Development of monologue speech senior group. Notes on the development of monologue speech in the second junior group; outline of a lesson on speech development (junior group) on the topic. "Development of monologue speech in children"

Development of monologue speech of older preschoolers in play activities

Relevance. Issues of the development of coherent speech are always relevant, because they are the central task of the speech development of children, which is of great importance for the formation of the personality of a preschool child and his socialization. Prevention of speech disorders in children of senior preschool age in the educational work of preschool educational institutions, the formation of correct speech acquires special importance, since the readiness or unpreparedness of the child to start school depends on the level of speech development. Being the most important means of human communication and knowledge of reality, language serves as the main channel for introducing the values of spiritual culture from generation to generation, as well as a necessary condition for education and training. The development of speech in preschool childhood lays the foundation for successful learning and education in general.
By older preschool age there is a complication of speech skills - this is a transition from dialogic speech to various forms of monologue. Dialogical speech is more situational and contextual, so it is condensed and elliptical (much is implied in it due to the knowledge of the situation by both interlocutors). Dialogical speech is involuntary, reactive, and poorly organized. Monologue speech is an expanded, organized, arbitrary type of speech. Elaboration requires the speaker not only to name the object, but also to describe it (if the listener does not know the subject of the statement). Arbitrariness is expressed in the fact that the speaker must think about the content of the utterance and choose the appropriate linguistic form. Organization presupposes the speaker’s ability to plan and program his entire speech, the entire “monologue” as a whole.”
Monologue speech, in contrast to dialogical speech, requires a careful selection of adequate lexical means and the use of complex syntactic structures.
Observations and monitoring of speech development show poor development of monologue speech (children find it difficult to establish connections, therefore they make substantive and semantic errors in stories; when telling stories they always require the help of an adult; they repeat the stories of their peers; their vocabulary is poor). Other children make logical errors in stories, but correct them themselves with the help of adults and peers; (the vocabulary is quite wide). And only a few children possess those skills that correspond to a high level (the child is independent in inventing stories, does not repeat the stories of other children; has a sufficient vocabulary).
At the present stage, the development of children’s speech has become one of the important problems, and one of the problematic areas is the development of coherent speech. The development of coherent monologue speech is the central task of children's speech development. This is due, first of all, to its social significance and role in the formation of personality. Mastering coherent monologue speech includes mastering the sound culture of the language, vocabulary, grammatical structure and occurs in close connection with the development of all aspects of speech - lexical, grammatical, phonetic.
Games are of great importance in the development of coherent monologue speech of preschoolers. In the play activities of older preschoolers, there is a two-way connection between speech and play. On the one hand, speech develops and becomes more active in the game, and on the other hand, the game itself develops under the influence of speech development. The more knowledge our children have, the wider their spiritual world, the more interesting and amateur the game becomes. While playing, children show friendly relations with each other, and speech helps to express their attitude, feelings, thoughts, experiences to the action being performed.
Today I present my experience in developing monologue speech of older preschoolers in didactic games.
In gaming activities, various mental processes are activated and take on a voluntary nature, and didactic games also help to consolidate the knowledge acquired during training in educational activities. Therefore, in order to form and develop coherent monologue speech of preschoolers, in my work I include didactic games in all types of children’s activities and routine moments.
Didactic games are not only a gaming method of teaching preschool children, but also an independent gaming activity, a means of comprehensive development of the child’s personality. The game helps to make any educational material exciting, causes deep satisfaction in children, stimulates performance, and facilitates the process of assimilation and consolidation of knowledge. It is important for children to have a positive emotional attitude towards didactic games. A successfully and quickly found solution, the joy of victory, success, and approval from the teacher have a positive effect on children, activate their thinking, and help increase interest in cognitive and speech activities.
I conduct didactic games with the whole group, with small groups and individually. Children of older preschool age, as a rule, develop collective relationships based on joint games. Therefore, at this age stage I use elements of competition in the game.

