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The presentation on the topic “Use of mnemonics in the development of coherent speech in preschool children” can be downloaded absolutely free of charge on our website. Project subject: Pedagogy. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 28 slide(s).
Presentation slides
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Topic: “Use of mnemonics in the development of coherent speech in preschool children”
Completed by: Abdulova N.V., teacher Structural unit"Kindergarten "Raduga" GBOU secondary school No. 1 "OTs" urban settlement. Stroykeramika
Samara 2017
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Modern schools place high demands on future students. It has been noticed that our children often have difficulty at the blackboard. They understand the material, but cannot retell it, cannot find the right word, construct sentences incorrectly, are embarrassed by their speech, speak quietly, indistinctly, hastily. It is very important that the future student is able to independently speak out on various topics.
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The process of developing coherent speech is influenced by a number of factors. One of these factors, according to S. L. Rubinstein and L. V. Elkonin, is visibility. Examining objects and paintings helps children name objects, their characteristic features, and actions performed with them. The second auxiliary factor is the creation of a plan of expression, the importance of which was repeatedly pointed out by the famous psychologist L. S. Vygotsky. He noted the importance of sequential placement of all specific elements of an utterance in a preliminary scheme. Taking as a basis the opinion of great teachers, we can assume with great confidence that it is the use of mnemonic techniques that will help solve the problem of developing coherent speech in preschoolers.
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In order for a child to learn to express himself consistently, he must be trained in composing different stories. He is offered useful and interesting types of work. One of them is a mnemonic table (diagram). It is visual models that serve preschoolers as a kind of plan for creating monologues. The word "mnemonics" is of Greek origin and means "the art of remembering."
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2. Transcoding information Winter has three months: December, January, February. In winter, snow is everywhere: on the ground, on trees, on houses. The sun shines, but does not warm. The stoves are heated in the houses. People dress warmly: in fur coats, hats, felt boots, woolen scarves, mittens. Domestic animals are kept in warm barns in winter. Wild animals winter in different ways: a bear and a hedgehog are in hibernation, a squirrel has prepared food for itself and made a warm hollow for itself, it is more difficult for a wolf and a fox in winter, a bunny has changed its gray coat to a white one and is not noticeable on the white snow. People take care of the birds, hang out feeders, and bring food. Children have a lot of entertainment in winter: New Year's Eve, gifts from Santa Claus, sledding, skiing, skating, playing with snow. In winter, you can build a snowman, build a slide, a fortress, and play snowballs. 3. Reproduction of a story by children using a mnemonic table
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Tuesday. Memorizing P. Voronko’s poem “Pie”
Snow fell on the threshold, the cat made himself a pie, and while he was sculpting and baking, the pie flowed away in a stream. Bake your own pies, not from snow - from flour.
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Wednesday. Guessing a mnemonic riddle 1. Looking at a mnemonic table
2. A detailed explanation by the teacher of each point. Light, like a feather, fluffy snowflake. She often spins in the air and sits on hats, mittens, and fur coats. When there are a lot of them, whole snowdrifts form. 3. Children guessing the riddle
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4. Game “Snow Heap” Contents of the game: this snow heap is not simple, but magical, it is not made of snow, but of words that are all similar to the word “snow”.
There is an affectionate word, small - snowball. There is a long word - snowfall. There is a beautiful word, a sign word - snow (ball). There is a word - man, fairy tale character- Snow Maiden. There is a word - a figure sculpted from snow - a snowman. There is a word for light, fluffy - snowflake. There is a word - flower - snowdrop. There is a word - bird - bullfinch.
Suddenly the wind blew and all the words-snowflakes scattered. I suggest you, children, collect them. Children name words and put snowflakes in a pile.
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Thursday. Retelling of the story “Hello, winter-winter!” 1.Reading the text and showing reference pictures
Winter has come. White, fluffy snow everywhere. It's cold outside. The children dressed warmly and went for a walk. They went sledding, skiing, played snowballs, and made a funny snowman. Good in winter!
