Valentina Viktorovna Gerbova

Classes for the development of speech in the second junior group kindergarten. Lesson plans

Successful implementation of program objectives depends on a number of factors and, above all, on the way of life preschool, the atmosphere in which the child is brought up, from a specially given, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children, and all employees of a preschool institution who communicate with preschoolers during the day.

The system of work on teaching children their native language, familiarizing them with fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M .: Mozaika-Synthesis, 2005).

The manual "Classes on the development of speech in the second junior group of kindergarten", written as part of the "Program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements the recommendations on the most important direction pedagogical activity- purposeful and systematic teaching of preschoolers in the classroom. The practical purpose of the book is to give educators approximate guidelines for planning classes (determining the topics and goals of training, ways to implement them).

Features of the development of speech in children of the fourth year of life

In the fourth year of life, special attention is paid to the need to express oneself .

Toddlers speak with the aim of informing, explaining, asking for something, and also accompany game actions with speech. Their messages and explanations consist of one-third of complex sentences, which makes it possible to improve the syntactic side of children's speech.

By the age of three there is speech analysis ability. The child, not knowing how to pronounce the words correctly, catches when someone else pronounces them with errors. Children can distinguish similar-sounding words (Sashulka - icicle). However, it is too early to talk about the speech perfection of hearing (coherent speech is more difficult to perceive by ear than individual words).

At this age, children begin to catch by ear and reproduce some intonations (joyful, instructive, interrogative).

Although the fourth year is a period of intense sound acquisition, along with their correct pronunciation in the speech of children, there is a skip, replacement, assimilation and softening of sounds (the pronunciation of soft sounds is easier for a child than hard ones).

The correct pronunciation of sounds in a child is easily disturbed by fatigue, illness, and communication with poorly speaking young children.

Pronunciation defects make it difficult to master the grammatical structure of speech, prevent the child from communicating with peers, since his statements are incomprehensible to others.

In children 3-4 years old, breathing is interrupted, and the pace of speech is accelerated (less often - slow), so it can be difficult to listen to them. In this regard, the content of the work on the education of the sound culture of speech includes exercises to improve breathing, strength, voice pitch.

Problem vocabulary formation also many aspects. It is known that in the third year of life, children easily recognize individual objects (vegetables, furniture, utensils, etc.), but they are not always correctly called. By the age of three, babies perceive objects, trying to characterize their signs, qualities, actions with them.

Understanding some of the questions of an adult regarding familiar objects can cause difficulties for children, in particular, when the object acts as an object of action. Children, looking at the picture, unmistakably answer the question "Who (what) is this?" (girl, doll, pants, needle, thread) but to the question “Who does the girl sew panties for?” some of them answer “The bear is sewing” (most recently, the teacher sewed up the pants for the bear cub).

“Valentina Viktorovna Gerbova Classes on the development of speech in the second junior group of kindergarten. Lesson Plans From the author The successful implementation of program objectives depends on a number of factors and, first ...»

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Valentina Viktorovna Gerbova

Classes on the development of speech in the second junior group of kindergarten. Lesson plans

The successful implementation of program tasks depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which a child is brought up, on a specially set, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children, and all employees of a preschool institution who communicate with preschoolers during the day.

The system of work on teaching children their native language, familiarizing them with fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M .: Mozaika-Synthesis, 2005).

The manual "Classes on the development of speech in the second junior group of kindergarten", written as part of the "Program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements the recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to give educators approximate guidelines for planning classes (determining the topics and goals of training, ways to implement them).

Features of the development of speech in children of the fourth year of life In the fourth year of life, special attention is paid to the formation of the need to speak out independently. Babies speak in order to inform, explain, ask for something, and also accompany game actions with speech. Their messages and explanations consist of one-third of complex sentences, which makes it possible to improve the syntactic side of children's speech.

By the age of three, the ability to speech analysis appears. The child, not knowing how to pronounce the words correctly, catches when someone else pronounces them with errors. Children can distinguish similar-sounding words (Sashulka - icicle). However, it is too early to talk about the speech perfection of hearing (coherent speech is more difficult to perceive by ear than individual words).

At this age, children begin to catch by ear and reproduce some intonations (joyful, instructive, interrogative).

Although the fourth year is a period of intensive assimilation of sounds, along with their correct pronunciation in the speech of children, there is a skip, replacement, assimilation and softening of sounds (pronunciation of soft sounds is easier for a child than hard ones).

The correct pronunciation of sounds in a child is easily disturbed by fatigue, illness, and communication with poorly speaking young children.

Pronunciation defects make it difficult to master the grammatical structure of speech, prevent the child from communicating with peers, since his statements are incomprehensible to others.

In children 3-4 years old, breathing is interrupted, and the pace of speech is accelerated (less often - slow), so it can be difficult to listen to them. In this regard, the content of the work on the education of the sound culture of speech includes exercises to improve breathing, strength, voice pitch.

The problem of forming a dictionary is also multifaceted. It is known that in the third year of life, children easily recognize individual objects (vegetables, furniture, utensils, etc.), but they are not always correctly called. By the age of three, babies perceive objects, trying to characterize their signs, qualities, actions with them.

Understanding some of the questions of an adult regarding familiar objects can cause difficulties for children, in particular, when the object acts as an object of action. Children, looking at the picture, unmistakably answer the question "Who (what) is this?" (girl, doll, panties, needle, thread), but to the question “To whom does the girl sew panties?” some of them answer “The bear is sewing” (most recently, the teacher sewed up the pants for the bear cub). In the dictionary of children of the fourth year of life, significant quantitative fluctuations are recorded, which are explained by the individual characteristics of the development of babies.

Unfortunately, until now, researchers rely on E. Arkin's data on the composition of the vocabulary in children of the fourth year of life, published in 1968. (It is possible that a modern child has different quantitative characteristics.) So, according to E. Arkin in the child's dictionary: nouns and pronouns make up 50.2%, verbs - 27.7%, adverbs - 5%, adjectives - 11.8%.

Children quite successfully master the so-called everyday vocabulary, which helps them communicate. In addition, it is necessary to help children learn words denoting parts and details of objects, their qualities. Some generic concepts should be introduced into the dictionary, otherwise the children group objects, focusing on random, and not on essential features.

At this age, there is an intensive development of prepositions, conjunctions, interrogative words (the basis for improving syntax) by children.

Vocabulary work is closely related to work on improving the grammatical structure of speech (word formation, inflection, etc.).

Children distinguish words, focusing on the prefix, suffix (came - left - went in, cup - cup). Toddlers learn the agreement of past tense singular verbs with nouns, correct forms genitive and accusative plural nouns (boots, mittens, foxes), possessive adjectives (hare, fox); begin to use adjectives and adverbs in the comparative degree.

It is known that the development of the grammatical structure of speech occurs especially quickly in the second half of the third year of life. (According to researchers, up to three and a half years, and according to some indicators even up to four years, speech does not change significantly.)

In the fourth year of life, the number of simple common sentences gradually increases, complex sentences appear. At this age, children ask questions that are not related to their direct experience. (“This is a rabbit. And what is his last name?” “At night the sun turns into the moon?” “What kind of relative are you?” (Turns to the teacher.)) In the second half of the year, the number of questions aimed at clarifying cause-and-effect relationships increases.

Features of working with children in the classroom

With preschoolers of the fourth year of life, special classes are planned for the development of speech and fiction. In these classes, work continues to improve the sound culture of speech, the grammatical correctness of speech, to foster interest in the artistic word and the accumulation of literary baggage.

In the second younger group, classes are most often organized, consisting of one part (reading fairy tales to children, working out a clear and correct pronunciation of sound, etc.). In these classes, in addition to the main one, many other tasks are solved in parallel. For example, introducing children to new fairy tale is the leading task of the lesson, but on the same material, the teacher forms the intonational expressiveness of speech in kids, activates the dictionary, improves sound pronunciation, etc.

With children of 3-4 years old, combined classes are also held, consisting of two independent parts. A variety of combinations are possible:

Reading a work fiction and developing the ability to conduct a dialogue;

Reading (memorizing a poem) and improving the grammatical correctness of speech;

Consideration of the plot picture and games (exercises) to enrich and activate the vocabulary;

Didactic game for the formation of sound pronunciation and games (exercises) for improving the grammatical structure of speech, etc.

How to achieve the optimal "density" of the lesson, to ensure maximum organization and discipline of children, while maintaining the atmosphere of spontaneity and emotionality necessary for their age - this question often arises in the course of work with preschoolers. The solution to this problem is:

The alternation of teaching techniques (such as explaining, showing a sample or method of action) with games. For example, the teacher tells the children about the song of the hedgehog, teaches them to clearly and correctly pronounce the sound f (by imitation) and works out the pronunciation of the sound using didactic game"Hedgehog, do you want milk?";

The alternation of choral and individual responses of children (both verbal and motor), which diversify the lesson, help to involve all the kids in the work, significantly increase the speech activity of each of them;

Using a variety of demonstration materials (toys, objects, pictures, tabletop theater figures, etc.). Their appearance pleases children, helps maintain sustained attention;

The use of tasks, when performing which children can change their position, move around (look under the chairs, looking for a “hidden” dog; show how an important goose stretches its neck, etc.). The playful nature of such tasks encourages the child to accept an imaginary situation. This brings revival to the lesson, prevents the occurrence of fatigue; teaches children how to play. However, this technique will be effective only if the adult himself acts enthusiastically and cheerfully, infecting children with his mood;

Specially organized communication of the teacher with the children immediately after the lesson. At the invitation of the teacher, the kids examine the toys that were used in the lesson, talk with the teacher, continue the game that ended the lesson. Inactive children are more willing to answer the teacher's questions at this particular time. Such moments allow you to consolidate the program material with individual children or a group of kids (3-4 people) within 3–5 minutes.

The success of the lesson is largely determined by how the children sit: they must see the teacher and the material being demonstrated well. In some classes, it is more convenient for children to sit at tables that stand separately from each other; on other babies it is more expedient to seat in a semicircle; on the third, it is more convenient for younger preschoolers to study at tables arranged in a row, etc. Children should be seated so that they do not touch each other (especially when imitating actions, movements). It is desirable that balanced, not capricious peers sit next to excitable kids. Do not invite three-year-olds to raise their hand to show a willingness to answer, or to stand up when answering a question, this is difficult for toddlers and is associated with a significant investment of time.

The whole way of kindergarten life contributes to the development of children's speech.

Work to enrich the knowledge and ideas of preschoolers in all areas of their activities (playing, household, educational - classes visual activity, musical, in the formation of elementary mathematical representations, etc.) and the development of speech are inextricably linked.

Accurate terminology, timely acquired by preschoolers, based on specific ideas, significantly increases the level of their speech development improves the culture of speech communication.

As at the previous age level, the following methods of vocabulary work are used in the second younger group: examining an object, establishing its purpose; telling children the name of the object, showing characteristic actions with it;

Naming the details of the object and their qualities for children (the teapot has a long nose), characterizing the features appearance(lid on top, handle on the side);

The use of questions that require an action response. These questions allow you to find out if the desired word is in the child's passive vocabulary;

The combination of displaying an object with the active actions of the child to examine it (feeling, listening to, distinguishing by taste, smell). For example, a teacher shows a ficus leaf and says: “Look how big ficus leaves are. It seems to me that they are larger than Andryushin's palm. Let's check? And even more than my palm!”;

Repeated repetition by the child of a new word: after the teacher; when answering a teacher's question; when memorizing rhymes, etc.

In the second younger group, didactic games are planned to group objects familiar to children: dishes, clothes, toys, furniture, vegetables. Younger preschoolers master and learn to use generalizing words in their speech, name specific objects that are part of a group, and point to a sign that allows you to combine certain objects that are different in name and appearance.

In the course of working with children, the following sequence is usually used. First, the teacher, using the right moment, shows a group of objects, explains how and why they can be called in one word. Further, he clarifies, concretizes and enriches the children's ideas about the objects included in this group, conducts exercises to activate the dictionary, and, finally, offers tasks for grouping objects.

The acquired knowledge is consolidated in the classroom and in the independent activities of children.

Many classes, especially in the first half of the year, end with the didactic game “Make no mistake!”, Which is carried out as follows. The teacher approaches the child and asks to complete the task: “A pear, an apple, an orange is ... (fruit)”, “Name any vegetable ... (any item of dishes)”, etc. For the correct answer, the child receives a reward - some small object: Christmas tree, chip, nut, pebble, acorn, etc.

At first, the teacher waits for the child to answer the question, but in the second half of the year, accustoming the children to work at a certain pace, he allocates a certain time for the answer (for example, quietly counts up to five with the children (later - up to three)).

Outside of class, these exercises are carried out during ball games (the child must catch the ball, and while the children count to five (or up to three), answer the question).

By clarifying the spatial representations of children, you need to help them master such concepts as next to me, behind me, in front of me. This goal can be served by the didactic game "What has changed" and various didactic exercises. For example, the teacher says to the children: “Very quickly today you put the chairs and got ready to listen. Who sits with whom today? Olechka, who is sitting next to you? Who is on the left? On right? Behind? ahead? Etc.

Mastering color, younger preschoolers experience certain difficulties. They confuse blue and green colors, make mistakes in determining shades, etc. In the process of observing, looking at toys, pictures, clothes, the names of colors should be clarified and activated in children's speech. This manual provides an example of such a lesson - "At the matryoshka - housewarming."

One of the complex program tasks is to teach children to use nouns in the form of the plural of the nominative and genitive cases in speech. To solve it, household processes provide rich opportunities. For example: “So, you got dressed,” the teacher says to the children. - Look, what items of clothing are the most today? (Fur coats, jackets, overalls, hats, scarves, mittens ...) And what is one thing? (My coat.) One? (Olina sheepskin coat.) Alone? (Dimin's gloves.) "And so on.

In accordance with the "Program of Education and Training in Kindergarten" in the second junior group, four classes are allotted for the development of speech and familiarization with fiction.

This guide provides lessons on:

Education of sound culture of speech. The volume of speech material that is used in these classes allows you to simultaneously solve problems of activating the vocabulary of children, the formation of dialogic speech;

Familiarization with fiction (reading Russian folk tales, poems to children, exercises in dramatization, memorization);

Looking at scene pictures. These activities include didactic games and exercises, viewing book illustrations, dramatization games.

Education of sound culture of speech

In this age group children work out a clear pronunciation of almost all the sounds of their native language. Only hissing (w, w, h, u) and sonorous (r, l) sounds, the most difficult to pronounce, are excluded.

Most children in the fourth year of life clearly pronounce all vowels and many consonants. Then is it worth spending time practicing the pronunciation of these sounds? In answering this question, let us analyze some methodological provisions.

The clear pronunciation of vowels and the simplest consonants in articulation in many cases contributes to the appearance of sounds that are more complex in articulation in a child. So, in order for speech to be distinct and clear, children must learn to open their mouths well, which is achieved, in particular, by the correct articulation of the vowel a; close lips tightly - this is facilitated by a clear pronunciation of sounds m, p, b, etc.

There is much in common in the formation of some vowels and consonants, for example, the sounds and and z. In both cases, the front of the tongue is tense and raised, air passing through a passageway created by the tongue and palate (forming a vowel) or by the tongue and alveoli of the upper teeth (forming a consonant). Or: when pronouncing the sounds t, d, n, the tongue is behind the upper teeth, as with the sounds w, g. The position of the tongue with vowels and, e, is similar to the position of the tongue with articulation with, z.

A clear pronunciation of the sounds o, y largely determines the appearance of hissing w, w, h, u in a child; pronunciation f, v - whistling s, s and sonorant l; t, d, n - hissing and sonorous r, l.

Education of the sound culture of speech is not only working out the correct pronunciation, although this task is one of the main ones. When practicing sound pronunciation, the ability to distinguish sounds is improved, that is, phonemic hearing, speech breathing, speech rate, voice strength and pitch, diction, etc. All these tasks are easier to solve if you use sounds that the child pronounces well.

The formation of sound pronunciation is carried out in three stages: preparation of the articulatory apparatus; clarification of sound pronunciation; consolidation of sound in words, phrasal speech. Let's take a closer look at the last two stages.

