Municipal budget preschool educational institution municipal formation "city of Buguruslan" "Kindergarten No. 3" "Chulpan"

Project for the development of coherent speech

"Let's speak correctly"

Prepared by:

Khusainova A.R.

Relevance

The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more actively he develops mentally. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations.

Federal state educational standard for content educational program preschool education identified new directions in organizing the speech development of children aged 3–7 years. By the age of 7, a child’s speech development should be characterized by the ability to ask questions of an adult, in cases of difficulty, turn to him for help, adequately use verbal means of communication, and also master dialogical speech.

The Federal State Educational Standard for preschool education determines target guidelines - social and psychological characteristics personality of the child at the stage of completing preschool education, among which speech occupies one of the central places as an independently formed function, namely: by the end of preschool education the child understands well oral speech and can express their thoughts and desires.

Thus, according to the requirements of the Federal State Educational Standard, the speech development of children attending educational preschool institutions includes:

1. mastery of speech as a means of communication and culture;

2. enrichment of the active vocabulary, development of coherent, grammatically correct dialogical and monologue speech;

3. development of speech creativity;

4. development of sound and intonation culture of speech, phonemic hearing, familiarity with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

5. formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Speech is also included as an important component, as a means of communication, cognition, and creativity in the following target guidelines:

· actively interacts with peers and adults, participates in joint games; is able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, try to resolve conflicts;

· can fantasize out loud, play with sounds and words;

· shows curiosity, asks questions regarding near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people’s actions;

· has basic knowledge about himself, about the objective, natural, social and cultural world in which he lives.

In fact, none of the targets of preschool education can be achieved without mastering speech culture. In coherent speech, the main function of language and speech is realized - communicative. Communication with others is carried out precisely with the help of coherent speech. In coherent speech, the relationship between mental and speech development is most clearly evident: the formation of vocabulary, grammatical structure, and phonemic aspects. Therefore, the development of coherent speech is one of the main tasks set by preschool education.

Practice shows that there are many problems in children’s speech:

Monosyllabic speech consisting only of simple sentences. Inability to construct a common sentence grammatically correctly.

Poverty of speech. Insufficient vocabulary.

Use of non-literary words and expressions.

Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer.

Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.

Lack of logical justification for your statements and conclusions.

Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.

Poor diction.

The relevance of the project is due to the poorly formed coherent speech of the pupils; children find it difficult to talk about the content of the picture, describe the subject, or retell short stories. Teachers do not devote enough time to the development of coherent speech; they do not use modern educational technologies. Parents pay little attention to this problem.

Objective of the project: creation of the necessary conditions for the development of motives and needs of speech activity of preschoolers by all participants in the pedagogical process.

Project objectives:

1. To solve speech problems in the educational process of a preschool institution through the use of different forms of organizing children, integrating the content and objectives of a preschooler’s education.

2. Enrich the speech development environment with didactic and gaming material.

3. Increase the professional competence of teachers.

4. To form an active parental position based on close interaction between the preschool institution and the family on the development of coherent speech in children.

5. Organize psychological and pedagogical support for the child during the implementation of the project, its promotion and success

Principles:

The project program is structured in accordance with the age and psychological characteristics of the development of preschool children, based on the following principles:

1) scientific nature (accounting modern achievements science and practice);

2) integrity (harmonious interaction of all participants);

3) purposefulness (goal and result are regulators of the directions of the project and the creative growth of teachers);

4) integrativeness and an integrated approach to solving speech problems;

5) dynamism (changes and development of teaching activities);

6) continuity of interaction with the child in kindergarten and family settings.

Project type : information-practice-oriented

Participants: teachers, pre-school specialists, preschool children, parents of pupils.

Duration: short-term (15.10.17-15.12.17)

Expected (supposed) result:

In the preschool institution, conditions have been created for the formation of a professional, competent teacher; there is an increase in the methodological skills of the teacher who knows how to develop his own strategy professional activity. The project contributed to the cooperation of teachers, the development of their personal qualities, self-improvement.

Using active forms of work speech development children contributed to the activation and enrichment of vocabulary, improvement of the sound culture of speech. The children's speech became more intelligible and expressive. Our observations today of children’s communication and their contacts with peers show that preschoolers, on their own initiative, comment on their actions, say what they are doing, note difficulties, are upset by failures, and rejoice at achievements. The level of speech development has increased significantly. Children began to treat each other more attentively and kindly.

The participation of parents in the project helped them realize their role in the child’s speech development, change their attitude towards the child’s personality, the nature of communication with him, and increased their pedagogical knowledge. Parents communicate more often with teachers and each other.

Practical significance:

The use of the project method ensures stability, sustainability, and integrity of the educational process.

Variability, a flexible approach to each child, the use of adequate forms and methods of work.

The project is aimed primarily at creating conditions for the development of motives and needs of speech activity. It is implemented through a series of complex - thematic and integrated classes with children, workshops with teachers and parents, training at seminars, presentation of pedagogical experience at teacher councils, exchange of experience for " round table", creative media presentations.

The implementation of the project allows us to successfully solve the main tasks on academic year, improve the professional culture of teachers, their pedagogical skills, organize close cooperation between all participants in the educational space: educators, students and their parents.

There is a search for new ideas, knowledge is acquired, new forms of work are developed, A New Look and a timely position to solve the problem.

This project is addressed primarily to preschool teachers, preschool specialists, and parents. Definitely aimed at children.

Broadcast of the project:

Presentation of the project for preschool teachers at a teaching hour.

Project implementation stages:

1. Organizational and preparatory (September).

2. Main (October-December).

3. Final (December).

Contents and stages of project implementation

Organizational and preparatory stage

1. Monitoring of speech development of older preschool children, data processing

2. Study of methodological literature on the topic “Speech development of children.” Work with periodicals “Preschool Education”, “Hoop”, “Preschooler”.

3. Development of activities on the project topic, compilation of notes on educational activities

4. Questioning parents

5. Self-assessment of the professionalism of teachers in the section of speech development of preschool children

Main stage.

1. Replenishment of the developing subject-spatial environment with didactic aids, games, schematic material, mnemonic tables, algorithms, demonstration material

2. Conducting various forms of educational activities to develop coherent speech in preschoolers.

4. Selection of books, fairy tales, poems, riddles for the library, inviting children to participate in inventing fairy tales, riddles, etc.

5. Familiarity with the basic methods of transcoding information, the use of conditional graphic models by children in games.

6. Increasing the competence of development teachers speech behavior children, the formation of practical skills in expressive speech in kindergarten and family settings.

7. Involving parents in joint creative and speech activities.

Implementation of the main stage

Working with students

October

1 Week

Literary game - quiz: “Fairy tale, I know you”

- “Chest of riddles” (composing riddles using mnemonics)

Game – dramatization: “A fairy tale come to life”

2week

– Learning how to tell a fairy tale using a table or diagram;

– “Name and describe the hero of the fairy tale” (collage);

– Using the technique of changing the plot of a fairy tale: “What will happen if ...”

