Speech development in the first junior group (from work experience). Card file of games for speech development in the first junior group Notes of a lesson on speech development 1st junior

Alexandra Onishchenko

The program of education and training in kindergarten indicates all the tasks for speech development in every age group. This task is given serious attention in kindergarten. What are the tasks in first younger group on speech development? This:

1. Developmental speech environment.

2. Formation of a dictionary.

3. Sound culture speeches.

4. Grammatical structure speeches.

5. Coherent speech.

The successful implementation of all these tasks depends primarily on the way of life groups, the atmosphere in which the child is raised, from a specially designed, thoughtful environment.

Children of the third year of life really need communication. They listen carefully to the explanations of adults, and they themselves often begin to address them with questions: "How?", "What is this?", "For what?", "Where?". Children receive new experiences, which is a necessary condition for their mental health. development.

Speech development- one of the most important areas work, which provides modern psychological development child of the third year of life.

As already mentioned, one of the tasks speech development is a developing speech environment, that is, create conditions for children under which they will feel comfortable communicating with each other or verbally addressing adults.

The child’s passive and active vocabulary should also be verbally enriched; the teacher should use it in his speech nouns, adjectives, verbs, adverbs, prepositions. For this it is necessary following:

1. Listen to the child carefully and interestedly.

2. Involve children in conversation.

3. Talk a lot yourself.

4. Help them enter into verbal contact with adults and relatives.

At the beginning of the adaptation period, when planning, you need to carefully select material according to speech development. Works familiar to children should be repeated. Children's speech improves quickly under the guidance of adults. Observations on walks, looking at plants in beds, playing with objects (hoops, balls, spatulas) and examining them, teaching children to do something together, to hear the teacher, and, of course, develops speech. Traveling around the territory of the kindergarten, according to group It helps a lot for children to hear and understand the teacher’s words and to be willing to carry out instructions (bring something, say something).

Also, during the adaptation period, the game happens in a very interesting way. “Who is good and who is handsome?”. I spend this time both on a walk and in group. Children really like her. They enjoy continuing to play this game throughout the year.

Based on expanding children's orientation in their immediate environment developing speech understanding and activate the children's vocabulary. For example: “Show me how the bear cub walks...”

The process of forming the dictionary is underway constantly: during observations of cultural and hygienic skills (towel, hanger, sink, handkerchief, while looking at albums, "Pets", "Transport", "Dishes", "Vegetables", "Shoes", "Cloth", "Fruits"... during board games.

It is advisable to encourage children to use words independently. speeches. During the game "Loto for little ones" (vegetables and fruits) I give a sample answer to the question. Educator asks: “Who has the carrots?”, and the child answers: "I have carrots". By the end school year Many children can already act as a leader on their own.

Vocabulary Job– an integral part of the GCD for speech development. In his work I accept these methods How:

1. Display with a title.

2. Repeated repetition of a new word or phrase.

3. Explanation of the origin of the word (frog frog, little mouse).

4. Adults use a new word in combination with familiar words. (Pecks. The chicken pecks. She has a beak. And the chickens have a beak. And the chickens peck. They peck at the grains. The chicken pecks quickly, and the chickens try to peck quickly.)

Techniques for activating the dictionary include the following: techniques:

1. Questions. Children are given simple questions: "Who what?", and in a more complex form “What are you wearing?”, "What's your luck?".

2. Didactic games, exercises suggesting the use of words related to different parts speeches. For example: d.u. "Up down". The doll climbs up ladder: “up - top - at the top. Difficult". And the doll comes down down: “Down - down - jump down. Easily!" In the future, this exercise is repeated while walking. Children go up and down the stairs pronouncing their words.