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2. Children’s answers to questions about the content What time of year is it? Where is the snow? What kind of snow? What's the weather like outside? Where did the children go? How did they dress? What did the children do during the walk? Do children like to go for walks in winter? 3. Re-reading the story with the intention of retelling 4. Retelling the text in the child’s own words
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2. Making sentences about winter using mnemonic tracks. In winter, the sun shines little, the sky is covered with clouds. It snows often. Snow lies on the ground, on trees, on houses. Stoves are heated in houses in winter. Smoke is rising into the sky. People make bird feeders in winter. In winter there is a lot of snow in the forest, and a bear and a hedgehog sleep under the snow. In winter, children sled down the hill, ski, make snowmen, and play snowballs. On New Year's Day, Father Frost brings gifts and sweets to children.
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4. Writing a story about winter
In winter there is snow everywhere. The trees seemed to be dressed up in white fur coats. The sun shines, but does not warm. Frosty! The stoves are heated in the houses. In winter, people feed birds and take care of domestic animals. Children like it winter activities: sledding, skiing, skating, playing hockey, snowballs. Children love to sculpt snowmen and build snow forts.
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Retelling of L. Tolstoy’s story “The Bone” based on a mnemonic table
The mother bought plums and wanted to give them to the children after lunch. They were still on the plate. Vanya never ate plums and kept sniffing them. And he really liked them. I really wanted to eat it. He kept walking past the plums. When there was no one in the upper room, he could not resist, grabbed one plum and ate it. Before dinner, mom counted the plums and saw that one was missing. She told her father.
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At dinner, the father says: “What, children, didn’t anyone eat one plum?” Everyone said no. Vanya turned red as a lobster and also said: “No, I didn’t eat.” Then the father said: “What one of you ate is not good, but that’s not the problem.” The trouble is that plums have seeds, and if someone doesn’t know how to eat them, they will swallow the pit. He'll die in a day. I'm afraid of this. Vanya turned pale and said: “No, I threw the bone out the window.” Everyone laughed, and Vanya began to cry.
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To achieve this goal, a diagnosis of speech development was carried out, including several tasks. Having studied diagnostic techniques O.S. Ushakova, T.B. Filicheva, G.V. Chirkina, V.P. Glukhov, the most suitable tasks for children in this group were selected. As a result of the examination, a conclusion is drawn about the level of development of coherent speech in children.
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Results of diagnostics of the development of coherent speech in children at the beginning academic year
10 children were examined senior group High level – 1 child Intermediate level– 5 children Low level – 4 children Group average – average level
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The work carried out and the analysis of the results obtained during the diagnostics allows us to conclude: the selected methodology turned out to be quite informative and convenient for practical use; diagnostics of the development of coherent speech showed that the majority of children, under the influence of the developed system, experienced positive changes - the level of development of coherent speech increased by 76%. Thus, there is a positive trend. Summarizing all of the above, we can say that the effect pedagogical activity, aimed at the formation of coherent speech allows the use this system in working with preschoolers.
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Bibliography
Alekseeva, M.M. Methods of speech development and learning native language preschoolers: training manual for students of higher and secondary pedagogical educational institutions/ M.M. Alekseeva, V.I. Yashina. – M.: Academy, 2000. – 400 p. Kozyreva, L.M. Speech development. Children 5-7 years old: A book for educators kindergarten and parents / L.M. Kozyreva. – Y.: Academy of Development: Academy Holding, 2002. – 103 p. Maksakov, A.I. Does your child speak correctly: A book for kindergarten teachers and parents / A.I. Maksakov - M.: Omega-L, 2003. - 49 p. Polyanskaya, T. B. Using the mnemonic method in teaching storytelling to preschool children: teaching aid/ T.B.Polyanskaya. – St. Petersburg: LLC “Childhood-Press”, 2009. – 64 p. Ushakova, O. Methods for identifying the level of speech development of children of senior preschool age / O. Ushakova // Preschool education - 2010. - No. 9. – P.71-78.