Clarification of the pronunciation of sound (working out the pronunciation of an isolated sound and in onomatopoeia). Almost all vowels (except o) and some consonants (v, f, s, s, ts) can be easily correlated with any real object: a-a-a - babbles Small child, woo - the locomotive honks, fff - the hedgehog snorts. This greatly facilitates the work on sound pronunciation, makes it possible in an entertaining way to explain to the child the need for the next repetition of the sound. For example: “Learn to growl as good as a big bear (uh-uh); let's remind the song to the little bear cub who has forgotten it; we will help the bear cub to call the bear, ”etc. A variety of techniques increases the efficiency of children, maintains interest in the material being mastered.

Consider the techniques that are used to form sound pronunciation:

The combination of choral repetition with individual (3-4 repetitions). For example, the educator says: “Uuuuuuuuuuuuuuuuum” the locomotive honks. How does he signal? (Choral answer.) And now let's listen to how Olin's engine is signaling ... Sashin ... Natashin ... ";

The use of didactic games such as "Clockwork Toys". In this game, children depict squirrels (airplanes, mosquitoes, foals). The teacher "turns on" the squirrel-child with a "key". “Ts-ts-ts”, says the squirrel. (If the baby is silent, you should not seek an answer, you can explain to the children that the toy is broken.)

Children also play these games outside of class, repeating familiar songs (sounds);

Using the Magic Cube Pictures are pasted on the faces of the cube (10–15 cm in size): baby Alyonushka, a steam locomotive, a steamer, a foal, etc.

"Spin, spin, lie down on your side!" - the children say, while the teacher turns the cube from side to side. One of the pictures is offered to the attention of the children, and the kids sing the appropriate song in chorus or individually (if there is an airplane in the picture, the children pronounce v-v-v; water tap - s-s-s; mosquito - s-z-z). The faces of the cube are filled with pictures gradually, as the children get acquainted with new sounds. By the end of the year, 2-3 cubes are used (alternately) in the classroom.

It is necessary to single out a group of techniques in which the development of sound pronunciation acts as a secondary task, and the main thing is the development of speech breathing, speech tempo, intonation expressiveness:

Children's performance of "long songs". When practicing the pronunciation of vowels and whistling (s, s) sounds, it is advisable to offer the child to pronounce the sound for a long time (for 2–3 seconds) on one exhalation. You can use the “pulling the thread” technique (the hands are in front - at chest level, the thumbs and forefingers are closed. The child pronounces a vowel sound and at the same time spreads his arms to the sides, as if “pulling the thread”). At the same time, you need to monitor the baby’s posture: often, “pulling the thread”, children lower their heads;

Performance of songs (vowels and whistling sounds) with different voice power. The song of a large steam locomotive (steamboat) should be sung in bass, and a toy one should be sung in a higher key (thinly).

The pronunciation of consonant sounds m, b, p, n, t, d, k, d, x is mastered by younger preschoolers by practicing onomatopoeia. Techniques that allow children to be active and ensure their performance with repeated repetition of the same onomatopoeia are the same as for practicing the pronunciation of an isolated sound. So, in chorus and one at a time, the kids pronounce onomatopoeia while playing clockwork toys (mice - pi-and-pi-and, bells - ding-dong, etc.). The "magic cube" is also used. Ko-ko-ko (koh-koh, kudah-tah-tah) - children say if a chicken is depicted on the edge of the cube.

It should be emphasized that at this age stage, onomatopoeia is not so much a means of activating the speech of children - this task was leading in groups early age, - how much convenient material for educating the sound culture of speech.

When exercising children in the distinct pronunciation of onomatopoeia, it is easy to provide tasks for distinguishing them (dong-dong and ding-dong), for the formation of the tempo of speech, its intonational expressiveness (kvoh-kvoh-kvoh - the chicken clucks softly, guarding the chickens, kudah-kud-kudah she cackles loudly, alarmed by something.)

Consolidation of sound in words and phrasal speech. At this stage, their own teaching methods are used. Let's take a look at their characteristics.

Staged games. In the course of the performance, the children repeat words and phrases in which the mastered sound is often found. At the same time, work is being done to form the intonational expressiveness of speech: children pronounce interrogative and exclamatory sentences with intonations of sadness, edification, joy, etc.

Speech material for dramatization games should be selected taking into account the following points:

- sounds that are difficult to pronounce should first be worked out in words in which syllables are built according to the principle “consonant + vowel”, and not “consonant + consonant + vowel”, since the latter are difficult for a three-year-old child;

- words should be chosen so that the paired sound being practiced is hard in some cases, soft in others (Mila - soap, umbrella - zebra);

- the vowel, the pronunciation of which the child masters, must be stressed.

The use of verses. The teacher reminds the children of the passage, then repeats it 2-3 times with them. Repetition can be done in game form. For example, children “bake pancakes and say: “Oh, pancakes, pancakes, let's bake pancakes” (fixing the sound a).

The teacher specifies from which book (fairy tale) the passage read, recalls its title. (This technique allows you to repeat program works with children without additional expenditure of time.)

Reading small new program works in the classroom on the sound culture of speech. After reading, the teacher quotes excerpts from it, saturated with words with a practiced sound, and the children repeat. For example, to consolidate the pronunciation of sound c, it is advisable to use the folk song “Geese you, geese”, the sound x - V. Berestov’s poem “Merry Summer” (“Amazing rooster - feathers on top, fluff on the bottom; a sly tail curls, it’s not given in the teeth; the girl she laughs, she wants to laugh, ”etc.).

Repetition by children of words from the story of the teacher. For example, fixing the pronunciation of the sound n, the teacher “introduces” children to three mice (toys, pictures) - Peak, Pak, Pok. The teacher sings or pronounces a song of mice, and the names Peak, Pak, Pok that occur periodically in it are pronounced by children.

The repetition of words. Clean tongues are widely used in working with children. Their effectiveness is beyond doubt. However, in order to educate children's taste for a good literary language, one should be stricter about the choice of tongue twisters intended for teamwork with kids.

So, working out the pronunciation of any sound necessarily involves clarifying the pronunciation of an isolated sound, and then fixing it in words and phrasal speech. In a number of cases, this is preceded by the development of a certain position of the tongue, lips, which contributes to the correct articulation of sound.

Classes for the education of the sound culture of speech with children of the fourth year of life have the following structure.

I. An exercise that promotes the mobility of the organs of the articulatory apparatus (tongue, lips, etc.) and to some extent provides a clear and correct pronunciation of the sound that children will be introduced to in this lesson.

II. Acquaintance of children with a new sound or onomatopoeia (the teacher says it many times). If possible, the teacher associates the sound or onomatopoeia with a specific image (f-f-f - hedgehog's song; ts-ts-ts - a squirrel's song; pi-pi-pi - a mouse squeaks; beep-beep - a car honks, etc. .)

III. Repeated pronunciation of sound (onomatopoeia) by children. To do this, the teacher offers 3-4 onomatopoeia (fu, fu, uff; bam, bim-bom, bayu-bayu-bayu). The educator, as a rule, includes onomatopoeia in his story (or dramatization), accompanied by the display of visual materials. In this part of the lesson, the kids perform tasks to distinguish between onomatopoeia; reproduction of a given rate of speech, strength and pitch of the voice; practicing free, smooth, long (2-3 seconds) exhalation.

IV. Consolidation of sound in words and phrasal speech. For these purposes, the following are used: the teacher's story (without showing or with showing individual objects and actions); dramatization of a short story (fiction text; a story invented by a teacher); agreeing words in verses familiar to children; didactic and outdoor games.

Assimilation of morphological means of language

The content of the work on the morphological means of the language is determined by the features characteristic of the speech of children given age. For exercises, those grammatical forms are taken, the use of which causes certain difficulties for children of 3–4 years old, in particular, nouns that have a zero ending in the genitive and accusative plurals or endings -ey, -ek, -ok, -ev, -ov . (Children replace the endings -ey, -ek, -ok with -ev, -ov: hedgehogs - hedgehogs, cilia - cilia; zero ending - ending -ov: monkeys - monkeys.) The following types of work will help to work out the correct use of endings:

Negotiating words with appropriate endings in phrases and rhymes (“There are no better than us, forest ... (hedgehogs) in the world ... (watchmen)”. “No hands ... (legs) no. Maybe this is a package?”); didactic exercise "What is one and what is many?" (Spoons, pillows, elephants, sparrows, geese, books, eyes, blankets.); didactic game "What (who) is gone?".

Particular attention in the second junior group is paid to work on nouns denoting:

Animal babies (in the genitive and accusative plurals). Showing children toys or pictures, the teacher calls the cubs. Then he offers tasks included in didactic games (“Take any kids for yourself, asking them from me:“ Give me kittens (mice, frogs) ”. they will let you in if you ask correctly, you won’t be mistaken: “Let my yellow chickens (little kittens) into the house” ”);

Names of dishes (with suffixes -ik, -its); kettle, milk jug, coffee pot; sugar bowl, candy bowl, bread box, napkin holder. Children easily master these nouns (form and actively use them in speech) with the help of such didactic exercises as “Show and name”, “What is missing?”, “Add a word”.

The exercise "Add a word" is also used in tasks for the use of nouns with affectionate and diminutive suffixes -ik, -echk-, -ichk-, etc. For example: "House - house, - says the teacher, - table?" “Table,” the children prompt. Etc.

Younger preschoolers often make mistakes in matching words (when agreeing nouns with adjectives, cardinal numbers, etc.). When exercising children in agreeing nouns with other parts of speech, it is advisable to use didactic exercises, such as: “Whose thing?” (when answering the question, the child should name the possessive pronoun and the noun: my bucket, my doll, my elephant), “Give me, please” (adjective and noun: green bucket, red blanket, white puppy, blue ribbon, etc. ), as well as didactic games "What?", "What's gone?", " Miraculous Pouch". Improving the syntactic side of speech

The speech of a child of the fourth year of life is characterized by a gradual complication of sentences, which goes in two directions: the number of words in sentences increases and their content becomes more complicated. At the heart of this process is the growth of an active vocabulary. In order for the child to express an idea in the form of a sentence, little story, he must be taught to observe, to highlight the main thing in objects and phenomena, to establish between them temporary and cause-and-effect relationships. However, the task of understanding causal and temporal dependencies and expressing them in one's speech for a younger preschooler presents significant difficulties. This obliges the educator at every opportunity (in everyday life, during observations, in the classroom: when examining objects, pictures, conversations on the read work) to clarify with the children the time of the action, its reasons, to prompt them with words and phrases appropriate situations.

The questions “Why?”, “Why?”, “When?”, “How?” Asked by the teacher require a detailed statement from the child. Sometimes it takes the form of a complex or complex sentence. At the same time, kids often omit conjunctions, violate agreement, but the teacher’s model tells them how best to build a phrase. Children not only perceive a new syntactic construction by ear, but also repeat it, thus enriching their speech. It is especially important that kids hear complex sentences with conjunctions so that how: they are easier for children to digest than complex sentences of other types.

Children 3-4 years old tend to characterize the situation by listing the observed objects or their details (parts). (A cockerel has a beak, legs, wings and a comb.) This tendency is extremely important for developing the ability to use sentences with homogeneous members. Relevant work is carried out both in the classroom, for example, when looking at a picture (“Children have a lot of toys: chickens, molds, flags, a car”), and outside of class, for example, while playing with pyramids (“Rings on a pyramid of different colors: yellow, blue, red, green). Children should be taught to build sentences with different word order. The child must master the ability to change the order of words in a syntactic construction.

Children copy adults in everything, so the teacher’s speech must be competent, emotional, and figurative. Verbosity should be avoided, otherwise the child catches only the meaning of the statement, the form escapes his attention.

We list the types of work that can be used to enrich children's speech with a variety of syntactic constructions, including complex ones:

The child's story about what he saw (in the park, on a walk), etc .;

Negotiating a sentence taken from a familiar work of art or a story compiled by a teacher (“I love Mommy very much because she ...”). These can be compound or complex sentences with conjunctions to, how, because; sentences with direct speech, homogeneous members (“She pushed the door, the door and opened” (the fairy tale “Masha and the Bear”); “I am a goat-dereza, black eyes, a crooked leg, sharp horns” (the fairy tale “Goat-dereza”)) ;

Examination of plot pictures. Focusing on a visual situation, it is easier for the child to characterize the scene (in the sandbox, on the hill), time (in the summer, on a sunny day), establish cause-and-effect relationships (to play with sand, Tanya took molds and a scoop; goats cannot butt: horns not grown yet).

Preparing children to master monologue speech

The Kindergarten Education and Training Program does not set a special task of teaching storytelling to children of primary preschool age, but preparatory work should be carried out already at this stage.

Monologue speech is formed in the depths of dialogue as the main form of verbal communication.

Dialogue is the first step in the development of a child's coherent speech. That is why, in working with children of the fourth year of life, the closest attention should be paid to the development of speaking skills.

In the methodology of working with children, methods for the formation of dialogic speech have been developed:

Teaching children (at home and in the classroom) to understand questions and answer them;

Teaching children to ask questions. The teacher, communicating with a group of children (or with a subgroup), teaches them to listen and actively engage in the conversation. At the same time, the teacher provides situations in which the child is given the opportunity to explain something to his peers (the content of the illustration, the rules of the game, the device of a simple toy, etc.). In such cases, the baby, as a rule, is forced to use detailed statements in speech and, often, his explanation takes the form of a short story;

Participation of children in dramatizations: reproduction of an excerpt from a fairy tale close to the text (with the prompts of a teacher); dramatization-improvisation (children reproduce the text as best they can);

Active verbatim reproduction of answers to questions in a fixed dialogue (Russian folk songs: "Ryabushechka Hen", "Kisonka Murysenka", "Three Chickens on the Street ..."; Chuvash song "Conversations" (translated by L. Yakhnin); G. Sapgir. "Cat", etc.). Consideration of plot pictures

Examination of paintings specially created for kindergartens - effective remedy development of connected speech.

The success of this type of work is largely determined by the ability of the teacher to interest the child. For example, a teacher says: “It’s winter outside, it’s snowing outside, you can go sledding, or you can make a hill out of snow. After class, we will go for a walk. And now I want to introduce you to the children who are already walking ”(painting“ Walking in Winter ”).

Questions to children are the leading technique when looking at a picture. Questions should be carefully considered. They should help children understand the general meaning of the picture, the relationship of individual details of the picture, and contribute to a purposeful description of objects (phenomena). In addition, when looking at a picture, you need to use questions that will give the child the opportunity to express his conclusion, to assume something, to doubt something. These questions can be divided into the following groups:

Questions that require a comparison of facts and the simplest conclusion based on the child's experience. For example: “Why does Lena make such a beautiful fence out of sand and the sand does not crumble?”, “Children make a small hill out of snow. What kind of snow is in the yard on this day?

Questions that require an answer are assumptions that go beyond what is depicted. For example: “I wonder what it is customary to feed very small chickens?”, “Why do goats butt?”

Having chosen a picture for examination, the educator himself must understand its content well, compose a story, and only then outline questions. It's good if the story has a plot. It can be 1-2 phrases that reveal the meaning of the picture, conveying the emotional attitude of the narrator to the depicted. For example: “It’s good that dad made a pretty house for the baby, a swing and a sandbox!”

It is necessary to consider the picture consistently, moving from topic to topic: “Do you like swings? Tell us who swings on them ... There is a sandbox next to the swings. And in it ... Now there is no one in a beautiful house. Is it beautiful, this house?

If the story of the educator turns out to be insufficiently emotional, it is necessary to include phrases containing a question, an exclamation, direct speech in it. If the content of the picture allows, it is better to end the story so that the last phrases, like the first, express the narrator's attitude to the events depicted.

Familiarization of children with fiction

In the second younger group, daily work continues in the corner of the book. At the disposal of children should always be 6-7 books (program and non-program works, for example, natural history).

Young children cannot mentally imagine the hero of the work. They need a visual basis - drawings. This is why illustrated editions are so important.