Experience shows that the greatest effect of work on the development of coherent monologue speech of a preschooler will be obtained if it is carried out through a variety of dictative games: with toys and objects; desktop-printed; verbal, in which an idea of the structure of the statement and its features in each type of text, about the methods of intratextual connection (chain - the main means of the pronoun, parallel - sentences are not linked, but compared or contrasted, radial connection - the object is named, and then each quality or feature of an object, like a ray, joins its characteristics. In any complete statement, there are the most typical ways of connecting phrases.) obtained in classes are formed into skills and abilities.
Specially selected (and created by me) didactic games for speech development ensure the development of all aspects of a child’s speech, including monologue speech, which includes the ability to construct statements of different types: description, narration, reasoning.
For example, in the game "Forgetful Shopper" the ability to compose a story - description is consolidated. During the game: children are asked to compose a story about an object without naming it, using a chain intratextual connection (a chain connection, the main means of which are pronouns). A scheme is proposed. (- Guys, new products have been brought to the store. Let's play. In order to buy a product, you need to talk about it without naming it, but list all its characteristics like links on a chain.)
In the game “How did you guess?” the ability to compose a story-description using a parallel or radial connection is consolidated (parallel - sentences are not linked, but compared or contrasted, radial connection - the object is named, and then each quality or feature of the object, like a ray, is attached to its characteristic). Option 1: in front of the children there are pictures that they are asked to name. The presenter asks: “How did you guess that this was an umbrella?” and offers to describe the object, naming its characteristics, using the proposed diagrams. For each correctly named sign, the player receives a chip. The one who gets the most chips wins.
Option 2: during the game, the child describes the object from the picture without showing it, and asks the players to guess what it is. For correctly guessing the item, the player receives a chip. The one who gets the most chips wins.
Description is a verbal depiction of an object or phenomenon of reality by listing its characteristics. The description is characterized by vivid figurative comparisons and an abundance of artistic definitions (epithets), expressed by adjectives and participial phrases. Compiling descriptive texts, for which I use toys, object or plot pictures, children’s drawings, natural phenomena, people, literary characters and animals as objects, helps to form and consolidate children’s elementary ideas about the structure and functions of these texts. (“Guess the description”, “Come up with a riddle”, “Guess the fairy-tale hero”, “What do you see around?”, “Guess who my friend is”, “How did you guess?”).
In the didactic game “Finish the Fairy Tale,” the ability to build a narrative story is developed, continuing the storyline that has been started. The teacher puts a drawing of a hedgehog in the star: “Look what kind of hedgehog the children of the neighboring group drew. And they even composed a fairy tale about him... oh, this is just the beginning of the fairy tale (reads). I wonder what happened next. Let’s compose a continuation of the fairy tale and write it down.”
In the didactic game “Pictures Are Confused”(“Finish a fairy tale”, “Make up a story based on a picture (based on a series of pictures)”, “Come up with a fairy tale (about toys or a set of toys), “Tell me how you relaxed (played with your younger brother, went to the park, museum or theater, made feeding trough with dad, etc.)") develops the ability to construct a narrative statement - a story about events unfolding in time and logical sequence. An idea of the structure of the narrative (beginning-commencement, middle-climax, end-denouement) and the sequence of presentation of events is formed and consolidated. The teacher brings in an envelope and, pouring out a series of pictures from the envelope, says: “Oh, all the pictures are confused, mixed up. Help me put them in order. The result is a story in pictures. Let's make an interesting story: tell us what happened in the beginning, what happened, then and how it all ended. To consolidate ideas about the structure of a story, you can use a model: a circle divided into three parts - green (beginning), red (middle) and blue (end).
In the didactic game “Why”(“How did a flower appear (a bird, a butterfly appear)?”) the ability to construct a statement-reasoning is developed, that is, a text that includes cause-and-effect constructions, questions, and evaluation. Option 1: the teacher tells the children (1-4 players), sequentially showing and laying out story pictures, how dragonflies, bees, mosquitoes and grasshoppers develop. Then the child himself lays out a chain of plot pictures and composes a coherent story on the chosen topic. If there is any difficulty, the teacher helps with additional questions.
Option 2: The teacher brings in a box with a game and says: “I wonder how insects appear? Do they develop in the same way or not? Each child is given mixed story pictures on one topic. At the leader’s signal, the children lay out the pictures in the correct sequence - who goes first. After this, each player composes a story based on the resulting chain of pictures. The winner is the one who correctly and quickly lays out a chain of pictures and better composes a coherent story on his topic.
This type of monologue statement is very difficult for children. If children begin to use it in independent play, this is a great achievement.
Before starting the game, we aroused children's interest in it and the desire to play. This was achieved by various techniques: the use of riddles, counters, surprises, an intriguing question, an agreement to play, a reminder of the game that children willingly played before. The secret of successfully organizing the game was that while teaching children, we preserved the game as an activity, celebrating successful decisions and discoveries of the children, supporting them with jokes, encouraging the shy ones, instilling in them confidence in their abilities. To develop children's independent play activities, we create a subject-based development environment. Independence is not so much the ability to perform some action without outside help, but the ability to constantly break beyond one’s capabilities, set new tasks and find solutions to them. Signs of independent activity are that the child independently transfers what he has learned in the classroom, in communication with the teacher, into his own new activity, and applies it to solve new problems. This is especially true for older preschool age, when the child spends more and more time in independent activities. Independent play activity occurs because the child enjoys the process of play itself. Independent play activities do not exclude control by an adult. Adult participation is indirect. We can say that the independent play activity of a preschooler has nothing to do with spontaneous, chaotic behavior. Behind her there is always the leadership role and demands of an adult.
Pedagogical technology for guiding a didactic game for a senior preschooler:
1. The teacher determines:
didactic task;
game actions;
rules of the game;
Expected Result.
2. Prepares didactic material, if necessary.
3. Directs the game. Leadership techniques can be direct and indirect. Direct guidance involves the participation of an adult in the game, a speech pattern, instructions, indirect – unobtrusive in the form of advice, reminders, encouragement, hints. All techniques are used in a comprehensive manner depending on the tasks, game actions and rules of the game, the level of preparedness of the children, their age and individual characteristics.
4. If there are difficulties in composing coherent monologue stories, then plan this type of activity not sometimes, and not often, but very often.
5. Never answer your own question. You can only help with one more question, or two, or ten... But know: the number of questions is inversely proportional to the level of skill.
6. Never ask a question that can be answered with “yes” or “no.” It does not make sense.
Didactic games are universal and their variety and content depends only on your imagination and desire to work with children in a fun and interesting way.

Bibliography
1. Kalinchenko A.V., Miklyaeva Yu.V., Sidorenko V.N. Development of play activity of preschoolers: Methodological manual. – M.: Iris-press. 2004. – 112 p. – (Preschool education and development).
2. Penkova L.A., Konnova Z.P., Malysheva I.V., Pyrkova S.V. Development of play activity in preschool children. Toolkit. – M.: TC Sfera, 2010. – 128 p. (Appendix to the journal Preschool Management). (7)
3. Development of speech in children 5-6 years old: program, methodological recommendations, lesson notes, games and exercises / author. O.S. Ushakova, E.M. Strunina. M.: - Ventana-Graf, 2010. – 272 p.
4. Creative storytelling: teaching children 5-7 years old / author.-comp. L.M. Hornbeam. – Volgograd: Teacher, 2010. – 136 p.

Lesson summary on the development of monologue speech
using the model
(senior group group)

Training in retelling fairy tales “Turnip”, “Teremok”