“The use of mnemonic techniques in the development of speech in older preschool children.” “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky 2 slide. The relevance of the problem lies in the search and implementation of new optimal methods for the formation of coherent speech in preschool children, contributing to the most effective results in the development of speech in preschool children. 3 slide. Project goal: Changing the system of teaching children coherent speech. 4 slide. Objectives of the project activity: 1. To study methods of effectively teaching children coherent speech. 2. Test mnemonics methods in an organized educational activities in the educational field "Communication". 3. Develop a long-term plan for the development of coherent speech in preschoolers. 4. Organize training for parents. 5 slide. Stages of project implementation: Stage I - preparatory 1. Implement theoretical analysis literature on the problem of forming coherent speech in preschool children. 2. To study the criteria and levels of development of coherent speech in children of senior preschool age. 3. Study methodological developments on the use of the mnemonic method in teaching storytelling to preschool children. Stage II is the main one. 1.Drawing up long-term plan work on the development of coherent speech using mnemonics. 2.Series development technological maps in accordance with lexical topics. 3.Organization of consultations for parents. Stage III is the final stage. Presentation of project results. Project product: 1. Card index of games and exercises for speech development using mnemonic methods. 2. Long-term planning for speech development for older preschoolers. 6 slide. Istomina Z.I. in his study devoted to the study of the influence of a verbal model and visual material on the development of speech of preschool children, he comes to the conclusion that the verbal model has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. At the same time, she points out that relying on a visual example enhances situational aspects in children’s speech and reduces elements of coherence. Consequently, when forming coherent speech, it is more necessary to use speech patterns. Mnemonics is translated from Greek as “the art of memorization.” This is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech. In children of senior preschool age, it is especially important to develop visually - imaginative thinking, using symbols and diagrams that underlie the formation of artificial associations that facilitate memorization and increase memory capacity, which is the essence of mnemonics. 7 slide - 8 slide. Mnemonics are built from simple to complex. Starting with the simplest mnemonic squares, successively moving to mnemonic tracks, and later to mnemonic tables. Slide 9 Mnemonic tables - diagrams serve didactic material in work on the development of coherent speech in children for: enrichment vocabulary, during training writing stories, when retelling fiction, when guessing and making riddles, when memorizing poetry. 10 slide. Work in classes using mnemonic tables is built in three stages. Stage 1: Examination of the table and analysis of what is shown on it. Stage 2: The information is recoded, i.e. transformation from abstract symbols of words into images. Stage 3: After recoding, a fairy tale or story on a given topic is retold. 11 slide. Expected results 1. Increase of own professional competence; formation of practical skills in using the mnemonic method in teaching storytelling to preschool children. 2. Tracking the dynamics of speech development: determining the level of development of coherent speech, its compliance with the age norm. 3. Information readiness of teachers and parents for correctional work with children. 4. Availability of a variety of visual material for the development of coherent speech. 12 slide. Diagnostics of the level of development of coherent speech in older preschoolers. Speech coherence indicator - use linguistic means communications; The consistency indicator is the correspondence of the order of sentences in the text to the sequence of events in reality; Logicality - correspondence of the text to the topic, correct compositional structure, corresponding to the laws of constructing a correct judgment. Diagnostics at the beginning of the school year revealed 20% of children with I (low) level of development of coherent speech, 20% - with III (medium) level, 60% - with IV ( above average) level of development of coherent speech. Slide 13 By the end of the school year, no children with I -II levels development of coherent speech, 10% -s Level III development of coherent speech (average), 20% - with IV level of development of coherent speech (above average), 70% - with V (high) level of development of coherent speech. Slide 14 Thus, we have proven the effectiveness of using mnemonics in classes on speech development for children of senior preschool age. When analyzing the data, significant changes in the formation of coherent speech in children who were trained using a method in which the main aspect is the use of mnemonic techniques are obvious. Slide 15 Thus, with the help of mnemonic tables, it is possible to achieve the following results: Children’s range of knowledge about the world around them increases. There is a desire to retell texts and come up with interesting stories. in front of the audience “Use of mnemonic techniques in the development of speech of older preschoolers.” “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky 2 slide. The relevance of the problem lies in the search and implementation of new optimal methods for the formation of coherent speech in preschool children, contributing to the most effective results in the development of speech in preschool children. 3 slide. Project goal: Changing the system of teaching children coherent speech. 4 slide. Objectives of the project activity: 1. To study methods of effectively teaching children coherent speech. 2. Test the methods of mnemonics in organized educational activities in the educational field of “Communication”. 3. Develop a long-term plan for the development of coherent speech in preschoolers. 4. Organize training for parents. 5 slide. Stages of project implementation: Stage I - preparatory 1. Carry out a theoretical analysis of the literature on the problem of the formation of coherent speech in preschoolers. 2. To study the criteria and levels of development of coherent speech in children of senior preschool age. 3. Study of methodological developments on the use of the mnemonic method in teaching storytelling to preschool children. Stage II is the main one. 1. Drawing up a long-term work plan for the development of coherent speech using mnemonics. 2.Development of a series of technological maps in accordance with lexical topics. 