The drawings in the new book should be told in such a way that the children “take their breath away”, and then maintain interest in them with riddle questions: “Who, who will come? Who, who will find beautiful earrings in the ears of a cat?” or: “Who is running to put out the fire? Who runs in boots with thin legs? (“Tili-bom! Tili-bom!”, Russian folk song). It is advisable to periodically make excursions in a group and, among the sights, be sure to show a corner of the book.

In the future, this will allow children, without prior preparation and stress, to lead a group of guests, to talk about their favorite books.

Work on the perception of book illustrations by children is also planned in the classroom. The day before, the teacher invites the kids to carefully consider the illustrated edition of the fairy tale (the best illustrators are named in the lesson plans). He is interested in who liked which drawing and why. “Will you tell the children about this drawing in class?” - the teacher asks and he himself vividly and meaningfully talks about one of the drawings.

It is known that younger preschoolers like rhythmically organized speech, sonorous major rhymes, so they listen to folk songs and poems with pleasure.

Folk songs themselves are mini-performances in which the child is both a listener, a spectator and a participant. Learning the word, turns of speech, intonation, children acquire their first literary experience.

Songs and poems give the teacher the opportunity, as in the first junior group, to organize a variety of games. Some works are, in fact, already games (“Finger-boy ...”, “Forty, forty ...”, “Hare, dance ...”; I. Tokmakova. “Bear”; A. Vvedensky. “Mouse”, etc.); others are easy to stage and dramatize (“Ay, kachi-kachi-kachi ...”, “We lived with granny ...”, “Tili-bom! Tili-bom! ..”); still others can be easily translated into dialogues (“Ribushechka Hen ...”, “Kisonka-Murysonka ...”; G. Sapgir. “Cat”). As before, all these works do not lose their attractiveness for children when they are read again during the year .Poems for memorization are selected so that children can easily memorize them. The most voluminous of them are S. Chernoy's "Pusher" and "Where is my finger?" N. Sakonskaya - available even to children of three years. In order to memorize a poem, the child must hear it several times. But just listening to children is difficult, they need meaningful and attractive motivations for them. For example, the teacher reads: “The wind is walking on the sea and the boat is urging ...” At this time, one of the children, using a bright headscarf, depicts a boat sailing. The teacher finishes reading the poetic text, and the kid “swims” to one of the children and “lowers the sail” (gives a handkerchief to a peer), inviting him to portray a boat. Inviting a peer - in any form - is an attractive situation for children. For example, a child read a poem and got the right to "pass" the baton to someone he likes. The chosen one, in turn, chooses the next performer, and so on.

It is enough for the new poem to sound 3-4 times. In the future, in different situations (accidentally arising or pre-planned), the teacher reads the work himself or offers to read it to one of the children, helps him, praises him. On holidays, the same favorite program poem can be read by 2-3 children in turn. This does not bother the listeners and the performers themselves: the main thing for the latter is participation in the holiday.

Russians familiar to children folk tales("Gingerbread Man", "Teremok", "Wolf and Goats") in the second younger group are offered in other treatments. On occasion, recalling two similar, but still a little different fairy tales, you can ask which one the children want to listen to.

The Russian folk tales and fairy tales of the peoples of the world offered by the program for younger preschoolers are diverse in content, dynamism, and volume. The selection of author's works in prose and verse is also varied. These are poetic tales by K. Chukovsky, S. Marshak, N. Zabolotsky, as well as kind, wise tales (in prose) by D. Mamin-Sibiryak, A. N. Tolstoy, V. Suteev, G. Tsyferov, L. Petrushevskaya and others famous writers. Among the poetic and prose works, humorous stories by M. Zoshchenko, L. Panteleev, N. Nosov, J. Chapek, poems by S. Cherny, V. Berestov, Z. Alexandrova and others occupy a worthy place. Before reading works to children, the educator should revive them in memory and analyze.

It is conditionally possible to distinguish three aspects of the analysis.

Language. This type of analysis involves the selection of words, phrases, dialogues from the text, the repetition of which contributes to the fact that the language of fiction becomes the property of the child's speech.

For example, the teacher reads an excerpt: “The bouncer hare jumped up like a ball, and with fear fell right on the wolf’s wide forehead, rolled head over heels on the wolf’s back, turned again in the air and then asked such a rattle that, it seems, he was ready to jump out from my own skin." (D. Mamin-Sibiryak. “The tale of a brave hare - long ears, slanting eyes, short tail.”) Then the teacher repeats the phrase, encouraging the children to finish the sentences.

Performing. The teacher must decide how to read the work more expressively.

The peculiarity of the perception of literary works by younger preschoolers lies in the fact that when comprehending the text, they proceed from their direct and so far limited everyday experience. Therefore, it is not necessary to strive to conduct thorough conversations on what has been read, but it is necessary to clarify the name of the fairy tale (story). The following answers are the norm for this age: “This tale is about a cat, a fox. The cat defeated the fox ”(“ Cat, rooster and fox ”, arr. M. Bogolyubskaya),“ About the bear, pies and Masha ”(“ Masha and the bear ”, arr. M. Bulatova), etc. The teacher must approve the answer and say the full name of the work, and then find out who the children liked and why, say who is cute (unsympathetic) to him, and explain why. At the same time, it is important to read out the relevant passages from the work, because the text itself, and not reflections on it, should remain at the hearing of the children.

Lesson plans

Aug. Sept

While it is still warm and you can work with children on the site, it is advisable to introduce them to folk songs, to the text of which it is good to play calm and active games.

For example, you can play the following game: the teacher reads the nursery rhyme “I’m going to my grandmother, to my grandfather ...”, and the children first jump “along a flat path on one leg”, and then move on two legs “along the ruts, over bumps” to veranda, where they complete the journey (“Into the hole! Boom!”). When the children run in, the teacher invites everyone to his place and, reading a nursery rhyme, treats them to porridge. One gets porridge in a saucer, the other in a plate, the third in a spoon, the fourth gets “scratches”, and the fifth gets nothing. (“Forty, forty ...”, Russian folk song). Then the game is repeated, the “magpie” treats the other magpies.

Or, having collected willing kids, the teacher reads them a Russian folk song “Finger-boy ...”. At the same time, he goes over the fingers of one or the other child.

In the game based on P. Voronko's poem "The Cunning Hedgehog", the child plays the leading role. He sews a jacket from needles, collects pears in the garden, strings them on thorns, returns to the hedgehogs and gives them gifts: “You have a pear, you have a plum, you have an apple, and you have a fungus” (improvisation).

When removing toys, the teacher can ask the children to help him: “If there is no help for him, the ant will stretch out its legs” (“Help”, Czech song, translated by S. Marshak). Children form a chain and, depicting ants, help clean up toys. (The chain is led by the teacher.)

Games using Russian folk songs "Hare, dance ...", "We lived with granny ..." are performed in music classes, and then the children play them in their free time (at the site, in a group). The song "Night has come" should be recommended to parents to read to the child before going to bed.

In August - September (at the site, indoors), it is advisable to introduce children to the following program works:

- fairy tales: “Three Greedy Little Bears” (Hungarian, arr. A. Krasnova and V. Vazhdaev), “Stubborn Goats” (Uzbek, arr. Sh. Sagdulla), D. Bisset. “The Frog in the Mirror” (English, translated by N. Shereshevskaya), Ch. Yancharsky. “Games”, “Scooter” (from the book “The Adventures of the Ushastik Bear”, translated from Polish by V. Prikhodko), G. Tsyferov. “About friends”, “When there are not enough toys” (from the book “About the chicken, the sun and the bear cub”);

- stories: M. Zoshchenko. "Smart bird", K. Ushinsky. "Cockerel with the family", "Ducks".

With some poetic works (4–5), which are recommended in the program for reading to children in September - November, it is more expedient to introduce kids in the winter months in the classroom (before classes), in particular, on the sound culture of speech, since these texts contain a sufficient number words containing practiced sounds.

On warm days, before going for a walk, you can offer plot pictures to the attention of children. Let's take an example.

Examination of the painting "Playing with sand"

“I will introduce you to children that I really like,” says the teacher. “The girl’s name is Lenochka, and the boy’s name is Seryozha.”

"Where are they?" the kids ask.

“They are playing. I even know where and what they play. Would you like to meet them?"

The teacher puts a picture on the easel and says: “Helen is in a red dress, and next to him is Sergey. Guess where they play? (In the sandbox.) Look how many toys they have. There is ... (flags in a bucket, molds, scoops, a spatula, a car, chickens). Sergei is lucky ... (sand). And who is Seryozha carrying sand to? (Lenochka is lucky.) Why does Lenochka need sand? What is she building? (He builds a house for hens. And a little white hen. And a ruffled hen. And a cockerel.) And why doesn't sand crumble at Lena's? (They poured water on him. He is wet (damp).) Why do children need molds? (They will make Easter cakes (pies) and treat the children.)

In conclusion, the teacher can invite the children to listen to a story about Lena and Seryozha (accompanied by a show): “It’s good to play in the sandbox. Lena and Serezha have flags, molds, a car. Also hens and roosters. It is for them, chickens, that children make a house out of sand. Lenochka is building, and Seryozha is carrying sand to her. Children will make a fence for chickens and bake pies. They bake a lot. And you will be served. They will say: “Help yourself, help yourself! Delicious pies!“”

Note. In the evening, children can talk about how they played in the sandbox during a walk.

Examination of the painting "In the sandbox"

The teacher tells that all children love to play with sand, that sand can be poured into buckets, made into cakes, slides, etc.

“Do you want me to show you children who enjoy playing in the sandbox?” - the teacher continues the conversation, showing the picture. The teacher gives the children the opportunity to consider it and share their impressions.

“See what a big sandbox. What wide sides it has, says the teacher. - Sandbox ... (large), its sides ... (wide).

How much sand is in the sandbox? (A lot. A whole mountain.) What color is the sand? (Yellow.)

A whole mountain of sand, and on top of the mountain stands ... (striped car). Whose car do you think this is? (Children's answers.) I also think that this is the car of a black-haired boy with a blue dustpan in his hand. The black-haired boy is talking ... (to the boy who is playing with the green car). I wonder what they are talking about? (The teacher listens to the children's answers. He agrees that the boys are going to dig a tunnel in the mountain.) And what is the girl in the red dress doing in the sandbox? She doesn't just make cookies. She decorated the corner of the sandbox with ... (with small colored toys - red and blue).

Do kids like to play in the sandbox? They are happy? Do you see it? (Yes, the children are smiling.)"

You can end the lesson with the following story: “It's good to play in the sandbox, it's interesting. The sandbox is very large, with wide sides, with clean yellow sand. There is a lot of sand in the sandbox, a whole mountain. Boys with cars settled down on opposite sides of the sandy mountain. They agree to dig a tunnel so they can visit each other. A pretty girl in a red dress has decorated a corner of the sandbox with toys and is baking Easter cakes. He invites you to treat yourself to Easter cakes.

If you are going to feed the birds on the site, the teacher may invite the children to consider the picture "We take care of the birds".

Examining the painting "Caring for the Birds"

"In front of you new picture, the teacher says. It's called "Take care of the birds." Is the name of the picture correct? And who takes care of the birds?

The teacher offers to pay attention to the boy: “It is strange that he somehow stands. For some reason, he holds his hand palm up. (There are seeds on the palm. A bird sits on a small tree, looks at the seeds. The boy hopes that the bird will peck at his grains.) Mom is standing near the bird feeder. She has already poured the food into the feeder. She also looks at the bird: suddenly the bird will decide and grab a grain from her son's palm. That will be wonderful!

A girl in a red coat is watching the feeder. There, another bird is sitting on the side, waiting for mom to leave and it will be possible ... (eat grains).

What does a crow do?

Birds are not very afraid of mother and children. This means that they often come to feed the birds.

The mountain ash has ripened, the leaves on the trees have turned yellow, the children in hats and warm shoes. This means that (autumn) has come.

September

Lesson 1. Who is good with us, who is handsome with us.

Reading a poem by S. Cherny "Pusher"

Target. Arouse in children sympathy for peers with the help of the teacher's story (game); help kids to believe that each of them is a wonderful child, and adults love them.

First option

Lesson progress

This activity option is suitable for a group with many new children or most toddlers under 3 years 6 months.

The teacher arranges the chairs in a semicircle and begins the lesson:

Who is good for us?

Who is handsome?

The teacher brings the child to the center.

Petenka (Vasenka, etc.) is good,

Petenka is handsome.

The teacher talks about the child, emphasizing his dignity, for example: “Petya is really handsome. Black-haired, with beautiful dark eyes.

A good child, smart, already counts up to six, does not go astray. Is it true? Then count.

And he folds animals from cubes very quickly. And he is friends with girls, does not offend them.

And for a long time, he hasn't cried over trifles.

And how he tenderly says goodbye to his mother in the morning! Nice to see!”

The teacher again pronounces rhymed lines and brings out another child: “Katya is handsome. Pretty, fair-haired (about girls with blond hair they say - blondes), with a bright blush on her cheeks.

Katyusha is a wonderful girl. Doesn't quarrel with anyone. Plays with dolls - a feast for the eyes! Her daughters are fed. She sings songs to them sweet words is talking.

Katyushka knows a lot of poems. Read the poem “They dropped the bear on the floor ...”, I really, really like it.

The teacher asks the children who else they want to hear about. Be sure to tell about the newcomer, draws the attention of preschoolers to how important it is to be friends with this child now, so that he quickly gets used to it and understands what wonderful children are in the group.

The teacher promises that every day he will definitely talk about one of the children.

Such stories children should hear throughout the year. It is advisable to pay special attention to "problem" children (nervous, fighters, crybabies, etc.), each time emphasizing how successfully they cope with their problems, how they grow up.

If the educator notices that the children are beginning to get tired of stories about good and handsome peers, he invites them to listen to S. Cherny's poem "The Hanger".

- Why does mommy

Are there two dimples on your cheeks?

- Why does the cat

Legs instead of arms?

Why chocolates

Do not grow on the crib?

- Why did the nanny

Creamy hair?

Why do birds

No mittens?

- Why frogs

Sleep without a pillow?

- Because my son

Mouth without lock.

The teacher is interested in who is called the "hooker". Listens to the children's answers and offers to verify the correctness of the assumptions.

Note. In the following days, especially during the hours when the children are dressing for a walk and some of them have an increased need for communication (to the detriment of the main domestic process), it is appropriate to read the poem "The Harper".

Second option

Lesson progress

This version of the lesson is more suitable for groups where most children are older than 3 years 6 months.

Having seated the children and thanking them for the ability to hear the teacher's request and quickly switch from games to classes, the teacher says that he will talk about how smart, kind, funny they are. For example: “I will tell you about a wonderful boy. Today he is wearing blue shorts and a gray T-shirt. And on the T-shirt is a serious gnome who built himself a beautiful house. Who do you think I'm going to talk about?

Many children and I call this boy affectionately: Sasha, Sasha, Sasha. So, Sashenka's shorts are ... blue, and the T-shirt ... is gray, on the T-shirt ... a dwarf near his house.

Sasha blonde hair and cheerful dark eyes. Sasha is our assistant, he is on duty wonderfully, and gets along well with the kids, does not offend them. True, he often forgets his handkerchief at home, but he promised to improve. I believe him. Sasha loves to draw and sculpt, and sings well. Sing, Sashenka, your favorite song, and we will sing along to you.

I will also tell you about a girl who today is wearing a beautiful checkered dress with lace frills. And her name is ... (children call the name of the girl). Olenka recently came to us, she has not quite settled down yet. She is a very sweet funny person. Yesterday Olya forgot to hide her shoes in the closet, and they got lost, ended up under the bench. We consoled Olenka and wiped her tears, like this ... Then we found the shoes, helped her to put them on.

Olya wonderfully depicts a horned goat, it scares us. Want to see how she does it? Aren't you afraid? (The girl pretends to be a goat.)

Now I will tell you about a boy with big dark eyes. This is a wonderful boy, but he does not like, he does not know how to sit quietly on a chair. It immediately starts spinning. It was just spinning, but now it's quiet. He must be afraid that the chair would get angry with him and drop him on the floor.