Target. Teach children to independently retell and understand fairy tales based on constructing a visual model, preserve some folk figures of speech, and improve intonation expressiveness; develop the ability to select conditional substitutes for fairy tale characters, selecting them according to a given characteristic (size, color).
Material: fairy tales “Turnip” and “Teremok” (arranged by O. Kapitsa), parcel post; for each child - envelopes with a set of conditional substitutes for fairy tales, a flannelograph with large conditional substitutes for the characters of two fairy tales.
Progress of the lesson: The postman comes in and hands the teacher a parcel. The guys and I open the parcel and get the book “Turnip”.
- An interesting fairy tale, who sent it to us, here is a letter, it is from the cat Leopold.
A letter is read to the children: “Dear children, I am sending you my favorite books. I want you to learn how to compose fairy tales, tell them well and send me an answer whether you liked my fairy tales or not? Leopold the cat."
- This book is a fairy tale about “Turnip”. You and I read it, retold it, played it out. Remember who the heroes are in this fairy tale? (Children list). Let's play with you and try to make up this fairy tale. Go behind the tables and take the envelope. We take out what is in the envelope. (Children complete tasks).
- How do the stripes differ from each other? (Size). How are they similar? (Color). What color are they? (Orange). There is also a geometric figure, what? (Circle). What colour? (Yellow).
- Each fairy tale hero has his own stripe of a certain color. What size strip should we take for grandfather? Why? (The longest - grandfather is the tallest). What size strip for the headstock should we take? (Shorter than grandfather's - grandmother is shorter). Next, the children take strips for their granddaughter, Bugs, Cats and Mouse, and explain why. The shortest strip for a mouse. Why? (The mouse is the smallest, gray).
The teacher tells the children a fairy tale, and they make it up. Children first put a turnip, then a stripe - a grandfather, a stripe - a grandmother, a granddaughter, a bug, a cat, a mouse.
- The fairy tale is over. You composed this fairy tale using strips of different sizes. Who will tell a fairy tale based on the completed stripes? (Anyone is chosen. One child tells, and all the children follow their stripes and help). Okay, well done guys, the fairy tale turned out to be interesting.
2. Guys, now look at this book (from the parcel you get the fairy tale “Teremok”) and tell me, is it familiar to you or not? (Yes, I am familiar! They call it a fairy tale). Yes, indeed, you all know the fairy tale “Teremok”. Do you like her? (Yes!) Tell me the characters of this fairy tale? (The children list 8 in total and another house - “Teremok”).
- Let's give a description of each character, please note that each character has already been slightly characterized by the author (a fly is a burner, a mosquito is a squeaker, etc.).
- Now go to the tables and take the envelopes containing the deputy figures. (Children do). Let's see what they are? (Place them on a flannelgraph). What shape, size, color? (Squares of different colors and sizes). There is also a tower. What colour is he? (Yellow).
- Now we will compose and tell the fairy tale “Teremok”. (Children take turns telling and making up a fairy tale.) What square do you think we will start with, which one we will take later, etc. (From smallest to largest).
When the children finish telling and composing a fairy tale, we ask how they liked working with the fairy tale? Why? (Unusual, interesting).
We remember the endings to fairy tales with the children: “This is the end of our fairy tales, whoever listened to us - well done!” Also, what endings do you know? (Children name it at will: “This is how they live, chew gingerbread, drink honey, wait for us to visit”, “And I was there, honey, drank beer. It flowed down my mustache, not a drop got into my mouth”).

13 SHAPE \* MERGEFORMAT 1415

Fig.4. Serial view of the model for the fairy tale “Turnip”

Attached files

Lesson summary on the development of monologue speech

using the model

(senior group group)

Training in retelling fairy tales “Turnip”, “Teremok”

Material: fairy tales “Turnip” and “Teremok” (arranged by O. Kapitsa), parcel post; for each child - envelopes with a set of conditional substitutes for fairy tales, a flannelograph with large conditional substitutes for the characters of two fairy tales.

Progress of the lesson: The postman comes in and hands the teacher a parcel. The guys and I open the parcel and get the book “Turnip”.

An interesting fairy tale, who sent it to us, here is a letter, it is from the cat Leopold.

A letter is read to the children: “Dear children, I am sending you my favorite books. I want you to learn how to compose fairy tales, tell them well and send me an answer whether you liked my fairy tales or not? Leopold the cat."

This book is a fairy tale about “Turnip”. You and I read it, retold it, played it out. Remember who the heroes are in this fairy tale? (Children list). Let's play with you and try to make up this fairy tale. Go behind the tables and take the envelope. We take out what is in the envelope. (Children complete tasks).

How do the stripes differ from each other? (Size). How are they similar? (Color). What color are they? (Orange). There is also a geometric figure, what? (Circle). What colour? (Yellow).

Each fairy tale hero has his own stripe of a certain color. What size strip should we take for grandfather? Why? (The longest - grandfather is the tallest). What size strip for the headstock should we take? (Shorter than grandfather's - grandmother is shorter). Next, the children take strips for their granddaughter, Bugs, Cats and Mouse, and explain why. The shortest strip for a mouse. Why? (The mouse is the smallest, gray).

The teacher tells the children a fairy tale, and they make it up. Children first put a turnip, then a stripe - a grandfather, a stripe - a grandmother, a granddaughter, a bug, a cat, a mouse.

The fairy tale is over. You composed this fairy tale using strips of different sizes. Who will tell a fairy tale based on the completed stripes? (Anyone is chosen. One child tells, and all the children follow their stripes and help). Okay, well done guys, the fairy tale turned out to be interesting.

2. Guys, now look at this book (from the parcel you get the fairy tale “Teremok”) and tell me, is it familiar to you or not? (Yes, I am familiar! They call it a fairy tale). Yes, indeed, you all know the fairy tale “Teremok”. Do you like her? (Yes!) Tell me the characters of this fairy tale? (The children list 8 in total and another house - “Teremok”).

Let's give a description of each character, please note that each character has already been characterized a little by the author (a fly is a burner, a mosquito is a squeaker, etc.).

Now go to the tables and take the envelopes containing the substitute figures. (Children do). Let's see what they are? (Place them on a flannelgraph). What shape, size, color? (Squares of different colors and sizes). There is also a tower. What colour is he? (Yellow).

Now we will compose and tell the fairy tale “Teremok”. (Children take turns telling and making up a fairy tale.) What square do you think we will start with, which one we will take later, etc. (From smallest to largest).

When the children finish telling and composing a fairy tale, we ask how they liked working with the fairy tale? Why? (Unusual, interesting).

We remember the endings to fairy tales with the children: “This is the end of our fairy tales, whoever listened to us - well done!” Also, what endings do you know? (Children name it at will: “This is how they live, chew gingerbread, drink honey, wait for us to visit”, “And I was there, honey, drank beer. It flowed down my mustache, not a drop got into my mouth”).

Fig.4. Serial view of the model for the fairy tale “Turnip”

A person’s speech is an indicator of his intelligence and culture. It does not arise by itself, but is an integral part of communication.

In coherent speech, the concept of monologue speech is central.

Researcher Leontyev believes that monologue speech has some features:

1. Monologue speech is an expanded type of speech, since we

forced not only to name the object, but also to describe it, if

the listeners did not previously know about the subject of the statement.

2. Monologue speech is an arbitrary type of speech. The speaker intends to express content, must choose an adequate linguistic form for this content and build an utterance on its basis.

The main task of developing coherent speech is to improve monologue speech.

The development of monologue speech must begin at the age of 2 in the process of reading and learning nursery rhymes and jokes. From the age of 4, children have access to such types of monologue as description and narration.

It is necessary to develop monologue speech in children from middle age. At older preschool age, children have access to a type of monologue - reasoning in one or two sentences.

When developing monologue speech in children, the following tasks were set:

1. Develop coherent monologue speech. Learn to compose narrative stories using toys, pictures, personal and collective experience.

