

Streltsova L.E. "Literature and Fantasy"
Preschool pedagogy No. 7/2012 page 19.
Lombina T.N. Backpack with riddles: a good book on speech development. Rostov-on-Don 2006
Miklyaeva N.V. Development of language ability in children 3 – 7 years old M. 2012
Sidorchuk T.A., Khomenko N.N. Technology for the development of coherent speech in preschoolers. Ulyanovsk 2005
FesyukovaL. B. Education with a fairy tale M.2000
Alyabyeva E.A. Poetic exercises for the development of speech in children aged 4–7 years. M. 2011
Belousova L.E. Amazing stories. S-P "Childhood - press" . 2003
Meremyanina O.R. Development of social skills of children 4 – 7 years old Volgograd 2011

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1 MBDOU "KINDERGARTEN "ROMASHKA" PROJECT ON SPEECH DEVELOPMENT OF SECONDARY GROUP CHILDREN IN GAME ACTIVITIES "WE HAVE FUN TO PLAY"

2 Passport of the pedagogical project Author of the project KURALEVA N. A. Topic Development of speech of children of the middle group through didactic games Name of the project “We have fun playing” Type of project Educational, game Participants of the project Children of the middle group Educators Duration One year of the project Problem Development of speech of preschool children in the game activities Relevance The main task of preschool education is the problem of preparation for school. Children who did not receive appropriate speech development in preschool age find it difficult to catch up; in the future, this gap in development affects their further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school. Goal: To develop children’s speech, enrich their vocabulary through didactic games, and cultivate the sound culture of speech. Objectives - Creating conditions for children's play activities in the group and on the site. - Formation of the grammatical structure of speech. - Expansion of vocabulary, activation of the dictionary. - Development of coherent monologue and dialogic speech. Project hypothesis If you follow the work plan for the project, then it is more possible to develop children’s cognitive activity, speech activity, expand their vocabulary, increase their communication capabilities, develop activity, initiative, and independence. Expected result With systematic work on this project, children's vocabulary will increase significantly, speech will become the subject of children's activity, children will begin to actively accompany their activities with speech, their vocabulary will be enriched, the sound culture of children's speech will become better. Project methods Visual, verbal, practical, game Events September

3 “Vegetables in riddles” “Little artists” “Who can praise?” “For mushrooms” “At the bear in the forest” “Traps” “On a level path” “My cheerful ringing ball” Dramatization game “Turnip” “Family” “Shop” October “What types of needles are there?” “Why do we need toys?” “Tell me about the squirrel” “What do you have in common?” Outdoor games “Sparrows and the cat” “Birds in the nests” “Falling leaves” “Owl-owl” Game dramatization based on the Russian folk tale “Teremok” “Barbershop” “Hospital” November “What’s extra?” “What are we wearing?” “How can you find out?” “Guess what kind of bird it is?” “Shaggy Dog” “The Sea Is Turbulent” “Geese and Swans” “ Edible - inedible»

4 Dramatization game “Kolobok” “Mail” December “Shop” “Lost children” “Remember the picture” “Who lives in the forest?” “Traps with ribbons” “Hares and a wolf” “The little white bunny is sitting” “Hit the target” Game dramatization of the fairy tale “Winter quarters of animals” “Family” “Aibolit” January “Magic blots” “Pick up a word” “What kind of object?” “I’ll start, and you will continue” “Blind Man’s Bluff” “Find your place” “Planes” Dramatization game “Sister Fox and the Wolf” “Shop” February “Olin’s Helpers” “Mistake” “Multi-colored chest” “Name the parts” “Shaggy Dog” » “Train” “Fox in the Chicken Coop”

5 “Sly Fox” Dramatization game “Fox and Kozel” “Chauffeurs” “Bus” March “Magic Cube” “Guess the object by the name of its parts” “Choose a word” “Who can do what?” “Mousetrap” “From hummock to hummock” “Mice dance in a circle” “Gray wolf” Dramatization game “Telephone” “Hospital” April “Is this true or not?” “Which one, which one, which one?” “Which word is lost?” “Where are the vegetables, where are the fruits?” “Ball in a circle” “Horses” “Catch up with me” “Hunters and hares” Dramatized game “The Cockerel and the Bean Seed” “Toy store” “Beauty salon” May “Reducing and enlarging” “What happened first, what came next?” “Give me a word” “Tell me about spring”

