Municipal budgetary preschool educational institution

« Kindergarten"Fairy tale"

Teachers' council on the topic

“Speech development in preschool children: problems, solutions”

Prepared and conducted:

senior teacher

E.V. Demidova.

Art. Oblivskaya,

2017

Target: Increasing the competence and success of teachers in teaching speech development in children preschool age.

Teachers' Council agenda:

1 . “Speech development in preschool children»

2.Analytical report on the results of thematic control- Art. teacher Demidova E.V.

3. Analytical report on the results of the review competition " Speech corners" - Art. teacher E.V. Demidova

4. “The use of mnemonics, mnemonic tables in working with children” - teacher E.V. Lashchenkova

5. Mini-game “The teacher’s speech is special” - teacher-speech therapist Okuneva N.S.

6. Business game “Speech development of preschool children” - Art. teacher Demidova E.V.

7.Internet games – educational psychologist M.N. Bognyukova.

8. Decision of the teachers' council.

Progress of the teachers' council:

I would like to start the teaching council with the words of L.S. Vygotsky.

“There is every factual and theoretical basis to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

1. “Speech development in preschool children» - Art. teacher Demidova E.V.

IN Lately The question of using innovative technologies in preschool educational institutions is increasingly being raised, since the introduction of innovations into work kindergarten, help us realize personally - oriented approach to children, providing individualization and differentiation pedagogical process taking into account their abilities and level of development. Today the focus is on the child, his personality, unique inner world. Therefore, we set ourselves the goal of choosing methods and forms of organizing educational educational process, which optimally correspond to the set goal of personal development. The task of teachers is to create conditions for the practical mastery of spoken language for each child, to choose such teaching methods and techniques that would allow each student to demonstrate their speech activity, their word creativity. The activities of the teaching staff of our kindergarten are aimed at developing communication skills in preschoolers, a culture of communication, the ability to briefly and clearly formulate thoughts, and extract information from different sources, creation of a language environment that promotes the emergence of natural needs for communication.

There is no need to talk about the importance of speech as one of the most important mental functions in human life. We all know how important the period of preschool childhood is for the development of children's speech. It is in preschool age that language becomes the main means of establishing contacts with others, and non-speech forms (gestures, facial expressions) begin to play a supporting role.

The main tasks of speech development are education sound culture speech, enrichment and activation of the dictionary, the formation of the grammatical structure of speech, teaching coherent speech are solved throughout the entire preschool age. The formation of coherent speech is one of the main tasks of speech education of a preschooler. The development of a child’s coherent speech occurs in close connection with the development of the sound aspect, vocabulary, and grammatical structure of the language.

It is known that speech is a necessary component of communication, during which it is formed.

Coherent speech - constructing coherent statements different types– reasoning, storytelling; the ability to structure a text, develop a plot through a series of paintings, connect parts of a statement different ways connections are grammatically correct and precise.

Development of coherent speech: solving this problem involves the development of two forms of speech - dialogical and monological. With the development of dialogic speech Special attention focuses on developing children’s ability to build a dialogue (ask, answer, explain, etc.), using a variety of linguistic means in accordance with the situation. For this purpose, conversations on a wide variety of topics are used. different topics relating to the child’s life in the family, in kindergarten, etc.

It is in dialogue that the ability to listen to the interlocutor, ask a question, and answer depending on the context is developed. All these skills are necessary for the development monologue speech children.

The central point in the development of such speech is teaching children the ability to construct a detailed statement. This presupposes the formation in them of elementary knowledge about the structure of the text (beginning, middle, end), ideas about the connection between sentences and structural links of the statement. The latter is an important condition for achieving coherence in a speech utterance.

Mastering monologue speech is of priority importance for the full preparation of a child for school and, as many scientists and teachers note, is possible only in conditions of targeted training.

Speech develops in different types of activities: in classes on familiarization with fiction, with the phenomena of the surrounding reality, teaching literacy, in all other classes, as well as outside of them - in gaming and artistic activities, in Everyday life.
When using ICT in speech development classes, even younger preschoolers, their interest increases significantly, the level of cognitive capabilities increases. Multimedia presentations allow you to present educational and developmental material as a system of vivid supporting images. Internet sites serve as an assistant for the development of speech in preschoolers. Here you can find an illustrated dictionary for children's speech development and story albums, which are mainly intended to increase vocabulary children; didactic games and exercises, lesson notes, various illustrative materials, both static and dynamic (animations, video materials).

In order to implement the tasks of forming components oral speech teachers need to actively use the project method using fairy tale therapy technology in the development of speech and communication skills of students. During the project, in order to develop the oral speech of preschoolers in classes on retelling fairy tales, children are offered to look at a collage for a fairy tale, then work with an intermediate (lightweight) mnemonic table for composing a retelling, and then with a mnemonic table with complications. As a result of using this technology, children do not experience difficulty retelling works. The fairytale therapeutic effect in the lesson is achieved by a combination of three components of the image of a fairy tale, a fairy-tale atmosphere: the musical image of a fairy tale, the image of a fairy-tale space (lighting effects), the actual telling of the fairy tale and the demonstration of the fairy tale characters in a tabletop theater. The latter is helped by organizing mini-museums “Visiting a Fairy Tale” in groups. Implementation of this project contributes not only to the development of students’ oral speech, but also to positive communicative experience of interaction with peers.

2. Analytical report on the results of thematic control
"Speech development in children in conditions of the preschool educational institution»

The certificate was prepared by: senior teacher Demidova E.V.
In the MBDOU “Kindergarten “Fairy Tale””, from February 20 to 28, 2017, a thematic control was carried out on the topic: “Speech development in children in preschool settings”, in order to determine the state of the speech environment in preschool educational institutions and the development of speech of preschoolers in accordance with the Federal State Educational Standard preschool education. The check was carried out by: senior teacher – Demidova E.V.
Thematic control was carried out in all kindergarten groups. The following questions were analyzed:

• system and variability of planning work on speech development and education of communication skills of preschool children;
• the availability and variety of aids for the development of speech and communication skills of preschoolers;
• a system of work on the development of speech and the education of communication skills in preschool children, the ability to competently organize and conduct direct educational activities and joint activities with preschoolers.

The following forms and methods of control were used:

• analysis of calendar plans with children;
• analysis of documentation management in groups in this area ( forward planning, planning individual work with preschoolers, planning work on additional education and work with parents of students in this area);
• organization of a development environment in accordance with the requirements of the Federal State Educational Standard;
• analysis directly educational activities And joint activities with preschoolers;

During the thematic inspection, the following was revealed. The tone of communication among children is friendly and calm. Children exhibit restraint in gestures and facial expressions when communicating with each other; they try to listen to the teacher or the children without interrupting while waiting in line. Although there are cases of inattention and inability to listen. Children observe speech etiquette from their personal experience, or at the prompt of the teacher (in all groups). These are words of greeting, gratitude, request, apology.
Children communicate via for various reasons: mainly for any activity. Able to communicate with a subgroup of children in the organization play activity.
There are cases of disciplinary communication (conflicts among themselves over physical interventions, sharing toys or other materials).
Children are very trusting, they have no secrets from their peers and teachers, so they willingly talk about themselves and their family.
The topics of conversation in subgroups of children are about books, games and joint activities, about toys (in all groups). About life in kindergarten, about life around us, about objects, it is most often observed in conversations between a group of children and their teacher.
An analysis of the characteristics of children’s communication skills showed: children have the ability to use speech patterns to establish contact, there is initiative and targeted speech.
Along with the results of the examination of children, it is necessary to note the professionalism of the teachers.
The tone of communication between teachers is friendly and calm. Teachers are attentive to children's questions. They use speech etiquette in communication, thereby setting a positive example for children. When children speak, teachers give children the opportunity to speak without interrupting them. At the same time, in rare cases there is strictness in posture, facial expressions and gestures.
Having analyzed the results of the reasons for communication between teachers and children, we can conclude that the organizational one is most often used (with the goal of organizing a group of children for educational activities, conducting routine moments); and for any activity (play, work assignments, individual work with children). These two reasons for communication are very closely intertwined.
The disciplinary reason for communication is also present in all groups, but less often (about the discipline of individual children). The positive experience of teachers in using a disciplinary reason in a friendly, restrained form, using successful techniques (involvement in work activities, assignments, individual conversation, explanation, joint activities with the teacher) was noted.
An analysis of the interaction between teachers and children during educational activities showed that the teacher’s speech activity is predominant. The cognitive and speech activity of children themselves during educational situations is insufficient. This means that teachers have not fully created the conditions for children’s initiative, curiosity, interest and activity.
Teachers use different topics of conversation both with one child and with a subgroup of children: about the child himself, his family, about objects and toys, about life in kindergarten, about life around him.

It is planned to develop dialogical speech through viewing paintings and illustrations, becoming familiar with the subject environment, and becoming familiar with nature. The dialogue goes through the plot- role-playing games, speech games, dramatization games, theatrical activities, tasks on the culture of communication are planned.
At the same time, there is insufficient planning of individual work (indicating the child’s surname and first name) on the development of speech and the formation of communication skills of preschoolers (junior, senior groups); work in the book corner - repairing books, designing exhibitions (junior, middle, senior, preparatory group); individual and group conversations with children (senior group); acquaintance with fiction (senior, preparatory groups).
The planning of work with parents in the junior, middle and senior groups is traced: consultations, conversations, advice to parents.