3.Organization of consultations for parents. Stage III is the final stage. Presentation of project results. Project product: 1. Card index of games and exercises for speech development using mnemonic methods. 2. Long-term planning for speech development for older preschoolers. 6 slide. Istomina Z.I. in his study devoted to the study of the influence of a verbal model and visual material on the development of speech of preschool children, he comes to the conclusion that the verbal model has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. At the same time, she points out that relying on a visual example enhances situational aspects in children’s speech and reduces elements of coherence. Consequently, when forming coherent speech, it is more necessary to use speech patterns. Mnemonics is translated from Greek as “the art of memorization.” This is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech. In children of senior preschool age, it is especially important to develop visual and figurative thinking, using symbols and diagrams, which underlie the formation of artificial associations that facilitate memorization and increase memory capacity, which is the essence of mnemonics. 7 slide - 8 slide. Mnemonics are built from simple to complex. Starting with the simplest mnemonic squares, successively moving to mnemonic tracks, and later to mnemonic tables. Slide 9 Mnemonic tables - diagrams serve as didactic material in the development of children's coherent speech for: enriching vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry. 10 slide. Work in classes using mnemonic tables is built in three stages. Stage 1: Examination of the table and analysis of what is shown on it. Stage 2: The information is recoded, i.e. transformation from abstract symbols of words into images. Stage 3: After recoding, a fairy tale or story on a given topic is retold. 11 slide. Expected results 1. Increasing your own professional competence; formation of practical skills in using the mnemonic method in teaching storytelling to preschool children. 2. Tracking the dynamics of speech development: determining the level of development of coherent speech, its compliance with the age norm. 3. Information readiness of teachers and parents for correctional work with children. 4. Availability of a variety of visual material for the development of coherent speech. 12 slide. Diagnostics of the level of development of coherent speech in older preschoolers. The indicator of speech coherence is the use of linguistic means of communication; The consistency indicator is the correspondence of the order of sentences in the text to the sequence of events in reality; Logicality - correspondence of the text to the topic, correct compositional structure, corresponding to the laws of constructing a correct judgment. Diagnostics at the beginning of the school year revealed 20% of children with I (low) level of development of coherent speech, 20% - with III (medium) level, 60% - with IV ( above average) level of development of coherent speech. Slide 13 By the end of the school year, no children were identified with I-II levels of development of coherent speech, 10% with III level of development of coherent speech (average), 20% with IV level of development of coherent speech (above average), 70% with V (high ) level of development of coherent speech. Slide 14 Thus, we have proven the effectiveness of using mnemonics in classes on speech development for children of senior preschool age. When analyzing the data, significant changes in the formation of coherent speech in children who were trained using a method in which the main aspect is the use of mnemonic techniques are obvious. Slide 15 Thus, with the help of mnemonic tables, it is possible to achieve the following results: Children’s range of knowledge about the world around them increases. There is a desire to retell texts and come up with interesting stories. in front of an audience
Presentation mnemonics.ppt
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Project on the topic “Using preschoolers’ techniques” of mnemonics in the development of speech of elders “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky
Relevance of the problem Consists in the search and implementation of new optimal methods for the formation of coherent speech in preschool children, contributing to the most effective results in the development of speech in preschool children
Goal of the project Changing the system of teaching children coherent speech Goal of the project
Objectives To study methods of effectively teaching children coherent speech To test the methods of mnemonics in organized educational activities in the educational field of “Communication” To develop a long-term plan for the development of coherent speech of preschoolers To organize training for parents
Stages of project implementation: Stage I preparatory 1. Carry out a theoretical analysis of the literature on the problem of the formation of coherent speech in preschoolers. 2. To study the criteria and levels of development of coherent speech in children of senior preschool age 3. To study methodological developments on the use of the mnemonic method in teaching storytelling to preschool children Stage II main. 1. Drawing up a long-term work plan for the development of coherent speech using mnemonics. 2.Development of a series of technological maps in accordance with lexical topics. 3.Organization of consultations for parents Stage III, final. Registration of project results Project product: 1. Card index of games and exercises for speech development using mnemonic methods. 2. Long-term planning for speech development for older preschoolers Project implementation stages:
Istomina Z.I. in his study devoted to the study of the influence of a verbal model and visual material on the development of speech of preschool children, he comes to the conclusion that the verbal model has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. At the same time, she points out that relying on a visual example enhances situational aspects in children’s speech and reduces elements of coherence. Consequently, when forming coherent speech, it is more necessary to use speech patterns. In children of older preschool age, it is especially important to develop visual imaginative thinking, using symbols and diagrams, which underlie the formation of artificial associations that facilitate memorization and increase memory capacity, which is the essence of mnemonics. Mnemonics is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Such techniques are especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is absorbed better than verbal. The peculiarity of the technique is the use not of images of objects, but of symbols for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to denote wild animals, and a house is used to denote domestic animals.