2. Stimulate and develop children's speech creativity.

3. Develop children's vocabulary by expanding their understanding of the phenomena of social life, relationships and characters of people.

4. Maintain interest in the story.

5. Pay special attention to students with speech impairments.

6. Cultivate interest in the language and the desire to speak correctly.

Monologue speech methods are:

1. Retelling. Children retell monologue texts, talk about real and imaginary events and objects.

2. Composition - where children create various types of creative stories, compose their own fairy tales. Children with an average level of development have access to these types of monologue speech, but children with a low level of development require an individual approach. For this purpose, various texts are used: everyday messages that are transmitted to children in the process of free everyday communication with adults; works of fiction.

The topics of messages can be different: events, incidents that happen on the way to work, on a walk, in the forest, park, etc. This can also be a description of animals, flowers, a house, a tree, a forest - in a word, something that surrounds a person. Verbal sketches and real life incidents should be presented correctly and expressively, in a confidential tone, sometimes cheerfully, with humor, since these sketches make a great impression on children. They willingly and happily retell them to each other, thereby directly developing monologue speech. With preschoolers you can talk about things, phenomena, include only vocabulary and grammatical forms familiar to children, forming daily, as a result of which a difficult form of speech develops - monologue speech. And with children who are accompanied to the preschool educational institution, the teacher works according to an individual program,

Retelling works of fiction is also a method of developing monologue speech. In retelling works of fiction, children are helped by leading questions. At a younger age, the question should be built from a joint retelling to the last word of the phrase. For example:

Educator: Cockerel - cockerel, golden what? What's his gold?

Child: Scallop.

Often the teacher has to answer his own question and get the child to repeat this answer. How many times you need to read a work of fiction depends on how speech is developed and what level of development the child has. Kids have to read the same nursery rhyme five or more times before they begin to recognize it and remember individual phrases. Prompting questions also help younger children when retelling.

When retelling, young children should be encouraged to repeat both individual words and whole phrases, as well as help memorize the text. Older children need to be asked direct questions; sometimes, to make retelling easier, prompt questions are used. For example: when retelling L. N. Tolstoy’s tale “The Three Bears”:

Educator: Where were the bears when Masha wandered into their house?

Child: The bears were not at home, they went for a walk in the forest.

Educator: How many rooms were there in the bear house?

Child. There were two rooms in the house: one was a dining room, the other was a bedroom. Sometimes a child may not say the last part of a sentence, then a prompt question should be asked.

Already in middle age, it is necessary to develop in children the ability to retell works of a narrative and descriptive type, but the leading form of learning is to rely on the teacher’s questions, verbal examples, most often accompanied by didactic games, or the display of real objects or illustrations.

For example, the story by Ya. Taits “Cube upon Cube” is retold. To retell it correctly, children must answer the question: “Why did Misha’s tower of cubes fall apart when Misha took out the bottom cube? »

When teaching middle-aged children retelling as a method of monologue speech, they often use in their work a series, a chain of questions that develop the topic, i.e., a retelling plan.

Most often, the plan is made up of 2-3 questions, but when the children begin to present their retelling in a certain sequence, the plan should be complicated; if the children cannot cope, then it should be simplified.

Particular attention is paid to the correct pronunciation of words, correctly composed sentences and expressive retelling.

Thus, middle-aged children gradually develop the skill to ask questions of a search nature: why? For what? For what? how?

As a result of the work, the children learned to reason independently, find the right answers to questions, and developed independence.

In children of senior preschool age, when teaching monologue speech, questions of a completely different nature should be formulated - questions-instructions on what to say, in what order the events should be presented. For example: for the retelling of the fairy tale “The Hare Boasts”, adapted by A. Tolstoy, children are given the following instructions:

First, tell me where the hare lived and why did he feel bad in winter?

Then tell me how he met other hares and how he began to show off?

Now, tell me how Aunt Crow found out about the boaster and why she went to look for him?

After retelling this tale, using questions - instructions, a search question naturally arises.

Why did the crow say that the hare was not boastful, but brave?

Of course, the children answered this question in different ways, but at the end the conclusion must be made together with the children.

The above types of questions help children when retelling texts. Such retelling contributes to the development of a monologue form of speech.

When retelling a fairy tale, game moments are used, thereby observing the integration of the educational field of “socialization”. You can use a game situation: invite children on a journey through fairy tales (fairy tales can be of different genres). For example, sit the children on the carpet, invite them to imagine that this carpet is an “airplane” and say the magic words “Snib, snub, snurre” and “fly” to the appropriate musical accompaniment to the land of fairy tales, where the children will discover a chest under the mighty “oak tree”, with questions about the fairy tale. Answering each question, children draw a plot they remember from a fairy tale. And so on for every question. As a result, the children themselves create a handwritten story book.

www.maam.ru

“Development of coherent monologue speech in children of senior preschool age.” Generalization of work experience

Work experience system

“Development of coherent monologue speech in children of senior preschool age using mnemonics”

Purpose: theoretical justification and proof of the effectiveness of using mnemonic techniques for the development of coherent monologue speech in children of senior preschool age.

The scientific novelty of the study is determined by the fact that the feasibility of using mnemonic techniques for the development of coherent monologue speech in children of senior preschool age is substantiated. The features of the development of coherent monologue speech in children of senior preschool age are determined.

The practical significance lies in the fact that a program based on the use of mnemonic techniques can be used in classes on the development of coherent monologue speech.

To solve the problems, special methods were selected for diagnosing the level of development of coherent speech in children of senior preschool age.

Method 1 – retelling of the text by L. N. Tolstoy “The Lion and the Mouse”, Method 2 – A story based on a series of plot pictures, Method 3 – a story based on a plot picture, Method 4 – a descriptive story.

Based on the conducted research, the following conclusions can be drawn. In children of senior preschool age, there is a significant lag in the formation of coherent monologue speech skills. This indicates the need for targeted correctional work to develop this type of speech activity.

I have developed a program that is intended for children of senior preschool age. This program is based on didactic and correctional principles. The principle of a differentiated teaching approach was important. A large amount of visual material was also used in the classes. The material selected for use in the classroom was adequate to the cognitive capabilities of each child.

The program consists of three blocks. The first block included games and exercises aimed at enriching the vocabulary, developing the grammatical structure of speech, disseminating sentences, and developing children’s memory. Games and exercises were held in the afternoon during free time from classes.