Conclusion on thematic control.
The thematic control carried out showed that the problem of the development of speech and communication of preschoolers is relevant and it is being solved in preschool educational institutions: through educational activities, free activity of children, through routine moments, during walks.
In the groups, conditions have been created for children’s speech activity: didactic and role-playing games, theatrical activities, group and individual conversations. Illustrative visual material has been accumulated.
However, it is necessary: ​​to pay attention to the system of planning work with children and parents in groups, the use in practice of models and schemes for the development of coherent speech in preschoolers, the cultivation of a culture of communication with adults and peers, the creation of optimal conditions in the classroom for the manifestation of cognitive and speech activity of children .
Offers:

1.Use in practice models and diagrams for the development of coherent speech in preschoolers.

2.Plan in calendar plans and carry out individual work (indicating the child’s last name and first name) on the development of speech and the formation of communication skills of preschoolers (junior, senior groups); work in the book corner - repairing books, designing exhibitions (junior, middle, senior, preparatory groups); individual and group conversations with children (senior group); acquaintance with fiction (senior, preparatory groups).

3. Include in the plan of work with parents measures to expand their pedagogical experience in matters of developing communicative competence in preschoolers.

4. Mini-game “The teacher’s speech is special” - teacher-speech therapist N.S. Okuneva.

Every adult and his speech behavior is a role model. Don’t forget, there are children next to us, watch your speech and help your child master the culture native language. We cannot allow children to hear from you and me, and then they themselves say, “my name, ten chickens, I’ll strip off my boots, go ahead of me.” Adults who use conversational style are not aware of their phonetic carelessness. Meanwhile, they must take care of the correct speech environment from which the child absorbs pronunciation patterns,

Occupies a special place in the Russian language emphasis . It is like a heartbeat. We don’t remember it until someone distorts the word with the wrong emphasis - it immediately loses its rhythmic pulse, and sometimes its meaning

Very often doubts arise about the placement of stress. In this case, a dictionary provides invaluable help.

Game – training “Emphasis”- write words under dictation, place emphasis. (Catalog, more beautiful, loop, beets, orphans, cement, will call, beginning, began, sheet, calling, alphabet, argument, contract, leisure, ringing, catalog, quarter, begin, loop, percentage, dancer, belt, spoil).

Game – competition “Correct the mistakes”.

“The children are running to kindergarten. You run after them. Get out of the house. Ride a fox bike. You see how I drive. Watch for me. Let's play together. You need to put the spatula here, put it there. I'm cleaning my coat. How many times do I tell you, wait for me.”

Blitz – quiz “Feel the difference”.

“I woke up early in the morning and started getting ready for work. First she began to (put on or put on) a dress, began to wear a jacket.....began to wear a hat....And then she began to (put on or put on) her son. What can you wear? What about dressing? (someone: child, brother, doll).To put on something, to dress someone.

Let's talk about intonation expressiveness. One day to ancient Greek philosopher and the sage Socrates was brought a man about whom he had to express his opinion. But the newcomer was silent all the time. Socrates exclaimed: “Speak so that I can see you!” After all, very often our first impressions of a person are formed under the influence of his voice. The voice is a mirror of a person, a powerful means of influence. Tone of voice plays an exceptional role in oral speech, especially when working with children.

5. Business game for educators “Speech development of preschool children” - art. teacher E.V. Demidova

Description of work: D The spruce game is aimed at increasing the professional competence and pedagogical skills of educators in carrying out tasks speech development preschool children.
Target
Improving work on the speech development of preschoolers in the Institution.
Tasks:
To increase the knowledge, professional competence, and pedagogical skills of educators in the implementation of speech development tasks.
Develop the ability to discuss and agree on proposed issues and tasks. Develop the creative activity of participants.
Game attributes : Team emblems, captains' badges, crosswords, black box, reproductions of paintings (I.I. Levitan " Golden autumn", V.M. Vasnetsov “Alyonushka”, A.K. Savrasov “The rooks have arrived”, K.S. Petrov-Vodkin “Morning Still Life”), cards for working with proverbs and sayings, jury protocol forms.
Rules of the game: Be able to listen to others.
Develop a common solution to the issue.
Accept Active participation in Game.
Do not challenge the jury's assessment.
Maintain proper speech culture and tact.

Progress:
Distribution by teams. Choice of captains. Presentation of the jury, presenter.

1 task.

In 1 minute, come up with a team name and motto.

Task 2. Theoretical part.

Hanging on a tree Balloons with questions. Four people from each team go to the tree, take balls with questions and answer them. The jury evaluates the correctness of the answer and the time.

Questions:

1. List the tasks for the development of speech in preschool children.

• Dictionary development
• formation of grammatical structure of speech
• education of sound culture of speech
• development of coherent speech
• preparing children for literacy
• development of speech breathing, expressiveness

2. What do we understand by the development of speech in a preschooler?

• Development of a preschooler’s speech – work on all aspects of speech.

3. What is dialogue?

• Dialogue is a conversation between two or more people. A literary work in the form of a conversation is also called a dialogue.

4. What is a monologue?

• Monologue - (from the Greek monos - one and logos - speech) - the speech of the character, mainly in dramatic work, excluded from the conversational communication of the characters and not suggesting a direct response, unlike dialogue; speech addressed to listeners or to oneself.

5. What is the name of a figurative, short saying that aptly defines a phenomenon (proverb)

6. What is it called? short story, most often poetic, allegorical content with a moral conclusion (fable)

7. What is the name of the main type of oral folk art? artistic storytelling fantastic, adventure or everyday character (fairy tale)

8. what is oral called? folk art, folk wisdom (folklore)

Mission 2 “Black Box”

Leading: The great role of working with works visual arts in the development of such quality of coherent speech as imagery. Since the formation of aesthetic perception of works of art influences the use of means of artistic expression in different types of statements - description, narration, reasoning. The ability to convey the content of a picture to children in a coherent, interesting, and accessible form is required quality teacher's speech.
The black box contains reproductions of paintings, from which a descriptive story is compiled. The team needs to guess the name of the picture and its author.

Sample stories from teachers
1. The canvas depicts a characteristic Russian landscape. Calm day in mid-autumn. The sun is shining, but not so bright. The Russian expanse opens before your eyes: fields, groves, a river. The artist depicted the forest, “as if it were a painted tower, lilac, gold, crimson...”, and found an expressive variety of colors to describe the lovely autumn season. The gold of the foliage beautifully sets off the clear water of the river and the blue of the sky. The smooth surface of a slowly flowing river is not yet disturbed by the gusty cold wind. The river, as if in a mirror, reflects coastal trees, bushes and the high sky. The painting depicts a warm, windless day. Everything breathes silence and autumn peace.

2. The plot of the picture is inspired by the theme of orphanhood, the suffering of children, Russian folk tale. Before us is a girl who ran away from home into the thicket of the forest to a deep pool in order to cry out the insult inflicted by evil people and to grieve about her difficult life. Evening. The dawn is going out. Dusk falls on the young pines and on the darkened water. A girl sits alone on a stone. Her drooping figure and dark, sad face express grief and suffering. Dark, wide-open eyes are clouded with tears, the gaze is motionless, silky brown hair scattered in tangled strands over the shoulders, fingers tightly clenched, clasping the knees. She is dressed poorly. She’s wearing an old, torn caftan, a faded blue jacket, her feet are bare, and it’s already autumn. Nature is in tune with the girl’s mood. Young birch and aspen trees stood sadly silent around them. Early autumn. The first time of nature's decline. Yellowed leaves fall onto the mirror surface of the water. Swallows chirp quietly above the girl's head, as if trying to calm her down and dispel her sadness. Pointed young pines and sharp sedge stems seem to guard the girl, protect her from evil people. The overall tone of the picture is dim, dominated by dark green and red-brown colors. The picture is very poetic.

3. The painting makes a special, intimate impression. She smells of something close and dear. Before us is a modest rural landscape. In the foreground, on the bank of a pond covered with melting snow, old crooked birch trees are lined up in a row. Rooks' nests are located on their bare branches, and the owners of these bird houses themselves are fussing around. In the background you can see a log fence illuminated by the spring sun, and behind it rises the bell tower of a rural church. And further, right up to the forest, stretched brown fields with sweets of unmelted snow. This modest landscape is filled with transparent spring air, ringing with the hubbub of rooks. It is felt both in the high, gently blue clouds and in the dim light of the sun. The air smells like spring.