But on the other hand, our Vasenka (he recognized himself) runs the fastest. And Zainka the Long Ear told me in a big secret that this morning Vasya wanted to take away the car from Yura, he already stretched out his hands, but then hid it behind his back. Didn't hurt my friend. Here's a good guy. Strength of will brings up at itself. Becomes an adult. I'll kiss him for it." Etc.

At the end of the lesson, you can read to the children S. Cherny's poem "The Hanger" or the English song "The Braves" (translated by S. Marshak). When reading a song, you should find out from children who tailors are, correlate the height of an adult man and the size of a snail, from which 25 tailors fled in fear.

Lesson 2. Reading the Russian folk tale "Cat, Rooster and Fox"

Target. Introduce children to the fairy tale "Cat, Rooster and Fox" (processed by M. Bogolyubskaya). Course of the lesson

The teacher reads the fairy tale in such a way that the children worry about the simple-minded cockerel and rejoice at the successful end of his adventures. Then he asks if the children were worried about the cockerel, which the fox was deceiving all the time.

“And I was very, very worried about him. After all, the fox could eat the cockerel on the way. And then it would be a scary tale. And we probably wouldn't like it, would we?" - the teacher ends the lesson.

Note. At the right moment (in a group, on a site, at a music lesson), the teacher invites children who want to play a fairy tale, helping the performers of the roles of a fox, a cockerel and a cat musician to sing songs and pronounce a simple text (in abbreviated form).

In about with p and t a t e l (quietly tells). The cat will go hunting, and the cockerel will clean everything in the hut, sweep the floor cleanly (the cockerel depicts the appropriate actions), sings songs.

P e t u s o k. Ko-ko-ko, ku-ka-re-ku, ko-ko-ko, ku-ka-re-ku.

Cockerel, cockerel,

Golden comb.

Look out the window

I'll give you peas.

The cockerel pretends not to hear the fox (the child covers his ears).

Look out the window

I'll give you peas.

Cockerel (“looks out”, the fox “takes him away” (drags by the hand)). The forests carry me beyond the dark forests. Brother cat, help.

The fox "takes away" the cockerel to his house.

Kot (puts on a hat, boots (imaginary situation), goes to the fox's house. Plays the harp and sings.)

Golden strings.

Is the fox at home?

Come out, fox!

L and with a (bakes pancakes). Go, Petya, see who is calling me, but come back soon!

The cockerel comes out, sees the cat, they hug and run away.

Lesson 3. Sound culture of speech: sounds a, u.

Didactic game "Do not make a mistake"

Target. Exercise children in the correct and distinct pronunciation of sounds (isolated, in sound combinations, words). Activate generalizing words in children's speech.

Lesson progress

The teacher seats the children, combining kids with fuzzy speech, so that it is they who are more often offered tasks for the pronunciation of individual sounds and sound combinations (wa, ay).

The teacher tells the children a fairy tale about the Merry Tongue: “There lived a Merry Tongue in the world. He lived in his house. And this house is a mouth. The house opens and closes. Like this! (Shows.) The tongue either runs out of the house (shows), then hides. Runs out again and hides again.

The teacher invites the children to let the Tongue out of the house and hide it (3-4 times). Then he continues: “And the Tongue also likes to sing different songs. He especially likes the song of little Alyonushka (shows the children a doll in sliders).

"A-a-a-a", - the Tongue sings to Alyonushka.

And the little girl opens her mouth wide, like that, and begins to sing, "Ah-ah," too. She is happy to be spoken to. How does Alyonushka sing?

The teacher offers to sing Alyonushka's song to 3-4 children in turn.

“And now,” the teacher says, “we will sing a song and pull a long, long thread. Like this…"

Stretching his arms forward at chest level and tightly closing the fingers of both hands (as if holding a thread), the teacher says: “Aaaa” (2–3 seconds). The exercise is repeated 3-4 times. The teacher makes sure that, “pulling the thread”, the children do not lower their heads.

“While we were pulling the strings,” the teacher continues, “Alenka was tired, because she is still small, and she cried:“ Wa-wa-wa. How do babies cry? (Choral and individual repetitions.)

Let's console, calm the baby: “Don't cry, Alyonushka! Don’t cry, little one! ”(Choral and individual repetitions. Children should be told that these phrases should be pronounced softly and affectionately.) And we will sing a lullaby to her: “Bayu-bayu-bayu, I rock my daughter, bayu-bayu-bayu”. (Children sing along with the teacher.)

Alyonushka fell asleep. Will sleep for a long time. And we can play. We will go to the forest for mushrooms, for berries. But in the forest you can get lost, get lost, so I will call you: “Children, ay-y-y, Olya, ay-y-y-y…” (Kids respond to the call.)

Then the teacher calls the children to him, informs them that the lesson is over, but those who wish can play ball with him.

Children form a circle. The teacher explains the rules of the game: “You need to catch the ball and answer the question. Drop the ball, miss the move. If you don't answer the question, you also skip the move. The game is not easy. It's called Make No Mistake.

The teacher names the objects, for example: “Apple, plum, lemon? ..”, and the child, having caught the ball, calls the general word: “Fruit”, etc.

It is advisable to play the game on a walk with a subgroup of children (3-5 people).

Note. Outside of the lesson, to consolidate the sound and in the words, the teacher invites the children to “bake pancakes”:

almonds, almonds,

Let's bake pancakes.

Children treat the teacher and each other with pancakes. They report what is better to eat pancakes with: with sour cream, with butter, honey, jam, fish, caviar.

The teacher asks the children who are nearby:

almonds, almonds,

Where were you?

By Grandma!

What did they drink?

Russian folk song

Lesson 4. Sound culture of speech: sound at

Target. Exercise children in clear articulation of sound (isolated, in sound combinations); work out a smooth exhalation; encourage to pronounce a sound in a different key with different volume (by imitation).

Lesson progress

The teacher recalls how Tongue loves to look out of his house and hide: “Show me how he does it? He looked out and hid... Again he looked out and hid... He leaned out strongly... and hid.

One day, Tongue heard a steam locomotive (electric train) buzzing: “Uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh How does a steam locomotive hum?

Tongue liked this song very much. And he decided to learn it. First, the tongue was signed by Negricko: "U-U-y". How did he sing? Then he sang louder...

In order for you to get the song of a steam locomotive, you need to stretch your lips with a tube (shows) and pronounce drawlingly: “Uuu“. (Choral and several individual repetitions.)

“You must have seen a real steam locomotive that pulls wagons with passengers or a train with goods,” the teacher continues. - Such a locomotive hums loudly and lingeringly. Something like this: "Whoa." How does a steam locomotive hum? And the toy clockwork engine is buzzing quieter, his voice is thin: “Oooo.” I will now ask one of you to hum, and you will determine whether a real steam locomotive is driving or a toy one. Let's start with Andryusha ... Let's listen to Olya ... "(5-6 answers)

The teacher shows a toy duck (duckling). He explains that if you call a duck: “Duck-duck-duck”, then it will respond to the call and come closer. Then you have to feed the bird with bread. call duck? (5-6 answers)

Then the teacher reads to the children the Chuvash song "Conversations" (translated by L. Yakhnin).

The cuckoo is chirping:

- Ku-ku! Ku-ku!

Dove cooing:

- Gu-gu! Gu-gu!

The rooster crows:

- Ku-ka-re-ku!

Eagle owl screams

In the night:

And the fish is silent -

Before re-reading the song, the teacher asks the children:

- The cuckoo is cuckooing, and the dove? .. (Cooing.)

- The rooster is roaring. When does he sing: during the day, at night, at dawn? (Dawn - dawn - dawns.)

The teacher reads the song again and invites the children to pronounce onomatopoeic words.

Note. At this lesson or later, exercising children in expressive reading of dialogues, the teacher introduces them to the poem "Bull" by V. Berestov.

little bull,

yellow barrel,

He steps with his feet,

Shakes his head.

- Where is the herd? Moo!

Boring alone!

October November

In October, it is advisable to recall with children (outside classes) the fairy tale “How a goat built a hut” (arr. M. Bulatov), ​​and in the next 2-3 days to introduce the fairy tale “The Wolf and the Goats” (arr. A. N. Tolstoy). It is advisable to find out from the children who liked which fairy tale and why.

At the right moments, children should read program poems about autumn (A. Blok, K. Balmont, A. Pleshcheev, A. Koltsov), an excerpt from “The Tale of the Dead Princess ...” by A. Pushkin (“Wind, wind! You are mighty !. .”). The music director can be asked to sing “Lullaby” by A. Maykov to the children and let them listen to it in the recording.

In November, outside of class, children should read the Russian folk tale "Teremok" (arr. M. Bulatov, repetition of the material), and a few days later - the Ukrainian folk tale "Mitten" (arr. E. Blaginina). Then you can ask the kids which animal that is in the "Mitten" is not in the fairy tale "Teremok"; Which end of the story did they like best? (In the "Mitten" animals were left without a home, and in the fairy tale "Teremok" they "built a tower better than before".)

In November, children should continue to read already familiar poems by K. Chukovsky, as well as introduce them to the work “The Stolen Sun”; the English fairy tale "Little Raccoon, and the One Who Sits in the Pond" (L. Muur, translated by O. Obraztsova) and the fairy tale by A. Milne "Three Chanterelles" (translated from English by N. Slepakova).

Windy weather is the best time to remind the kids of A. Koltsov's poem "Winds are blowing, violent winds ...". This poem is easy to remember, and the children willingly help the teacher to read it.

The group should continue the game “Make no mistake” (see September, lesson 3); play the word game (or “Give me a word”) at the site (see October, session 2).

Lesson 1. Didactic game "Whose thing?".

Examining plot pictures

(at the teacher's choice)

Target. Exercise in agreeing possessive pronouns with nouns and adjectives. Help children understand the plot of the picture, characterize the relationship between the characters.

First option

Lesson progress

Part I. Before the start of the lesson, the teacher lays out pictures or small toys on the tables (one for each child), including buckets, molds and scoops. Gives children the opportunity to look at objects and share their impressions.

The teacher asks the children to close their eyes (children should not be allowed to close their eyes with their hands) and takes 5-6 objects (or pictures). Then he asks to open his eyes and asks: “Whose thing? If it's a draw, I'll keep it." The teacher tells you how to answer the question: “This is my red bucket. This is my yellow owl."

The teacher invites the children to exchange objects. Then he finds out who has changed with whom and what. Suggests the best way to talk about it.

The children close their eyes again and the game is repeated.

Part II. The teacher asks the children to take chairs and, without pushing, put them near the easel.

The teacher offers the attention of the children to the plot picture "Do not leave us, cat".

“Do you think dolls and animals get upset if children stop playing with them,” the teacher begins the lesson. - I know a cat who was offended by the children and decided to leave them for other kids. Would you like to see this bold, determined Fuzzy?"

The teacher brings the picture to the attention of the children. Gives an opportunity to consider it and exchange impressions. Then he continues the conversation: “Do you like the cat? Describe it. He ... (very pretty, eyes, striped, looks like a tiger cub ...). The cat turned away from the children, he does not want to look at them. But they don't want Fluffy to leave them for other kids either. Toddlers fawn over him. Who does it how? A girl in a red dress is kneeling in front of Fluffy, going to stroke and caress him. She says something to him. What do you think?

A boy in a blue overalls ... (holds a bow on a string). He knows that kittens love to play with papers. He also says something to the cat.

A boy in a green overalls ... (brought a sausage). He asks for a cat... (don't be angry with us. Eat sausages. It's delicious...). Why do you think the boys are in overalls, and one even in a cap? (We gathered for a walk.) And why did they prepare the ball and the plane?

I wonder if the kids will be able to persuade Fluffy to stay?

I advise you to immediately after the lesson look at our dolls and animals, caress, lull them.

In this case, a sample description of the picture is not required, since the kids go to the play corner and demonstrate to the teacher how they “communicate” with toys.

Second option

Lesson progress

Part II. The teacher invites the children to consider the picture “The ball flew away” and asks them to think about what happened in the picture, and how, in the opinion of the kids, the story depicted by the artist will end.

Children take their places (at tables or sit on chairs arranged in a semicircle, in a checkerboard pattern, etc.).

"Have you looked at the picture? - the teacher starts the lesson. – Guess what happened? (A blue balloon flew away from a girl in a smart dress.)

And the boys... What can you say about them?

How did you guess that the boy in shorts and vest would give his ball to the girl? Does he give a yellow or a blue ball? (Listen and clarify children's answers.)

Do you approve of this cute kid?

No need to condemn the boy in the cap, who has three balloons. He will learn to be kind and help others.

Look at the doggy. Who do you think she is? And what is she?

Is it beautiful where children walk? It's probably part of the park.

Do you like the picture called “The balloon has flown away”?”

This can complete the lesson. Or you can end it with the teacher's story: “It was a holiday. The children were walking in the park. It's beautiful there: clean sandy paths, an elegant house for games.

Children received balloons as a gift, one, two, and three.

A girl in a beautiful red dress, walking with a charming little dog, the balloon escaped from her hands and flew away. But the kid in short pants hurried to her aid. Now he will come up to the girl and say: “Take my balloon. If you want, take the yellow one. If you want, take the blue one."

Lesson 2. Reading the Russian folk tale "Gingerbread Man".

Didactic exercise "Playing with words"

Target. Introduce the fairy tale "Gingerbread Man" (processed by K. Ushinsky). Exercise children in the formation of words by analogy.

Lesson progress

Part I. Many children read a fairy tale at home, many watched a cartoon based on a fairy tale. Therefore, at the beginning of the lesson, the teacher finds out from them who the bun is. He listens to the answers and reads out an excerpt, summarizing the statements of the children: “I kneaded the dough with sour cream, rolled up a bun (children show how you can roll a bun), fried it in oil.”

The teacher reads the fairy tale so that the children rejoice when the bun safely escapes from the animals, and are upset, realizing that the fox will outwit him.

The teacher gives the children time to share their impressions. Clarifies what the hare, wolf and bear said to the kolobok when they met him. (“Gingerbread Man, Gingerbread Man! I’ll Eat You!”) “And what did the cunning fox say when she saw the bun? the teacher is interested. - “Hello, bun! What a handsome, ruddy little one you are! ”- the fox praised the bun, and he was delighted, but did not feel the fox's cunning. His journey ended sadly. How did it end? ("And the fox ate it - um! - and ate it!")

Part II. “Let’s play word games,” the teacher suggests. - I will say words for large objects, and you will say words for smaller or very small objects. For example, a house is a house, a pot is a pot, a book is a little book ... "

Approximate words: scoop, bucket, ribbon, flower, button, dress, wheel, branch, bush, etc. At the end of the lesson, the teacher informs the children that many famous artists made drawings for the fairy tale "Gingerbread Man" (Yu. Vasnetsov, E. Rachev, A. Savchenko, L. Tokmakov, V. Gildyaev, A. Eliseev and others). Shows the children books about the kolobok, asks them to carefully examine them, show the drawing that they liked the most and tell why.

Lesson 3. Sound culture of speech: sound about.

Examination of illustrations for the fairy tale "Gingerbread Man"

Target. Continue to teach children to carefully consider the drawings in books, explain the content of the illustrations. Practice a clear pronunciation of the sound o.

Lesson progress

Part I. “The tongue sang the song of the baby for a long time and with pleasure, who still cannot speak, but pronounces only the sound a (ah-ah-ah), the teacher begins the lesson. - I did not forget the tongue and the song of the locomotive. Do you remember this song? (Children's answers.)

And now the Tongue tells everyone how the girl moaned and lamented, whose ear hurt. And she moaned like this: "Oh-oh-oh." Can you do that? (Choral and several individual responses.)

When a person - an adult or a child - is happy or surprised about something, he may exclaim: “Oh!” Can you repeat it? (Choral and several individual answers.) And when one of you falls, hurts his knee, he will definitely say: “Oh!” (Choral and individual repetitions.)

The teacher offers to play. Taking on the role of a kolobok, he approaches the child and says: “A bun rolls along the road, and a hare meets it.” The child continues: “Gingerbread Man, Gingerbread Man! I will eat you!"