3week

– Drawing based on a fairy tale: “Let's draw a fairy tale”

– Writing fairy tales “Funny writing books”

Speech games with movement

4 week

Speech games with movement

Creation of baby books

November 1 Week

Listening to audio stories

2week

Solving crosswords, puzzles, puzzles;

–Speech training with children;

– Working with mnemonic diagrams, mnemonic tables;

3 week

Dynamic studies;

– Games – travel around the “Country of Beautiful and competent speech»

– Writing letters: to a friend; for transmission;

4 week

Letter to peers in another kindergarten;

Letters are riddles; invitation letter.

Writing fairy tales on new way

December

1 Week

Making the album “We love fairy tales”

Learning poems for New Year's holiday, lyrics

2week

Speech quiz “Journey to the land of magic words”

Dramatization games based on familiar fairy tales

3week

Creation of baby books

Campaign “Give a book to kids”

4week

Lessons for teaching children storytelling

Conversation – dialogue on the topic of the week

Listening to audio stories

Working with teachers

Interaction with parents

The final stage

1. Repeated speech monitoring development of preschool children,

2. Analysis and evaluation of project results.

3. Identifying new perspectives.

Literature :

1 . Gerbova V.V. “Lesson on speech development in the senior group of d/s.” Lesson plans. Moscow "Mosaic-Synthesis", 2011.

G.S. Shvaiko (edited by V.S. Gerbova)" games and game exercises for speech development2 manual for practical workersat the preschool educational institution. Moscow "Iris-press", 2016g.

Internet resources

PROJECT “Visiting a fairy tale”

Compiled by: Lyudmila Iosifovna Votintseva, teacher at the Ladushki Kindergarten, highest qualification category.
The project “Visiting a Fairy Tale” is intended for kindergarten teachers to work with children of middle preschool age. The goal of the project is to create conditions for the development of cognitive and speech abilities in preschool children using mnemonics. The project was built taking into account the age characteristics of children of middle preschool age. For the development of cognitive and speech abilities, various different types activities: gaming, motor, visual, musical, cognitive-research, design.
Content
1. Introduction.
2. Relevance of the project.
3. Contents of the project.
4. Stages of project implementation.
5.Entering the project.
6. Action plan.
7.Working with parents.
8. Expected result.
9. List of references.
Introduction.
Project characteristics
Project type: informational - creative.
By dates: long-term – 9 months
By composition: group
Project participants: children middle group, parents of students, group teachers, music director.
Theme origin: In the group, mnemonic tables appeared with graphic images of fairy tales and a number of illustrations from books of Russian folk tales. The children became interested in what they mean and how it is shown in the picture.
Concepts that can be learned during the project: theater, screen, theatrical performance, stage, auditorium, scenery, poster, bibabo theater, life-size puppets, puppet show.
Motivation: Do you want to turn into the heroes of fairy tales and get into them?
Object of study: cognitive and speech development of children of middle preschool age.
Subject of study: the process of memorizing and telling Russian folk tales using mnemonics techniques.
Objective of the project:
To create conditions for the development of cognitive and speech abilities in preschool children using mnemonics.
Project objectives:
Educational:
-Create conditions for increasing children’s knowledge about the world around them. Practice the ability to dramatize short fairy tales.
-Encourage to be included in the game image and take on the role.
- Create conditions for the development of skills to memorize and retell short works using mnemonics techniques.
Educational:
Continue to develop the articulatory apparatus, work on diction, improve the clear pronunciation of words and phrases, and intonation expressiveness of speech.
- Develop independence skills to overcome timidity, shyness, and uncertainty in children.
- Continue work to create interest in Russian folk tales, contribute to the accumulation of aesthetic experience by discussing literary works.
- Develop children’s productive visual activities.
Educational:
-Develop cooperation skills, cultivate a sense of friendship and teamwork.
-Cultivate a culture of speech, enrich and expand the vocabulary of children.
When working with parents:
- Increasing the competence of parents on issues of cognitive and speech development of children of middle preschool age.
- Active inclusion of parents in the educational process.
Equipment and materials: Illustrations for fairy tales, different types of theater, mnemonic tables for fairy tales, attributes for musical and educational games, musical accompaniment for dramatizations of fairy tales, costume elements for games dramatized based on fairy tales, materials for productive activities.
Intended product of the project:
Holiday “Visiting the Fairy Tales Fairy”, presentation on the results of the project.
Relevance of the project.
Currently, one of the main directions of the Federal State Educational Standard for Education is improving the quality of preschool education, using an effective activity approach in working with children, using effective technologies aimed at developing the cognitive and speech activity of preschool children.
The development of cognitive and speech activity of a preschool child develops children's curiosity and inquisitiveness of mind, and forms stable cognitive interests on their basis. The child should gain positive social experience in realizing his own plans as early as possible, because increasing dynamism social relations requires the search for new, non-standard actions in a variety of circumstances.
The problem of increasing the cognitive and speech activity of preschoolers was widely studied in psychology by Vygotsky, Leontiev, Ananyev, Belyaev, in the pedagogical literature by Shchukina, Morozova and others.
The cognitive and speech development of a child is one of the main factors in the development of personality in preschool childhood, determining the level of social and cognitive achievements of the preschooler - needs and interests, knowledge, skills, as well as other mental qualities. IN preschool pedagogy Mnemonics techniques can become a cognition tool. Mnemonics helps develop associative thinking, visual and auditory memory, visual and auditory attention, imagination
The relevance of using mnemonics in work on the development of cognitive and speech activity of preschool children is that:
firstly, a preschool child is very flexible and easy to teach, but most preschool children are characterized by rapid fatigue and loss of interest in activities, which can be easily overcome by increasing interest through the use of mnemonics;
secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and also develops the skill of practical use of techniques for working with memory;
thirdly, using a graphic analogy, we teach children to highlight the main thing, systematize, analyze and synthesize the acquired knowledge. The studies of many psychologists (L.A. Venger, D.B. Elkonin, etc.) note the availability of mnemonic techniques for preschool children. It is determined by the fact that it is based on the principle of substitution - a real object can be replaced in children’s activities by another sign, object, image. Preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols and signs (primarily various kinds of visual models, diagrams, tables, etc.).
For a child, a fairy tale has always been and remains not only the first and most accessible means cognition, but also a way of knowing social relations, behavior in situations of its Everyday life. A fairy tale satisfies a child’s craving for action, for the unusual, forms and develops imagination.
When working with children, teachers have noticed that children are involved in developmental activities without joy. Children have poor memory, reduced attention, mental processes are not so mobile, they do not show interest in search activities and have difficulty planning any of its types, are not ready to complete tasks, and are not highly efficient.
It is very important to arouse interest, captivate them, liberate them and turn backbreaking work into their favorite and most accessible type of activity - GAME.
Our kindergarten operates according to the program “From birth to school.” (Ed. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. - Moscow: mosaic synthesis, 2014) Program “From birth to school ” allows you to develop visual-imaginative thinking and imagination, curiosity and cognitive-verbal activity. The child develops an interest in experimenting and solving various creative problems. But this program does not have a system for using mnemonics to develop the cognitive and speech abilities of preschool children.
Considering the relevance and practical significance of the use of mnemonics in the development of cognitive and speech activity of preschool children, we have compiled the “Visiting a Fairy Tale” Project for the development of cognitive and speech activity of preschool children using mnemonics techniques.
Contents of the project.
To develop cognitive and speech abilities, the project involves a variety of activities: gaming, motor, visual, musical, cognitive-research, design. The work takes place throughout the entire educational process of the child being in kindergarten. Throughout the month, the content may change and be supplemented depending on game situations.
In the middle group, we took fairy tales as a basis.
Retelling training literary works I start with familiar fairy tales: “Turnip”, “Kolobok”, “Ryaba Hen”, using the technique of sharing a story.
Scheme for teaching retelling a fairy tale:
1.Telling a fairy tale while simultaneously showing a tabletop theater.
2. Repeated story by the teacher with the children. The teacher begins the phrase, the children continue. For example, Once upon a time there was a grandfather... (and a woman) They had... (a pockmarked hen) Children find object pictures or me-squares with colored images of fairy tale characters on the table, arrange them in correct sequence.
3. Showing illustrations, the teacher draws attention to the heroes of the fairy tale and the children learn to describe them appearance, actions. The literary technique is used: nursery rhymes and songs on the theme of a fairy tale are read.
4. Involving children in acting out the fairy tale
The work on using mnemonic tables consists of 3 stages:
Stage 1: Examination of the table and analysis of what is shown on it.
Stage 2: The information is recoded: symbols into images.
Stage 3: After coding, the tale is retold with the help of an adult...
For children of middle preschool age we provide colored mnemonic tables, because Children retain certain images in their memory: a yellow chicken, a gray mouse, a green Christmas tree.
Project implementation stages.
Preparatory stage.
1. Setting goals, determining the relevance and significance of the project.
2. Selection of methodological literature for the implementation of the project (magazines, articles, abstracts, etc.).
3. Selection of visual and didactic material.
4. Organization of a developmental environment in the group.
5. Creating conditions for productive activity.
6. Development of a script for the literary and musical festival “Visiting the Fairy Tales Fairy”
Main stage.
Implementation of the action plan:
1.Work according to the action plan
2.Creating a presentation.
3.Work with parents (active involvement of parents in the implementation of the project, individual and group counseling on the use of mnemonic techniques in working with preschool children).
The final stage.
1.Analysis of the project results, conclusions and additions to the project.
2. Plans to expand the project on the use of mnemonic techniques in working with children in the senior group.
Entry into the project.
The subject-development environment is changing. Mnemonic tables with graphic images, illustrations with fairy tales familiar to children, different types of theater, and attributes for dramatizing fairy tales appear.
Children are interested in what is shown on the mnemonic tables.
Conversation with children: What do we know about fairy tales and mnemonic tables?
What do we want to know? How can you depict a fairy tale?
What will we do to learn how to depict fairy tales in different ways?
Event plan.
September.
1. Telling the Russian folk tale “Ryaba Hen”.
2. Demonstration of the tabletop theater “The Ryaba Hen”.
3. Listening to the audio recording “The Ryaba Hen”.
4. Modeling the fairy tale “The Ryaba Hen”.
Visual activity: Drawing “Golden Egg” (finger painting).
Motor activity: Mobile relay race “Who is the fastest to the chicken”, “Move the egg”
Musical activities: Playing out the elements of dramatization of a fairy tale to music.
October.
1. Telling the Russian folk tale “Teremok”.