Structure of mnemonics
Mnemonics are built from simple to complex. Starting with the simplest mnemonic squares, successively moving to mnemonic tracks, and later - to mnemonic tables
Mnemonic diagram tables serve as didactic material in the development of children's speech Enrichment of vocabulary Mnemonic diagram tables Teaching writing stories Retelling fiction Guessing and making riddles Memorizing poems Enriching vocabulary Teaching writing stories Retelling fiction Guessing and making riddles Learning poems
LEARNING POEMS We take vegetables in our hands, put vegetables on the table. Onion, carrot, zucchini, tomato, peas, onion.
DESCRIPTIVE STORIES ON LEXICAL TOPICS
RETELLING A TALE
COMPILING A STORY ABOUT WINTER In winter, there is snow everywhere. The trees seemed to be dressed in white fur coats. The sun shines, but does not warm. Frosty! The stoves are heated in the houses. In winter, people feed birds and take care of domestic animals. Children enjoy winter activities: sledding, skiing, ice skating, playing hockey, snowballs. Children love to sculpt snowmen and build snow forts.
Sequence of working with mnemonic tables: Stage 1: Examination of the table and analysis of what is depicted on it. Stage 2: The information is recoded, i.e. transformation from abstract symbols of words into images. Stage 3: After recoding, a fairy tale is retold, a story on a given topic or a poem is read based on symbols (images), i.e. the memorization method is being developed.
Expected results 1. Increasing your own professional competence; formation of practical skills in using the mnemonic method in teaching storytelling to preschool children. 2. Tracking the dynamics of speech development: determining the level of development of coherent speech, its compliance with the age norm. 3. Information readiness of teachers and parents for correctional work with children. 4. Availability of a variety of visual material for the development of coherent speech.
Diagnostics of the level of development of coherent speech of older preschool children As an assessment of the effectiveness of speech development of children of senior preschool age at the beginning of the year, the following criteria were taken: 1. Indicator of speech coherence, use of language means of communication; 2. Sequence indicator: correspondence of the order of sentences in the text to the sequence of events in reality; 3. Logical correspondence of the text to the topic, correct compositional structure, corresponding to the laws of constructing a correct judgment. Diagnostics at the beginning of the school year revealed 20% of children with I (low) level of development of coherent speech, 20% with III (average) level, 60% with IV (above average) level of development of coherent speech.