Part II. The teacher briefly talks about how carefully the children examined the drawings for the fairy tale "Gingerbread Man".

“Ole,” says the teacher, “I liked the drawing by Yu. Vasnetsov (it is advisable to name the artist). Olya described him this way ... (the child’s answer is heard, supplemented if necessary).

Andryusha liked the drawing by A. Eliseev (shows). Tell about him.

And almost all the children liked this picture. (Shows him.) Why? (Children's statements.)

I am glad that you are not just leafing through books, but also looking at drawings. In your favorite drawing, I also noticed ... (describes the illustration).

I will leave these books in the group,” the teacher concludes the lesson, “and if you notice something interesting in the drawing (drawings), be sure to show me.”

Lesson 4. Reading a poem by A.

Block "Bunny". Memorizing A. Pleshcheev's poem "Autumn has come ..."

Target. Help children remember A. Pleshcheev's poem "Autumn has come." When perceiving A. Blok’s poem “The Bunny”, evoke sympathy for the bunny, which is cold, hungry and scared in an uncomfortable autumn time.

Preliminary work. On a walk, the teacher examines the flowers in the flower beds with the children (the flowers have dried up), the bushes with the leaves flying around (bare bushes).

Lesson progress

Part I. The teacher invites the children to remember the poem by Alexei Nikolaevich Pleshcheev "Autumn has come." (It is necessary to name the authors of the works, without requiring children to memorize the names.)

The teacher reads a poem. Then he finds out whether it is true that it reflects the signs of autumn: “Flowers ... (dried). “The bushes… (naked). The sun ... (does not shine). Rain ... (drizzles).

The teacher reads the poem again, offering the children, without straining their voice, to finish the words.

With the help of children, the teacher reads the poem for the third time.

The teacher invites the child to him, gives him a beautiful autumn leaf and asks to read a poem. Some children older than 3 years 6 months read all eight lines, while younger children read the first four lines.

After reading the poem, the child passes the sheet to another kid (whomever he wants), inviting him to also read the poem. (The choice of a peer is a pleasant moment for both children.)

The teacher calls 2-3 children. In the following days, he helps to read the poem to other kids.

“In autumn, when ‘clouds cover the sky’, it rains, it’s damp, dirty, cold outside,” the teacher continues, “it’s bad for both people and animals. Especially bad for a tiny bunny.

Part II. The teacher reads A. Blok's poem "Bunny".

Just to be warmer

Just to dry...

Very unpleasant

Walk on water!

After reading, the teacher asks the children if they feel sorry for the little bunny.

Note. At the request of the educator, instead of the poem by A. Pleshcheev, children can be offered to memorize the poem by A. Koltsov “Faiths are blowing, violent winds ...”.

The winds are blowing

winds are violent,

The clouds are walking

The clouds are dark.

Can't see them

white light;

Can't see them

Red sun.

Lesson 1. Reading poems about autumn.

Didactic exercise "What comes out of what"

Target. Introduce children to poetry, develop a poetic ear. Exercise in the formation of words by analogy.

Lesson progress

Part I. “Now in the yard ... (autumn), the teacher begins the lesson. - Autumn, especially early autumn, when all the leaves on the trees turn yellow, red, burgundy, is a beautiful time of the year.

But this is also a sad time of the year, as it gets cold, rainy, and dirty in autumn.

Poets talk about autumn in a very interesting and beautiful way (those who write poetry are called poets). Listen."

The teacher reads K. Balmont’s poem “Autumn”, then repeats some lines that reflect the signs of autumn: “Cowberries are ripening, the days have become ... (colder)”, “All the trees shine in a multi-colored dress ...”, “The sun laughs less often ...”, etc. d.

“Remember the poem about the bunny, which is chilly and uncomfortable on an autumn day? the teacher continues. -

burst into tears in autumn

thin blades,

Paws are advancing

On yellow leaves.

Part II. “In autumn,” says the teacher, “people harvest vegetables, fruits, make jam, juices. Cowberry juice is obtained from lingonberries, from cranberries ... (cranberry), from carrots ... (carrot), from beets ... (beetroot), from pumpkins ... (pumpkin), and from tomatoes ... (tomato). They make jam for the winter. For example, I love raspberry jam. It is boiled ... (from raspberries). Apple ... (from apples). Blueberry ... (from blueberries). Blackberry ... (from blackberries). Apricot ... (from apricots). Confess, who loves what kind of jam? (Repetition of adjectives.)

Note. To consolidate the material, it is advisable to use the task from workbook"Speech development in children. Younger group ”(M .: Mozaika-Sintez, 2006), presented on page 8.

Lesson 2. Sound culture of speech: sound and

Target. Exercise children in a clear and correct pronunciation of the sound and (isolated, in phrases, in words).

Lesson progress

The teacher shows the children a cube, on the sides of which a small child, a steam locomotive, a chicken, a bell are drawn.

“Spin, spin, lie down on your side,” says the teacher, manipulating the cube. Shows the children a picture, for example, with the image of a steam locomotive. Children remember how the locomotive hums: "Uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh The teacher explains: “If the cube turns to the side on which the baby is drawn, you should sing his song: “A-a-a”, if there is a chicken in the picture, you need to say: “Ko-ko-ko” or “Kvoh-kvoh-kvoh “. And I’ll tell you about the bell song.”

Children sit on chairs. The teacher shows them a horse or a foal (picture, toy) and asks if they know how a horse screams.

The teacher asks the children to sing a long song: "I-i-i-i." (Choral and individual repetitions.) The teacher “turns” some children into foals and “turns on” with a magic key. The children sing the song of the foals.

The teacher notes children who do not clearly pronounce sounds in order to work with them individually later (it is possible in front of a large mirror so that lips are visible).

The teacher shows the bells to the children, rings them and explains: “Little bells sing: “Lee-and-and-lee-and-and-lee-and-and” (the sound and is pronounced drawlingly). How do the bells sing? And the bigger bells sing: “D-i-i-yin-d-i-i-yin.” (Choral and individual repetitions.)

The teacher puts a flannelgraph in front of the children. It has a picture of a sparrow on a black background. “You see,” the teacher explains, “the crocodile swallowed the sun and it became dark, dark.

Crying gray sparrow:

"Come out, sun, hurry! We are offended without the sun -

There is no grain in the field!“

bunnies cry

On the lawn:

Lost, the poor, astray, They can't reach home.

The teacher repeats the passage, highlighting the stressed vowels in the words offensively, not visible, lost their way, do not reach. Then he repeats quatrains, and the children finish the highlighted words and phrases. The teacher asks the kids to remember the name of the fairy tale in which bunnies and a sparrow cry. (K. Chukovsky. “The Stolen Sun.”) “The sun came out, - the teacher changes the pictures on the flannelograph, - the sparrow stopped crying and chirped: “Chi-i-iv, chi-i-iv, chi-i-iv, live- alive, alive!“ How did he chirp? ..

Other sparrows heard a cheerful song, flew in, and also began to chirp. First, one chirped (the teacher touches the child, he utters an onomatopoeia), then another, a third ...

"What's that noise? What kind of squeak? “- the cat got angry and began to sneak up on the sparrows.”

"Go away, kitty, go away!" - the children say (3-4 times).

Note. To consolidate the material, you should read to children and pronounce Russian folk songs with them, in the words of which you can clearly hear the sound and, for example: “Ay, swing, swing, swing! ..”, “Pussy, pussy, pussy, scat!” (see Attachment).

Lesson 3. Examination of plot pictures (at the choice of the teacher)

Target. To teach children to look at the picture, answer the teacher's questions, listen to his explanations. Exercise in the ability to conduct a dialogue, use nouns denoting baby animals, correctly and clearly pronounce words with sounds k, i.e.

Examination of the painting "Goat with goats."

Didactic game "Who, who lives in the little house?"

Lesson progress

Part I. In front of the children - the picture "Goat with kids" (author of the series "Pets" S. Veretennikova). Children examine it, exchange impressions. The teacher asks who they see in the picture; proposes to consider first the goat, and then the kids.

Examining the goat, the children note that it is large, with horns; she has long hair and a bell around her neck; she stands near a bush and eats leaves from twigs.

The teacher explains why the bell was tied to the goat: “The goat tilts its head and the bell rings. The hostess will come out of the house, listen and immediately determine where the goat is walking, how far she has gone.

Summarizing the observations of children, the teacher again turns to the picture. He says that goats are walking next to the goat and invites the children to tell about them. Kids note that the kids are small, without horns; they have funny faces, thin legs, thick fluffy fur; they play: they pretend to butt heads, etc.

Concluding the examination of the picture, the teacher offers the children a story: “A bearded goat has large horns, long hair, a bell on its neck. A goat stands near a bush and eats leaves from branches. Goats are next to her. They have thin legs, thick, fluffy hair and funny faces. The goats are measured by strength. Little naughty kids pretend to butt heads. Only they have nothing to butt with - the horns have not grown!

The teacher repeats the story, encouraging the children to finish the individual words (in italics).

Part II. The teacher removes the picture and puts a model of a fairy-tale house in front of the children (for example, from a table theater set), then shows pictures with images of a kitten, goat, foal. Finds out who it is. Asks several children to repeat the word foal.

“These kids,” says the teacher, pointing to the animals, “are going to dance in the teremok. Would you like to go with them?"

At the invitation of the teacher, 2-3 children come to the table. “Now I will turn you into little kittens,” he says, performing “mysterious” manipulations and saying: “Crible-crible-boom!”.

“Kittens” are knocking on the tower: “Knock-knock-knock. Who, who lives in a teremochka? Who, who lives in a low place?

“I am the mistress of the tower. My name is Valentina Viktorovna. And who are you? the teacher asks. “We are kittens. (They meow.) Let us into the teremok. – “Come in! I'm glad to see you!

Next, the teacher invites the children to unite in pairs (triples), decide who they want to be (chickens, ducklings, tiger cubs, calves, etc.) and knock on the tower. But the game continues outside of class. The question “who lives in the little house” is answered by everyone who has already settled in the little house.

Music is playing, children are dancing.

With the participation of a teacher, children play this game in the following days (in a group or on a site).

Examination of the painting "Baby's House"

Lesson progress

The teacher reports that he really likes the blond-haired, big-eyed Kid, who plays near his little house, which dad built for him: “Do you want to look at this house? How about meeting the Kid?

The teacher brings the picture to the attention of the children, gives the opportunity to consider it. Then he asks:

- Did you like the house? The house is beautiful, with a window, a red door, with a weather vane bird on the roof - where the wind blows, the weather vane turns there.

- Who is sitting on the roof, looking at the Kid? (Magpie-white-sided with a long tail.)

- I was not mistaken: Is the kid fair-haired, big-eyed? What is he doing? (Swings on a swing.) On the one hand, the Kid and ... (butterfly). She sits on the baby's back. On the other side of the swing is a white cat and a horned snail.

Someone is very, very surprised to see a cat on a swing. Who is surprised? (Mouse.) Can you show how the mouse spread its paws and opened its mouth in surprise?

Does the Kid have many toys? Name them, but don't shout all at once. You are already big, you know how to speak one at a time and calmly.

Have you noticed how beautiful it is around? Apples have ripened on the apple tree, flowers are blooming in front of the beautiful house in which the Kid lives with his parents. Lots of greenery and blue skies all around.

The teacher offers to listen to a story about the Kid playing near his house: “Dad built a small house for the Kid near the apple tree. There is no kid in the house - he swings on a swing and laughs. How not to laugh, when the cat and the snail lowered the end of the swing, the Kid was raised up. Wonders!

Next to the swing is a sandbox with toys. The Kid has a lot of toys, but the calm shaggy lion and a funny mouse are the best of all.

The teacher repeats the story, the children help him, finishing the words (in italics).

“The kid,” the teacher continues the story, “loves funny poems very much.”

The teacher reads a Latvian song (translated by S. Marshak):

What's the rumble, what's the knock?

A mosquito sat on a bough in the forest.

Cracked a branch under a mosquito -

That's where the knock and the thunder came from.

Specifies whether a small, light mosquito can break off a tree branch.

Note. On one of the following days, in the evening (or in the morning during the reception of children), the teacher, putting a picture on the easel, invites the children to name what they did not notice when looking at the picture in class (attention task).

Lesson 4. Reading poems from cycle S.

Marshak "Children in a Cage"

Target. To acquaint children with vivid poetic images of animals from the poems of S. Marshak.

Preliminary work. Outside of class, the teacher talks with the children about the zoo (do they know what a zoo is (the zoo used to be called a zoo), whether they have been to the zoo, who they saw there).

The teacher reads to the kids chapters from the book “What I saw” by B. Zhitkov: “How we went to the zoo”, “How we arrived at the zoo”, “Zebra”, “Elephant”, “How the elephant bathed”.

Lesson progress

Educator in different parts group room and locker rooms arranges toy animals and birds: a giraffe, a zebra, a polar bear, an ostrich, a penguin, a camel. If there are no toys you need, pictures can be placed in prominent places.

The teacher invites the children to visit the zoo that came to the kindergarten. It warns you not to make noise in the zoo, so as not to scare the animals.

Approaching the next enclosure, the teacher reads a poem by S. Marshak. For example, "Penguin":

Really, kids, am I good?

It looks like a big bag.

On the seas in the old days

I overtook ships.

And now I'm here in the garden

I swim quietly in the pond.

Stopping near the zebra, the teacher recalls an excerpt from B. Zhitkov's story “Zebra”: “And I thought that a blanket was sewn on it. Because it has yellow and black stripes. And my mother said that there was no blanket, but it was her hair that grew on its own. And she said. What is a zebra?

Then the teacher reads a poem by S. Marshak "Zebras":

striped horses,

african horses,

It's good to play hide and seek

In the meadow among the grass!

lined horses,

Like school notebooks

Painted horses

From hooves to head.

December January February

The program literature recommended for reading to children in the winter months is rich in works that can bring a peaceful mood to the kids. These works can be read to children before bedtime, although this recommendation has both defenders and opponents. But practice shows (this is confirmed by medical workers) that reading quietly without sudden changes in pitch does not disturb children's sleep.

Before going to bed, you can read the following works to children: S. Marshak. "Quiet Tale", B. Potter. “Uhti-Tukhti” (translated from English by O. Obraztsova), J. Capek, fairy tales from the book “The Adventures of a Dog and a Cat” (translated from Czech by G. Lukin), E. Bekhlerov. “Cabbage leaf” (translated from Polish by G. Lukin), the fairy tale “Brave fellow” (translated from Bulgarian by L. Gribova).

Zarya-Zarya,

sun sister,

The day closes

The moon is on fire.

And the forest is sleeping

And the river is sleeping

Sleep walks

Olya (Sasha, Masha, Dima, etc.) orders to sleep.

In their free time, it is advisable to read the story of L. Voronkova “Masha the Confused” to children, since Trouble Machines are characteristic of many children. In a similar situation, one has only to recite the lines from the work (“You need to put things away - you don’t have to look for them”), and the children (child) immediately check whether everything is put in the closet.

In anticipation new year holiday you need to help the children prepare for the matinee, going to the Christmas tree outside the children's institution. To do this, you can invite children to remember New Year's poems. (The application contains verses that differ in complexity and are designed for children with different levels of speech development.)

By cultivating a sense of humor, it is advisable to help children memorize comic poems. For example, the poem "Hedgehogs are laughing" by K. Chukovsky:

At the groove

Two boogers

They sell pins to hedgehogs.

And let's laugh!

Everyone can't stop

“Oh, you stupid boogers!

We don't need pins:

We are studded with pins ourselves.”

Examples of such funny verses are given in the appendix. If you read them more often in appropriate situations, children become less likely to be offended. Sometimes kids try to joke themselves.

"The Brave Hedgehog" by D. Kharms is a suitable fairy tale for evening leisure.

In the winter months, you can play games with children, accompanying them with the words of folk songs: “Buy a bow ...” (translated from S. Marshak), “And we sowed millet, sowed ...”, “We lived with granny ...”