4. In front of us is a pink plank table, cleanly scrubbed by someone’s caring hand. It emits a subtle woody scent. On the table there is a small samovar, a glass on a saucer, eggs, a bouquet of wild flowers, a flashlight and a box of matches. Objects lie in front of us in full view. The edges of a samovar polished to a shine sparkle merrily. The reflection of the table can be seen in its mirror surface. The sun's glare plays on a glass of tea, on eggs, on a lantern, on a vase. In a transparent glass vase there is a bouquet of wildflowers: blue, as if bowing before us in a bow, bells and yellow daisies, like small suns. In the upper corner the artist placed a large, red, fold-eared dog. The smart dog is patiently waiting for its owner, who is invisibly present in the picture. It seems that he is somewhere nearby. The whole picture shines like a transparent sunny morning. It is full of bright light, peace and purity. Why does the feeling of joy become even stronger.

Answers

1.I.I. Levitan "Golden Autumn"

2.V.M. Vasnetsov “Alyonushka”

3.A.K. Savrasov “The rooks have arrived”

4.K.S. Petrov-Vodkin “Morning still life”

3 task. re-enactment

Leading: A fairy tale is a powerful tool for the speech, cognitive, artistic and aesthetic development of a child. The fairy tale helps children understand what good and evil, courage and cowardice, mercy and cruelty, perseverance and cowardice are. Children easily recognize fairy tales by characters, passages, and illustrations. The task will be more difficult for you. One team needs to show a dramatization of some fairy tale using non-verbal means of communication (gestures, pantomime, facial expressions); the other needs to guess its name. Then the teams change places.
Such tasks develop children's creativity and imagination. Children become more free and liberated.

4 task. Crossword puzzles on the topic “Speech development of preschool children”

Crossword No. 1
1. Speech, the story of one person.
2.Horizontally. Creating a new word based on another word with the same root using a prefix or suffix.
2.Vertical. Part of speech denoting a subject, object, phenomenon.
3. A type of story that begins with a general definition and name of an object or object, then a list of signs, properties, qualities, and ends with a final phrase assessing the object or expressing an attitude towards it.
4. A small literary work in prose, description, narration, history.
5. The method used by the teacher in speech development classes, which uses questions, explanation, conversation, and the teacher’s story.
6. Words that are different in sound, but similar in meaning.

Answers: 1. Monologue. 2 horizontally. Word formation. 2 vertical. Noun. 3.Description. 4. Story. 5.Verbal. 6.Synonyms.

Crossword No. 2
1. Words with opposite meanings.
2.A type of story in which children must develop a plot that unfolds in time and in a logical sequence.
3. A person who writes books, creates some kind of work.
4. Part of speech that denotes the action of an object.
5. A method used by a teacher in speech development classes, in which children are shown toys, objects, pictures, photographs, drawings, slides, etc.
6.Conversation between two people.
7.Type of oral folk art, question or task that requires a solution.

Answers: 1.Antonyms. 2. Narration. 3.Author. 4.Verb. 5. Visual. 6.Dialogue. 7.Riddle.

Task 5. A game

Team captains are invited to conduct a word game and finger gymnastics.
Game options
Word game “Finish the word”
Children sit in a circle. The presenter throws a ball to someone and says the first syllable of a word, for example: “Ma...”. A child to whom a ball is thrown catches it and adds an ending to the syllable that together would form a whole word. For example: the leader says: “Ma...”, the catcher replies: “...ma” (Mom) - and throws the ball to the leader. The words must be chosen short and familiar to the children; at the beginning of the game, the leader can say that these will be the names of those standing in the circle. Di-ma, Mi-sha, Sve-ta, Le-na, etc. Gradually, over and over again, the game can be complicated by introducing words of three syllables. For example: the leader says: “Ma...” and throws the ball to the child, the catcher replies: “shi” and throws the ball to the other player. He finishes the word: “na” (Ma-shi-na) and throws the ball to the leader, etc.

6 task. Working with proverbs and sayings

Leading: In the speech development of children, a large place is given to proverbs and sayings. Proverbs and sayings have ample opportunities for developing a child’s conscious attitude to the semantic side of a word. Understanding and using proverbs and sayings presupposes mastering the figurative meaning of words and understanding the possibility of their application to various situations. It is in proverbs and sayings that there is enormous moral and aesthetic potential. They are not large in volume, but capacious in meaning. Using proverbs and sayings in their speech, children learn to express their thoughts and feelings clearly and eloquently.
The facilitator invites team representatives to choose cards with tasks
Card No. 1

1. Happiness is not found in gold. (Chicken Ryaba)
2.Whose mansions are his bread. (Three Bears)
3. Don’t believe in speeches that are too much, don’t be too self-confident. (Kolobok)

1. The son of a leopard is also a leopard (Africa) -The apple never falls far from the tree
2.You can’t hide a camel under a bridge (Afghanistan) –Murder will out
3.Fear a quiet river, not a noisy one (Greece) –Still waters run deep

Card No. 2
Choose a fairy tale for the saying that suits its meaning
1. Together twice, any matter, friends argue. (Turnip)
2. In cramped conditions, but not offended. (Mitten)
3. I wanted to be a wolf in sheep's clothing, but it didn't work out. (The wolf and the seven Young goats)
“Translate” the proverbs into Russian.
1.Silent mouth – golden mouth (Germany) –The word is silver - silence is gold
2. He who asks will not get lost (Ireland) –Language will bring you to Kyiv
3. A scalded rooster runs away from the rain (France) –Burnt on milk, blows on water

Task 7. Bank of ideas

All participants are invited to replenish the Idea Bank by answering the question: How to build partnerships with parents of pupils on the speech development of children, what activities can you offer? (Discussion)

Summing up the business game
The jury discusses the answers and evaluates them. Not only their correctness is taken into account, but also the behavior of team members during the discussion, correctness, clarity, literacy and expressiveness of speech.
The presenter announces the overall result (according to the jury), presents small souvenirs, and thanks for participation.

Bibliography
1. Development of speech and creativity in preschool children: Games, exercises, lesson notes / Ed. O.S. Ushakova. – M.: TC Sfera, 2001.
2.Handbook for senior educator/auth.-comp. ON THE. Kochetova. – Volgograd: Teacher, 2013.
3.Ushakova O.S. Methods of speech development for preschool children/ O.S. Ushakova, E.M.Strunina. – M.: Humanitarian. ed. VLADOS center, 2004.

Decision of the pedagogical council:

1. Create conditions in MBDOU for the development of children's speech activity, encouraging them to verbally communicate with adults and among themselves.

1. Teachers should continue to work on developing communicative and speech activity in preschoolers through the use of a variety of methods and techniques, and involve parents in the work.

/term: permanent, responsible: educators /

1. Use mnemonics tables in the development of children’s speech in the educational process and in routine moments.

/term: permanent, responsibility: educators/

Municipal autonomous preschool educational
institution child development center kindergarten No. 7 Buzdyak village
municipal district Buzdyaksky district of the Republic
Bashkortostan
Pedagogical Council No. 2
“An integrated approach to organizing work on speech development
preschool child in a preschool educational institution"
Prepared by: senior teacher
MADO CRR kindergarten
No. 7 Buzdyak village
Galimova Sh.R.

2016
Target. Finding effective forms of interaction with preschoolers
when organizing the speech environment in preschool educational institutions.
Tasks.
1. To increase teachers’ competence in the field of “Speech
development".
2. Analyze the level of organization of work on speech development
at the preschool educational institution.
3. Improve teachers’ ability to discuss and speak.
4. Activate skills in generating didactic ideas
games for children's speech development.
5. Develop personal professional quality teachers.

Agenda of the teachers' council.
1. Organizational moment

3. Creative living room


D.K., Ulmaskulova R.F.


4. Business game.
PROGRESS of the teachers' council.
Good afternoon, dear colleagues, I am glad to welcome you to the next
meeting of the pedagogical council. First let's say hello friend
friend, a little in an unusual way, you need to introduce yourself and say personal
quality starting with the first letter of one's name, for example, “I am
Shakira and I are gorgeous.”...
I invite teachers to take their places according to the tokens they received.
(Red and yellow, which were received upon entering the hall)
Topic of the teachers' council: “An integrated approach to organizing work on
development of speech of a preschool child in a preschool educational institution"
Agenda:
1. Organizational moment

2. Opening speech by the manager. Relevance of the chosen topic.
3. Creative living room
Organization of subject development environment Khannanova S.Z.
The use of mnemonic tables in the development of coherent speech of children Sakaev
D.K., Ulmaskulova R.F.
Presentation of didactic games on speech development.
Speech development project "Speech Stream"
4. Business game.
Opening speech by the manager.
Speech is an amazingly powerful tool, but you need to have a lot
mind to use it.
G. Hegel
Almost everyone can speak, but only a few can speak correctly.
us. When talking with others, we use speech as a means of conveying
your thoughts. Speech is one of our main needs and
human functions. It is through communication with other people that a person
realizes himself as a person.
To judge the beginning of personality development of a preschool child without
it is impossible to assess his speech development. Associated with speech development
formation of both the personality as a whole and all mental processes.
Therefore, determining the directions and conditions for the development of speech in children
are among the most important pedagogical tasks. Speech development problem
is one of the current ones.
In reality, non-interference in the process of formation
Children's speech almost always entails a developmental delay. Speech
shortcomings, fixed in childhood, are overcome with great difficulty in

2. Creative approach to content selection based on integration, with
using a variety of methods and techniques.
3. Wide inclusion educational process various games,
gaming techniques and gaming situations.
4. Variability in the selection of topics, forms, means, methods (novelty and
diversity).
5. Elimination of formalism, stereotypes, and excessive didacticism.
6. Attentive, tactful attitude towards the child and his capabilities.
Of course, you and I understand that solving these problems requires creating
certain conditions. About all conditions, means and methods of development
Of course, we won’t have time to talk about speeches, but I think we’ll discuss the most significant ones.
One of the most important conditions for full cognitive speech
child development involves providing subject-specific development
spatial environment in preschool educational institutions. About how to do it correctly in accordance with the Federal State Educational Standard
Khannanova S.Z. will tell you how to build a PRS. teacher of the 2nd junior group.
Svetlana Zinurovna will show how she works in this direction.
Leading. Now let’s all rest a little, we all go out to the center and stand in
circle. One of the most important factors influencing the development of a child’s speech is
is the speech of the adults around him, for preschoolers it is the speech
educators, because a preschooler spends most of his time in the nursery
garden. She told us about what a teacher’s speech should be like.
Gulnara Venerovna at the last teachers' meeting, but now, I offer you a sketch
"Magic ball" that helps improve expressiveness
speech. So here's the ball. Now we will pass it around, but not just, but
as if it were infant. hot pot, 15 kg. kettlebell, live
mouse.
We rested and sat down.