6 “Kittens and puppies” “Fox and geese” “Corners” “Distillation” Dramatization game “Cat House” “Firemen” The main activity of preschool children is play. Any activity of the child is manifested in the game. A game that takes place in a group provides favorable conditions for the development of speech. The game develops speech, and speech organizes the game. While playing, the child learns, and no learning is possible without the help of the main speech teacher. In preschool age, learning new knowledge in games is much more successful than in classes. A child, captivated by the idea of a new game, does not seem to notice that he is learning, although at the same time he is faced with difficulties. A game is not just entertainment, it is a child’s work, his life. During the game, the child learns not only the world around him, but also himself, his place in this world, accumulates knowledge, abilities, skills, masters language, communicates, and develops speech. The project presents such types of gaming activities as: - didactic games, - outdoor games, - theatrical games, - role-playing games. Relevance of the project In modern conditions, the main task of preschool education is preparation for schooling. Children who did not receive appropriate speech development in preschool age have difficulty catching up later; in the future, this gap in speech development affects their further education. Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school. Goal and objectives of the project Goal of the project: To develop children's speech, enrich their vocabulary through didactic games. Project objectives: - Creating conditions for children's play activities in the group and on the site. - Formation of the grammatical structure of speech. - Expansion of vocabulary. - Development of coherent speech, education of sound culture of speech.

7 Stages of project implementation 1. Preliminary: - putting forward a hypothesis; - defining the goals and objectives of the project; - studying the necessary literature; - selection of methodological literature; - development of a thematic plan for project implementation; - diagnostics of children. 2. Basic. Inclusion of each child in play activities to achieve a high level of knowledge, skills, and development of speech activity. 3. Final. A period of reflection on your own results. Diagnostics of children. Project presentation. Project structure The implementation of this project is carried out through a cycle of games with children, creating conditions for children’s play activities in the group and on the site. The implementation of the project involves various types of games with children: this is a series of didactic games with toys and objects, verbal games, and tabletop games. The work system includes outdoor games, theatrical games, children listen to fairy tales and dramatize them. A lot of time is also spent on role-playing games.

8 Literature: 1. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova “Program of education and training in kindergarten”; 2. G.S. Shvaiko “Games and game exercises for speech development”; 3. A.K. Bondarenko “Word games in kindergarten”; 4. L.V. Artemova “Theatrical games for preschoolers”; 5. V.V.Konovalenko, S.V.Konovalenko “Development of coherent speech”; 6. E.V. Zvorygina “The First story games kids"; 7. E.A. Timofeeva “Outdoor Games”; 8. A.E. Antipina “Theatrical activities in kindergarten”; 9. A.K. Bondarenko “Didactic games in kindergarten” 10. M.A. Vasilyeva “Management of children’s games in kindergarten”; 11. Z.M. Boguslavskaya, E.O. Smirnova “Educational games for children of primary preschool age”; 12. “Preschooler’s Game”, ed. S.L. Novoselova; 13. A.P. Usova “The role of play in raising children”;

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Kichiy Irina Alexandrovna
Job title: teacher
Educational institution: MKDOU Zdvinsky d/s "Solnyshko" general developmental type
Locality: village of Zdvinsk, Zdvinsky district.
Name of material: methodological development
Subject: Pedagogical project on speech development "Govorushki"
Publication date: 16.05.2016
Chapter: preschool education

MKDOU Zdvinsky kindergarten "Sun" of a general developmental type
Pedagogical project on speech development