The story "Steps" by N. Nosov will inspire children to count the steps on the stairs of the kindergarten, which will save them from the hustle and bustle on the stairs.

It is possible that not all works will be read in these three winter months. The remaining works must be introduced to children in the summer.

The Finnish fairy tale "Nanny Fox" (translated by E. Soini) is very suitable for puppet theater.

Solving program tasks to activate the dictionary and improve grammatical skills, at the moments of independent activity of kids (on a walk, indoors) with subgroups (5–6 people) and with an individual child, it is necessary to conduct didactic games “Make no mistake”, “Wonderful bag”, didactic exercises “Add a word” (flower - flower, lock ... (lock); to make tea, you need ... (teapot), to make coffee, you need ... (coffee pot), milk for tea (coffee) is served in ... (in the milk jug) ), etc. With small groups of children (2–3 people), in the process of individual work with the child, the games “What has changed?”, “What is gone?” should be played. It is desirable that children repeatedly pronounce words formed by analogy (teapot, milk jug; candy bowl, sugar bowl, bread box) and at the same time learn to correctly characterize the arrangement of objects on the table: “Now where is the sugar bowl? - Near the biscuit. - Right. But you can say differently - next to the biscuit bowl, very close to the sugar bowl, near the sugar bowl. And now something has changed? - The biscuit bowl is in front of the candy maker. “And you can say differently - in front of the candy bar.” Etc.

Before celebrating the New Year in preschool institutions or after the holidays, it is advisable to consider with the children the pictures “We decorate the Christmas tree” and “Santa Claus”. These pictures will help kids remember how they decorated the Christmas tree at home or in a group; Santa Claus (where they saw him, were they scared, did they receive gifts).

We decorate the Christmas tree

The teacher brings the picture to the attention of the children, asks what it is about.

And who decorates the Christmas tree? - specifies the teacher. - What does the teacher do? (Going to hang up the balloon.) Do you like her dress? What is it? (Purple, lilac.) Do you like the hairstyle?

A girl in a yellow dress ... (admiring a beautiful blue snowflake). And the girl in the blue apron hung on the Christmas tree ... (red star).

Behind the teacher stands ... (a red-haired boy in a green overalls). He is holding ... (a box of balloons - red and yellow).

Let's see what toys are already hanging on the Christmas tree. (Children's answers.)

Decorated not only the Christmas tree, but also the walls of the hall. Hanging on the walls ... (stars and a beautiful garland).

What do you think, fun party will the guys? They will ... (sing, dance, dance around a tall, green, beautiful Christmas tree).

Father Frost

“Today we will consider a magical picture,” the teacher begins the lesson. - I think you'll like it. Shall we check?"

Children look at the picture, the teacher, without interfering, listens to their remarks.

“So, walking past the windows of the kindergarten ... (Santa Claus). How is he dressed? (He is wearing a red fur coat with white trim. A red and white hat.) Santa Claus is carrying ... (a large bag with gifts). On the bag ... (a squirrel sits). She looks at the kids. Where are the kids? (Looking out the window.)

The boy rejoices, shouts something. What do you think he screams?

And the girl was scared. What was she afraid of? (Suddenly Santa Claus will pass by, will not go to the children.) Calm her down, say: “Don't worry. Santa Claus will come to you."

What does Santa Claus have in his hand? (Magic staff. It helps Santa Claus walk quickly and quickly and be in time everywhere.) ”As a rule, children really like this picture, therefore, after completing the lesson, the teacher leaves it for the most inquisitive kids to examine.

The teacher suggests that the children ask Santa Claus to bring a gift that they really want to receive (before the New Year), or thank him for the gift they have already received (after the New Year).

Lesson 1. Reading the fairy tale "Snow Maiden and the Fox"

Target. To acquaint children with the Russian folk tale "The Snow Maiden and the Fox" (processed by M. Bulatova), with the image of a fox (different from foxes from other fairy tales). Exercise in the expressive reading of the passage - the lamentations of the Snow Maiden.

Lesson progress

The teacher, using various techniques (reads an excerpt from a work, shows the cover of a book or a large drawing, etc.), helps the children remember the Russian folk tales "Gingerbread Man", "Cat, Rooster and Fox". He wonders if the fox is kind in these tales. Confirms the answers of the children: “The fox is cunning, a deceiver. Sly little fox, ”and recalls an excerpt from the fairy tale“ Gingerbread Man ”: “Hello, gingerbread man! What a handsome, ruddy little boy you are... Nice song! Yes, the trouble, my dear, is that I have become old, I can’t hear well.

The teacher informs the children that not in all Russian folk tales the fox is cunning, crafty: “In the fairy tale“ Snow Maiden and the Fox ”this cunning is completely different. Do you want to check it out?"

The teacher reads a story. Gives children the opportunity to express their impressions. Asks to characterize the fox.

Then he recalls that, sitting on a branch, the Snow Maiden was crying. Children all together, and then individually try to hum (an exercise for pronouncing the sound combination ay and expressive, intonationally correct reproduction of the lament of the Snow Maiden):

Ay, ay, Snow Maiden!

Ay, ay, dove!

Note. In their free time, during the hours allotted for leisure, in the evening hours of independent activity of children, you can show them a fairy tale performed by a puppet theater or let them listen to a recording. Later, you can help children act out a fairy tale (improving dialogic speech).

Lesson 2. Repetition of the fairy tale "Snow Maiden and the Fox."

Didactic games "Echo", "Wonderful bag"

Target. Help children remember the fairy tale "Snow Maiden and the Fox." Exercise in the pronunciation of words with the sound e (the game "Echo"), in determining the qualities of objects by touch (the game "Wonderful bag").

Lesson progress

Part I. The teacher asks the children who the Snow Maiden is and what happened to her (“And the Snow Maiden walked, walked through the forest, got completely lost”).

She asks to remember how she cried, the Snow Maiden wailed, sitting on a tree branch.

“Grandfather and grandmother thanked the fox for bringing their granddaughter,” the teacher continues the conversation. “What did they say, how did they treat the fox?” He listens to the answers of the children and reads out an excerpt from the words: “Oh, our dear! Come to us in the hut ... "

Part II. The teacher tells the children that in some places, especially in the mountains, there is an echo: “The mountains seem to imitate people who are shouting something. For example, “Au!” - we will all say together loudly and drawlingly, and the echo will answer us: “Oooh!”

The teacher offers to play the game "Echo". Children scream:

- Eeeee! (“Hey,” repeats the teacher, who plays the role of the echo.)

– Eee-ee-ho! (“Ho-o-o,” the teacher says a little quieter.)

- Eee-ee-la! (La-ya.)

– Emma! (Ma-a.)

The teacher takes out a “wonderful bag” and explains the rules of the game to the children. He calls the child, who examines the object, feeling it in the bag, reports what kind of object it is and what it is made of. (The bag may contain small items made of rubber, wood, metal, fur, scraps of fabric, etc.) If the answer is correct, the item remains on the teacher's table, if the child is mistaken, the item is returned to the bag.

Note. To consolidate the correct pronunciation of the sound e in words, you can read a Russian folk amusement to children:

three hens

They fight with a rooster.

Three girls in the window

Watching and laughing

“Kush-shush! Ha ha ha!

Have pity on the rooster!"

When re-reading, the children pronounce the last two lines, exercising in the intonational expressiveness of their reproduction.

Lesson 3. Reading the story of L.

Voronkova "It's snowing", poems by A. Bosev "Three"

Target. To acquaint children with the story of L. Voronkova “It is snowing”, reviving in the memory of children their own impressions of heavy snowfall. Help memorize A. Bosev’s poem “Three” (translated from Bulgarian by V. Viktorov). Course of the lesson

Part I. The teacher finds out if the children remember how they rejoiced at the first snow, caught snowflakes, watched them fall. "Why were you happy?" - the teacher is interested and listens to the answers of the children.

The teacher reads the story of L. Voronkova "It's snowing." Then he asks if the children looked at the snowflakes, what they noticed. After the children's answers, the description of the snowflakes is read out.

Part II. “In winter, in good weather, it’s nice to walk,” the teacher continues the conversation. - You can catch snowflakes, you can ... (make snowballs, make a snowman, slide down a hill, go skiing ...). But best friend Toddlers in winter are sleds.

On a snowy meadow

Winter and sled.

Only the ground

Snow will cover -

We are going to three.

Having fun in the meadow -

And sleds."

The teacher finds out if the children liked the poem. Reads it again.

Note. On the following days, especially when the children are sledding, the teacher reads a poem, welcoming the attempts of the kids to help him.

Be sure to invite one of the children to read a poem at the New Year's holiday.

On a walk, you can ask the children to add a word: snowflake - snowflake, grain ... - (grain), spinner ... - (pinwheel), etc.

Lesson 4

Target. Contribute to the formation of dialogic speech; learn to correctly name building parts and their colors.

Preliminary work. The teacher asks older preschoolers to make lanterns (bells) with eyelets out of colored paper so that they can be hung on a Christmas tree.

The teacher prepares a set of wooden building parts (cubes, bricks, arches).

Lesson progress

Children sit at tables in a row, on which the details of the designer are interspersed.

The teacher says: “They gave the children of the younger group a beautiful nesting doll. There she is! (Shows a toy.) Once a nesting doll was looking at a picture book and saw another nesting doll in it. Matryoshka stood near beautiful home. There was a green fence around the house, a path led to the house. This is the house that the matryoshka had! (Shows a picture.) Our nesting doll also wanted to have such a house. Tell her: “Do not be upset, matryoshka. We will build you a house. You see, we have already prepared cubes and bricks.

“Let me have a beautiful house,” the matryoshka asks, “from such cubes (points to a red cube).”

“Okay,” the teacher agrees, “let the children find and prepare red cubes. And I'll go and pick them up. So, who managed to find the right cubes before others? Vova has a red cube. Who else? He asks the children to answer like this: “I also have a red cube!” ("Me too…")

From the red bricks, if any, are chosen by the children, the matryoshka refuses. “And it’s better to make the floor in the red house blue!” she says.

“Okay,” the teacher agrees. “Let’s ask the children to make blue bricks.”

Children find blue bricks; then green bricks and arches ( different color), from which the fence will be built; yellow bricks for the construction of the path.

“Now,” says the teacher, “I will build you, nesting doll, a little house.”

“I really like the house,” says the matryoshka. - Thank you very much! And I invite you to a housewarming party."

“And we will arrange a festive fireworks,” says the teacher and invites the children to take from him a flashlight (bell) of any color from his table. In 5–6 people, the teacher finds out what color of toys they took.

Then the teacher continues: “Now, nesting doll, blue lanterns will light up around your house (blue bells will bloom). See how many blue lights!

Children pick up toys of blue color and shout "Hurrah!"

The blue lights go out (children lower their toys) and the red ones light up. (Children raise their toys up and shout, Hooray!“) Look, matryoshka, how beautiful it is around. Like red flowers bloomed.

Matryoshka invites children to dance.

Later, children decorate the Christmas tree with paper toys (in a group, in the hall).

Lesson 1. Reading the Russian folk tale "Geese-Swans"

Target. Introduce children to the fairy tale "Geese-swans" (arr. M. Bulatov), ​​arouse a desire to listen to it again, play a fairy tale

Preliminary work. On the eve, the teacher draws the attention of children to the illustrated edition of the fairy tale (this fairy tale was illustrated by artists: V. Losin, E. Rachev, A. Savchenko, V. Konashevich, A. Eliseev) and asks to guess what this work is about, what happened to the boy whom parents left with their older sister. The course of the lesson

The teacher, showing the children a book, asks if it was interesting to look at the drawings.

“Guess who this story is about? - specifies the educator. - Where did the swan geese take little Vanyushka? Was it difficult to steal it from Baba Yaga?”

The teacher praises the children for observation, the ability to consider illustrations. Then he reads a story.

The teacher gives the children the opportunity to share their impressions. He asks why the apple tree, the stove and the fabulous river helped Masha and Vanyusha hide from the swan geese. Reads an episode, for example, the first meeting of a girl and an apple tree.

If possible, the teacher demonstrates a book with drawings by another artist.

Note. On a walk, it is advisable to play with children to the text of the Russian folk song “Geese, geese ...”, satisfying the need of the kids for movement and giving them the opportunity to conduct a dialogue: “Geese, geese?” - "Ha-ha-ha." - "Do you want to eat?" - "Yes Yes Yes". Etc.

Later, when the children play and run enough, you should talk with those of them who are inactive in speech classes.

“You are smart, quick-witted children,” the teacher says. - You can help me by suggesting the right words. What is the affectionate name of the apple tree? A river? .. A fairy tale? .. Sasha? .. Masha? .. ”(The teacher calls the names of the children with whom he communicates.)

The teacher offers another group of children to complete the following sentences: “There were geese, no ... (geese). There were swans, no ... (swans). There were chickens, no ... (chickens). There were turkeys, no ... (turkeys). There were ducks, no ... (ducks). There were nightingales, no ... (nightingales)."

Lesson 2. Consideration of illustrations for the fairy tale "Geese-Swans" and plot pictures

(at the teacher's choice)

Target. Continue to explain to the children how many interesting things can be learned by carefully examining the pictures in the books. To teach children to consider the plot picture, answer the questions of the teacher, draw the simplest conclusions, make assumptions.

Preliminary work. In the morning, when the first children appear in the group, the teacher asks them to look at the drawings for the fairy tale “Geese-Swans” again and choose the ones they like. “You will talk about them in class,” the teacher explains and gives the children a task: to inform their peers who came later about the need to carefully consider the drawings.

First option

Lesson progress

Part I. The teacher seats the children at the tables standing in a row (there is an easel in front of the tables).

“Looking at pictures in books is very, very interesting,” the teacher begins the lesson. - If you look at them carefully, you can learn a lot of interesting things. Tell me, which drawing for the fairy tale "Geese Swans" did you like the most? The teacher listens to the children's answers. Then he offers to listen to what he saw, considering the drawing, which many children liked. Further, he vividly, figuratively describes the drawing, to which the kids did not pay attention at all.

Part II. The teacher asks the children to quickly and quietly, without interfering with each other, sit down facing the easel. Checks if they have blocked each other's view.

The teacher brings to the attention of the kids the picture "Winter for a walk". Gives them the opportunity to look at the picture, to express their impressions. Then he points to the older boy, who is carrying the baby, and asks: “Do you think the baby is happy? Why?" He listens to the answers, clarifies them and asks a new question: “What are the girls doing?” After listening to the answers, he draws the attention of the children to the bear cub sitting in the sled: “Are the girls doing something for him?” Clarifies the answers, assumptions of children.

“The bear does not want to sit in the sled, he is naughty,” the teacher explains. (Uh-uh - the children imitate the whimpering bear cub.) The girls say to him ... What do you think they say?

The teacher offers to admire how beautiful it is around. (“Snowflakes are falling, spinning,” the kids notice.) Then he says: “Winter. Fluffy snow is falling. Children are walking. An older boy is carrying a toddler on a sled. The kid is happy. The girls took the bear cub for a walk.

“Now, little bear, we will make a slide and ride you. In the meantime, sit in the sled,” the girls say.

The teacher repeats the story. Children help him by finishing the highlighted words.

Second option

Lesson progress

Part I. The same as in the first version of the lesson.

Part II. The teacher tells the children that in winter, when there is a lot of snow in the areas of kindergartens (in the forest, in the park, in the courtyards of houses), children and adults are happy to make snowmen.

“Very beautiful snowman in this picture. Show?" the teacher asks.

Children look at the picture "This is a snowman!" , share experiences.

"Do you like the snowman? - the educator is interested. - Describe him ... (Very big, fat. There is a red bucket on his head. Nose - a long orange carrot. Eyes with eyelashes. Smiles from ear to ear ...) Why do you think the snowman smiles. (The teacher brought him not just a broom, but a very elegant broom, decorated with a large red bow. He must have liked the broom.) Children are near the snowman. They have just seen a snowman and are admiring it. Tell about children.