It can be difficult for children to construct a coherent story, even just to retell
text, although retelling is considered the simplest type of coherent
statements. They are distracted by minor details and may confuse
sequence of events. The task of adults is to teach children
highlight the most important thing in the story, consistently present the main
actions. To solve this problem, Dina Kamilievna and Regina Fanilevna
use MEMONIC TABLES. Over to you, colleagues!
Leading. Please answer the question. What is the leading activity
in kindergarten? And since in preschool childhood the leading activity
is a game, then one of the conditions successful work on speech development will be
use of didactic games. Now we will find out what kind of games
Gulnara Venerovna uses for children's speech development.
Leading. Next we will talk about a method that promotes the development
free creative personality, which corresponds to the social order
on modern stage, on the one hand, makes the educational process
preschool open to active participation parents and
other family members. So, what method? we're talking about? Of course this is the method
projects. One of these speech development projects was developed and started by
Gulnaz Vazirovna will work for him.
Leading: Dear colleagues, I suggest you play, and as you know from
You can learn a lot of new, necessary and interesting things from playing games. For that
In order for children's spoken language to be well developed, the teacher needs
have a wealth of knowledge on speech formation. Purchasing new and
Today we will deal with the development of the old store of knowledge. . You have to

pass a series of difficult tests, I think that for you, experts in your field, this is
It won't be difficult, but I still wish you good luck!
Natalya Maratovna, Elmira Irikovna today you are members of the jury. Your task
evaluate the knowledge of each command for the correct answer
the team receives a token, at the end of the game these tokens will be counted, and
The winners of the game have been revealed.
1. So, the first express survey competition “Speech Development”
­
What are the forms of speech?
(dialogue and monologue)
What is the name of the text that lists the characteristics, properties,
qualities, actions? (description)
What forms of work are used to teach children coherent speech?
(retelling, description of toys and plot pictures, storytelling from experience,
creative storytelling)
Name the leading technique for activating speech and thinking (questions
teacher)
2. Make a mnemonic table for the proposed agricultural
Autumn has come
The flowers have dried up,
And they look sad
Bare bushes.
A cloud covers the sky
The sun doesn't shine

The wind howls in the field,
The rain is drizzling.
3. Translate proverbs into Russian
The son of a leopard is also a leopard (Africa).
/The apple never falls far from the tree/
You can't hide a camel under a bridge (Afghanistan)
/murder will out/
Fear the quiet river, not the noisy one. (Greece)
/Still waters run deep/
Silent mouth golden mouth (Germany)
/Words are silver, and silence is golden/
4. The choice of word associations is limited; it is necessary as
word association use only adjectives. For example: table
round; The pond is big.
List
Criticism
Star
Book
Horizons
Law
Lecture
Happiness
House
Food
Order
Shortage

Action
Font
5. Develop a short-term speech development project.
6. What type of creativity does this refer to?
“As it goes around, so it goes back” (proverb)
“There is grass in the yard - there is firewood on the grass” (Tongue Twister)
“A village was driving past a peasant, suddenly the gate barked from under the gate.”
(Tall tale.)
“Katya, Katya, Katyukha, saddled the rooster, and the rooster neighed and ran to the market.”
(Rhyme)
The jury's word. Announcement of game results, counting of tokens.
Awarding certificates for the "Autumn Koleidoscope" competition
Draft decision of the Pedagogical Council.
1. Improving the subject-development environment in groups in
according to the age of the children. Set up stands for parents "Development
coherent speech of a preschooler"
Duration: permanent
Responsible: educators, senior educator
2. Study of modern educational technologies for speech development in
kindergarten students.

Duration: permanent
Responsible: preschool teachers
a) Use in practice models and diagrams for the development of coherent speech
preschoolers
Duration: permanent
Responsible: educators, senior educator
b) To develop children’s speech activity, use excursions, games,
forms of elementary search activity, etc.
Duration: permanent
Responsible: preschool teachers
3. Organize a training organization for educators on problems of speech development in preschool educational institutions
"Organization of educational work on speech development in
DOW"
Deadline: November 2016
Responsible: preschool teachers
4. Organize and conduct a theater week using different types
theater
Deadline: January 2017
Responsible: preschool teachers

Reflection: mark on the “Feedback” target. Please leave a mark
on the target in four sectors. Where you place your mark depends on your score.
work according to four criteria: 1) activity of the presenter, 2) content
teachers' council, 3) participant's activities (self-esteem), 4) psychological
climate at the teachers' council.
Rules for brave and persistent teachers
If you are having difficulty working on
speech development, then plan this type of activity not
sometimes, not often, but very often. In 5 years it will become easier.
Never answer your own question.
Be patient and you will wait for someone to answer it.
your children. I can only help with one more question,
or two, or ten... But know: the number of questions
inversely proportional to skill level.
Never ask a question that can be answered
answer “yes” or “no”. It does not make sense.

After the lesson, review the notes
once again, remember all the questions you asked the children,
and replace it with one more accurate.
If the story did not work out or turned out with difficulty -
smile, it’s great, because success is ahead.

Pedagogical council “Features of modern forms, methods of work in preschool educational institutions on the development of speech of preschoolers”

Target:

Plan for the teachers' meeting

1. Theoretical part:

1.1. Speech by the Deputy Head of Education and Science "Relevance of the problem of speech development of preschool children."

1.2. Analytical report on the results of the thematic control “Fulfillment of program requirements for the section “speech development”. Attendance at classes, analysis of plans. Intermediate diagnostics. Level of speech development of children” - Deputy Head of Educational Development

1.3. Consultation for teachers "Modern educational technologies for the development of coherent speech in preschoolers."

2. Practical part:

Business game for teachers.

3. Development of decisions of the teachers' council.

Progress of the teachers' council

Slide 1.

Exercise for teachers "Gift"

Now we will give gifts to each other. Starting with the leader, each person takes turns using pantomime to depict an object and passes it to his neighbor on the right (ice cream, hedgehog, weight, flower, etc.).

Theoretical part.

Slide 2.

Target:

Activation of forms of advanced training for preschool teachers.

Systematization of teachers’ knowledge about the features of modern forms and methods of work on the development of speech in preschool children.

Slide 3.

Relevance of the problem of speech development

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as an individual.

It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. IN mental development A child's speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most pressing.

The teacher’s speech culture also plays a very important role in the development of speech. Staff give children examples of correct literary speech:

The teacher’s speech is clear, clear, complete, and grammatically correct;

Speech includes a variety of samples speech etiquette.

Parents do not understand their function - communication with the child should begin from birth and before his birth, in the prenatal period.

In African countries, up to three years of age, children are ahead of European children in speech development, because they are behind their mother, attached to her - a comfortable stay contributes to successful development.

Slide 4.

Conditions for successful speech development.

1.B preschool institution conditions must be created for the development of children’s speech in communication with adults and peers:

Employees encourage children to turn to adults with questions, judgments, and statements;

Staff encourage children to communicate verbally with each other.

2. Staff give children examples of correct literary speech:

Employees' speech is clear, clear, colorful, complete, and grammatically correct;

The speech includes various examples of speech etiquette.

3. Employees ensure the development of sound culture of speech on the part of children in accordance with their age characteristics:

They monitor correct pronunciation, correct and exercise children if necessary (organize onomatopoeic games, conduct classes on the sound analysis of words, use tongue twisters, riddles, poems);

They observe the pace and volume of children’s speech and, if necessary, gently correct them.

4. Staff provide conditions for children to enrich their vocabulary, taking into account age characteristics:

Employees provide children with conditions for children to include named objects and phenomena in play and object-based activities;

Help the child master the names of objects and phenomena, their properties, and talk about them;

Ensure the development of the figurative side of speech (figurative meaning of words);

Children are introduced to synonyms, antonyms, and homonyms.