1. Technological map of the pedagogical project………………………………………………………………. 3 2. Substantiation of the relevance of the problem………………………………………………………………………………… 4 3. Practical significance…………………………………………………… ………………………………………………………… 5 4. Theoretical significance…………………………………………………………… ……………………..... 5 5. Goal………………………………………………………………………………… …………………………… 6 6.Tasks…………………………………………………………………………………………………………… ………………. 6 7. Research hypotheses………………………………………………………………………………………… 6 8. Novelty……………………… ……………………………………………………………………………….. 7 9. Targets ………………………… ………………………………………………………………………………….. 7 10. Psychological and pedagogical foundations…………………………………………………………… ……………………………....... 8 11.Principles of constructing general didactics………………………………………………………………………………… …. 8 12.Implementation stages…………………………………………………………………………………........ 9 13.Technologies ……………………………………………………………………………………………………………….. 9 14. Forms of work…………… …………………………………………………………………………………. 10 15.Methods and techniques………………………………………………………………………………………………………….......... 11 16. Expected results…………………………………………………………………………………. 13 17. Long-term plan for the long-term group project “Talkers”……………………………………. 14 18.Efficiency…………………………………………………………………………………………………………………. 16 19.Appendices…………………………………………………………………………………………………. 17

Technologically

pedagogical project map

Creative name

project
“Govorushki” Project type Information-practice-oriented
4 Age of children Junior preschool age Performers Children of the first junior group, teachers, parents Duration Long-term: 10/15/2015 – 05/30/2016 Section of the program Educational program of the MKDOU Zdvinsky kindergarten “Sun” of a general developmental type, developed on the basis of the Federal State Educational Standard for Education, Educational Area “Speech development” ", "Socio-communicative development", "Cognitive development". Thematic field “Speech development”. Formation of the foundations of mastering cultural speech communication and behavior. Relevance During preschool childhood, the fundamental principles of speech development are formed. It is necessary to create conditions for the formation of elements of speech development in a child. Goal: To develop the child’s speech, to teach him to clearly and correctly pronounce sounds and words, to develop memory, to develop fine motor skills of the fingers, and to develop the articulatory apparatus. Tasks
Tasks

Mastery of speech as a means of communication and culture. Possesses active speech included in communication. Development of auditory attention, speech understanding, development of articulatory and auditory apparatus, onomatopoeia, activation of vocabulary. Strives to communicate with adults and actively imitates them in movements and actions. Development of speech creativity. Education on the basis of oral folk art of a positive attitude towards regime moments. Knows the names of surrounding objects and toys. Shows interest in poems, songs and fairy tales.
5 Development of sound and intonation culture of speech, phonemic hearing. Can make questions and requests, understands adult speech. Stages of project implementation Stage 1 - organizational and diagnostic Stage 2 - formative Stage 3 - generalizing Result Photographs; folders for parents; methodical piggy bank for nursery rhymes, finger gymnastics and articulatory gymnastics; didactic games. Presentation of the Entertainment project “Visiting a Fairy Tale.”
JUSTIFICATION OF THE RELEVANCE OF THE PROBLEM
Work on the speech development of children occupies one of the central places in a preschool educational institution, this is explained by the importance of the period of preschool childhood in the speech development of a child. The importance of the speech development of preschool children is confirmed by the Federal State Educational Standard for Preschool Education, which highlights the educational area “Speech Development”. In accordance with the standard, the speech development of preschool children includes the 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. The strategy of modern teaching of the native language lies in its focus not just on the formation of certain knowledge, skills and abilities, but on the education and development of the child’s personality, his theoretical thinking, linguistic intuition and abilities, and on mastering cultural speech communication and behavior. Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonetic, lexical, grammatical.
6 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 in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future; this is the foundation for the subsequent systematic study of the native language.
PRACTICAL SIGNIFICANCE

Creation
in a group of rich, transformable, variable, accessible and safe subject-spatial environment
(Clause 3.3. Federal State Educational Standards for Additional Education)
to summarize material on the formation of the foundations of speech development in younger preschoolers -
Promotion
the quality of the educational process on speech development through the organization of educational activities and joint activities of children, teachers and parents. -
Activation
and enriching the educational skills of parents in introducing preschoolers to speech education through project activities. -
Creation
methodical piggy bank for nursery rhymes, finger gymnastics and articulation gymnastics. -
Improvements
in a kindergarten group, conditions for summarizing material on the formation of the foundations of speech development in preschoolers. -
Strengthening
connections between family and preschool educational institution.
THEORETICAL SIGNIFICANCE
It consists of developing content, methods and forms that provide for the step-by-step organization of introducing children to the basics of speech development.