Around elegant, beautiful. Do you agree with me? (A lot of snow. Trees and bushes in the snow. And the fir trees and pines are green. The roof of the house is visible.) The lesson can be ended with the following story: “This snowman was sculpted by the entire kindergarten - adults and children. A wonderful snowman turned out, big, fat, cheerful and beautiful. His eyes are lashed, his nose is a long carrot, and there is a red bucket on his head.

The teacher in an elegant orange sheepskin coat brought the snowman a broom, but not a simple broom, but with a large red bow. The snowman cannot take his eyes off the broom.

Children came running to admire the snowman, and froze, admiring. And all around - silence and beauty.

Lesson 3. Sound culture of speech: sounds m, m.

Didactic exercise "Insert a word"

Target. Exercise children in a clear pronunciation of the sounds m, m in words, phrasal speech; contribute to the education of intonational expressiveness of speech. Continue to learn to form words by analogy.

Lesson progress

Part I. The teacher demonstrates the doll. “This is a talking doll,” he explains, “she can say:“ Ma-ma. What does the doll say?

The teacher invites the children to play the Clockwork Dolls game: “You will be talking dolls. I will give any (any) of you a key - like this. The one I brought in must clearly say: “Ma-ma.” (Older children say: “Mom! I love you!”) After 5-6 kids act as clockwork dolls, the game continues in a slightly modified version. Children depict clockwork cows, calves, cats and kittens (optional). The teacher reminds that the voices of adult animals are rougher, and the voices of cubs are thinner. (“I’ll get this little white kitten ... Now I’ll get a big black cat. And now I’ll get a toy, and you guess who it is ...”) Then the teacher says, putting pictures on the flannelgraph: “Mishka Bear rolls a snowball. What is he doing? (Choral and 2-3 individual responses.) But Murka interferes with him. Who interferes? What is Murka doing? Murka, don't bother Mishka! (Choral and a few individual repetitions.) Better help him! Murka began to help, and together they made this snowman. And they gave him a broom. What did they give the snowman?

Further, the teacher offers the attention of the children a story without visual accompaniment: “Once upon a time there was Murka. What was the cat's name? She was very fond of milk. What did Murka love? Quickly, quickly, she lapped the milk with her tongue. Show me how she did it. Murka also loved to bathe. What did she like to do? But she washed without soap. Yes Yes! She just licked her skin cleanly with her tongue.

The teacher reads a poem by G. Sapgir "Cat". Then he repeats it, and the children participate in the dialogue (on behalf of the cat).

- Cat, what's your name?

Are you guarding the mouse here?

“Meow, do you want some milk?”

- And in friends - a puppy?

Part II. The teacher asks the children to remember what soap is in at home and in kindergarten. (In a soap dish.) He asks to listen to the words soap, soap dish and repeat them.

“Now be careful: soap is in the soap dish, sugar ... (in the sugar bowl), sweets ... (in the candy bowl), salad ... (in the salad bowl), bread ... (in the bread box)." Note. On a walk, it is advisable (individually) to talk with willing children (“cats”), evaluating the intonations with which they pronounce meow and fr.

Lesson 4. Sound culture of speech: sounds p, p.

Didactic game "Fair"

Target. Exercise in a clear and correct pronunciation of sounds p, p. With the help of a didactic game, encourage children to enter into a dialogue, use words with sounds p, p.

Lesson progress

Part I. The teacher informs the children that his Tongue has learned to sing a new song well: "P-p-p." Children in chorus and alternately pronounce the sound.

“This song sounds distinctly when mice and chickens squeak: “Pee-pee-pee,” says the teacher and offers to play the game “Clockwork Chickens”.

During the game, the teacher makes sure that the kids clearly pronounce onomatopoeia.

The teacher, using a flannelograph, introduces the children to the mice (the mice appear one at a time): Peak, Pak and Pok.

We are funny mice -

Peak, Pak, Pok!

We are not afraid of anyone

Peak, Pak, Pok!

Even cats are not afraid

Peak, Pak, Pok!

(A cat appears.)

Oh, help, help!

Peak, Pak, Pok!

The teacher repeats the song, and the children help him by naming the mice. The song is played 2-3 times.

Part II. The teacher gives the children (4-5 kids) goods for sale. Teaches how to advertise it: “Pies, who have delicious pies! Pies with any filling! Come, don't miss!"; "Down pillows! The best!" etc. Children can sell cookies, buns, rattles, feather beds for cats and dogs, etc. The educator and children-buyers (the teacher distributes “money” to them) pass between the rows of sellers who offer, praise their goods. It definitely needs to be bought. Then other children play the role of sellers.

Note. In V. Orlov's poem "Three Penguins" (given in abbreviation), the heroes are also called as mice from the song presented above - Peak, Pak, Pok. The teacher can use the mouse song to practice the pronunciation of sounds p, p, and V. Orlov’s poem to consolidate the material.

Once upon a time there were three penguins -

Pick, Pack, Pok.

Lived well and together -

Pick, Pack, Pok.

One morning to go fishing

Pick, Pack, Pok.

Waddled Peak,

We caught a lot of Pik fish,

And you could catch

Pick, Pack, Pok...

For individual work, it is advisable to use page 7 from the workbook “Lessons of literacy for children. Junior group. (M.: Mozaika-Sintez, 2006).

Lesson 1. Reading the Russian folk tale "The Fox and the Hare"

Target. Introduce children to the fairy tale "The Fox and the Hare" (processed in Dahl), help to understand the meaning of the work (small daring, but brave). Preliminary work. On the eve, the teacher invites the children to consider the drawings for the fairy tale "Cat, Rooster and Fox", to recall the content of the fairy tale. Explains to the children that a rooster is otherwise called a kochet.

Lesson progress

“Have you forgotten the fairy tale “The Cat, the Rooster and the Fox”? The teacher starts the lesson. - What can you say about the cockerel? What is he? But in another Russian folk tale - it is called "The Fox and the Hare" - the cockerel is not timid and weak, but strong and brave. Do you want to listen to a fairy tale about how a rooster defeated a fox?

The teacher reads a story. Gives children the opportunity to share experiences. Then he asks: “Do you think the wolf, the bear and the bull are stronger than the fox? And why didn't these big and strong animals help the hare? (They are strong, but cowardly.) And what about a rooster, which is smaller and weaker than a fox? (Small, but daring. The rooster is brave.) The teacher reads to the children the unusual ending of the fairy tale: “They began to live and be, and save good”. Then he repeats it, and the kids finish the highlighted words.

Note. In the evening or the next day, it is advisable to read to the children “The Tale of the Brave Hare - Long Ears, Slanting Eyes, Short Tail” by D. Mamin-Sibiryak. Before reading, remind the kids of the content of the fairy tale "The Fox and the Hare" and ask them to characterize the hare. (“Brave? Brave? Or timid, unhappy?”) “And in the new fairy tale, the hare is brave. Already in the name, a characteristic of a hare (brave) and its description (long ears, slanting ... (eyes), short ... (tail)) are given), - says the teacher. - Do you want to make sure that hares are also brave? Then listen to the story."

Lesson 2. Sound culture of speech: sounds b, b

Target. Exercise children in the correct pronunciation of sounds b, b (in sound combinations, words, phrases).

Lesson progress

The teacher shows the children a cube with pictures. He spins it, reminiscent of the familiar proverb: "Spin, spin, lie down on your side." If the teacher turns the cube with the side on which the teddy bear is drawn, the children pronounce the sound e (uh-uh); if the side on which the kitten is depicted is meowing, purring (meow-meow, mur-r-mur-r); if - a bell, reproduce the onomatopoeia bom-bom; if - a pan in which porridge is cooked, imitate its puffing (puff-puff-puff), etc. Putting the cube aside, the teacher specifies how the big bell sings (boom-bom, boom-bom), the big drum (boom-bam , boom-bam); a car honks (beep-beep-beep), a bucket rumbles down the steps (boom-boom-boom).

Children (in chorus and one at a time) repeat onomatopoeic words.

“You must not have noticed, but just today your tongues have learned to clearly and correctly pronounce the sound b: boom-bam, beep, boom-bom,” the teacher continues the lesson. – And now your tongues will gladly sing a lullaby, which the squirrel loves very much: “Bayu-bayu-bayu, I shake the squirrel” (performed in chorus and individually by children, to whom the teacher passes the “sleeping” squirrel)”.

A puppy appears, he yips. The children tell him: “Don't bark, Bobik. Don't wake the squirrel."

The puppy asks him to sing a lullaby. Wishing children (one at a time) rock Bobik and sing: “Bai-bye-bye, I’m rocking Bobik” (or “Bai-bayushki-bye, don’t lie down on the edge”).

If children have workbooks “Lessons of literacy for kids. Younger group ”(M .: Mozaika-Sintez, 2006), you can invite them to consider the picture on p. 6 and answer the questions:

- Who do you see in the picture?

Who is holding what? (A squirrel holds a bagel, a ram holds a drum, a hippopotamus holds a banana.)

- Who likes who? Why?

The teacher helps the kids answer the last question, encouraging them to carefully consider the picture: “The hippopotamus is fat, cute”; “The ram is serious, important. He likes to drum"; “The butterfly is very beautiful,” etc.

The teacher tells the children how to build their answer more correctly, more accurately, focusing on the coordination of words in the sentence.

At individual work with children who do not clearly pronounce the sound b, it is advisable to refer to G. Vieru's poem "The Hedgehog and the Drum".

A hedgehog walks with a drum.

Boom Boom Boom!

The hedgehog plays all day long.

Boom Boom Boom!

With a drum over his shoulder.

Boom Boom Boom!

The hedgehog wandered into the garden by accident.

Boom Boom Boom!

He was very fond of apples.

Boom Boom Boom!

He forgot the drum in the garden.

Boom Boom Boom!

At night the apples fell off.

Boom Boom Boom!

And there were blows.

Boom Boom Boom!

The hares were terrified.

Boom Boom Boom!

They didn't close their eyes until dawn.

Boom Boom Boom!

Lesson 3. Memorizing a poem by V.

Berestov "Cockerels unfurled"

Target. To help children remember V. Berestov's poem "The Cockerels have fluffed out", to teach them to read it expressively.

Lesson progress

The teacher reminds the children that they know many poems by heart and can read them expressively. He asks those who wish to read the poems by A. Barto (“Ball”, “Bear”), S. Marshak “Tiger Cub” (from the series “Children in a Cage”), A. Bosev “Three”.

The teacher calls the child and, if necessary, reminds him of the first lines of the poem.

The teacher listens to the poems that the children learned at home (1-2).

Then he brings to the attention of the kids a poem by V. Berestov:

The roosters fluttered

But they did not dare to fight.

If you are very cocky,

You can lose your feathers.

If you lose your feathers,

There will be nothing to fuss about.

The teacher repeats the first line of the poem, intonation demonstrating the excitement of the cockerels, ready to fight. Asks 3-4 children to repeat the phrase

The teacher reads two lines of the poem, pausing after the union, but, lowering his voice, pronounces the words "did not dare to fight." Then the children, together with the teacher, repeat these lines.

The teacher repeats four lines of the poem and asks the children: “If you cock too much, can you lose your feathers?” (3-4 individual responses).

The teacher reads the entire poem. He is interested in what will happen “if you lose your feathers” (3-4 individual answers). Reads the poem again, and then reproduces it with the help of children.

Note. In the following days, the teacher reminds the children of the poem, turns to individual kids with a request to read it on their own.

In any conflict situation, the teacher can begin to read: "The cockerels have fluffed up ...". This helps prevent conflict.

If there are many children in the group with serious speech defects or their emotional expressiveness suffers, the teacher can offer V. Berestov’s poem “Kitten” for memorization.

If someone moves,

The kitten will jump on him.

If something rolls

For him, the kitten will grab.

Jumping gallop! Tsap-scratch!

You will not leave our paws!

If you offer children an outdoor game-improvisation of a poem, the kids will remember the text even faster.

Lesson 4. Conversation on the topic “What is good and what is bad”

Target. Talking with children about good and bad, improve their dialogic speech (the ability to enter into a conversation; express a judgment so that it is understandable to others; reflect their impressions in speech grammatically correctly).

Preliminary work. The day before, the teacher reads to the children a poem by V. Mayakovsky "What is good and what is bad."

Lesson progress

The teacher reminds the children:

... The joyful boy went,

And the baby decided:

"I will do well

And I won’t – it’s bad.”

“You are no longer babies, but almost adult children,” says the teacher. And you will try never to do bad things. Explain whether it is good or bad: to take other people's things without asking? (Children's answers.) Why is it bad?

Walk around with a dirty nose and not use a handkerchief?

Take each other's toys?

Begging friends for sweets?

There are sweets without treating comrades?

Roaring in the store, persuading your parents to buy something?

Evaluating the answers of the children, the teacher must remember the main goal of the lesson - improving the ability to speak clearly and correctly.

March April May

During these months, inviting children to rejoice at the arrival of spring, one should often read to them poems by Russian poets (A. Maykov. “The Swallow Has Rushed”; A. Pleshcheev. “Spring”, “Country Song”), songs and chants (“Grass-ant sleep has risen”, “Rain, rain, more…”, “Ladybug”, etc.). Continuing to read to children every day, the teacher must repeat program Russian folk tales with them, be sure to explain what prompted him to re-read this or other work. (“I tortured, tortured you, wanting to check if you remember what words were used in the fairy tale when describing fallen water carriers, to which a hare threw himself at their feet, but I didn’t find out anything. I’ll have to read the fairy tale“ Fear has big eyes ”, your check attention "; "Say that you remember the fairy tale well? Then tell me how this passage ends in the fairy tale“ Masha and the Bear ”:“ And grandfather lifted the lid, looks and does not believe his eyes: in a box ... "(Mashenka is sitting - alive and healthy.) With children, it is necessary to repeat verses (poetic lines) to consolidate the correct pronunciation of sounds in words. These verses are presented in the lesson plans and in the appendix.

Children should play games based on works of art, for example, based on the works of A. Panteleev "Carousels", E. Blaginina "And this way, and this way", etc. (see appendix).

It is advisable in the classroom and outside of them, working with one child or two or three children, to conduct didactic games and exercises: “Wonderful bag” (naming the qualities of objects), “Add (suggest) a word” (formation of words by analogy), “What has changed ”(characteristics of spatial relationships), “Tell the tiger cub (or any other toy) how you will take care of it” (impromptu dialogues), etc. March

Lesson 1. Reading a poem by I.

Kosyakov "She's All". Didactic exercise "I love my mother very much, because ..."

Target. To acquaint children with I. Kosyakov's poem "She's All".

To improve the dialogical speech of children.

Lesson progress

Size, shape and clarity, due to the degree of remoteness from the point of observation. Perspective (from the Latin perspi ... "Municipal state preschool educational institution Voznesensky Kindergarten Water Safety Month from 02.05. 2017 until May 31, 2017 Name of the municipality Format of events Number of events held Number of trainees who took part brief information with u..."

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"Municipal educational institution of additional education for children House of children's creativity in the city of Kholmsk MO "Kholmsky city district" Lesson summary

The successful implementation of program tasks depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which a child is brought up, on a specially set, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children, and all employees of a preschool institution who communicate with preschoolers during the day.

The system of work on teaching children their native language, familiarizing them with fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M .: Mozaika-Synthesis, 2005).

The manual "Classes on the development of speech in the second junior group of kindergarten", written as part of the "Program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements the recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to give educators approximate guidelines for planning classes (determining the topics and goals of training, ways to implement them).

Features of the development of speech in children of the fourth year of life

In the fourth year of life, special attention is paid to the need to express oneself.

Toddlers speak with the aim of informing, explaining, asking for something, and also accompany game actions with speech. Their messages and explanations for a third consist of complex sentences, which allows you to improve the syntactic side of children's speech.

By the age of three there is speech analysis ability. The child, not knowing how to pronounce the words correctly, catches when someone else pronounces them with errors. Children can distinguish similar-sounding words (Sashulka - icicle). However, it is too early to talk about the speech perfection of hearing (coherent speech is more difficult to perceive by ear than individual words).

At this age, children begin to catch by ear and reproduce some intonations (joyful, instructive, interrogative).