Since almost all children in the experimental group showed a rather low level of development of coherent speech, as well as insufficient development of vocabulary and grammatical structure, the goal of block I was to expand and consolidate vocabulary, master grammatical categories and consolidate the skill of retelling a short text, which in turn increases level of development of coherent speech.

So the first three exercises were aimed at developing the ability to construct sentences grammatically correctly. In the “Complete the Sentence” exercise, children were given the text of an unfinished sentence. They had to come up with the end of the sentence. At the same time, it was discussed what was missing in this sentence, what was missing, whether the sentence was complete in meaning. In the exercise “Make a sentence using two pictures,” children were offered two object pictures with which the child had to make a sentence. Before this, we discussed with him where the sentence begins and how it ends. The following games were aimed at enriching children's vocabulary. The games “Good-bad” and “Pairs of words” were used. During these games, children were offered pictures of objects and phenomena, from which they must name the qualities and properties of the object. The children's vocabulary was enriched with words: sultry, cool, clear, emerald, etc. In the game “Pairs of Words,” children need to establish cause-and-effect relationships between two objects and activate their vocabulary. So, for example, children were given a pair of words: sun, apple, and they had to name one word that fit them. The other three exercises were aimed at developing the ability to establish a connection between a schematic and real image of an object. In the exercises “Riddle an object in a picture” and “Make a sentence using a diagram,” children had to make a sentence based on the diagram, or vice versa, encrypt the object with a diagram. The next two exercises are aimed at distributing sentences, at the ability to form adjectives from nouns, and at activating the vocabulary of adjectives at the ability to isolate parts of objects. The games “Name the parts”, “What are objects made of”, “Who can say more”, “What are they doing” were used. Children competitively selected adjectives and verbs. Learned how to construct a sentence correctly. For each correct and beautiful answer, the children received a chip.

The second block of work on the formation of coherent monologue speech included subgroup classes on the development of various types of coherent speech using mnemonic tables. Classes are held 2 times a week for 3 months.

Since, according to the ascertaining experiment, it was revealed that it is difficult for children to establish the sequence of presentation and retain this sequence in memory, mnemonics were used in the classes: mnemonic tables, mnemonic diagrams, which contain certain information. At the initial stages of work, ready-made mnemonic tables were offered; at subsequent stages, children filled out the table on their own.

When teaching how to compose descriptive stories, at the initial stage, the sensory-graphic scheme of V.K. Vorobyova was used, reflecting the sensory channels for obtaining information about the characteristics of objects. So, for example, during a lesson on writing a story describing vegetables, children were asked the following questions: what will help us see a vegetable - its shape, color, size. What does it feel like? In the same way, the corresponding symbols of size, taste, color, etc. were placed on the diagram? The classes were conducted in an interesting playful way: a grandmother came to visit with a tray of vegetables. When describing a toy animal, children were given a plot - a trip to the zoo. In subsequent classes, children were offered a ready-made mnemonic table. The visual diagram acted as a plan for a speech utterance. For this, symbols were used: color - color spots are drawn, shape - what shape is called, does the object itself or its parts have, size - two objects of contrasting size, person - why does a person need an object and how does a person take care of it (if it is a living creature or a plant) or how a person uses it (if it is an inanimate object, a contour of the details of the object - the details of the object are indicated, and the child must name what parts the object consists of, a hand - what actions are performed with this object, a question mark - the name of the object or object , exclamation mark - emotions and feelings that this object evokes. Riddles were used in the classes. When guessing riddles, children learned to identify the object by signs. In the first guessing lesson, the speech therapist comments in detail on each drawing. In the following tasks, children looked at encrypted letters, guessed which the object was hidden there, and they explained how they guessed it.

It was mandatory to have a sample story - a description of the speech therapist. The lesson “Road Rules” aroused particular interest among the children. The appearance of the hero-traffic controller enlivened the lesson, the children were happy to talk about the rules, everyone really wanted to tell how to cross the road correctly, based on the plan - diagram.

During the lessons, we taught children to speak coherently, much attention was paid to the ability to construct sentences grammatically correctly. This was facilitated by the example of a speech therapist’s story, as well as the correction of errors in the children’s stories.

In the first retelling lessons, illustrative panels and supporting pictures were used. In a lesson on memorizing the poem “In Autumn” by A. Pleshcheeva, illustrations of autumn weather were used. The illustrations were then replaced by diagrams that helped children learn to plan a retelling. In subsequent lessons, the children themselves made simple drawings and diagrams.

The third block included frontal classes with children, which were conducted once a week for 3 months.

During the classes, work continued to consolidate the acquired skills using illustrative panels and mnemonic tables. The classes were final, with unusual plots. Children took part in an evening of entertainment called “Beautiful Speech”, went on trips through a fairytale forest, met various animals and completed tasks: choose beautiful words, guess a riddle according to the diagram, tell what’s behind it, etc.

When comparing the results of the control and experimental groups, the following results were obtained: the children of the experimental group, when describing the toy, used more numerous characteristics of the object, named the color, size, material, texture, and reflected their attitude towards the toy. When describing, qualitative, relative, possessive adjectives were used. Children in the control group also correctly described the toy on their own, although three children needed minor help in the form of questions. Two children used simple sentences.

When told based on a series of plot pictures, children in the control group correctly reflected the plot. Three children had omissions of individual episodes. The children in the experimental group reflected the plot quite fully. When telling stories, they were emotional, spoke in complete sentences, and some children reflected their attitude to the pictures.

The children in the experimental group did not have any difficulty retelling the text. The children composed the story on their own and conveyed the content completely. Only 2 children needed to ask one question, after which the children understood what to talk about next and presented the entire text without difficulty. Compared to the experimental group, the control group of children showed significantly lower results: one child needed help in the form of repetitions of leading questions, two children needed help with the idea of motivation, and only Katya B. independently retold the text, fully conveying the content while maintaining coherence.

Thus, children in the control group showed lower results in the development of coherent monologue speech than children in the experimental group. This proves that the use of mnemonic techniques effectively influences the development of coherent monologue speech.

www.maam.ru

Monologue speech of a preschool child

Dear parents!

Today we continue the conversation about the development of speech skills in preschool children. Preschool childhood is a very short period in a person’s life, because it is only the first 7 years. But they are of great importance. During this period, development is more rapid and rapid than ever.

From a completely helpless being who can do nothing, the baby turns into a relatively independent, active person.

And now your child will soon go to school? Everyone in the family wants him to study with interest, joy, and diligence. But have you done everything to ensure that your child is ready for this?