TARGET
To develop the child’s speech, teach him to clearly and correctly pronounce sounds and words, develop memory, develop fine motor skills of the fingers, and develop the articulatory apparatus.
TASKS

Tasks

Targets (clause 4.6. Federal State Educational Standards for Additional Education)

7 Proficiency in speech as a means of communication and culture. Possesses active speech included in communication. Development of auditory attention, speech understanding, development of articulatory and auditory apparatus, onomatopoeia, activation of vocabulary. Strives to communicate with adults and actively imitates them in movements and actions. Development of speech creativity. Education on the basis of oral folk art of a positive attitude towards regime moments. Knows the names of surrounding objects and toys. Shows interest in poems, songs and fairy tales. Development of sound and intonation culture of speech, phonemic hearing. Can make questions and requests, understands adult speech.

RESEARCH HYPOTHESES
I assume that the process of speech education will be more effective if:  Form ideas of speech development through teaching finger games, articulatory gymnastics and nursery rhymes.  Speech education will be based on material that is close, understandable and emotionally significant for the child, taking into account the interaction of teachers and parents.  Children’s activities on the formation of speech development should be carried out systematically and systematically. - Develop a system of cooperation between teachers and families.
NOVELTY
It consists of developing new strategic approaches to introduce a child to speech development in a preschool setting.
8 In accordance with the new requirements, the role of parents in the implementation of the Federal State Educational Standard for Preschool Education (FSES DO) is increasing both at the level of each preschool educational institution and at the level of the municipal preschool education system as a whole. The tasks facing the education system today increase the responsibility of parents for the effectiveness of the educational process in each preschool educational institution, since it is the parent community that is directly interested in improving the quality of education and development of their children (Federal State Educational Standard for Education Part 1, clause 1.6, clause 9 ). Joint work on the speech development of children will create a unified educational space for preschool educational institutions and families, as well as ensure high quality speech development.

TARGETS

Educational targets for early childhood education: (

clause 4.6. Federal State Educational Standard DO)
In accordance with the federal state educational standard of preschool education, the following social and moral age characteristics of the child’s possible achievements are included in the target guidelines of the educational field “Speech Development”:  Has active speech included in communication.  Strives to communicate with adults and actively imitates them in movements and actions.  Knows the names of surrounding objects and toys. Shows interest in poems, songs and fairy tales.  Can make questions and requests, understands adult speech.
PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS
1. Reader for the first junior group. .- M.: Education, 2014. 2. L. S. Kiseleva, T. A. Danilina “Project method in the activities of a preschool institution” 2014. 3. Development and education of young children in preschool educational institutions: Educational and methodological manual / compiled by E. S. Demina - M.: Sphere shopping center, 2012. 4. Kartushina M. Yu. “Fun for kids.” – M.: Sphere shopping center, 2012. 5. Holidays and entertainment in kindergarten. - M.: Education, 2012.
9 6. A. Barto “Toys” 2013 7. Open events for children of the first and second junior groups. Voronezh, 2014 8. Development of speech of primary preschool age. Moscow, “Mosaic-Synthesis”, 2013. 9. D.N. Koldina “Game activities with children 2-3 years old.” Sfera shopping center Moscow 2012. 10.Didactic games and activities with young children / ed. Novoselova S. L. – M.: Education, 2012. 11.E. A. Kosakovskaya “A toy in a child’s life.” M.: Education, 2012. 12. Musical and didactic games for preschoolers. –M.: Education, 2011. 13. Kryazheva N. L. “Development of the emotional world of children.” – Ekaterinburg: U-Factoria, 2011. 14. Raising children through play. /ed. Mendzheritskaya D.V. – M.: Education, 2013. 15.A.V. Shchetkin “Theatrical activities in kindergarten with children 2-3 years old”, Moscow, “Mosaic-Sintez”, 2011.
PRINCIPLES OF BUILDING GENERAL DIDACTICS

The principle of child-centrism
At the center of speech activity is the pupil, who shows his activity. He has wonderful opportunities to realize himself, feel success, and demonstrate his capabilities.
Principle of cooperation
In the process of working on the project, there is extensive interaction between students and teachers, with parents and among themselves).
The principle of relying on the subjective experience of students
Everyone, working on a task, has good opportunities to apply their own experience and knowledge.
The principle of taking into account the individuality of students
: their interests, pace of work, level of training.
The principle of connecting research with real life
there is a combination of knowledge and practical actions
The principle of a difficult goal
An easily achievable result is not a mobilizing factor for many students.
IMPLEMENTATION STEPS