5. Employees create conditions for children to master the grammatical structure of speech:

They learn to correctly connect words in case, number, tense, gender, and use suffixes;

They learn to formulate questions and answer them, build sentences.

6. Employees develop coherent speech in children, taking into account their age characteristics:

Encourage children to tell stories and present specific content in detail;

Organize dialogues between children and with adults.

7. They pay special attention to the development of children's understanding of speech, training children in following verbal instructions.

8. Employees create conditions for the development of the planning and regulating functions of children’s speech in accordance with their age characteristics:

Encourage children to comment on their speech;

Practice the ability to plan your activities.

9. Introduces children to the culture of reading fiction.

10. Staff encourage children's word creativity.

Slide 5.

Modern educational technologies

Mother tongue plays a unique role in the development of a person’s personality. Speech is traditionally viewed in pedagogy and psychology as a center in which various aspects converge mental development: thinking, imagination, memory, emotions. The development of oral monologue speech in preschool age lays the foundation for successful learning at school.

Health-saving technologies(physical minutes, outdoor games, moments of mood; finger gymnastics; some self-massage techniques ( acupressure) and etc.).

Gaming technologies (board-printed games, plot-didactic dramatization games, games With educational toys motor nature (games with inserts, collapsible balls, turrets), didactic games with objects, word games, theatrical play activity, finger theater)

Visual modeling method

Sdayd 6

Visual modeling methods include mnemonics.

Vorobyova Valentina Konstantinovna calls this technique sensory-graphic schemes,

Tkachenko Tatyana Aleksandrovna – subject-schematic models,

Glukhov V.P. - square blocks,

Bolsheva T.V. – collage,

Efimenkova L. N - a scheme for compiling a story.

Slide 7

Mnemonics helps develop:

ü associative thinking

ü visual and auditory memory

ü visual and auditory attention

ü imagination

Mnemonics is a set of rules and techniques that facilitate the process of memorizing information.

An example is the familiar phrase “Every Hunter Wants to Know Where the Pheasant Sits,” which helps to remember the colors of the rainbow.

Great place occupies the use of mnemonics in preschool age. In order to develop in children from the very beginning early age certain skills and abilities, so-called mnemonic tables (diagrams) are introduced into the learning process. For example, in kindergartens algorithms for the processes of washing, dressing, etc. are often used.

Mnemonic tables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture (image) is created; Thus, the entire poem is sketched schematically. After this, the child from memory, using graphic image, reproduces the poem in its entirety. At the initial stage, the adult offers a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.

Slide 8

Example of a mnemonic table

Slide 9

Try to find out what kind of poem is encoded on the slide.

Slide 10

The methodology for developing the skills of coherent speech by V.K. Vorobyova includes sections:

ü Formation of indicative skills for identifying the essential features of a story.

ü Familiarity with the rules of story structure (the rule of semantic connection of a sentence; the rule of lexical-syntactic connection of a sentence).

ü Consolidation of learned rules in independent speech children.

Slide 11

Compose a story according to the outline

Slide 12

T.A. Tkachenko, the process of formation and development of coherent speech using visualization and modeling of the utterance plan is divided into several stages:

ü Reproduction of a story based on the action being demonstrated.

ü Compiling a story based on the demonstrated action.

ü Retelling the text using a magnetic board.

ü Retelling the text with visual support from a series of plot paintings.

ü Compilation of a story based on a series of plot pictures.

ü Retelling the text with visual support for one plot picture.

ü Compiling a story based on one plot picture.

Slide 13

Collage technique T.V. Bolsheva

Slide 14

Mnemonics helps:

ü Enrich vocabulary.

ü Teach writing stories.

ü Retell fiction.

ü Guess and make riddles.

Slide 15

Name the forms of speech. (dialogue and monologue)

What skills are developed in dialogue. (listen to the interlocutor, ask a question, answer depending on the context)

What forms of work are used when teaching children coherent speech. (retelling, description of toys and story pictures, storytelling from experience, creative storytelling)

Name the structure of the story. (commencement, climax, denouement)

A conversation between two or more people on a topic related to some situation. (dialogue)

Speech by one interlocutor addressed to the audience. (monologue)

The story is a plot that unfolds over time. (story narration)

At what age group does work on teaching children monologue speech begin? ( middle group)

A leading technique for activating speech and thinking. (sample teacher)

Slide 16

Assignment: Translate proverbs into Russian

The son of a leopard is also a leopard (Africa). /The apple never falls far from the tree/

You can’t hide a camel under a bridge (Afghanistan) /you can’t hide an awl in a sack/

Fear the quiet river, not the noisy one. (Greece) /There are devils in still waters/

A silent mouth is a golden mouth (Germany) /Words are silver and silence is gold/

He who asks will not get lost. (Finland) /Language will bring you to Kyiv/

Slide 17

Assignment: explain expressions

In our language there are stable expressions called idioms; they are not determined by the meanings of the words they contain. For example, the expression “keep your mouth shut” means to keep quiet.

Slide 18

Enrich and revitalize the Russian language folk proverbs and sayings. They are excellent examples of Russian speech, imitation of which allows a child to more successfully master his native language. They are short, clear, full of deep wisdom developed over centuries. The proverb can be used in any situation.

Slide 19

Words with opposite meanings are called antonyms.

Task: replace each word with its opposite and get the name of the fairy tales

Dog without a hat - Puss in Boots

Red mustache – Blue beard

Beautiful Chicken – Ugly Duckling

Silver Hen – Golden Cockerel

Black Shoe – Little Red Riding Hood

Slide 20

Didactic syncwine developed in the practice of the American school. In this genre, the text is based not on syllabic dependence, but on the content and syntactic specificity of each line.

Strict adherence to the rules for writing syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth line. It is possible to use other parts of speech.

Slide 21

On the topic of love:

Fabulous, fantastic.

He comes, inspires, runs away.

Only a few can hold it.

On the topic of life:

Active, stormy.

Educates, develops, teaches.

Gives you the opportunity to realize yourself.

Art.

Slide 22

Compose a syncwine on the topic of the teachers' council

Slide 23

Summing up and awarding the winners

Slide 24

Rules for brave and persistent teachers

ü If you have difficulty working on speech development, then plan this type of activity not sometimes, not often, but very often. In 5 years it will become easier.

ü Never answer your own question. Be patient, and you will wait for your children to answer it. You can only help with one more question, or two, or ten... But know: the number of questions is inversely proportional to the level of skill.

ü Never ask a question that can be answered “yes” or “no.” It does not make sense.

ü After the lesson, look through the notes again, remember all the questions you asked the children, and replace it with one more accurate one.

ü If the story didn’t work out or turned out with difficulty, smile, because it’s great, because success is ahead.

Slide 25

Decision of the teachers' council.

1. Continue creating in DOW conditions for children's speech development:

Add to groups educational games on speech development (responsible group teachers, period during the academic year)

Set up stands for parents “Development of coherent speech of preschoolers” (responsible group teachers for the month of April).

Use in practice models and diagrams for the development of coherent speech in preschoolers.

2. Reflect in calendar plans individual work on the development of coherent speech in children. (responsible deputy head for HR, analysis of calendar plans monthly)

3. To increase the level of development of coherent speech, use effective forms of work. (responsible head of d/s, deputy head of water management - visiting NOD in groups)

4. Conduct in groups parent meetings on the topic "Speech development of a preschooler"

Literature.

1. Golitsina N.S. "The system of methodological work with personnel in preschool educational institutions" - Ed. Scriptorium: Moscow 2006

2. Elzhova N.V. "Teacher councils, seminars, methodological associations in preschool educational institutions" - Ed. 2nd - Rostov n/d: Phoenix, 2008

3. Magazine “Preschool Education” 6/ 2009

4. Magazine “Preschool Education” 11/ 2009

5. Child in kindergarten No. 3, 2010

Kazakhstan Republic of Kazakhstan

Temirtau kalasynyn bilim take more

Temirtau kalasy akimdiginyn

“No. 21 “Samal” balabakshasy”

Memlekettik kommunaldyk kazynalyk kasiporyny

Teachers' Council No. 2

on the topic of: «

2015-2016 academic year

(business game)

Prepared by: methodologist of kindergarten No. 21 “Samal”

Buribaeva T.M.

Temirtau 2015

GKKP "Kindergarten No. 21 "Samal" of the akimat of the city of Temirtau

Registration sheet for teachers' council No. 2

2015-2016 academic year G.

on the topic of: " Development of speech in preschool children through theatrical activities"

The date of the __________

Present:

Minutes of the teachers' council No.2

2015-2016 academic year G.

on the topic of: " Development of speech in preschool children through theatrical activities"

“There are all factual and theoretical
reasons to assert that not only
intellectual development of the child, but
and formation his character, emotions
and the personality as a whole is in
direct dependence on
speech."
L.S.Vygotsky

Target: To increase the theoretical and practical level of teachers’ knowledge about the role of theatrical activities in the development of speech in preschool children

Tasks:

To analyze the level of organization of work in kindergarten on the development of speech of pupils.