The third year of life is favorable for developing the pronunciation side speeches: at 2 years old, a child is able to distinguish many sounds and consolidate them in his own pronunciation. In addition, it is improving tongue muscle work, lips, lower jaw. It is very important to be intentional develop auditory perception. It is an important prerequisite for the formation of sound culture speeches, thanks to auditory perception, the child will master the ability to hear, differentiate sounds and imitations, distinguish volume and speed from pronunciation. Development auditory perception is carried out during didactic games and exercises that are part of the GCD. Children first junior group already pronounce vowel sounds clearly and the consonants M, P, B, F, V are simple in articulation, but Job to clarify and consolidate the correct sound pronunciation begins precisely with those sounds, but also for development articulatory apparatus, preparation for the condition and pronunciation of more complex sounds. Clarifying and consolidating sounds has several stages:

A. First, children pronounce an isolated sound and a simple one. sound combinations: oo-oo-oo- buzzes; mu-mu-mu-moos; knock-knock-knock-knocks, then they fix the sounds in words. When clarifying and reinforcing correct sound pronunciation, special attention should be paid to children who have difficulty or incorrectly learn sounds. For example, a baby makes a sound "WITH" with tongue hanging out. We must try to identify such defects and provide timely assistance to the child.

It is also of no small importance in the education of sound culture. speech voice apparatus, which is still very fragile in children of this age. Children do not know how to regulate their vocal apparatus at all. Children are given tasks in which the same sounds or sound combinations must be pronounced at different volumes. “How does the dog bark? "Bow-wow"- loud. How does a puppy bark? Children say quiet: "Bow-wow. How does a cat meow? Like a kitten..." Developing vocal apparatus, we must remember the need for an individual approach, and praise even the child’s minor successes. From the age of two, it is necessary to teach the child to use a moderate pace speeches. This is, of course, a personal example. teacher: "Repeat like me".

Don't forget about speech breathing. It ensures the correct pronunciation of sounds and phrases. I do exercises like: "Breeze" (blow on plumes, snowflakes) The distance from the plumes to the child’s lips should be about 8 – 10 cm. Also in your work I use these exercises “Sing a long song - oo - oo - oo together” or “How Mashenka screamed loudly au-ay-ay”.

It is recommended to stimulate speech development by training the movements of the fingers. Folk games - nursery rhymes - provide very good training for finger movements. Playing finger games We: develop speech, we develop the ability to imitate adults, increasing speech activity. Finger gymnastics exercises make speech clearer, more rhythmic, and brighter. To help myself, I use the book by O. I. Krupenchuk “Okay. Finger games for kids".

Program content (goals):

1. Promote the development of speech as a means of communication: develop understanding of speech and activate the vocabulary, using forms of folklore (rhymes, riddles).

2. Develop intonation expressiveness of children’s speech, promote the development of the vocal apparatus, speech breathing, auditory attention, perception (sensory), promote development fine motor skills fingers, memory, motor activity.

3. Create a positive microclimate: evoke positive emotions in children.

1. To teach children to listen to riddles and nursery rhymes: to provide the opportunity to repeat after the teacher the words and phrases of a poetic text and to perform simple actions described in poetic works.

2. Exercise children in reading nursery rhymes by heart, accompanying the reading by showing pictures, toys, and cards.

3. Consolidate knowledge about animals, imitate them, recognize them (solve riddles), show them (cards).

Didactic material: Masha doll, table theater toys: rooster, chicken, cat, mouse, squirrel, goat, etc., cards with images of animals, nursery rhyme cards, real pancakes.

Methods, techniques: looking at pictures, reading nursery rhymes, showing toys, accompanying reading with play actions, questions and answers.

Preliminary work: reading and learning nursery rhymes, performing game actions, looking at pictures, creating a card index of nursery rhymes and cards.

Progress of the lesson:

The teacher is part of the group with the doll Masha. Draws children's attention to her.

Educator:“Guys, look who came to us. This is a Masha doll. Let's say hello to her. How we know how to say hello.”

The teacher and children perform movements in accordance with the text.

« Hello, golden sun"

"Hello, the sky is blue"

"Hello, light breeze"

"Hello, little oak tree"

"Hello morning, hello afternoon"

“We are not too lazy to say hello!”

“Hello” (3 times).

Educator:“Well done! Sit on the chairs. Guys, the doll Masha wants to play with you, she will tell her story, ask riddles, and you and I will guess them, tell nursery rhymes.”

Educator:“One day a doll came to the village to visit her grandmother. Masha’s grandmother is good and kind, but what about the doll Masha?”