Is his speech sufficiently developed? After all, his success in mastering absolutely all subjects of the school curriculum depends on this.

By the age of 5, a child’s speech should be basically formed: he should form a phrase correctly, clearly pronounce all the sounds of his native language, his vocabulary should be quite extensive and rich.

The ability of children to use correct speech in communication with others, to clearly express their thoughts, to speak their native language clearly and expressively is one of the necessary conditions for the full development of a child’s personality. At the stage of early development, children's speech is situational in nature: the child uses individual words, onomatopoeia, gestures, and facial expressions.

Such speech is understandable to others only in a certain specific situation. From the moment when a child’s speech can potentially be non-situational and non-contextual, it is considered that he has mastered a minimum of speech skills.

A very important stage in the development of speech is the transition from dialogical speech to various forms monologue. Dialogical speech is more situational and contextual; it is more elementary than other types of speech.

Being the primary, natural form of linguistic communication, this form of speech consists of the exchange of statements, which are characterized by questions, answers, additions, explanations, objections, and remarks. In this case, a special role is played by facial expressions, gestures, and intonations, which can change the meaning of a word.

It is necessary to develop in children the ability to build a dialogue - ask, answer, explain, request, support, using a variety of linguistic means in accordance with the situation. To do this, conversations are held on a variety of topics related to the child’s life in the family, in kindergarten, about his relationships with friends and with adults, about his interests and desires. It is in dialogue that the ability to listen to the interlocutor, ask a question, and answer depending on the context is developed.

An expanded type of speech is monologue speech. This speech is largely arbitrary: the speaker intends to express content and must choose an adequate linguistic form for this content and build an utterance on its basis.

Monologue speech is an organized and relatively detailed type of speech, since we are forced not only to name an object, but also to describe it. Mastery of coherent monologue speech is one of the central tasks of speech development of preschool children.

Its successful solution depends on many conditions that must be taken into account in the process of speech education. Coherent speech is considered to be speech that is organized according to the laws of logic and grammar, representing a single whole, possessing relative independence and completeness.

Mastery of coherent monologue speech is the highest achievement of speech education for preschool children. It includes the development of the sound side of speech, vocabulary, grammatical structure of speech and occurs in close connection with the development of all aspects of speech - lexical, grammatical, phonetic. In the development of coherent speech, the concepts of “dialogical” and “monological” speech are central.

When working on the development of coherent speech, the following tasks and exercises are used:

1. Definition of a series of sequentially performed actions.

A game situation is organized. The child is given several tasks, which he completes in the named sequence. Then the child must comment on his actions.

2. Making sentences using flannelgraph.

Combining these sentences into a story.

The child selects several characters and objects that their “heroes” will manipulate. Various situations that the child talks about are drawn up on the flannelgraph. Then, with the help of an adult, a story is compiled.

3. Compiling a story based on a picture and a series of pictures.

First, the child listens to the story. After reading, you should be asked to select and arrange the corresponding pictures in the desired sequence. The child is asked a series of questions with the help of which it is determined what happened first, then, and how it all ended in the story.

4. Compiling a story-narrative.

Preschoolers can compose different types of narratives: realistic stories, fairy tales, stories based on a picture, a series of paintings.

5. Compilation of descriptive stories.

This type of task is preceded by a lot of work comparing objects. Comparison activates children's thoughts and directs attention to the distinctive and similar features of objects. Preschoolers can describe toys, object or story pictures, their own drawings, natural phenomena, people and animals.

6. Reasoning.

It is especially important for preschoolers to develop the ability to think logically, reason, explain, prove, draw conclusions, and generalize what is said.

7. Retelling texts.

You can teach retelling to children when they have already mastered phrasal, detailed speech, learned to listen and understand the content of the text. Retelling helps improve speech skills, develops the child’s attention and thinking. The retelling can be selective, brief, or creative storytelling.

8. Learning poems.

When choosing material, you must, first of all, turn to folk art, use folk songs, jokes, jokes, which are distinguished by the brevity of the verse and a simple, clear rhythm, and their characters are familiar to children.

Below are sample texts that can be recommended for retelling, role-playing, stories with elements of dramatization, description stories, reflection stories.

Forest in autumn.

In summer the forest was green. Autumn has come. The birch trees are yellow. The aspens are red. The fir trees and pines remained green.

There is silence in the forest. The birds flew south. In a hole, a hedgehog falls asleep on dry leaves. The bear lies down in the den.

The squirrel stored nuts for the winter and curled up in a hollow.

Petya helped.

There was a swallow's nest above the window of the house. Chicks were peeking out of it. Suddenly one chick fell out of the nest. Swallows circled above him, squealing, but could not help.

Petya saw this. He picked up the chick and put it in the nest.

Where is my glasses?

At night Misha woke up and woke up his mother:

Mom, give me glasses quickly!

Look out the window, son, it’s so dark around, why do you need glasses?

Mom, I have such an interesting dream that I want to take a closer look at it.

Dad bought Misha a rabbit. The rabbit was beautiful. He has soft gray fur, long ears, and a short tail. The rabbit loves cabbage.

He sits and quickly gnaws on a carrot.

Here is our kitchen (a table with dishes and a stove appears). There is a kettle on the stove (a kettle is placed on the stove) - the boss of all the dishes. Water boils in it. Let's drink tea.

Tanya lived with a little black kitten, Tishka. There was a bag of flour in a basket in the corner. Tishka played with the ball. He got bored and decided to climb onto the bag. He climbed and climbed, but suddenly disappeared.

Tanya calls Tishka, and some unfamiliar white kitten crawls out of the bag. Tanya began to cry: “Where did her beloved Tishka go?”

Dear parents! We hope that the proposed material will help you when teaching children. But I would like to give a few more tips.

Try to ensure that the work you and your child have started (telling, retelling, memorizing a poem) is brought to a certain completion. This will keep the baby very organized.

By missing this moment, you risk that your child will get used to “jumping” from one thing to another, from one book to another. The awareness of a completed task gives the child great joy, especially if you note it: “What a great fellow you are! What a beautiful story you have! What an interesting poem..."

We wish you success!

Material from the site xn--8-gtbrhm4a.xn--p1ai

Development of monologue speech in children - Test

Test - Pedagogy

Budgetary institution of secondary vocational education

Khanty-Mansi Autonomous Okrug-Ugra

"Development of monologue speech in children"

Female students:

2. Development of coherent monologue speech in preschoolers by telling pictures

3. Classes on the development of coherent speech in children of middle preschool age

List of used literature

1. Development of monologue speech in preschool children

Monologue speech is, as is known, the speech of one person expressing in a more or less detailed form his thoughts, intentions, assessment of events, etc. One of the tasks put forward by the preschool program is teaching monologue speech.