Stage 1 -
organizational - diagnostic
10
Target:
Monitoring, diagnostic studies and determination of prospects. Establishing partnerships between teachers, parents, children, creating a single socio-cultural space. Drawing up a long-term plan of events, preparing for events. Setting goals and objectives, determining directions, objects and methods of research, preliminary work with children and parents, choosing equipment and materials.
Stage 2 -
formative
Target:
searching for answers to questions asked different ways, the direct implementation of the project itself, within which work was carried out in three areas: the work of teachers with children, the work of children and parents, the work of teachers and parents. Classes were conducted with the children according to the project, joint and independent activities were organized for children to familiarize themselves with the basics of speech education.
Stage 3-
generalizing
Target:
Questioning parents and diagnosing the level of development of children's speech knowledge. Analysis and summary of the work. The third stage includes the presentation of the project.
TECHNOLOGIES

Personality-oriented training and education.
Personally-oriented learning is based on the recognition of the uniqueness of the subjective experience of the student himself, as an important source of individual life activity, manifested, in particular, in cognition.
Developmental education.
Allows the child to develop creative abilities and the need for creativity, orients the child toward self-determination and self-actualization, and supports the child’s personal development.
Individual training.
Children complete the work at their own pace. In addition, this technology allows you to most effectively develop skills independent work in preschoolers.
Information and communication.
During joint activities, multimedia presentations and music are often used, and video screenings are organized.
Development of creativity.

11 Helps to form and develop students’ ability to improvise, apply acquired skills in new conditions, and look for non-standard solutions.
Gaming.
As a result of mastering play activities in the preschool period, readiness for socially significant and socially valued learning activities is formed. Children learn life and family values through play.
Problematic - search
. It involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of children to resolve them, as a result of which the creative mastery of knowledge, skills, abilities and the development of thinking abilities occurs.
Project.
One of the modern interactive learning technologies. Forms in preschoolers the skills of planning joint activities and designing. Promotes self-organization, teaches you to make choices and decisions. Studying together is not only easier, but also more interesting.
FORMS OF WORK

with kids:
Conversations; classes; viewing albums, paintings, illustrations; exhibitions of children's works based on the "Talkers" project at the preschool educational institution; didactic and role-playing games according to the project: memorization of poems, proverbs, sayings; creative speech activity; matinees, entertainment; competitions; speech activity; writing stories and fairy tales; video views.
with parents:
Visual propaganda; conversations and consultations; survey; open days; competitions.
Methods and techniques for speech development
The methodology uses methods developed in didactics. The method of speech development is defined as a way of activity of the teacher and children, ensuring the formation of speech skills and abilities.
Three

groups of methods
- visual, verbal and practical. (Visual methods are accompanied by words, and verbal methods use visual techniques. Practical methods are also associated with both words and visual material).
12
Visual

methods
(Both direct and indirect methods are used. Direct methods include the observation method and its varieties: excursions, inspections of premises, examination of natural objects).
Indirect methods
based on the use of visual clarity. (examining toys, paintings, photographs, describing paintings and toys, talking about toys and paintings. They are used to consolidate knowledge, vocabulary, develop the generalizing function of words, teach coherent speech).
Verbal methods
- reading and storytelling works of art, learning by heart, retelling, generalizing conversation, storytelling without relying on visual material. (In all verbal methods, visual techniques are used: showing objects, toys, paintings, looking at illustrations, since the age characteristics of small children and the nature of the word itself require visualization).
Practical methods
aimed at using speech skills and abilities and improving them. (Practical methods include various didactic games, dramatization games, dramatizations, didactic exercises, plastic studies, round dance games. They are used to solve all speech problems).
Reproductive

methods
(based on the reproduction of speech material, ready-made samples). They are used mainly in vocabulary work, in the work of educating the sound culture of speech, and less in the formation of grammatical skills and coherent speech. Reproductive methods can conditionally include methods of observation and its varieties, looking at pictures, reading fiction, retelling, memorizing, games-dramatization of the content of literary works, many didactic games, i.e. all those methods by which children master words and the laws of their combination, phraseological phrases, some grammatical phenomena, for example, the management of many words, master by imitation of sound pronunciation, retell close to the text, copy the teacher’s story).
Productive

methods
(they involve children constructing their own coherent utterances, when the child does not simply reproduce the language units known to him, but selects and combines them in a new way each time, adapting to the communication situation. This is the creative nature of speech activity). Depending on the task of speech development, there are
methods of vocabulary work, methods of education of sound

speech culture, etc.