Nursery rhyme No. 1:

“Who is so good?

Who's so handsome?

Well, of course, Masha-

Our doll!

Masha is good

Masha is beautiful!”

Nursery rhyme No. 2:

“Okay, okay!

Where were you?

By Grandma!

What did you eat?

What did you drink?

Butter porridge,

Sweet mash,

Grandma is kind,

We ate, we drank,

We flew home

They sat on their heads,

The little girls started singing"

Educator:“Masha sat with her grandmother and went into the yard. They met her in the yard...Guess who?”

The teacher asks riddles, shows pictures and toys, and tells nursery rhymes together with the children for each riddle.

Riddle #1:

“Ku-ka-re-ku!

He screams loudly

Flapping its wings

Loud - loud

The faithful shepherd chicken

What's his name? (rooster)"

Educator:“Cockerel, the guys know a song about you! Let's sing"

Nursery rhyme No. 3:

“Petya, petya, cockerel!

Golden comb

Maslen's head

Silk beard

Why do you get up early?

You sing very loudly

You don't let the kids sleep!

Ku-ka-re-ku!”

Educator:"I heard a song"

Riddle #2:

"Clucking, clucking

Convenes children

Gathers everyone under his wing

Ko-ko-ko! Speaks. Who is this?"

Educator:“Chicken, the guys know a poem about you”

Nursery rhyme No. 4:

“The chicken is a hazel grouse,

Where did you go?

To the stream

Chicken - hazel grouse

Why did you go

For some water

Chicken - hazel grouse

Why do you need some water?

Water the chickens

Chicken - hazel grouse

How do chicks ask for water?

- “Pi – pi – pi – pi – pi”

Educator:“Masha said goodbye to the cockerel and hen, went for a walk further, went to the magic garden... and there she met:

Riddle #3:

« Loves red carrots

He gnaws cabbage very deftly,

He jumps here and there,

Through forests and fields,

Gray, white and oblique,

Who can tell me who he is?”

Nursery rhyme No. 5:

"The bunny is a coward

Ran across the field

Ran into the garden

I found a carrot

I found cabbage

Sits, gnawing

Hey, someone is coming"

Riddle #4:

“I walk around in a fluffy fur coat,

I live in a dense forest,

In a hollow on an old oak tree

I'm nibbling nuts"

Nursery rhyme No. 6:

“The squirrel is sitting on a cart,

She sells nuts:

Little fox-sister,

Sparrow, titmouse,

Tolstoy Teddy Bear

Bunny with a mustache.

Who needs a scarf?

Who cares,

Who cares"

Riddle #5:

"It's coming, it's coming

Shaking his beard

Requests for herbs:

Me - me - me

Give me something tasty"

Nursery rhyme No. 7:

"The horned goat is coming

There's a butted goat coming

For the little kids

For the little kids

Who doesn't eat porridge?

Doesn't drink milk

Gored...

Nursery rhyme No. 8: (physical minute)

“The old man walked along the road,

Dear, dear

I saw a hornless goat,

Hornless, hornless

Let's goat jump,

We kick our legs,

Let's clap our hands,

Let's stomp our feet,

And then we'll spin around

And the goat butts, butts,

And the old man is swearing...”

Educator:“Masha came back to the house. And I met in it:

Riddle #6:

“He’s friends with the owner,

The house is guarded

Lives under the porch

Tail in a ring

Barks loudly

Not allowed into the house:

“Woof - woof” Who is this?

Riddle #7:

“I know how to wash myself clean

Not with water, but with a tongue

"Meow! How often do I dream

A saucer with warm milk!”

Nursery rhyme No. 9:

“Kitsonka - murysenka,

Where were you?

At the mill

Kisenka - Murysenka

What were you doing there?

Grinded flour

Kisenka - Murysenka

What kind of flour did you bake with?

Gingerbread

Kisenka - Murysenka

Who did you eat gingerbread with?

One? Don’t eat alone!!!”

Riddle #8:

"Small stature,

A long tail,

Gray fur coat

Sharp teeth

Who is this?"