The goal of training is to develop monologue speech skills, which are understood as the ability to express one’s thoughts orally in a communicatively motivated, logically consistent and coherent manner, sufficiently complete and linguistically correct. This position seems erroneous, since it is this aspect of training that differentiates thinking, teaches one to think logically and, accordingly, construct one’s statement in such a way as to convey one’s thoughts to the listener.

A monologue is a form of speech when it is built by one person, independently determining the structure, composition and linguistic means. Monologue speech can be reproductive and productive in nature. Reproductive speech is not communicative.

Preschoolers are given the task of developing students’ unprepared productive speech. Monologue speech, like dialogical speech, must be situationally conditioned and, as psychologists say, motivated, i.e. the student must have a desire, an intention to communicate something to those listening.

The situation is the starting point for the monologue, then it seems to break away from it, forming its own environment - context. Therefore, it is customary to say about a monologue that it is contextual, in contrast to dialogue and polylogue, which are closely dependent on the situation. Due to the contextual nature of monologue speech, special requirements are placed on it: it must be understandable “from itself,” i.e. without the help of linguistic means, which often play a large role in situational dialogic speech. As is known, monologue speech has the following communicative functions:

informative (communication of new information in the form of knowledge about objects and phenomena of the surrounding reality, description of events, actions, states);

influenced (convincing someone of the correctness of certain thoughts, views, beliefs, actions; inducing action or preventing action);

emotional-evaluative.

For preschoolers, the most relevant is the informative function of monologue speech. Each of the above functions of monologue speech is characterized by its own linguistic means of expression and special psychological stimuli.

It requires the speaker to be able to coherently and consistently express his thoughts, to express them in a clear and distinct form. When mastering monologue speech, the difficulties become significantly more complicated due to the fact that students do not have fluency in the linguistic means that the speaker needs to express thoughts.

Timely mastery of coherent speech is one of the conditions for the formation of a full-fledged personality and preparation for studying at school. By speech we understand the process of transmitting information. Speech is not only a means of communication, but also a tool of thinking.

To formulate speech, 5 components are needed: motive, thought, which is improved in the word, internal speech directed at oneself, semantization, that is, the structuring of meaning in grammatically formulated meanings of words. And finally, external speech arises. There are two types of speech expression: oral and written speech.

Oral speech is divided into affective speech (This includes exclamations, speech cliches. In this form there is no motive and stage of thought.), oral dialogical and oral monologue speech. Oral monologue speech has a motive, a thought that arises in the speaker.

Monologue as a long-term form of influence on the listener was first identified by L.P. Yakubinsky. S. L. Rubinstein prefers the term “connected speech” to the term “monologue speech”.

The author calls semantic relations in speech design speech context, and speech - contextual or coherent. He makes an important conclusion about the need for special training in the basic types of coherent monologue speech already at preschool age.

In search of new forms of work, a creative group was created in our preschool educational institution to test the original methods of T. A. Tkachenko. V.K. Vorobyova’s technique helps us determine the state of coherent monologue speech in preschoolers at the initial stage of entering kindergarten - in September, then in January and in May.

At this time we hold consultations in all groups. The material for the study of coherent speech is designed for age based on program requirements and special techniques. T. B. Filicheva in her program at the stage of forming a connection?/p>

Material geum.ru

Based on the experience of teachers, we have developed mnemonic tables for compiling descriptive stories about toys, dishes, seasons, clothing, vegetables and fruits, birds, animals, insects. These diagrams help children independently determine the main properties and characteristics of the object in question, establish the sequence of presentation of the identified characteristics; enrich children's vocabulary.

To make these pictures, artistic abilities are not required: any teacher is able to draw such symbolic images of objects and objects for the chosen story.

For children of primary and secondary preschool age, it is necessary to give colored mnemonic tables, because children retain individual images in their memory: the Christmas tree is green, the berry is red. Later - complicate it or replace it with another screensaver - depict the character in graphic form. For example: a fox - consists of orange geometric shapes (triangle and circle), a bear - a large brown circle, etc. For older children, it is advisable to draw diagrams in one color so as not to draw attention to the brightness of symbolic images.

The use of modern technologies in speech development

Modern technologies make it possible to introduce elements into a child’s education and leisure time that previously seemed simply fantastic.

A talking pen is a smart device that will not only read certain text fragments for you. A unique gadget can recognize any images and graphic symbols on the pages of a publication, from illustrations to text to page numbers; when you point the working end of the pen at one or another element, the device gives its comments, shares interesting facts, or simply amuses the child with funny sound effects, providing important support for interest and emotional release.

Speech development classes become more exciting and interesting for a preschooler, who will not be indifferent to such magic.

In our work, we use it independently or during individual lessons.

Interaction between preschool educational institutions and families on issues of children’s speech development.

Preschool age is the stage of active speech development. In the formation of a child’s speech, his environment plays an important role, namely, parents and teachers. The success of a preschooler in language acquisition largely depends on how they speak to him and how much attention they pay to verbal communication with the child.

One of the conditions for the normal development of a child and his further successful education at school is the full formation of speech in preschool age. Interaction between the kindergarten and the family on issues of the child’s full speech development is another necessary condition.

We have developed the necessary recommendations for the speech development of children and placed them in “corners for parents”, namely:

Playful breathing exercises aimed at developing speech breathing;

Finger games and exercises;

Games aimed at enriching the vocabulary, developing the grammatical structure of speech;

Didactic games for the development of coherent statements.

We also provide a number of consultations:

Theater and dramatization games are a way to diversify speech development. We started with the simplest thing - acting out a fairy tale with substitutes. We conducted game training, where parents acted as children, and the teacher acted as parents.

For example, we act out the fairy tale “Mitten” - we depicted all the animals as multi-colored circles of different sizes, and the mitten as the largest circle. The adult tells a fairy tale, and the child, acting with circles, tells the plot.

The task becomes more complicated - with the help of substitute circles, the adult “makes up” any scene from a fairy tale, and the child must guess it. The next stage is to invite the child to show the skit and at the same time talk about it.

After such training, it is easier for parents to organize a similar game with their children at home. Therefore, we advise parents to organize a “home” theater.