To attract the attention of teachers to the problem of children's speech development through theatrical activities

To systematize the knowledge of teachers about the features and conditions of speech development of children in preschool education.

To intensify the activities of teachers in the direction of the child’s speech development through theatrical activities.

from "___" _______2015

Present: _____person
Absent: ____ people

Form of implementation: business game

Agenda:

“Circle of Joy” - Panfilova Yu.V.

Opening speech by the methodologist – Buribaeva T.M. on the topic of teachers' council « The relevance of theatrical activities in the development of speech in preschool children"

3. Speech by teacher of group No. 7 Kulakhmedova Zh.N. ""

4. Speech by teacher of group No. 6 Akshalova S.T. "Development of speech of preschool children through plot-role-playing games"

5. Music performance. Head Cherepakhina I.P. ""

6. The results of the thematic control methodologist Buribaeva T.M., the results of the competition for theatrical corners in d/s groups.

7. Business game “Chamomile”

8. Development of a decision of the teachers' council.

9. Reflection

Progress of the teachers' council:

Circle of greeting

1. Exercise “Name + adjective” time (3-4 min)
Target: getting to know the group, relieving tension.
Instructions. Each participant says his name and the adjective to his name (what letter the name begins with). For example: Maria + small, Elena + natural. The task of each training participant is to remember the names with adjectives, then one says the name and adjective of another training participant and changes places with him, the second must remember the name and adjective of the other training participant, and so on until everyone changes places.
2. Exercise “Find common ground” (4-5 minutes)
Target: Formation of a feeling of closeness with other people, acceptance of each other by training participants, formation of a sense of value of others and self-worth.
Material: ball or ball
Instructions. The training participants sit in a general circle. The presenter passes the ball around in a circle. “Look carefully at everyone and think about what we can all have in common.” Each participant with the ball passing names 1 common characteristic for all those present.

Preliminary work: organization and holding of the “Theater Corners” competition, which can be used to work on the development of speech in preschool children, thematic control, workshop “Formation of figurative speech in preschool children through theatrical activities.”

Progress of the teachers' council:

Opening speech by methodologist Buribaeva T.M.:

“Development of speech of preschool children through theatrical activities”

Mastery of the native language is one of the important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition. Therefore, the process of speech development is considered in modern preschool education as the general basis for raising and educating children.

Psychologists and methodologists note that a child learns his native language, first of all, by imitating the spoken speech of others (D.B. Elkonin, R.E. Levina, A.P. Usova, etc.)
Speech is one of the most important lines of child development. Thanks to his native language, the baby enters our world and receives ample opportunities to communicate with other people. Speech helps to understand each other, shapes views and beliefs, and also plays a huge role in understanding the world around us.
The child’s speech performs three functions of connecting him with outside world: communicative, cognitive, regulatory.
The period from 3 to 7 years is the period of mastering the grammatical system of the Russian language and the development of coherent speech. At this time, the grammatical structure and sound side of speech are improved, and the prerequisites are created for enriching the vocabulary.
Thus, the process of speech development of a preschool child is a complex and multifaceted process, and for its successful implementation, a combination of all components that affect the quality and content of speech is necessary. One such means is theatrical performance.
Theatrical activities of preschoolers are a type of artistic creative activity, during which its participants master the available means of theatrical art and, according to the chosen role (actor, screenwriter, graphic designer, spectator, etc.), participate in the preparation and performance of various types of theatrical performances, and become involved in theatrical culture.
Educational opportunities theatrical activities are wide. “By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, and skillfully posed questions force them to think, analyze, draw conclusions and generalizations.”
Theatrical activity is a source of development of feelings, deep experiences of the child, and introduces him to spiritual values. Theatrical activities permeate all routine and educational moments. The basis of this work lies in the use of nursery rhymes, sayings, jokes, and lullabies. Oral folk art, presented in the form of skits and dramatization games, creates an atmosphere of warmth, kindness, attention, and contributes to the formation of an emotionally positive attitude of children to the world around them and their cognitive development.
In dramatization games, the child, playing a role as an “artist,” independently creates an image using a set of means of verbal and nonverbal expressiveness. Types of dramatization are games that imitate images of animals, people, literary characters; role-playing dialogues based on text; staging of works; staging performances based on one or more works; improvisation games with the acting out of a plot (or several plots) without prior preparation.
In director's play, the “artists” are toys or their substitutes, and the child, organizing the activity as a “scriptwriter and director,” controls the “artists.” “Voicing” the characters and commenting on the plot, he uses different means of verbal expression. The types of director's games are determined in accordance with the variety of theaters used in kindergarten: tabletop, flat and three-dimensional, puppet (bibabo, finger, puppets), etc.
What all theatrical games have in common is the presence of spectators.
The system of work for the development of theatrical activities is divided into three stages:
artistic perception literary and folklore works;
mastering special skills for the development of primary ("actor", "director") and additional positions ("screenwriter", "designer", "costume designer");
independent creative activity.
The pedagogical task is complicated by the synthetic nature of theatrical activity, in which perception, thinking, imagination, speech are in close relationship with each other and are manifested in different types of children's activity (speech, motor, musical, etc.).
This means that theatrical activity is integrative, and activity and creativity are manifested in three aspects:
-Firstly, in creating dramatic content, i.e. in the interpretation, rethinking of the plot given by the literary text or the composition of a variable or one’s own plot.
-Secondly, in the fulfillment of one’s own plan, i.e. in the ability to adequately embody an artistic image using various means of expressiveness: intonation, facial expressions, pantomime, movement, chanting.
-Thirdly, in the design of the performance - in the creation (selection, production, non-standard use) of scenery, costumes, musical accompaniment, posters, programs. Because of these features of theatrical activity, in relation to it, the term “theatrical play activity” is more often used, which is an intrinsically valuable free and creative activity preschooler.
In kindergarten, children's theatrical play activities take two forms:
- when the characters are certain objects of the man-made world: toys, dolls, figurines (table theater: flat and three-dimensional figurines of characters; flannelgraph; shadow theater; parsley theater; bibabo; puppet theater),
- when children themselves, in the image of a character in an appropriate costume (or using elements of costumes), perform the role they have taken on.

Theatrical play activities of children are considered in two interrelated aspects:
-as a type of artistic activity.

Like a creative story game.

Theatrical play has a great influence on the child’s speech development. Stimulates active speech by expanding vocabulary and improving the articulatory apparatus. The child learns the richness of his native language and its means of expression. In theatrical play, dialogical, emotionally rich speech is formed. Theatrical games promote the assimilation of elements of verbal communication (facial expressions, gestures, posture, intonation, voice modulation).

Drawing a conclusion on this topic, we can say that the use of theatrical activities in working with preschool children is closely related to the child’s speech development.

2. Results of thematic control

3. Music performance. Head Cherepakhina I.P.

4. Speech by teacher Akshalova S.T.

5. Business game

Teachers are divided into 2 teams: “Mask” and “Theatrical” using cards. The jury is elected. The work is assessed on a 5-point system.

Target: intensify the activities of teachers; facilitate their acquisition of teamwork experience; improve practical skills professional activity; help self-realization in the teaching field.

Materials: pieces of paper, colored pencils, award souvenirs, multimedia presentation.

Progress of the game: Dear teachers. Today we will go on an amazing journey. It will be very difficult. But your teams are led by experienced captains, and before the start of our journey, I suggest you come up with a motto for your team, with which you will go on this exciting journey.

Each team comes up with a motto associated with the name of their team: “Mask” - “Always wearing a mask is my destiny”, “Theatrical” - “Our whole life is a game.”

In order to go, you must complete the first task.

IPart. 1.Warm-up:

The facilitator reads out the question for each team in turn.

Questions:

What are the goals of the NGO “Communication”

Mastery in constructive ways and means of interaction with other people.

List the tasks of the NGO “Communication”.

Development of free communication with adults and children; development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities; practical mastery of speech norms by pupils.

3. What do we understand by the development of a child’s speech?

Speech development is creative process, which is formed as a result of the perception of an adult’s speech, one’s own speech activity and elementary awareness of the phenomena of language and speech.

4. What skills are developed in dialogue?

listen to the interlocutor, ask a question, answer depending on the context.

What forms of work are used to teach children coherent speech?

retelling, description of toys and story pictures, storytelling from experience, creative storytelling.

Name the structure of the story.

plot, climax, denouement

The story is a plot that unfolds over time... story narrative

At what age group does work on teaching children monologue speech begin? middle group

The leading technique for activating speech and thinking? example of a teacher

– What types of speech do you know?

Internal - what we say in our thoughts without saying it out loud and external: dialogical, monological, egocentric, written

3. Who's ahead?

Folk proverbs and sayings enrich and enliven the Russian language. They are excellent examples of Russian speech, imitation of which allows a child to more successfully master his native language. They are short, clear, full of deep wisdom developed over centuries. The proverb can be used in any situation.

The presenter reads out the task. Whose team will be the first to raise their hand and give an answer.

Questions:

Remember the proverb that has the opposite meaning to the proverb: “The night before dawn is short if there is a lot of work”: “It’s a long day until the evening, if there’s nothing to do.”