The use of mnemonics in the development of the speech environment Teacher-speech therapist Klochneva S.S. K. D. Ushinsky wrote: K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn on the fly.” In order to create an effectively developing subject-spatial environment, I have accumulated and systematized a variety of practical material for organizing speech games and activities: manuals for articulation exercises, complexes finger games, physical exercises, benefits for children’s development: materials for storytelling, a variety of didactic, printed board games, games for the development of fine motor skills. Mnemonics is a set of rules and techniques that facilitate the process of memorizing information and increasing memory capacity. Mnemonics is a set of rules and techniques that facilitate the process of memorizing information and increasing memory capacity. An example is the familiar phrase “Every Hunter Wants to Know Where the Pheasant Sits,” which helps to remember the colors of the rainbow. Mnemonics serve as didactic material in the development of coherent speech in children and are used: Mnemonics serve as didactic material in the development of coherent speech in children and are used: - to enrich vocabulary; - when learning to compose stories; - when retelling works of fiction; - when guessing and making riddles; - when memorizing poetry. Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves the following: tasks: Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves the following tasks: 1. Development of memory, attention, imaginative thinking and speech. 2. Formation of information transcoding skills, that is, the transformation of abstract symbols into images. 3. Development of fine motor skills of the hands with partial or complete graphic reproduction. 4. Development creativity, fantasies. 5. Improving the lexical and grammatical means of the language, the sound side of speech in the field of pronunciation, perception and expressiveness. Write a story - description on the topic "Fruit":
Write a story - description on the topic "Poultry":
Mnemonic tracks are used to compose a descriptive story about toys, vegetables, fruits, birds: Mnemonic tracks are used to compose a descriptive story about toys, vegetables, fruits, birds: Mnemonic tables for solving riddles: “Apple” “Tractor” “Tractor”
Use of prepositions (symbols)
Making sentences using prepositions
Retelling according to the scheme Retelling according to the scheme
Spring has come. Spring has three months: March, April, May. In spring, the sun shines brightly and warms up strongly. The snow is melting, there are puddles all around, streams are flowing. It's warm spring rain. The trees buds swell and sticky leaves bloom. The first grass appears. Snowdrops bloom right out from under the snow - the first harbingers of spring. Insects wake up. Migratory birds return from warm places.
Compose descriptive story: Retelling the story “Winter” according to the scheme: -look at the picture; -look at the pictures-symbols; -listen to the story, and then retell it using the symbol pictures.
Memorizing poems:
ALICE IN THE GARDEN
Here comes Alice to the garden,
The leaves will fall soon.
There is a plum and an apricot,
There is a sleepy dog on the bench.
There is beauty and miracles:
Sun pussy and dew,
There is a table by the bench,
The samovar whistles on it.
There's sand in the sandbox,
There's a dump truck and a scoop,
Next to them is a scooter.
Oh, what a beautiful garden!
Practical task Practical task Make sketches for riddles: 1. “Without windows, without doors, the room is full of people.” 2. “Without hands, without an axe, the hut was built.” 3. “The grandfather is sitting, dressed in a hundred fur coats. Whoever undresses him sheds tears.” THANK YOU THANK YOU FOR YOUR ATTENTION!
Elena Kopeikina
Speech and presentation “Mnemonics - one of effective methods and techniques in speech development children"
« Mnemonics
V development coherent speech in preschoolers"
Speech problems children preschool age:
Monosyllabic, consisting only of simple sentences speech. Inability to construct a sentence grammatically correctly.
Poverty of speech. Insufficient vocabulary.
Use of non-literary words and expressions.
Poor dialogical speech: inability to formulate a question competently and clearly, to construct a short or detailed answer.
Failure to build monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.
Lack of logical justification for your statements and conclusions.
Lack of cultural skills speeches: inability to use intonation, regulate voice volume and speech rate, etc.
Poor diction.
Today, speech is figurative, rich in synonyms, additions and descriptions. children preschool age is a very rare phenomenon. In speech children there are many problems:…That's why pedagogical impact at development speech of preschoolers is a very complex matter. Needs to be taught children coherently, consistently, grammatically correctly express your thoughts, talk about various events from the surrounding life. With my experience in development coherent speech will be shared by Kim L.I. PAUSE.
Question for teachers:
What difficulties and why does a child experience when constructing a coherent story?
The child must learn to highlight the most important thing in the story, to consistently present the main actions and events.
We all know how difficult it can be for a child to construct a coherent story, even just to retell a familiar text. Question.
It's not just a matter of level speech development. Children They often confuse the details of the work that in their opinion seemed most important, and they can repeat them several times. For example: “And the wolf had big teeth”, “He had a terrible mouth” etc., forgetting about the future developments. But the main thing for a storyteller is to convey the plot of the work, to be understood by another person, and not just to express feelings. Monologue speech is psychologically more complex than dialogical: children miss semantic links, the logical sequence of the story, and make mistakes in constructing sentences.
K. D. Ushinsky wrote:
“Teach a child some five words unknown to him, he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn on the fly.”