"He lives in a hole,

Gnawing on crusts

Short legs

Afraid of cats"

Nursery rhyme No. 10:

"The mice dance in circles

The cat is dozing on the bed,

Hush, mice, don't make noise,

Don't wake up Vaska the cat

Vaska the cat will wake up

It will break up the whole round dance"

Educator:“The doll Masha is a good housewife, she helped her grandmother clean up the hut.”

Nursery rhyme No. 11:

“Ours is the hostess

She was smart

Everyone has a job in the hut

For the holiday I gave:

The dog washes the cup with its tongue,

The mouse collects crumbs under the window,

The cat scratches the table with its paw,

The chicken sweeps the doormats with a wreath"

Educator:“Grandma was happy, she praised Masha and baked pancakes for all the kids.”

The teacher reads a nursery rhyme and treats the children to pancakes.

Nursery rhyme No. 12:

“Okay, okay!

Grandma baked pancakes

I poured oil on

Gave it to the kids

Field - two, Nastya - two,

Daniil is two, Vanya is two

(...Name) - two,... - two.

The pancakes are good

Our grandmother's!!!"

Educator:“Guys, did you like the story that the doll Masha told? Let's remember who the doll Masha met in the village? How do they shout, "say?"

The teacher shows pictures and toys.

Children answer:

- Cockerel: “Ku-ka-re-ku”

Chicken: “Ko-ko-ko”

Bunny: “Jump - hop”

Goat: “Me-me-me-eee”

Dog: “Woof-woof”

Cat: “Meow - meow”

Mouse: “Pi-pi-pi-iii”

Educator:“And now, let’s say thank you very much to the doll Masha and goodbye.

The children say goodbye to the doll, sit down at the table and eat pancakes.

Open gcd by speech development in the first junior group of the preschool educational institution “Let’s help the cat”

Greetings
Let's stand side by side in a circle,
Let's say "Hello" to each other.
We are not too lazy to say hello:
Hi all!" and "Good afternoon!"
If everyone smiles -
Good morning begins!

An audio recording of a kitten meowing sounds.
Educator: Can't you hear anything? What is this strange sound? Where is he from? Maybe under the table? Or in a toy box? It seems to me that this strange sound is behind the door.
Who meowed at the door
Open quickly
Very cold sometimes
The cat asks to go home

The teacher brings in the basket and begins to examine the contents of the basket with the children.
Educator: Guys, look who came to visit us? Let's say hello to the cat.
Children say hello
Educator: Guys, our guest is very cold, because it’s cold outside. Let's help the kitty warm up.

Finger gymnastics
Let's play a little
Let's clap our hands.
We warm our fingers
We squeeze them, we expand them.

You guys are so kind, well done. Come on over to the mat, let's meet the cat. The cat told me in my ear that her name is Murka. Sofia, what is the cat’s name (children’s individual answers).
Educator: Guys, look how beautiful Murka is. She has soft fur and a fluffy tail. Pet her. Where are the cat’s ears, and where are yours? Where are Murka’s eyes? The cat has sharp eyes, she can see with them even at night. Look how small the cat's paws are, with claws in them. The cat scratches with its claws and catches mice.
Like our cat
The fur coat is very good!
Like a cat's mustache
Amazingly beautiful
Bold eyes, white teeth!
(rhyme from the book)

Educator: Guys, let's play with Murka!

Physical education minute
The cat has eyes, (Children blink their eyes)
The cat has ears, (Children show ears)
The cat has paws - (Children show hands)
Soft pillows.
Cat, cat, don’t be angry, (Grandfathers shake their fingers)
Don't scratch the kids - fight! (They stomp their feet).

Educator: Oh, guys, Murka is feeling sad. I think she's hungry. What do you think a cat likes to eat?
Children: Milk.
Educator: Make a saucer out of your palms.
Pussy came to the kids
She asked for milk.
She asked for milk
“Meow,” she said
Meow meow meow.
Educator: Guys, tell me how Murka asked for milk (Meow-meow) Arseny, how did Murka ask for milk?
Kitty ate
Kitty ate
Sang a song:
"Pur - pur - pur"
Educator: Varya, tell me what song the kitty sang (the teacher interviews several children). Guys, let's sing a song together.
Educator: Guys, you warmed Murka, fed her and played with her. Murka is very tired and wants to sleep. Let's put her in the basket and pet her.
Moore - mur - mur -
The cat purrs, -
Pet her a little!
From warmth and affection
She will close her eyes!
Educator: Well done, Murka fell asleep.
Educator: While our cat is sleeping, let's see what kittens like to do. Kittens lap up milk, wash themselves, play, sleep.
Educator: You are so great, I think Murka really liked you. Did you like her? Do you want to leave her in our group? Let Murka stay with us. And because you are so kind and affectionate, I will treat you to cookies.