Find an extra proverb: “Bragging is not mowing, your back doesn’t hurt”; “Don’t rush with your tongue, hurry with your deeds”; “Language will bring you to Kyiv”

Find pairs of proverbs: “He who knows how to read and write will not be lost”, “Cut down a tree on your own”, “Knowledge is not a burden to anyone”, “Wormwood cannot grow without a root”, “The native side is the mother, the stranger is the stepmother”, “ According to Senka and the hat.”

Draw any famous proverb. Teams show drawings. The first team to guess the proverb gets a point. Whose proverb is guessed correctly also earns a point.

IIPart. Theatrical activity is an inexhaustible source of development of feelings, experiences and emotional discoveries of a child, introducing him to spiritual wealth.

Works of art make you worry and empathize with characters and events.

1. Continue the sentence...

2. Name:

1) types of classes in theatrical activities
- fragmentary (in other classes);

- typical;

- dominant;

-thematic;

- integrative;

- rehearsal.

2 ) forms of organizing theatrical activities with preschoolers.

– theatrical activity;

- doll museum;

- theatrical play at holidays and entertainment; - theatrical games in everyday life; - mini-games on music lessons;

- mini-games in other classes;

- theatrical games and performances;

- children visiting theaters with their parents; - independent theatrical and artistic activities; - joint theatrical activities of adults and children.

3. Tell me...

4 . Describe...What two main groups can theatrical games be divided into depending on the means of representation?

Give them brief description and give examples of the types of games included in them.

III Part. Solving pedagogical situations

1. My sister took four-year-old Sasha with her to the theater to see “Snow White and the Seven Dwarfs.” During the performance, he was very nervous, jumped up, and shook his fist at the evil stepmother-queen. And when she began to conjure over the smoking cauldron, he began to cry, burying his face in his sister’s lap. At night, Sasha slept poorly, called his mother and did not let go when she approached the crib.

Why did Sasha react this way during the performance and have trouble sleeping at night? Should you take your kids to the theater?

2. In the teacher’s calendar it was written: March 1 - a game in “kindergarten”, March 2 - a game in “mail”, March 3 - a game in “theater”, etc. At the same time, the teacher ensured that the children played the games that she had outlined.

What are your thoughts on such planning in the conduct of games?

3. Children play pranks puppet show based on the fairy tale "The Fox and the Bear". They assigned roles and began the performance, but as the action progressed, a dispute arose about which of the characters should say what. The plot “falls apart”, and children gradually lose interest in the game.

How to resolve this situation? Name your actions in this situation so that the game continues.

4. The teacher invites the children to play tabletop theater. There is a discussion about the choice of fairy tale. Children express a desire to stage the fairy tale “Teremok”. However, it turns out that the tabletop theater does not have all the heroes for this fairy tale. Then the children, having sorted out the existing flat figures, offer new option fairy tales "Teremok".

What is your reaction in this situation? What kind of teacher help do children need in the current gaming situation? What conclusions can a teacher draw about the level of development of children’s theatrical activities?

IV Part. Solving crossword puzzles

1 team - Ten R

Answers. 1. Theater. 2. Playwright. 3. Pezhiccep. 4. Orchestra. 5. Conductor. 6. Composer.

Team 2 - Theater snake

A place for performances and spectacles.

Answers: 1.Theatre. 2.Director. 3.Rehearsal. 4. Pit. 5.Actor. 6.Ramp. 7. Intermission. 8.Dance. 9.Flowers.

V Part. Quests for captains

Imagine yourself as a person who won 1 million. Show it.

Using pantomime, depict the proverb “Shallow, Emelya, your week”;

Show how you feel when a cat's tail is stepped on.

Imagine yourself as a fashion model. Show her walk.

And I would like to end our game with the words of L.S. Vygotsky:

“It is necessary to expand the child’s experience if we want to create sufficiently strong foundations for his creative activity.”

Summing up the game. Rewarding.

Results of THE THEATER CORNERS COMPETITION, awarding of winners

Decision of the teachers' council

1. Continue work on the development of speech activity through theatrical activities of children, in plans to reflect this work (group teachers, throughout the year).

2. In each age group, conduct articulation gymnastics during speech development classes. Create an art file. ex. in each group. Responsible: educators. Deadlines: constantly

3. Calendar plans should reflect current work with parents in the “Interaction with Parents” section, May 2014.

4. Replenish visual information centers with advisory material, according to age requirements and the specifics of theatrical activities.

Execution time: constantly.

Responsible: group teachers, music directors

5. Enter into the algorithm scheduling conducting theatrical games, etudes, breathing and articulation exercises.

Deadlines: constantly. Responsible: educators.

6. Continue to improve the level of self-education by studying methodological publications on the problem of organizing and conducting theatrical and play activities in kindergartens.

Deadlines: constantly. Responsible: preschool teachers.

teachers' council no.2 2015-2016 academic year G.

on the topic of: " Development of speech in preschool children through theatrical activities"

Grading using a five-point system

Jury: Head of the State Public Enterprise “Kindergarten No. 21 “Samal” Bekenova K.Sh.-

Teacher-psychologist Ppnfilova Yu.V. –

Methodist Buribaeva T.M.-

Team 2 - Theater snake

A place for performances and spectacles.

Main director, director of the play.

A preliminary performance (without an audience) of something (for example, a play) in preparation for a performance.

The place in front of the stage where the orchestra musicians sit.

Performer of roles in theatrical performances.

A low barrier along the proscenium that blocks lighting fixtures aimed at the stage from the audience.

A break between the actions of the play.

Movements performed in a certain rhythm, tempo, in time with the music, like an artistic number in a concert.

What's the best gift to give to an artist you like?

1 team - Ten R

2. Who writes plays for the show?

3. Who directs the production of the play?

4. A group of musicians performing music for the play.

5. The Man Leading the Orchestra

Elena Petrova
Pedagogical council “Features of modern forms, methods of work in preschool educational institutions on the development of speech of preschoolers”

Target: Activation forms advanced training for preschool teachers. Systematization of teachers’ knowledge about features of modern forms and methods of work on speech development of preschool children.

Event plan teachers' council

teachers' council

2. Speech by the senior teacher “The relevance of the speech problem.”

3. Business game for teachers.

Modern »

6. "Auction methodological findings» . Presentation of didactic games.

7. Development of decisions of the teachers' council.

1. Consideration of previous solutions teachers' council

2. “The relevance of the problem of speech development of preschool children».

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes a person from other representatives of the living world. It is through communication with other people that a person realizes himself as an individual. Judge the beginning personality development of a preschool child age without assessing his speech development is impossible. In the mental development a child's speech is of exceptional importance. WITH the development of speech is associated with the formation both the personality as a whole and all basic mental processes. Therefore, determining directions and conditions speech development among children is one of the most important pedagogical tasks.

According to the Federal State Educational Standard preschool education(FSES DO): "speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; communication development, grammatically correct dialogical and monological speeches; development of speech creativity; development sound and intonation culture speeches, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation sound analytical-synthetic activity as a prerequisite for learning to read and write.”

It is expected that by the end preschool speech will become a universal means of communication between a child and others people: senior preschooler can communicate with people of different ages, floor, social status, fluency in the language at the oral level speeches, be able to navigate peculiarities interlocutor in the process of communication. Today the focus is on the child, his personality, and his unique inner world. Therefore the main goal modern teacher - choose methods and technologies for organizing the educational process that optimally correspond to the goal personality development.

3. Business game for teachers "Quick response"

1. Name forms of speech(dialogue and monologue)

2. What skills develop in dialogue(listen to the interlocutor, ask a question, answer depending on the context)

3. What forms of work used when teaching children communication speeches(retelling, description of toys and story pictures, storytelling from experience, creative storytelling)

4. The leading technique for teaching correct pronunciation (sample teacher)

5. How to organize speech development work in the 2nd half of the day (logorhythmics, mnemonic tables, didactic games, theatrical activities, reading fiction, etc.)

6. What age group does it start from? Job on teaching children monologue speeches? (middle group)

7. What age group does it start from? Job on teaching children dialogical speeches? (junior group)

8. Name the verbal methods and techniques for speech development.

Methods(reading and telling works of art, learning by heart, retelling, conversation, storytelling from a picture, about a toy, from experience, creative storytelling).

Techniques (question, repetition, explanation, speech sample)

9. Name the techniques formation speaking skills speeches(not planned short conversations during security moments, specially organized planned conversations: individual and collective, verbal instructions, joint examination of pictures, children's drawings, books, bringing together children of different ages, organizing a visit to another group, role-playing games, work activities)

10. Name the means speech development(communication between adults and children, cultural language environment, teacher’s speech, developing subject environment , learning native speech and language in the classroom, fiction, different kinds arts (fine, music, theater, work, children's parties).

4. Analytical report on the results of thematic control

5. Presentation for teachers " Modern educational technologies for development of coherent speech in preschoolers»

1) Technology for teaching children how to make comparisons.