2. Demonstration of the tabletop theater "Teremok".
3. Display of the Teremok flat theater on a carpet.

5. Children telling the fairy tale “Teremok” using a mnemonic table.
Productive activity: Drawing “Who lives in the little house?” (foam drawing.
Motor activity: Outdoor game “Who gets to the tower the fastest?”
Musical activity: Dramatization based on the plot of a fairy tale.
November.
1. Reading the Russian folk tale “Turnip”.

2. Demonstration of the flat theater “Turnip” on a carpet.
3. Printed game “Turnip”.
4. Let's remember the fairy tale based on the collage.
5. Children telling the fairy tale “Turnip” using a mnemonic table.
Productive activity: Modeling “Turnip large and small.”
Motor activity: Outdoor game “Pull the turnip”.
Musical activity: Music. did. game "Gather the harvest."
December.
1. Reading the Russian folk tale “Kolobok”.

2. Demonstration of the tabletop theater "Kolobok".
3. Puzzle game "Kolobok".
4. Let's remember the fairy tale based on the collage.
5. Children telling the fairy tale “Kolobok” using a mnemonic table.
Productive activity: Group drawing work “I left my grandmother.”
Motor activity: Outdoor game “Sly Fox”.
Musical activity: Musical and theatrical performance based on the fairy tale “Kolobok”.
January.
1.Reading the Russian folk tale “Masha and the Bear.”

2. Demonstration of the tabletop theater “Masha and the Bear”.
3. “Guess the riddle” (guessing riddles about fairy tale characters).
4. Listening to an audio recording of the fairy tale “Masha and the Bear.”
5. Modeling the fairy tale “Masha and the Bear”.
Productive activity: Drawing “Masha and the Bear” (stencil drawings), composing fairy tale plots.
Motor activity: Outdoor game “Bear and Bees”.
Musical activity: Viewing and musical theatrical performance based on the plots of the cartoon “Masha and the Bear”.
February.
1. Reading the Russian folk tale “Zayushkina’s Hut.”

2. Demonstration of the finger theater “Zayushkina Izbushka”.
3. N/printed game “Assemble a figurine.”
4. Let's remember the fairy tale based on the collage.
5. Children telling the fairy tale “Zayushkina’s Hut” using a mnemonic table.
Productive activity: Drawing “Fox Hut” (salty drawing).
Motor activity: Outdoor game “Fox and Roosters”.
Musical activity: Learning songs about the fox and the hare.
March.
1. Reading the Russian folk tale “The Cockerel and the Bean Seed.”

2. Finger theater show based on the fairy tale “The Cockerel and the Beanstalk”.
3. Familiarization with small folklore forms: nursery rhymes about animals.
4. Let's remember the fairy tale based on the collage.
5. Children telling the fairy tale “The Cockerel and the Bean Seed” using a mnemonic table.
Productive activity: Splash and palm painting “The cockerel and hens are pecking at the grains.
Motor activity: Cockerel relay race.
Musical activity: Singing about a cockerel.
April.
1. Reading the Russian folk tale “The Wolf and the Little Goats.”