Techniques for developing speech breathing and fine motor skills.

One of the main tasks of speech formation is the development of speech breathing, for this we recommend that parents include playful breathing exercises: “Hit the gate”, “Snowflakes”, “Falling leaves”, “Whose leaf will fly farther?” ”and others. To improve speech breathing, we suggest that parents and their children pronounce small “pure sayings”, riddles, proverbs, and short rhymes on one exhale.

We solve the problem of developing voice strength and intonation during game trainings, using a speech sample and cards with images of exclamation marks, question marks and periods. We train parents in trainings, and they, in turn, then train their children in pronouncing the same phrases with intonation of fear, joy, grief, request, surprise.

Since the formation of children’s speech is closely related to the development of fine motor skills of the hands, I include parents in systematic work on training the fine movements of children’s fingers, which I carry out systematically. To do this, at game trainings I teach parents various finger games and exercises for further use with their children at home (“Building a house”, Jump rope”, “Bell”, “Bird”, “I am an artist”, etc.). In addition, we hold open screenings for parents, where they observe joint finger games and breathing exercises between the teacher and children.

When interacting with the family, I not only distribute tasks between parents and educators, but also provide “feedback.” We carry it out unobtrusively and tactfully. For example, I learn about how parents took advantage of information about the need to develop fine motor skills in their hands from the crafts from which the exhibition “Our Tongue Helpers” is being organized.

We also practice “homework” (for children and parents together). So, I recommend making the “New Word” game traditional in the family, the purpose of which is to expand the vocabulary. On a day off, parents “give” the child a new word, always explaining its meaning.

Then, having drawn a picture together with an adult that explains this word and written it on the other side of the sheet, the children bring it to the group and introduce it to their friends. These “pictures-words” are placed in the “Box of Smart Words” and from time to time we play various games with them.

We also organize exhibitions “My Favorite Book”. Children bring their own book from home. At the same time, everyone should know its title, author, and content well.

We organize “Literary Lounge” gatherings with the children, where children share their impressions of the book.

Thus, together with parents, we try to find different forms of introducing them to the speech development of children, step by step we overcome the complex process of forming correct figurative speech, which begins in the preschool years and is improved throughout life.

According to school statistics, the level of development of coherent speech in preschool children has become noticeably lower. Teachers attribute this to the development of information technology, where communication aloud occupies an insignificant place. And since in preschool children, reliance on a visual reference is due to the psychological characteristics of this period of life, the use of different methods and techniques in the classroom contributes to the development of monologue speech.

Program content: to develop children’s ability to compose stories, fairy tales, riddles about indoor plants, using knowledge and ideas about the world around them;

consolidate children's knowledge about methods of propagating indoor plants, about the conditions necessary for their growth and development;

develop the creative thinking of preschoolers through the use of TRIZ-RTV elements, modeling and diagrams in the classroom;

to develop in children the skills of environmentally literate behavior in everyday life, introducing them to the values of cooperation with each other.

Methods and techniques:

musical accompaniment;
conversation;
questions for children;
children's stories;
game moment (“completing tasks from Thumbelina”);
puzzles;
physical “Tulip” minute;
outdoor game “Magic Circles”.

Material:

tokens for all children;
scheme for composing a story;
model of a flower with seven petals;
Thumbelina's house;
didactic game “Collect a flower” (cut-out pictures);
hoops 3 pcs.;
illustrations depicting indoor plants;
ball.

Vocabulary work:

activation of vocabulary: plant propagation, cuttings.

Sound culture of speech:

Exercise children in clearly pronouncing sonorous sounds.

PROGRESS OF THE CLASS

Children enter a group with a teacher, in the center of the group is a house (decorated with flowers, small furniture), there is no one in the house, but a note and a model of a flower are left.

The teacher reads the note: “I love flowers very much and know a lot about them. Do you also have an idea about indoor plants or not? To check this, I have prepared tasks for you on a flower. Complete tasks on Colors of the Rainbow. Thumbelina.”

Children remember the poem and recite it: "Every the hunter wants to know where the pheasant is sitting.” In each word, the first sound determines the color of the petal and the number of the task.

Task 1. “Red petal.”

“Tell me about your favorite plant”

To complete this task, children draw lots. Those children who have a token with a picture of a flower tell about the houseplant. (3 children)

Task 2. “Orange petal.”

The teacher asks a riddle about a flower:

green leaves,
And on the bushes there are bright red lumps. (Anginnik)

The guys are divided into pairs. Each pair comes up with a riddle for the other children.

Physical education moment. "Tulip". Music by K. Czerny

I.p. – hands in front of you, connect middle fingers.

A tulip has grown

Task 3. “Yellow Petal.”

Didactic game “Collect a flower” (6-8 parts).

Children name and find the houseplant in the group that came out of the puzzles.

Task 4. “Green Petal”.

Outdoor game “Magic Circles”.

Children arrange photographs of indoor flowers according to instructions: in a green circle - blooming with leaves; in blue – plants with leaves, but not flowering; in the yellow circle - the rest (cacti). Explain your choice (since cacti do not belong to the two proposed circles, but they are also indoor plants).

Task 5. “Blue Petal”.

“Tell me about the flower according to the diagram” (3 children).

Outdoor game : “Flowers and bees.”

Children are divided into two teams: “bees”, “flowers”. Music plays - “bees are flying”; the music stops - “the bees sit on the flowers” (they put their hands on the hands of other children). Then the children change roles.

Task 6. “Blue Petal”.

“The Journey of a Flower” is a collective compilation of a fairy tale.

The beginning of the fairy tale says the teacher: “A flower grew in Thumbelina’s flower garden...” Children pass the ball to each other and say a sentence to compose a collective fairy tale.

Task 7. “Purple petal.”

For correctly completed tasks, Thumbelina left prizes for the children: coloring books and “Roses” cookies.

More lesson notes for kindergarten:
Prom "Star Factory"
Corrective and developmental work of a teacher-psychologist with students in compensatory education classes in primary schools
On the relevance of using problem-based learning technology in kindergarten in the conditions of FGT (Federal state requirements)

Project activities in working with preschoolers and their parents
System of work to promote a healthy lifestyle for preschool children
| class | class notes | development | monologue | monologue speech | speeches | parts of speech | a country | countries of the world | colors | flowers | preparatory | preparatory group | group | groups of songs | children's | kindergarten | Psychologist's page | Lesson on the development of monologue speech Land of Flowers in the preparatory group Kindergarten