Since visual material is better absorbed by preschoolers, the use of mnemonic tables for classes on the development of coherent speech, allows children more efficient perceive and process visual information. Application mnemonic diagrams, helps the child in enriching coherent statements.
Mnemonics - translated from Greek -"the art of memorization". This is the system methods and techniques, ensuring successful memorization, preservation and reproduction of information, knowledge about the characteristics of natural objects, about the surrounding world, efficient remembering the structure of the story, and, of course, speech development.
The essence mnemonic diagrams is next (image); thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.
To help children master coherent speech and facilitate this process, it is used mnemonics technique. Mnemonics in preschool pedagogy they call it differently: Vorobyova Valentina Konstantinovna calls this methodology sensory-graphic diagrams, Tkachenko, Tatyana Aleksandrovna - subject-schematic models, Glukhov V.P. - blocks-squares Bolsheva T.V. - collage, Efimenkova L.N - scheme for composing a story.
The diagrams serve as a kind of visual plan for creating monologues and help children line up:
The structure of the story
The sequence of the story
Lexical and grammatical content of the story.
Question for teachers:
Where can I use cards-schemes?
to enrich vocabulary,
when learning to write stories,
when retelling fiction,
when guessing and making riddles,
when memorizing poetry.
Mnemotables- diagrams serve as didactic material in work on development of children's coherent speech. Their use:….
For children primary and secondary preschool age children should be given colored mnemonic tables. For children For older children, it is advisable to draw diagrams in one color.
Like any job, mnemonics builds from simple to complex. It is necessary to start working with the simplest mnemonic squares, go sequentially to mnemonic tracks, and later - to mnemonic tables., because children separate ones remain in memory images: Christmas tree - green, berry - red. Later - complicate it or replace it with another screensaver - depict the character in graphic form. For example: fox - consists of orange geometric shapes (triangle and circle, bear - large brown circle, etc. For children For older children, it is advisable to draw diagrams in one color so as not to draw attention to the brightness of symbolic images.
Mnemonic tables are especially effective when learning poems: for each word or small phrase a picture is created (image); Thus, the entire poem is sketched schematically. After this, the child from memory, using graphic image, reproduces the poem in its entirety. On initial stage the adult offers a ready-made plan, and as the child learns, he also actively participates in the process of creating his own diagram.
Another variety mnemonics are a collage. A collage is a sheet of cardboard depicting letters, numbers, geometric shapes, different pictures, but they are all connected to each other by one goal. The purpose of the collage is to expand vocabulary, figurative perception, development of oral speech, ability to speak coherently, tell stories.
Question for teachers:
What do you think are the stages of using mnemonic table?
Stage 1: Looking at the table and analyzing what is shown on it.
Stage 2: Information is recoded, i.e., converted from abstract symbols to images.
Stage 3: After recoding, a retelling of a fairy tale or a story on a given topic is carried out.
IN junior groups with the help of a teacher; in older children, children should be able to independently (described in more detail by I. I. Nazarova).
Sequence of work with mnemonic tables:
1. Introduction of character elements (forms, sizes, actions).
2.Usage reference diagrams in all types of classes, various types activities (to develop the child’s habituation and understanding that the symbol is universal).
3. Introduction of negatives.
4. Combination of symbols, reading their chain.
5. Children’s independent search for images symbolizing some quality. (The task of this stage is an active search for images, the ability to justify your choice.)
6. Children’s creative creation of support patterns.
Work with mnemonic tables better to start with middle group. Although already in younger age we use the simplest schemes for dressing, washing, building a pyramid, etc. All work is built, as we have already said, from simple to complex. (Learning algorithm children) But it should be noted that preschoolers begin to experience some difficulties, since it is difficult to follow the proposed model plan. Very often, the first stories based on models turn out to be very sketchy. To ensure that these difficulties are as few as possible, the software content of each mnemonic tables It is necessary to introduce tasks to activate and enrich the vocabulary.
Results
at children the range of knowledge about the world around us increases;
there is a desire to retell texts and come up with interesting stories;
there is an interest in learning poems and nursery rhymes;
vocabulary reaches a higher level;
children overcome timidity and shyness, learn to behave freely in front of an audience.
Therefore, the sooner we teach children tell or retell using mnemonic method, the better we prepare them for school, since coherent speech is important indicator the child’s mental abilities and readiness for schooling.