2. Demonstration of the tabletop theater “The Wolf and the Little Goats.”
3. Printed game “Collect the picture.”
4. Imitation games “Wolf”, “Kids”.
5.Telling the fairy tale “The Wolf and the Little Goats” using modeling.
Productive activity: Drawing “Confusion for the Wolf” (mysterious thread drawings)
Motor activity: Competition between kids and a wolf.
Musical activity: Musical performance based on the fairy tale “The Wolf and the Seven Little Goats”
May.
Holiday "Visiting the Fairy Tales Fairy."
Guessing riddles from fairy tales.
Didactic game "Our Tales".
Let's remember the fairy tale based on the collage.
Children's dramatization of fairy tales using a mnemonic table.
Presentation of the results of the project: Show dramatization of the fairy tales “The Cockerel and the Bean Seed”, “The Wolf and the Seven Little Goats” to children of the younger group.
Working with parents.
September: Information screen “Mnemonics for children of middle preschool age”
October: Seminar-workshop “How to work with mnemonic tables.”
November: Folder - moving with samples of mnemonic tables compiled from fairy tales.
February: Compiling mnemotables based on fairy tales at home by children together with their parents.
March: Making crafts and drawings with children for the exhibition “Oh, these fairy tales!”
April: Involving parents in making costumes for the presentation of fairy tales “The Cockerel and the Beanstalk”, “The Wolf and the Seven Little Goats”.
May: Preparing for the holiday “Visiting the Fairy Tales Fairy.”
Expected Result.
In the process of implementing the project “Visiting a Fairy Tale”:
-children’s interest in cognitive activities will increase, children will be willing to participate in the educational process;
-children’s creative activity will increase: they will be happy to participate in the dramatization of fairy tales;
-children will increase their knowledge about the world around them;
- there will be a desire to retell fairy tales, invent your own stories;
- children will watch theatrical performances of others with interest and will be happy to reproduce them in their own play activity;
-parents will be actively involved in the educational activities of the group and will be interested in developing technologies for working with preschool children.
Literature.
1. Bolsheva T.V. Learning from a fairy tale, ed. "Childhood - PRESS", 2001.
2. Veraksy N. E., Komarova T. S., Vasilyeva M. A. Program “From birth to school” - M.: mosaic synthesis, 2014.
3. Preschool education Teaching creative storytelling 2-4/1991.
4. Poddyakova N. N., Sokhin F. A. Mental education of preschool children - 2nd ed., revised. – M.: Education, 1998.
5. Rubinstein S. L. Fundamentals of general psychology - St. Petersburg, 2000.
6. Smolnikova N. G., Smirnova E. A. Methods for identifying features of the development of coherent speech in preschoolers.
7. Tkachenko T. A. Formation and development of coherent speech LLC Publishing House GNOM and D, 2001.
8. Ushakova O. S., Sokhin F. A. Classes on speech development in kindergarten M.: Education, 1993.
9. Fomicheva G. A. Methods of speech development for preschool children. manual 2nd ed., revised. – M.: Education, 1984.
10. Chernobay T. A., Rogacheva L. V., Gavrilova E. N. Assessing the success of speech and physical development of preschool children: method. Recommendations for kindergarten teachers; Ed. V. L. Malashenkova. – Omsk: OOIPKRO, 2001.

Problem Development of speech in preschool children in play activities Goal: Develop children's speech and enrich their vocabulary through play activities. Reasons In modern conditions, main task Preschool education is preparation for schooling. Children who did not receive appropriate speech development in preschool age have great difficulty catching up; in the future, this gap in development affects their further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school. Topic Communication. The title of the project is “It’s Fun to Play Together!” Project type Educational, game Problem Development of speech of preschool children in play activities Goal Develop children's speech, enrich vocabulary through play activities. Reasons In modern conditions, the main task of preschool education is preparation for schooling. Children who did not receive appropriate speech development in preschool age have great difficulty catching up; in the future, this gap in development affects their further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school. Topic Communication. The title of the project is “It’s Fun to Play Together!” Project type Educational, gaming

Stage 1 - Preliminary: Stage 2 - Main. 3 stage - Final. - putting forward a hypothesis; - defining the goals and objectives of the project; - studying the necessary literature; - selection of methodological literature; Including each child in play activities to achieve high level knowledge, skills and abilities. A period of reflection on your own results. Project presentation.

Events: November. Didactic games: “Tell me which one?”, “Echo”, “Name as many objects as possible”, “Multi-colored chest”. Outdoor games: “By the bear in the forest”, “Traps”, “On a level path”, “My cheerful ringing ball”. Theatrical games: Dramatization game “Mama's Children”. Plot- role-playing games: “Barbershop”, “Family”, “Chauffeurs”.

December. Didactic games: “Gardener and Flowers”, “Who can name the most actions?”, “Kids and the Wolf”, “Hide and Seek”. Outdoor games: “Mousetrap”, “Migration of Birds”, “Burn, Burn Clear!”, “Sly Fox”. Theatrical games: Dramatization game “Teremok”. Role-playing games: “Mail”, “Shop”, “Library”.

Socialization: 1. Role-playing games. 2. Didactic games. 3. Outdoor games with words. 4. Theatrical games. Physical culture: Development of the need for physical improvement, development of physical qualities, nurturing a culture of movements. Cognition: 1. Conversations: “Who are writers?”, “Who are poets?” 2. GCD: “Journey to the past of clothes”, “Journey to the past of chairs” Communication: 1. Conversation: “Do I need to learn to speak?” 2.NOD: “Composing a story - a description of toys”, “Composing a story based on the painting “Cat with Kittens””, “Retelling the story of Ya. Taits “Train””, etc. Plan of work with children through the integration of educational areas

Artistic creativity: 1. Drawing: “Little Dwarf” 2. Application “Basket with Mushrooms” 3. Modeling: “Girl in Winter Clothes” Reading fiction: 1. Reading stories, poems, telling fairy tales. 1. Asking riddles. 2. Memorizing poems. 3. Reading stories, poems, telling fairy tales. Music: Listening to musical works, conversations. Safety: Conversations about the main sources of danger in kindergarten, on the street, at home. Health: Finger games, physical minutes. Labor: Formation of ideas about different professions, monitoring the work of d/s employees

Literature: M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova “Program of education and training in kindergarten”; G.S. Shvaiko “Games and game exercises for speech development”; A.K. Bondarenko “Word games in kindergarten”; L.V. Artemova “Theatrical games for preschoolers”; V.V.Konovalenko, S.V.Konovalenko “Development of coherent speech”; E.A. Timofeeva “Outdoor Games”; A.E. Antipina “Theatrical activities in kindergarten”; M. Koltsova “A child learns to speak”; A.K. Bondarenko “Didactic games in kindergarten” M.A. Vasilyev “Management of children’s games in kindergarten”; "Preschooler's Game" ed. S.L. Novoselova; A.I. Maksakova, G.A. Tumakova “Teach by playing.”

for children of middle preschool age

Relevance of the project.

It's no secret that nowadays children are increasingly experiencing following problems in speech: poor vocabulary, inability to coordinate words in a sentence, impaired sound pronunciation, attention, imperfect logical thinking. In preschool age, visual-figurative memory predominates, and memorization is mainly involuntary: children better remember events, objects, facts, and phenomena that are close to their life experience. When teaching children, it is quite justified to use creative methods, the effectiveness of which is obvious, along with generally accepted ones.