13
Methodical

techniques

development

speeches

traditionally

share

main groups:
verbal, visual and playful.
Verbal techniques:
these include speech pattern, repeated speaking, explanation, instructions, assessment of children's speech, question. A speech model is the teacher’s correct, pre-thought-out speech activity, intended for children to imitate and guide them. The sample must be accessible in content and form. It is pronounced clearly, loudly and slowly. . Repeated pronunciation is the deliberate, repeated repetition of the same speech element (sound, word, phrase) with the aim of memorizing it. In practice they are used different variants repetitions: after the teacher, after other children, joint repetition of the teacher and children, choral. Explanation - revealing the essence of certain phenomena or methods of action. (Widely used to reveal the meaning of words, to explain rules and actions in didactic games, as well as in the process of observations and examination of objects). Directions - explaining to children the method of action to achieve a certain result. (Training, organizational and disciplinary instructions are distinguished). Assessment of children's speech is a motivated judgment about a child's speech utterance, characterizing the quality of speech activity. The assessment should not only be of a stating nature, but also educational. Assessment has a great emotional impact on children. A question is a verbal address that requires an answer. Questions are divided into main and auxiliary. (The main ones can be ascertaining (reproductive) - “who? what? which one? which one? where? how? where?” and search ones, requiring the establishment of connections and relationships between phenomena - “why? why? how are they similar?”. Auxiliary questions can be leading and prompting).
Visual techniques
- display of illustrative material, showing the position of the organs of articulation when teaching correct sound pronunciation.
Gaming techniques -
can be verbal and visual. (They arouse the child’s interest in activities, enrich the motives of speech, create a positive emotional background of the learning process and thereby increase children’s speech activity and the effectiveness of classes).
14
EXPECTED RESULTS:

The expected results correspond to the targets of preschool education (clause 4.6. Federal State Educational Standard

BEFORE)
For children:
1.
Creating favorable conditions for revealing the child’s personality, his individuality, speech potential through introducing children to nursery rhymes, finger gymnastics and articulation gymnastics
.
2. Development of speech, facial expressions, gestures. 3. Development of initiative, activity, independence. For educators: 1. Increased professionalism. 2. Introduction of new methods in working with children and parents. 3. Personal professional growth. 4. Self-realization. For parents: 1. Increasing the level of personal consciousness. 2. Strengthening the relationship between children and parents. 3. Self-realization.
Long-term plan for the long-term group project “Young Actors”

In the second junior group 09.15.2013 - 05.31.2014

Month

Subject

Organized

I'm an activity

with kids

Joint activities of teachers and

children

Interaction

parents with

children

Advisory

information for

parents

15
September

Questioning parents and diagnosing children

October

Travel

group

room.

"Getting to know

finger

gymnastics"
Reading nursery rhyme: “Ladybug.” Pal. Gym: “Friendly fingers.” Reading the fairy tale "Kolobok". Art gym.: “Chain”. Conversation based on fairy tales. Fizmin.: “The sparrows flew into the garden.” Creating a speech corner. Parents' meeting "Development of speech education in children."
november

Golden

autumn.
NGO "Speech Development" "Cognitive Development"
"Visiting

autumn"
Inviting children to the “Autumn Forest”. Pal. Gym.: “Leaves in the garden.” The game is a warm-up for the “Bird” voice. A conversation about what we saw in the “Autumn Forest”. Fizmin.: “Ladybug.” Reading nursery rhyme: “Our ducks in the morning.” Round dance: “Like on our name day.” Making “Tabletop theater with the hands of parents.” Consultation for parents “Games with children on a walk in autumn”
December