In parallel with this work, it is necessary speech games, it is mandatory to use printed board games that help children learn to classify objects, develop speech, visual perception, figurative and logical thinking, attention, observation, interest in the world around us, self-testing skills.
For what age can this scheme be used?
One day the goat went for a walk in the forest. And in the forest at the edge of the forest there lived a bear cub. He saw a goat, and how growls: "E - E - E!" The goat got scared and screamed: “ME – E – E!” The little bear was also scared and again growled: "E - E - E!" At this time they appeared at the edge of the forest children: girl Emma and boy Edik. They approached the goat and calmed her down. Everyone was having fun.
Let's solve the riddles
Under my feet
Wooden friends.
I fly at them with an arrow,
But not in summer, but in winter.
She has all the branches
Festive
colors.
The ball grew white,
The wind blew
The ball flew away.
Thank you for your attention!
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Slide captions:
MDOU No. 5 “Fairy Tale” Educator: Khramtsova Yu. G. Modeling (mnemonics) as a means of developing coherent speech in preschoolers
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech. The use of mnemonics for preschoolers is currently becoming more relevant. The purpose of training is the development of memory, thinking, imagination, attention, namely mental processes, because they are closely related to the full development of speech. The basis of training is the development of creative cognition. In children with speech pathology, it is especially important to develop visual imaginative thinking, using symbols and diagrams, which underlie the formation of artificial associations that facilitate memorization and increase memory capacity, which is the essence of mnemonics.
Mnemonic charts serve as didactic material in the development of coherent speech in children, they are used for: * enriching vocabulary, * when learning to write stories, * when retelling fiction, * when guessing and making riddles, * when memorizing poetry. The content of a mnemonic table is a graphic or partially graphic representation of fairy tale characters, natural phenomena, some actions, etc. The main thing is to convey a conditionally visual diagram, to depict it in such a way that what is drawn is understandable to children.
The work is built from simple to complex: from the simplest mnemonic squares, then we move on to mnemonic tracks and later to mnemonic tables.
When familiarizing yourself with fiction or when teaching how to compose stories, mnemonics are widely used. The work consists of several stages: Stage No. 1 - Examination of the table and analysis of what is depicted on it. Stage No. 2 - Recoding of information, i.e. transformation from abstract symbols to images. Stage No. 3 - The information (fairy tale, story) is retold based on symbols (images), that is, the memorization method is worked out. Stage No. 4 - A graphic sketch of the mnemonic table is made. Stage No. 5 - Each table can be reproduced by the child when shown to him.
"Spring" Spring has come. Spring has three months: March, April, May. In spring, the sun shines brightly and warms up strongly. The snow is melting, there are puddles all around, streams are flowing. It's warm spring rain. The trees buds swell and sticky leaves bloom. The first grass appears. Snowdrops bloom right out from under the snow - the first harbingers of spring. Insects wake up. Migratory birds return from warm places.
Mnemonic tables are especially effective when learning poems. Using supporting pictures to teach memorizing poems captivates children and turns the activity into a game. IN preschool age Visual-figurative memory predominates, and memorization is mainly involuntary. The visual image that the child retains after listening, accompanied by viewing the drawings, allows him to remember the text much faster. Stages of working on a poem: Expressive reading poems. The message is that children will learn this poem by heart. Then read the poem again using the mnemonic table. Questions about the content of the poem, helping children understand the main idea. Find out which words are incomprehensible to children, explain their meaning in a form accessible to children. Read each line of the poem separately. Children repeat it using a mnemonic table. Children recite a poem based on a mnemonic table. Children draw a mnemonic table from memory.
"Gifts of Autumn" "Winter"
"Spring" "Summer"
The use of a mnemonic system allows you to speed up the process of automation and differentiation of delivered sounds, making it easier to memorize and reproduce rhymed texts. Classes are much more interesting and the effectiveness of correctional work increases. Yegor has a vegetable garden, There are carrots and peas. On the right is Fedora's garden, tomatoes grow there. Early in the morning, Alina went to the garden, taking a basket. In the garden near the fence, she picked two tomatoes, and in the greenhouse by the porch, two green cucumbers. And the housewife deftly picked carrots from the garden bed.