Considering that nowadays children are overloaded with information (computer, television), and there is insufficient live human communication; speech development is inhibited. Hence, children are increasingly experiencing speech disorders, which sharply limit their communication with people around them.

The most important condition Good speech is essential for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is.

How to form a child’s speech, fill it with a palette of words, beautiful phrases, euphonious phrases?

In our teaching activities, we use such methods so that the learning process is interesting, entertaining, and developing for them. To do this, we decided to use non-traditional, and most importantly effective methods of working with children, such as the mnemonic method.

Mnemonics techniques facilitate memorization in children and increase memory capacity through the formation of additional associations. K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.

The relevance of using mnemonics in work on the development of speech activity in preschool children is that:

firstly, a preschool child is very flexible and easy to teach, but most preschool children are characterized by rapid fatigue and loss of interest in activities, which can be easily overcome by increasing interest through the use of mnemonics;

secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and also develops the skill of practical use of techniques for working with memory;

thirdly, using a graphic analogy, we teach children to highlight the main thing, systematize, analyze and synthesize the acquired knowledge. The studies of many psychologists (L.A. Venger, D.B. Elkonin, etc.) note the availability of mnemonic techniques for preschool children. It is determined by the fact that it is based on the principle of substitution - a real object can be replaced in children’s activities by another sign, object, image. Preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols and signs (primarily various kinds of visual models, diagrams, tables, etc.).

For a child, a fairy tale has always been and remains not only the first and most accessible means of cognition, but also a way of understanding social relations and behavior in situations of his everyday life. A fairy tale satisfies a child’s craving for unusual actions, forms and develops imagination.

When working with children, teachers have noticed that children are involved in developmental activities without joy. Children have poor memory, reduced attention, mental processes are not so mobile, they do not show interest in search activities and have difficulty planning any of its types, are not ready to complete tasks, and are not highly efficient.

It is very important to arouse interest, captivate them, liberate them and turn backbreaking work into their favorite and most accessible type of activity - GAME.

Takingbehindthe basis is the opinion of great teachers,we decideduseovatein the work of teaching children coherent speech, mnemonic techniques.

Mnemonics in preschool pedagogy are called by - different: VC.Vorobyova calls this technique sensory-graphic schemes, T.A.Tkachenko– substantively- schematic models, V.P. Glukhov - in square blocks, T.V. Largeakova – collage, L.N.. Efimenkov - a scheme for compiling a story.Mnemonics – translated from Greek – “the art of memorization.” This is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of a story, preservation and reproduction of information, and, of course, the development of speech. A mnemonic diagram (mnemonic square, mnemonic track, mnemonic table) is as follows: for each word or small phrase a picture (image) is invented; thus, the entire text is sketched schematically. Looking at these drawing diagrams, the child easily reproduces textual information.

Mnemonics includes: mnemonic squares, mnemonic tracks and mnemonic tables. The content of a mnemonic table is a graphic or partially graphic representation of objects, signs and natural phenomena, fairy tale characters, and some actions by highlighting the main semantic links. The main thing is to convey a conventionally visual diagram, to depict it in such a way that what is drawn is understandable to children.

Our kindergarten operates according to the “From birth to school” program. (Under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. - Moscow: mosaic synthesis, 2014) The program “From birth to school” allows you to develop visual - imaginative thinking and imagination, curiosity and speech activity. The child develops an interest in experimenting and solving various creative problems. But this program does not have a system for using mnemonics to develop the speech abilities of preschool children.

Considering the relevance and practical significance of the use of mnemonics in the development of preschool children, we have compiled a project “Visiting a Fairy Tale” for the development of coherent speech in children of middle preschool age, through the telling of Russian folk tales using mnemonics techniques.

Objective of the project:

Development of coherent speech in children of middle preschool age, through the telling of Russian folk tales using mnemonics techniques.

Project objectives:

Create conditions for the development of skills to memorize and tell Russian folk tales using mnemonics techniques.

Create conditions for the development of speech abilities in preschool children using mnemonics.

Develop coherent and dialogic speech.

To develop in children the ability to understand and tell familiar fairy tales using graphic analogies, as well as with the help of substitutes. (according to the mnemonic table and collage).

To develop mental activity in children, the ability to compare, and identify essential features;

To develop mental processes in children: thinking, attention, memory.

Continue to develop the articulatory apparatus, work on diction, improve the clear pronunciation of words and phrases, and intonation expressiveness of speech.

Practice the ability to dramatize short fairy tales.

To consolidate and expand children's knowledge about fairy tales;

Foster a culture of speech.

Enrich and expand children's vocabulary, improve dialogical speech through various dramatization games and performances;

Develop independence skills to overcome timidity, shyness, and uncertainty in children.

Encourage them to join the game image and take on the role themselves.

Continue work to create interest in Russian folk tales, contribute to the accumulation of aesthetic experience by discussing literary works.

Develop children's productive visual activity.

Develop cooperation skills, foster a sense of friendship and teamwork.

Develop communication skills Creative skills children;

When working with parents:

Involve parents in joint activities, show the value and significance of joint creativity of children, teachers and parents

To increase the competence of parents regarding the development of coherent speech in children of middle preschool age.

Active inclusion of parents in the educational process.

To increase the competence of parents in the use of mnemonics in the development of cognitive and speech activity of middle-aged children.

Intended product of the project:

Dramatization of the fairy tale “Zayushkina’s Hut” based on a Russian folk tale in front of children younger age, presentation of work experience at the pedagogical council based on the results of the project.
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Project characteristics
Project type: informational - creative.
By dates: long-term – 9 months.
By composition: group
Project participants: children of the middle group, parents of pupils (official representatives), group teachers, music director.

Educational areas: speech development, cognitive development, artistic and aesthetic development, social and communicative development.
Concepts that can be learned during the project: theater, screen, theatrical performance, stage, auditorium, scenery, poster, bibabo theater, puppet show.
Motivation: Do you want to turn into the heroes of fairy tales and get into them?
Object of study: coherent speech of children of middle preschool age.
Subject of study: the process of memorizing and telling Russian folk tales using mnemonics techniques.
Equipment and materials: Illustrations for fairy tales, different types of theater, mnemonic tables for fairy tales, attributes for musical and educational games, musical accompaniment for dramatizations of fairy tales, costume elements for games dramatized based on fairy tales, materials for productive activities.

Contents of the project.
To develop children's coherent speech, the project involves a variety of activities: gaming, motor, visual, musical, cognitive-research, and construction. The work takes place throughout the entire educational process of the child being in kindergarten. Throughout the month, the content may change and be supplemented depending on game situations.
In the middle group, we took Russian folk tales as a basis.
We begin learning to tell literary works with familiar fairy tales: “Turnip”, “Kolobok”, “Ryaba Hen”, “Teremok”, using the technique of joint storytelling.