Although the fourth year is a period of intense sound acquisition, along with their correct pronunciation in the speech of children, there is a skip, replacement, assimilation and softening of sounds (the pronunciation of soft sounds is easier for a child than hard ones).

The correct pronunciation of sounds in a child is easily disturbed by fatigue, illness, and communication with poorly speaking young children.

Pronunciation defects make it difficult to master the grammatical structure of speech, prevent the child from communicating with peers, since his statements are incomprehensible to others.

In children 3-4 years old, breathing is interrupted, and the pace of speech is accelerated (less often - slow), so it can be difficult to listen to them. In this regard, the content of the work on the education of the sound culture of speech includes exercises to improve breathing, strength, voice pitch.

Problem vocabulary formation also many aspects. It is known that in the third year of life, children easily recognize individual objects (vegetables, furniture, utensils, etc.), but they are not always correctly called. By the age of three, babies perceive objects, trying to characterize their signs, qualities, actions with them.

Understanding some of the questions of an adult regarding familiar objects can cause difficulties for children, in particular, when the object acts as an object of action. Children, looking at the picture, unmistakably answer the question "Who (what) is this?" (girl, doll, pants, needle, thread) but to the question “Who does the girl sew panties for?” some of them answer “The bear is sewing” (most recently, the teacher sewed up the pants for the bear cub).

In the dictionary of children of the fourth year of life, significant quantitative fluctuations are recorded, which are explained by the individual characteristics of the development of babies.

Unfortunately, until now, researchers rely on E. Arkin's data on the composition of the vocabulary in children of the fourth year of life, published in 1968. (It is possible that a modern child has different quantitative characteristics.) So, according to E. Arkin in the child's dictionary: nouns and pronouns make up 50.2%, verbs - 27.7%, adverbs - 5%, adjectives - 11.8%.

Children quite successfully master the so-called everyday vocabulary, which helps them communicate. In addition, it is necessary to help children learn words denoting parts and details of objects, their qualities. Some generic concepts should be introduced into the dictionary, otherwise the kids carry out the grouping of objects, focusing on random, and not on essential features.

At this age, there is an intensive development of prepositions, conjunctions, interrogative words (the basis for improving syntax) by children.

Vocabulary work is closely related to work on improving the grammatical structure of speech(word formation, inflection, etc.).

Children distinguish words, focusing on the prefix, suffix (came - left - went in, a cup - a cup). Toddlers learn the agreement of past tense singular verbs with nouns, the correct forms of the genitive and accusative plural of nouns (boots, mittens, foxes), possessive adjectives (hare, fox); begin to use adjectives and adverbs in the comparative degree.

It is known that the development of the grammatical structure of speech occurs especially quickly in the second half of the third year of life. (According to researchers, up to three and a half years, and according to some indicators up to four years, speech does not change significantly.)

In the fourth year of life gradually the number of simple common sentences increases, complex sentences appear.

At this age, children ask questions that are not related to their direct experience. (“This is a rabbit. And what is his last name?” “At night the sun turns into the moon?” “What kind of relative are you?” (Turns to the teacher.))

In the second half of the year, the number of questions aimed at clarifying cause-and-effect relationships increases.

Valentina Viktorovna Gerbova

Classes on the development of speech in the first junior group of kindergarten. Lesson plans

The successful implementation of program tasks depends on a number of factors, and above all on the way of life of a preschool institution, the atmosphere in which a child is brought up, on a specially set, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children, and all employees of a preschool institution who communicate with preschoolers during the day.

The system of work on teaching children their native language, familiarizing them with fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M .: Mozaika-Synthesis, 2005).

The manual “Classes on the development of speech in the first junior group of kindergarten”, written as part of the “Program of education and training in kindergarten”, edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements the recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to give educators approximate guidelines for planning classes (determining the topics and goals of training, ways to implement them).

Features of the development of speech in children of the third year of life

In the third year of a child's life, a significant change occurs in his relationship with others, due to the growth of the baby's capabilities and awareness of his independence. Children try to act like adults, but they still need to be judged by their elders. Toddlers listen carefully to the explanations of adults and often begin to turn to them with questions. (“What is it?”, “How?”, “Why?”, “Where?”) Children receive new impressions, which is a necessary condition for their mental development.

Children of this age are characterized by the need for communication. The development of various forms of communication between a child and peers is the most important task of early childhood pedagogy.

Frequent reference to adults and peers contributes to the development of children's speech. They begin to actively tell others about where they went, what they saw, using various parts of speech, simple and common sentences.

The speech of children under the guiding guidance of adults is rapidly improving. With its development, the child's perception of objects and phenomena becomes more accurate and meaningful. Children try to find similarities between objects, compare them, establish the simplest connections between them. Toddlers begin to make their first independent conclusions. But since the experience of children is still limited, and knowledge is insufficient, when making generalizations, kids often focus on random signs (for example: “This is parquet,” a 2-year-old 6-month-old boy explains to the teacher, seeing a turtle in the picture and running his finger along its shell His peer is sure that in the picture there are “such watches” (glasses)).

However, the ability to distinguish and generalize in this age period is constantly improving. Children, regardless of color, shape, size, recognize familiar objects in a variety of life situations, which often causes difficulties for children in their second year of life. Looking at toys, paintings, illustrations, they unmistakably name familiar objects. In children of the third year of life, the ability to combine objects is formed, focusing on the functional feature indicated by the teacher. (“A cup is a dish. They drink from a cup”; “It grows in a garden. It’s a carrot.”)

Toddlers are able to listen and perceive simple stories without showing and follow simple verbal instructions. Two-year-old children acquire the ability to understand a simple adult story about events that did not take place in their personal experience. They easily remember and repeat after adults not only individual words, but also whole phrases and rhymes.

The relationship between understanding and active speech is qualitatively changing. If earlier a child’s understanding of an adult’s speech had to be judged by his motor responses (fulfillment of requests, instructions: show, bring, do this and that), now, when active speech is inextricably linked with all the activities of the baby (and performs the function of reproduction), about the level understanding and thinking begin to be judged by his statements.

Well-developed imitation and a sufficient level of understanding of speech provide a rapid growth of vocabulary. E. Arkin in the book "Preschool Age" (M., 1948) cited data on the growth of the child's vocabulary: at 2 years - 300 words, at 3 years 6 months - 1100 words. Subsequently, researchers of children's speech confirmed these figures more than once, indicating that by the age of three, a child's vocabulary reaches 1000-1200 words. His dictionary contains almost all parts of speech (nouns, verbs, adverbs, adjectives, numerals, pronouns; function words (conjunctions, prepositions, particles); interjections).

In the third year of life, children begin to use verbs and pronouns intensively. Scientists explain this by the increase in the activity of the child, the expansion of his contacts with others.

Adjectives found in the speech of children characterize mainly the size of the object (big small), its color. At the same time, kids begin to notice and reflect in their speech the belonging of an object to one or another person. (mother, Serezhin, uncle); can describe the state they are experiencing. (hungry, wet); convey their aesthetic experiences (clean, beautiful).

Speaking about the presence of adverbs and adjectives in children's speech, it should be noted that they are just beginning to master these parts of speech. Toddlers master the simplest, undifferentiated spatial, temporal and other relationships, expressed in words: there, here, then, like this, like this etc. When mastering more precise, differentiated relationships and qualities, children experience difficulties and need the help of an educator. (Due to insufficiently effective pedagogical work, adverbs and adjectives, with the help of which differentiated relations and qualities are expressed, may appear in the speech of children only at older preschool age.)

Speaking about the intensive quantitative and qualitative growth of the vocabulary, which is characteristic of children of this age, researchers point to the presence of three levels of word assimilation - the names of objects, actions, qualities, relationships:

1st level: the child understands the word, but does not use it in speech;

2nd level: the child recognizes and names the object (action, quality, etc.) only in the usual combinations, conditions (“scissors are needed to cut nails”);

3rd level: the child understands and correctly uses the word-name in any connections and relations accessible to his understanding.

When conducting vocabulary work, choosing certain techniques and methods, the educator must take into account that how well the child is familiar with the object (action, quality, etc.) depends on his understanding and use in speech of the corresponding word denoting this subject (action, quality, etc.).

Along with the fact of a very rapid replenishment of the dictionary (from 2 to 3 years, it increases by 3-4 times, in the future, its replenishment proceeds more slowly and relatively evenly), the speech of children of this age is characterized by another feature. During this period, the most important stage in the development of the native language begins - mastering its grammatical structure.

Grammar acquisition is also very intensive. A child of the third year of life uses in speech various forms verbs, all case forms of nouns (without prepositions and with prepositions), distinguishes between singular and plural nouns, present and past tense of verbs. On the whole, in grammatical terms, children's speech is still very imperfect. Often they confuse case endings, make mistakes in the use of plural nouns and in agreement of words. When repeating a phrase, the order of words is sometimes violated, for example, negation No is taken out at the end of the sentence (to the question: “Who took the ball?” - the child answers: “Vital is not present”).

In the third year of life, children's perception of the speech of others improves. In some cases, kids catch the wrong pronunciation of words by peers. A. N. Gvozdev gives the following example: the boy uttered the word steamer how plowing, the other fixed it - paahot, but was itself corrected by a third child, who specified this pattern: palahot.

Children begin to distinguish between words that are similar in sound and sometimes differ in one sound. (spoon - cat - midge), while focusing not only on a specific situation, but also on the sound design of the word. Many children pick up a similar-sounding word to a familiar word: drema - kulema, bim - kill, fool - lyulekha etc. Kids are very fond of singing their "works". Mastering a new word, the child is already striving for its exact reproduction. Children increasingly use words that are more complex in syllabic structure: consisting of three or more syllables, although they still cannot always preserve the structure of the word, correctly pronounce all the sounds in it in the appropriate sequence (for example, a bike pronounced like apiped, veciped, thank you how sipibo etc.).

Valentina Viktorovna Gerbova

Classes on the development of speech in the second junior group of kindergarten. Lesson plans

The successful implementation of program tasks depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which a child is brought up, on a specially set, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children, and all employees of a preschool institution who communicate with preschoolers during the day.

The system of work on teaching children their native language, familiarizing them with fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten”, “Introducing children to fiction” (M .: Mozaika-Synthesis, 2005).

The manual "Classes on the development of speech in the second junior group of kindergarten", written as part of the "Program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, supplements the recommendations on the most important direction of pedagogical activity - purposeful and systematic training of preschoolers in the classroom. The practical purpose of the book is to give educators approximate guidelines for planning classes (determining the topics and goals of training, ways to implement them).

Features of the development of speech in children of the fourth year of life

In the fourth year of life, special attention is paid to the need to express oneself .

Toddlers speak with the aim of informing, explaining, asking for something, and also accompany game actions with speech. Their messages and explanations consist of one-third of complex sentences, which makes it possible to improve the syntactic side of children's speech.

By the age of three there is speech analysis ability. The child, not knowing how to pronounce the words correctly, catches when someone else pronounces them with errors. Children can distinguish similar-sounding words (Sashulka - icicle). However, it is too early to talk about the speech perfection of hearing (coherent speech is more difficult to perceive by ear than individual words).

At this age, children begin to catch by ear and reproduce some intonations (joyful, instructive, interrogative).

Although the fourth year is a period of intense sound acquisition, along with their correct pronunciation in the speech of children, there is a skip, replacement, assimilation and softening of sounds (the pronunciation of soft sounds is easier for a child than hard ones).

The correct pronunciation of sounds in a child is easily disturbed by fatigue, illness, and communication with poorly speaking young children.

Pronunciation defects make it difficult to master the grammatical structure of speech, prevent the child from communicating with peers, since his statements are incomprehensible to others.

In children 3-4 years old, breathing is interrupted, and the pace of speech is accelerated (less often - slow), so it can be difficult to listen to them. In this regard, the content of the work on the education of the sound culture of speech includes exercises to improve breathing, strength, voice pitch.

Problem vocabulary formation also many aspects. It is known that in the third year of life, children easily recognize individual objects (vegetables, furniture, utensils, etc.), but they are not always correctly called. By the age of three, babies perceive objects, trying to characterize their signs, qualities, actions with them.

Understanding some of the questions of an adult regarding familiar objects can cause difficulties for children, in particular, when the object acts as an object of action. Children, looking at the picture, unmistakably answer the question "Who (what) is this?" (girl, doll, pants, needle, thread) but to the question “Who does the girl sew panties for?” some of them answer “The bear is sewing” (most recently, the teacher sewed up the pants for the bear cub).

In the dictionary of children of the fourth year of life, significant quantitative fluctuations are recorded, which are explained by the individual characteristics of the development of babies.

Unfortunately, until now, researchers rely on E. Arkin's data on the composition of the vocabulary in children of the fourth year of life, published in 1968. (It is possible that a modern child has different quantitative characteristics.) So, according to E. Arkin in the child's dictionary: nouns and pronouns make up 50.2%, verbs - 27.7%, adverbs - 5%, adjectives - 11.8%.

Children quite successfully master the so-called everyday vocabulary, which helps them communicate. In addition, it is necessary to help children learn words denoting parts and details of objects, their qualities. Some generic concepts should be introduced into the dictionary, otherwise the children group objects, focusing on random, and not on essential features.

At this age, there is an intensive development of prepositions, conjunctions, interrogative words (the basis for improving syntax) by children.

Vocabulary work is closely related to work on improving the grammatical structure of speech(word formation, inflection, etc.).

Children distinguish words, focusing on the prefix, suffix (came - left - went in, a cup - a cup). Toddlers learn the agreement of past tense singular verbs with nouns, the correct forms of the genitive and accusative plural of nouns (boots, mittens, foxes), possessive adjectives (hare, fox); begin to use adjectives and adverbs in the comparative degree.

It is known that the development of the grammatical structure of speech occurs especially quickly in the second half of the third year of life. (According to researchers, up to three and a half years, and according to some indicators even up to four years, speech does not change significantly.)

In the fourth year of life gradually the number of simple common sentences increases, complex sentences appear .

At this age, children ask questions that are not related to their direct experience. (“This is a rabbit. And what is his last name?” “At night the sun turns into the moon?” “What kind of relative are you?” (Turns to the teacher.))

In the second half of the year, the number of questions aimed at clarifying cause-and-effect relationships increases.

Features of working with children in the classroom

With preschoolers of the fourth year of life, special classes are planned for the development of speech and fiction. In these classes, work continues to improve the sound culture of speech, the grammatical correctness of speech, to foster interest in the artistic word and the accumulation of literary baggage.

In the second younger group, classes are most often organized, consisting of one part (reading fairy tales to children, working out a clear and correct pronunciation of sound, etc.). In these classes, in addition to the main one, many other tasks are solved in parallel. So, for example, introducing children to a new fairy tale is the leading task of the lesson, but on the same material, the teacher forms the intonational expressiveness of speech in kids, activates the dictionary, improves sound pronunciation, etc.

With children of 3-4 years old, combined classes are also held, consisting of two independent parts. A variety of combinations are possible:

Reading a work of fiction and practicing the ability to conduct a dialogue;

Reading (memorizing a poem) and improving the grammatical correctness of speech;

Consideration of the plot picture and games (exercises) to enrich and activate the vocabulary;

Didactic game for the formation of sound pronunciation and games (exercises) for improving the grammatical structure of speech, etc.

How to achieve the optimal "density" of the lesson, to ensure maximum organization and discipline of children, while maintaining the atmosphere of spontaneity and emotionality necessary for their age - this question often arises in the course of work with preschoolers. The solution to this problem is:

The alternation of teaching techniques (such as explaining, showing a sample or method of action) with games. For example, the teacher tells the children about the song of the hedgehog, teaches them to clearly and correctly pronounce the sound f(by imitation) and practice the pronunciation of the sound using the didactic game "Hedgehog, do you want milk?";

The alternation of choral and individual responses of children (both verbal and motor), which diversify the lesson, help to involve all the kids in the work, significantly increase the speech activity of each of them;

Using a variety of demonstration materials (toys, objects, pictures, tabletop theater figures, etc.). Their appearance pleases children, helps maintain sustained attention;