We've arrived

cold
OO "Speech Development" "Cognitive Development"
"That's how I

I can"
Conversation about winter. Warm-up game “Chill”. Art. Hymn: “How the wind howls.” Nursery rhyme “Like a little white snow fell on thin ice.” Pal.gym.: “We are snowflakes.” Puppet theater: “Bunny and Matryoshka”. Fizmin.: “Sunshine.” Round dance: "Matryoshkas". Exhibition of crafts "Winter Winter". Consultation for parents “Exercises to develop imagination and attention”
January
New Year's adventure
OO
“Cognitive development” Conversation about the New Year holiday. Breathing exercise: “Blowing away snowflakes.” Journey to visit the Snow Maiden. Making New Year's costumes. Visual information “Music in
16th “Speech development”
"Characters

fairy tales"
Game "Squirrel Round Dance". Gifts from the Snow Maiden. Nursery rhyme “You are frost, frost, frost.” Round dance: “The bunny was walking.” fairy tale."
February

Visiting

fairy tales
NGO "Cognitive Development" "Speech Development"
"Tale on

fingers"
Conversation on the topic: “Finger Theater.” Art. Gym.: “Cup”. Conversation on the fairy tale "Teremok". Dolls and decorations for the fairy tale “Teremok” Game: “Warm-up - guests have come to us.” Puppet theater: “Chicken and Duckling.” Fizmin.: “Roosters are hens.” Making “Finger Theater with the Hands of Parents.” Consultation for parents “Child and finger theater”
March
It’s Katya’s doll’s birthday for the NGO “Social and Communicative Development”
"The best

Friends"
Visiting the doll Katya. Pal. Gym: “Hostess and guests.” Reading the nursery rhyme: “Chicken - Rabushka.” Art. Gym.: “Delicious jam.” Dance – game “Flower Waltz”. Fizmin.: “Teddy bear.” Drinking tea together. Consultation for parents: “Why play.”
April

Jokes and

nursery rhymes
NGO "Speech Development"
"Funny

animals"
Learning to speak clearly. Physician: “I lost my hands.” Pal.gym.: “The little foxes were walking along the path”, Song - game “Ladushki”. A re-enactment of the Russian folk joke “A fox walked through the forest.” Round dance: “Top - top - boot.” Puppet theater: “Three Bears”. Making Russian folk costumes. Consultation for parents: “What fairy tales do we read to children?”
May

Remember

fairy tale
NGO “Artistic and Aesthetic Journey into the Fairy Tale “Masha and the Bear”. Pal. gym.: “Baranki” “Call of Spring”, Round dance games. Exhibition of drawings “Remember Visual information – exhibition
17 development" "Speech development"
"Visiting

fairy tales"
Reading poems about spring is working on expressiveness. Art. Gym.: Steamboat". Reading a nursery rhyme: “Ay, swing – swing – swing!”
Tabletop theater: “Teremok”.
fairy tale" fiction: "Visiting a fairy tale"
PERFORMANCE

The work contributed to:

(Compliance with Federal State Educational Standards DO)
 The implementation of the project provided optimal conditions for children to learn the basics speech culture, interest in speech activity has increased. (Target guidelines of preschool education, which represent socially - normative age characteristics of the possible achievements of a child in preschool education.: clause 4.6. Federal State Educational Standard for Preschool Education)  Self-realization of parents as subjects of educational activities, the possibility of constructive cooperation of preschool educational institutions with the families of pupils, the creation of a favorable microclimate in the kindergarten parent team.  Activation and enrichment of parents’ pedagogical knowledge and skills.  Improving the psychological and pedagogical culture of parents in the field of speech education  Developing the creative abilities of children and parents in joint activities. (The conditions necessary to create a social situation for the development of children that corresponds to the specifics of preschool age presuppose: interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family: clause 3.2.5. Federal State Educational Standard DO)
Methodical piggy bank

18
19 development of articulatory motor skills development of fine motor skills speech culture skills 0 10 20 30 40 50 60 30 20 24 30 52 43 40 28 33
Program mastery level

start of the project
low average high development of articulatory motor skills development of fine motor skills speech culture skills 0 10 20 30 40 50 60 70 80 0 3 10 25 25 22 75 72 68
Program mastery level

end of project implementation
low medium high

Tabletop theater

Finger Theater

Exhibition “Winter Winter”

Christmas costumes