Scheme for teaching retelling a fairy tale:
1.Telling a fairy tale while simultaneously showing a tabletop theater.
2. Repeated story by the teacher with the children. The teacher begins the phrase, the children continue. For example, Once upon a time there was a grandfather... (and a woman) They had... (a pockmarked hen) Children find object pictures or mnemonic squares with color images of fairy tale characters on the table, arrange them in the correct sequence.
3. Showing illustrations, the teacher draws attention to the heroes of the fairy tale and children learn to describe their appearance and actions. The literary technique is used: nursery rhymes and songs on the theme of a fairy tale are read.
4. Involving children in acting out the fairy tale
The work on using mnemonic tables consists of 3 stages:
Stage 1: Examination of the table and analysis of what is shown on it.
Stage 2: The information is recoded: symbols into images.
Stage 3: After coding, the fairy tale is retold with the help of an adult...
For children of middle preschool age, we suggest using colored mnemonic tables, because Children retain certain images in their memory: a yellow chicken, a gray mouse, a green Christmas tree.
Project implementation stages. Preparatory stage.
1. Setting goals, determining the relevance and significance of the project.
2. Selection of methodological literature for the implementation of the project (magazines, articles, abstracts, etc.).
3. Selection of visual and didactic material.
4. Organization of a developmental environment in the group.
5. Creating conditions for productive activity.
6. Development of a script for the literary and musical festival “Visiting the Fairy Tales Fairy”
Main stage.
Implementation of the action plan:
1.Work according to the action plan
2.Creating a presentation.
3.Work with parents (active involvement of parents in the implementation of the project, individual and group counseling on the use of mnemonic techniques in working with preschool children).
The final stage.
1.Analysis of the project results, conclusions and additions to the project.
2. Plans to expand the project on the use of mnemonic techniques in working with children in the senior group.

Expected Result.
In the process of implementing the project “Visiting a Fairy Tale”:
- children’s interest in cognitive activities will increase, children will be willing to participate in the educational process;

Children's vocabulary will be enriched and expanded, dialogic speech will be improved through various dramatization games and performances;
- the creative activity of children will increase: they will be happy to participate in the dramatization of fairy tales;
- there will be a desire to retell fairy tales, invent your own stories;
- children will watch theatrical performances with interest and will enjoy reproducing them in their play activities;
- parents will be actively involved in the educational activities of the group and will be interested in developing technologies for working with preschool children.
Entry into the project.
The subject-development environment is changing. Mnemonic tables with graphic images, illustrations with fairy tales familiar to children, different types of theater, and attributes for dramatizing fairy tales appear.
Children are interested in what is shown on the mnemonic tables.
Conversation with children: What do we know about fairy tales and mnemonic tables?
What do we want to know? How can you depict a fairy tale?
What will we do to learn differently depict fairy tales?

Event plan. September.
1. Telling the Russian folk tale “Ryaba Hen”, using a panorama.

2. Demonstration of the table theater “Ryaba Hen” (different types of theaters)
3. Listening to the fairy tale in audio recording “Ryaba Hen”.
4. Modeling the fairy tale “Ryaba Hen”.

5. Telling the fairy tale “Ryaba Hen” using finger play.

6. Watching the cartoon “Ryaba Hen” on a laptop.

7. Children telling the fairy tale “Ryaba Hen” using a mnemonic table.

Fine art activity: applique with drawing elements “Nest for the Ryaba hen.”

Motor activity: mobile relay race “Who is the fastest to the chicken”, “Move the egg”
Musical activity: playing out elements of dramatization of a fairy tale to music.

October.
1. Telling the Russian folk tale “Teremok” using a panorama.

2. Show of the finger theater "Teremok"..
3. Let's remember the fairy tale based on the collage.

4. Telling the fairy tale “Teremok” using your fingers.

5. Modeling the fairy tale “Teremok”.

6. Watching the cartoon “Teremok” on a laptop.

7. Puzzle game “Teremok”.

8. Listening to a fairy tale in an audio recording “Teremok”.

9. Children telling the fairy tale “Teremok” using a mnemonic table.

Productive activity: drawing “Who lives in the little house?”
Motor activity: outdoor game “Who gets to the tower the fastest?”

Musical activity: dramatization based on the plot of a fairy tale.

November.
1. Telling the Russian folk tale “Turnip” using a panorama.

2. Display of the “Turnip” plane theater on flannelgraph.
3. Printed game “Turnip”.

5. Telling the fairy tale “Turnip” using your fingers.

6. Listening to the fairy tale in the audio recording “Turnip”.

7. Puzzle game “Turnip”.

8. Modeling the fairy tale “Turnip”.

9. Watching the cartoon “Turnip” on a laptop.

10. Children telling the fairy tale “Turnip” using a mnemonic table.

Productive activity: Modeling “Turnip large and small.”
Motor activity: Outdoor game “Pull the turnip”.
Musical activity: music. did. game "Harvest".

December.
1. Telling the Russian folk tale “Kolobok” using a panorama.

2. Demonstration of the table theater "Kolobok" (b-ba-bo)
3. Puzzle game “Kolobok”.

5. Modeling the fairy tale “Kolobok”.

6.Telling the fairy tale “Kolobok” using your fingers.

7. Listening to the fairy tale in the audio recording “Kolobok”.

8. Watching the cartoon “Kolobok” on a laptop.

9. Children telling the fairy tale “Kolobok” using a mnemonic table.

Productive activity: collage application “Kolobok’s Journey” ( teamwork).
Motor activity: outdoor game “Sly Fox”.
Musical activity: musical and theatrical performance based on the fairy tale “Kolobok”.

January.
1.Telling the Russian folk tale “Masha and the Bear.”

2. Demonstration of the tabletop theater “Masha and the Bear”.
3. “Guess the riddle” (guessing riddles about fairy tale characters).
4. Listening to the audio recording of the fairy tale “Masha and the Bear.”
5. Modeling the fairy tale “Masha and the Bear”.

6.Telling the fairy tale “Masha and the Bear” using your fingers
7. Watching the cartoon “Masha and the Bear” on a laptop.

8. Children telling the fairy tale “Masha and the Bear” using a mnemonic table.

Productive activities: drawing “Masha and the Bear” (stencil drawings), composing fairy tale plots.
Motor activity: outdoor game “Bear and Bees”, “At the Bear in the Forest”

February.
1. Telling the Russian folk tale “Zayushkina’s hut.”

2. Display of the plane theater “Zayushkina Hut” on flannelgraph.

3. Board and printed game “Tell a Tale.”

4. Let's remember the fairy tale based on the collage.

5. Modeling the fairy tale “Zayushkina’s hut.”

6.Telling the fairy tale “Zayushkina’s Hut” using your fingers.

7. Listening to the audio recording of the fairy tale “Zayushkina’s Hut.”

8. Watching the cartoon “Zayushkina’s Hut” on a laptop.

9. Children telling the fairy tale “Zayushkina’s Hut” using a mnemonic table.

Productive activity: drawing “Fox Hut” (NTR salty drawing).
Motor activity: outdoor game “Fox and Roosters”.