Teaching children preschool age comparisons must begin at the age of three. Compilation model comparisons: the teacher names an object, denotes its attribute, determines the meaning of this attribute, compares given value with the attribute value in another object. In junior preschool age, a model for making comparisons based on color is developed, forms, taste, sound, temperature, etc. In the fifth year of life, training becomes more complex, more independence is given when making comparisons, and initiative in choosing a feature to be compared is encouraged. In the sixth year of life, children learn to independently make comparisons based on a given criterion. Technology for teaching children how to make comparisons develops observation skills in preschoolers, curiosity, ability to compare signs items, enriches speech, promotes development motivation speech and mental activity.

"Model for making comparisons"

name of the property

Designation of its sign

Determine the value of this characteristic

Compare this value with the value of a characteristic in another object

For example:

Chick

By color (sign)

Yellow (the meaning of this attribute)

As yellow as the sun

2) Technology for teaching children how to write riddles.

Traditionally in preschool childhood work with riddles is based on guessing them. Developing a child's mental abilities, it is more important to teach him to compose his own riddles than to simply guess familiar ones. The teacher shows a model for composing a riddle and suggests composing a riddle about an object. Thus, in the process of composing riddles are developing all the mental operations of a child, he receives joy from speech creativity. Moreover, it is the most convenient a way to work with parents to develop their child’s speech, because in a relaxed home environment, without special attributes and preparation, without interrupting household chores, parents can play with their child in composing riddles, which promotes attention development, ability to find hidden meaning words, the desire to fantasize.

Teaching children to write riddles begins at 3.5 years of age. Training should proceed as follows.

The teacher hangs up one of the signs with a picture of a model for composing a riddle and invites the children to make up a riddle about an object.

The teacher asks the children to make comparisons listed values ​​of the characteristics and fill in the right lines tables:

Which? What happens the same?

Shiny Coin

Hissing Volcano

Which? What happens the same?

Shiny Polished Coin

Hissing Awakened Volcano

Round ripe watermelon

After filling out the tablet, the teacher suggests reading the riddle by inserting connectives between the lines of the right and left columns "How" or "But not".

The final riddle about samovar: "Shiny, like a polished coin; hissing, like an awakened volcano; a round, but not ripe watermelon."

3) Technology for teaching children to compose metaphors.

Metaphor is the transfer of the properties of one object (phenomena) on the other based on a feature common to both compared objects. Mental operations that make it possible to create a metaphor are fully acquired by mentally gifted children as early as 4-5 years old. primary goal teacher: creating conditions for children to master the algorithm for composing metaphors. If a child has mastered the model of composing a metaphor, then he can independently create a metaphorical phrase. Technique for creating metaphors (as an artistic means of expression speeches) causes special difficulty in the ability to find the transfer of properties of one object (phenomena) on the other based on a characteristic common to the compared objects. Such complex mental activity allows develop children's ability create artistic images that they use in speeches as expressive means language. Which makes it possible to identify children, undoubtedly capable of creativity, And promote the development of their talent.

It is advisable to use an algorithm for composing a metaphor.

1. Take object 1 (rainbow). A metaphor will be drawn up about him.

2. It reveals a specific property (multi-colored).

3. Object 2 with the same property is selected (flower meadow).

4. The location of object 1 is determined (sky after rain).

5. For a metaphorical phrase, you need to take object 2 and indicate the location of object 1 (Flower meadow - sky after rain).

6. Make a sentence with these words (the flower sky meadow shone brightly after the rain).

4) Teaching children to compose creative stories based on the picture.

The proposed technology is designed to teach children how to compose two types of stories based on picture: text of a realistic nature, text of a fantastic nature. Both types of stories can be attributed to creative speech activities of different levels. The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child’s learning is carried out in the process of his joint activity with the teacher through a system of game exercises.

1. Determining the composition of the picture

Target: teach mental actions leading to transfer images in the painting (crushing, modeling, grouping).

2. Establishing relationships between objects in the picture."

Target: exercise children in explaining the relationships of objects depicted in the picture. To compose a meaningful story based on a picture, you need to learn how to establish relationships between the objects depicted in it.

3. Description based on the possible perception of objects in the picture by different senses"

Target: generalize knowledge about the characteristics of objects that can be perceived by certain senses; learn to compose descriptive stories based on the perception of a picture through different senses.

4. Making up riddles and metaphors based on the picture

Target: introduce children to models of composing riddles and metaphors; form the child’s mental actions necessary to compose riddles and metaphors.

5. Transformation of objects in time

Target: teach children mental operations of transforming a selected object in time; learn to compose a story about a specific object, imagining its past and future, using characteristic verbiage.

6. Description of the location of objects in the picture

Target: teach children spatial orientation in a picture; activate in speech words, indicating spatial orientations; teach an algorithm for narrowing the search field for an object on the picture plane; form the ability to transfer orientations of two-dimensional space into three-dimensional space.

7. Compiling stories from the perspective of different objects

Target: summarize children’s knowledge about the signs of various emotional states and the reasons for their changes; clarify children's knowledge about different behavioral reactions depending on the character traits of the object; to train children in the ability to transform, to compose a coherent creative story in the first person.

8. Semantic characteristics of the picture

Target: develop mental actions of children leading to an explanation of the meaning of what is depicted in the picture; exercise the ability to select a title for a picture that accurately reflects its meaning, using proverbs and sayings; bring children to the understanding that the content of a picture can have more than one meaning.

9. Compiling fantasy stories

Target: teach children to transform the content of a picture using standard fantasy techniques; teach children to write fantastic stories. To write fantastic stories based on a painting, you should know the basic techniques of fantasy

10. Compilation of fairy tales of a moral and ethical nature."

Target: teach children how to compose texts of a moral and ethical nature based on the content of the picture; learn to derive morals from the compiled text of a fairy tale.

5) One of methods new educational technology "RKMChP" (development critical thinking through reading and writing)- syncwine.

The innovativeness of this method– creating conditions for personality development, capable of critical thinking, i.e., eliminate the superfluous and highlight the main thing, generalize, classify. Usage method"Sinquain" allows you to solve several important issues at once tasks: gives lexical units an emotional coloring and ensures involuntary memorization of the material; consolidates knowledge about parts speeches, about the offer; significantly activates vocabulary; improves the skill of using speech synonyms; activates mental activity; improves the ability to express one’s own attitude to something; stimulates development creative potential.

Compilation of syncwine is used for reflection, analysis and synthesis of the obtained information. Cinquain (from the French word "cinq"-five) is a poem consisting of five lines. It has its own spelling rules and does not rhyme.

The relevance of using syncwine is that it is relatively new method– opening up creative intellectual and speech possibilities. It fits harmoniously into development work lexico-grammatical side speeches, promotes enrichment and updating of the dictionary.

Rules for compiling a sequence

The first line is the title, the theme of the syncwine, it consists of one word - a noun.

The second line is two adjectives that reveal this topic.

The third line is three verbs describing actions related to the topic.

The fourth line is a phrase in which a person expresses his attitude to the topic. It could be popular expression, quote, proverb or own judgment of the compiler of the syncwine.

The fifth line is the word summary, which encapsulates the idea of ​​the topic. This line can only contain one word, a noun, but more words are allowed.

An example of a syncwine on the topic love:

Fabulous, fantastic.

He comes, inspires, runs away.

Only a few can hold it.

An example of a syncwine on the topic life:

Active, stormy.

Educates, develops, teaches.

Gives you the opportunity to realize yourself.

Art.

6) Technology speech development and thinking through mnemonics.

Mnemonics is a system methods and techniques that ensure children’s successful acquisition of knowledge about features of natural objects, about the world around us, effective memorization of story structure, storage and reproduction information, and of course speech development.

Mnemonic tables - diagrams serve didactic material at work on the development of coherent speech in children, to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

Mnemonics technologies allow you to solve problems development of all types of memory(visual, auditory, associative, verbal-logical, processing various memorization techniques); development of imaginative thinking;

development logical thinking (ability to analyze, systematize); development various general educational didactic tasks, familiarization with various information; development of ingenuity, attention training; development the ability to establish cause-and-effect relationships in events and stories.

7) Informational- communication technologies

allow you to make each lesson unconventional, bright, rich, lead to the need to use various ways submissions educational material, provide a variety of techniques and teaching methods.

Priority speech technologies development of a preschooler are also

TRIZ. (Theory of Inventive Problem Solving)

Logorhythmics. (Speech exercises with movements)

Writing.

Fairytale therapy. (Writing fairy tales for children)

Experimentation.

Finger gymnastics.

Articulation gymnastics.

6. "Auction methodological findings»

Homework. Teachers conduct a presentation of didactic games on children's speech development

Decision of the pedagogical council.

1. Use creation problem situations in class and in free time, encouraging children to activate their speech activity.

2. For development speech activity of children to use excursions, games, forms elementary search activity.

3. Increase the educational level of parents’ competence in speech issues development through acceptable to them forms of interaction

4. Continue to create conditions for children's speech development:

Enrich groups with didactic games based on speech development

design stands for parents" Development of coherent speech of a preschooler"

Use in practice work models and schemes for the development of coherent speech in preschoolers.

5. Reflect individual work on the development of coherent speech in children.

6. To level up development of coherent speech use effective forms of work.