March.
1. Telling the Russian folk tale “The Cockerel and the Bean Seed.”

2. Finger theater show based on the fairy tale “The Cockerel and the Beanstalk”.
3. Familiarization with small folklore forms: nursery rhymes about animals.
4. Let's remember the fairy tale based on the collage.
5. Listening to the audio recording of the fairy tale “The Cockerel and the Bean Seed.”

6. Modeling the fairy tale “The Cockerel and the Bean Seed.”

7.Telling the fairy tale “The Cockerel and the Bean Seed” using your fingers.

8. Watching the cartoon “The Cockerel and the Beanstalk” on a laptop

9. Children telling the fairy tale “The Cockerel and the Bean Seed” using a mnemonic table

Productive activity: drawing, using non-traditional techniques (splash and palm) “The cockerel and hens are pecking at the grains.
Motor activity: “Petushki” relay race.
Musical activity: singing about a cockerel.

April.
1. Telling the Russian folk tale “The Wolf and the Little Goats” using a panorama.

2. Dramatization of the fairy tale “The Wolf and the Little Goats.”
3. Printed game “Tell a story.”
4. Imitation games “Wolf”, “Kids”.
5.Telling the fairy tale “The Wolf and the Little Goats” using modeling.

7.Telling the fairy tale “The Wolf and the Little Goats” using your fingers.

8. Listening to the audio tale “The Wolf and the Little Goats.”

9. Watching the cartoon “The Wolf and the Little Goats.”

10. Children telling the fairy tale “The Wolf and the Little Goats” using a mnemonic table

Productive activity: drawing “Confusion for the Wolf” (mysterious thread drawings)
Motor activity: competition between kids and a wolf.
Musical activity: musical performance based on the fairy tale “The Wolf and the Seven Little Goats”

May.
Guessing riddles from fairy tales.
Didactic game "Our Tales".
Let's remember the fairy tale based on the collage.
Children's dramatization of fairy tales using a mnemonic table.
Presentation of the results of the project: show the dramatization of the fairy tales “Zayushkina’s Hut” to children of the younger group.
Working with parents. September: Pedagogical education of parents “Use of mnemonics for children of middle preschool age”
October: Seminar-workshop “How to work with mnemonic tables.”
November: Folder - moving with samples of mnemonic tables compiled from fairy tales.
February: Children, together with their parents, compile a mnemonic table based on fairy tales at home.
March: Exhibition of favorite children's books with Russian folk tales.
April: Involving parents in making costumes for the presentation of fairy tales “Zayushkina’s Hut” Exhibition of favorite children’s books with Russian folk tales
May: “Heroes in Russian folk tales” Exhibition of joint drawings by parents and children.

Literature.
1. Bolsheva T.V. Learning from a fairy tale, ed. "Childhood - PRESS", 2001.
2. Veraksy N. E., Komarova T. S., Vasilyeva M. A. Program “From birth to school” - M.: mosaic synthesis, 2014.
3. Preschool education Teaching creative storytelling 2-4/1991.
4. Poddyakova N. N., Sokhin F. A. Mental education of preschool children - 2nd ed., revised. – M.: Education, 1998.
5. Rubinstein S. L. Fundamentals of general psychology - St. Petersburg, 2000.
6. Smolnikova N. G., Smirnova E. A. Methods for identifying features of the development of coherent speech in preschoolers.
7. Tkachenko T. A. Formation and development of coherent speech LLC Publishing House GNOM and D, 2001.
8. Ushakova O. S., Sokhin F. A. Classes on speech development in kindergarten M.: Education, 1993.
9. Fomicheva G. A. Methods of speech development for preschool children. manual 2nd ed., revised. – M.: Education, 1984.
10. Ushakova O. S., Introduction to fiction

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

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

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

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

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

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

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

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

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Municipal budgetary educational institution Child Development Center kindergarten 2 “Iskorka”, Moscow region, Protvino city PROJECT ACTIVITY ON THE TOPIC: “JUICES ON OUR TABLE” Conducted by educators

Plan for self-education in the older preparatory group. Topic: Development of coherent speech in children of senior preschool age Relevance of the topic: Educator: Budko E.V. This topic is important to me because

Municipal preschool educational institution kindergarten 31 Mogocha, Trans-Baikal Territory APPROVED by: Head of MDOU d/s 31 Kuznetsova M.V. 2016 PROJECT “These lovely fairy tales” for younger children

Project " Good book our friend" Senior preschool age Implementation period: 2 weeks. Relevance of the project: The reading problem is now the most acute in our country. How to introduce a child to reading? How to teach

EXPLANATORY NOTE Working programm developed in accordance with regulatory documents: - Federal Law of the Russian Federation of December 29, 202 273-FZ “On Education in the Russian Federation”; - by order of the Ministry of Defense

Municipal budgetary preschool educational institution “Kindergarten 2 “Spikelet”. Report on the thematic week “Autumn” Teachers: Zvonar L.V. Goal To expand and systematize children’s knowledge about

Project “Zimushka-winter” in the middle group of MBDOU kindergarten 59 combined type Educator Lidiya Valentinovna Elistratova Higher category City of Odintsovo Project type: creative and research Duration:

Regulations on the project “Book Country” of the municipal budgetary preschool educational institution “Child Development Center Kindergarten 179” 1. General position 1.1. Regulations on the “Book Country” project

MUNICIPAL BUDGET PRE-SCHOOL EDUCATIONAL INSTITUTIONKINDERGARTEN 78 “IVUSHKA” (MBDOU 78 “IVUSHKA”) st. Dekabristov, 4, Surgut, Tyumen region, Khanty-Mansi Autonomous Okrug Yugra, 628416,

Municipal budgetary preschool educational institution “Kindergarten 2 “Spikelet”. Report on the thematic week “Autumn” Teachers: Kurmanenko L.I. Mishkuts N.N. Goal Expand and systematize

Municipal budgetary preschool educational institution "Kindergarten 167" PROJECT "OUR LITTLE BROTHERS" Teacher - Savinskaya M.I. ical group for children with a speech diagnosis of Stuttering Nizhny Novgorod,

State educational institution of higher education vocational education MOSCOW STATE REGIONAL UNIVERSITY (MSOU) Project for the formation of ideas about poultry among young children

GBOU School 1434 Preschool groups “Svetlana” Project “Russian folk tales about animals” for children 4 5 years old Matskevich Natalya Nikolaevna Ivantsova Oksana Eduardovna From October 8 to October 26, 2018 Relevance

Municipal budgetary preschool educational institution of the city of Nefteyugansk “Kindergarten 2 Kolosok” Thematic week “Paths of Health” Educators: Zvonar L.V. Kosykh G.A Goal: formation

Municipal Budgetary Preschool Educational Institution Kindergarten “Strawberry” Educator: Stepnaya T.G. Living nature is an amazing, complex, multifaceted world. Much depends on people

Nefteyugansk district municipal preschool educational budgetary institution "Development Center child - children's“Teremok” garden Plan for self-education on the topic “Development of dialogical communication of children

Self-education plan for the teacher of the Municipal Autonomous Preschool Educational Institution “Kindergarten 56 Krasnoyarsk Yulia Mikhailova Mikhailova from 2014 to 2019 academic year Topic: “Development

State budgetary educational institution of the city of Moscow "School named after Artem Borovik" Project "Forest Animals" Preschool department "Rainbow" Secondary group 8 "Kalinka" Teachers: Mustafaeva

Project on the topic: “A fairy tale knocks on the house, it becomes interesting in it” Middle group Mikhailova E.I. Relevance of the project Theater is one of the most democratic and accessible forms of art for children, connected

Pedagogical project “Fairy tales are always with us!” Author: Tatyana Semenovna Sabitova, Olga Viktorovna Perevertova Project goal: To introduce children to Russian folk tales; Develop children's coherent speech

Municipal budgetary preschool educational institution "Kindergarten 15" Project on cognitive development for children of the first junior group "VISITING A FAIRY TALE" Educator: Music N.S. 2017-2018

Project "Book Country" Regulations on the project "Book Country" of the municipal budgetary preschool educational institution "Child Development Center Kindergarten 179" 1. General regulations 1.1. Position

Mekaeva Natalia Aleksandrovna MBDOU 308 CREATIVE - RESEARCH PROJECT “Forest Inhabitants of SIBERIA” FOR CHILDREN OF THE SECOND YOUNGER GROUP Problem: In accordance with the Federal State Educational Standard, cognitive development presupposes

"Outdoor games and games with elements of sports in physical development children" instructor physical culture MADOU kindergarten “Fairy Tale” The outdoor game is complex, motor, emotionally charged activity,

Short-term project “Pets” (for the second junior group) Educator: Semkiv E.V. The type of project is cognitively creative. Project participants are educators, parents, children 3-4 years old. Duration

Project theme: “Development of speech through theatrical activities.” Authors of the project: teachers of the 1st junior group: Bezotechestvo E. V. Chichkanova L. Yu. Type of project: short-term, group, role-playing,

MBDOU d.s. " gold fish» Smolensk district Project “Vegetable garden on the windowsill” Project author: Ivanova N.Yu. 2018 Type of project: informational and practical, educational, creative. Duration

Self-education plan for the teacher of MBDOU 6 “Cornflower” Marina Vladimirovna Gulyaeva for 2018-2019. on the topic “Development of communication skills in preschool children through theatrical

Municipal state preschool educational institution "Kindergarten 7" Project on the speech development of children on the topic: "Pets" (in the second junior group) 2017 Work carried out by: teacher-Frolova

Municipal preschool educational budgetary institution 26 “Vasilek”, Sovetskaya village Project in the first junior group “Golden Autumn” 2018 Prepared by teacher: Lesoulova Marina Sergeevna Project

Municipal preschool educational institution "Kindergarten 5KV" of the city of Bogoroditsk Short-term creative project in a preparatory group for school Prepared by teacher: Grishchenko Valentina Sergeevna

Project “All professions are needed, all professions are important.” Prepared by the teacher of the MBDOU "Polyansky kindergarten "Rodnichok" of a general developmental type" Tsygankova I.S. Project goal: formation of cognitive interest

State budgetary preschool educational institution kindergarten 63 of the Primorsky district of St. Petersburg Project: " Colorful autumn"Teachers: Fedorova O.A. Semyonova L.M. St. Petersburg

Project “We are responsible for those we have tamed.” Prepared by the teacher of Mixed Age Group 1 Litvinenko O.Yu. Relevance of the project: The pedagogical project is aimed at introducing children to living

Prepared by: Maltseva O.Ya. Teacher of the 2nd junior group 3 “Dwarves”, Nefteyugansk 2016 Type of project: informational and creative, collective. Project participants: teachers of the second junior group, children,

Teacher self-education plan preparatory group MADOU MO d/s 6 “Rowan” Nemtinova N.L. 2016 2017 academic year Theme of self-education: “Activation of the vocabulary of children of senior preschool age.

Self-education plan for teacher Murzanaeva Zh.V. on the topic “Development of dialogical speech of middle preschool children through folk tales” Purpose: to study the ways, methods and techniques of activation

Pedagogical project: “Visiting the fairy tale “Teremok”” Relevance One of the most important tasks in the development of the personality of a preschool child is the development of the spiritual wealth of the people, their cultural and historical

MBDOU DS 7 “Forget-me-not” Subject development environment Group of general developmental orientation for children from 3 to 4 years old Educators Shakirova Rifa Ildusovna Safuanova Aizhamal Zainulovna “V empty walls child

Presentation “Who, who lives in the little house?” Completed by the teacher of MBDOU 1p. Zheshart Marinesku Svetlana Andreevna. Project passport: Type: creative Duration: short-term (February 1-5) Project participants:

Structural department of primary general education with preschool groups MKOU "KSOSH 2" For children of the younger group Prepared by: Klimakhina T.V. teacher of the structural department of educational institutions with preschool groups

Municipal budgetary preschool educational institution, child development center, kindergarten 21 city district of Balashikha, Moscow region 143980 Moscow region, Balashikha, microdistrict. Pavlino, 20

Project “Pets” Completed by Dobrenkaya G.V. Radionova S.N Project “Pets” in the second junior group The type of project is educational and creative. Project participants: educators, parents, children

Municipal educational institution "Elnikovsky kindergarten 1" Republic of Mordovia, Elnikovsky district, village. Elniki. Project “Wild Animals of Our Forests”. Author of the work: Yudakov Alexander. Age:

Municipal preschool educational institution kindergarten "Smile" s. Vavozh Educational project “Book Week” Developed by teachers of the middle group of the MDOU “Smile” Educators: Baeva E.V. Merzlyakova

Municipal preschool educational budgetary institution "Kindergarten 5 "Tyndenok" of the city of Tynda, Amur Region (MDOBU DS 5 Tyndenok, Tynda) PROJECT ACTIVITY 2 early age groups Tynda

Perm region, Krasnokamsk municipal district MBDOU "Kindergarten". 15 “Palms of palms” pedagogical project for children senior group with mental retardation Developed by: Educators: M.E. Ulitina T.M. Grebennikova

COGNITIVE PROJECT “WORLD OF PETS” for children 3-4 years old, 2nd junior group 5 Teachers: Chufistova M.A., Yankhotova O.N. Justification for choosing the topic. Environmental education of the child must begin

Municipal budgetary preschool educational institution “Kindergarten 2 “Spikelet”. Cognitive development. Expand children's knowledge about autumn, its signs and phenomena; expand understanding of diversity

Municipal budgetary preschool educational institution kindergarten 38 Project: “Such different balls” Prepared by: teacher of the junior mixed preschool group Bogush S.A. Relevance Physical

Plan summary of direct educational activities in the second junior group. Dramatization of the fairy tale "Kolobok"

Structural unit of the state budgetary educational institution of the Samara region, secondary school 9 "Education Center" of the Oktyabrsk urban district, Samara region