Municipal state preschool educational institution of Iskitim district

Novosibirsk region kindergarten"Golden Cockerel" p. Ulybino

Lesson summary on speech development

in the first junior group

Completed by: teacher

first junior group

A. A. Startseva

Ulybino 2018

Purpose of the lesson: train children in clearpronunciation of soundsm – m;

b – b;in sound combinations.

Tasks:

Educational :

Introduce children to pets;

Learn to distinguish animals by their appearance.

Developmental :

Develop curiosity, memory, attention, speech;

Educational :

Cultivate a love for animals.

Integration of educational areas: “Speech development”, “Cognition”, “Communication”

Lesson form: group

Lesson duration: 8 – 10 min.

Children of the first junior group (2 – 3 years)

Materials and equipment: pet toys; story pictures depicting pets; magic chest; audio recording of a thunderstorm and a clock striking.

Preliminary work: Examination of illustrations depicting domestic animals; watching cartoons with pets. Reading books about pets.

Progress of the lesson.

1. Organizational point:

Educator: Guys, our toys are tired. Let them rest a little. And we will meet the guests. Let's greet the guests and say: " Good morning!»

Guys, look at the pictures I brought you.

The teacher draws attention to plot pictures depicting pets.

Educator:

Who is this?(children's answers)

Where do these animals live?(children's answers)

How to call them in one word?(children's answers)

2. Main part.

Educator: I'll tell you interesting story about the animals that are shown in the pictures.

« One day there was a very strong thunderstorm. Lightning flashed, thunder rumbled, and the wind blew. And all the animals were far, far from home. And they had nowhere to hide from the thunderstorm. They were so scared that they forgot who was speaking.”

Let's help the animals remember who screams what?

Educator: And who we help first, a magic chest will tell us.

(Children approach the table on which the chest stands)

Educator:

“Here is a magic chest,

He's a friend to you guys.

I really want to know

How you like to play!

(The teacher takes out a toy - a cat)

Children, who is this?(children's answers)

Guys, let's sing a song to pussy?

(Children sing a song with the teacher)

Educator: “The pussy came to the kids,

She asked for milk

She asked for milk

Meow - she said!

Me y,me y,me y!

(children repeat words)

Fed with milk

Kitty ate

Kitty ate -

Sang a song:

Mu R,Mu R,Mu R!

(children repeat words)

Educator:

- How did the pussy ask for milk?(children's answers)

What song did you sing?(children's answers)

Well done, children! Helped the cat remember that it meows and purrs.

Educator: Who will we help next?

(The teacher takes out a toy - a cow)

Who is this?(children's answers)

Educator: The cow has horns

And hooves on the legs.

She chews grass

Gives milk to children.

Educator:

What does a cow have on her head?(children's answers)

What does a cow give to children?(children's answers)

Cow's milk is very healthy!

Educator:

Well done, children! Helped the cow remember how she mooed.

Educator: Whostill in the magic chest?

(The teacher takes out a toy - a sheep)

Who is this?(children's answers)

Sheep's fur

Soft in rings.

(The teacher turns on the musical soft toy"lamb")

(The teacher lets you touch the toy)

What kind of wool does a sheep have?(children's answers)

Well done, children! Helped the sheep remember how it makes its voice!

Educator:

Children, how kind you are! All the animals were helped to remember who screamed and who gave what voice.

(The clock sounds) – Bi m –bo m!Bi m –bo m!

The clock is striking. They beat loudly and melodiously.

Can you guys re-enact their fight?(children's answers)

Educator:

The clock warns the animals that the storm has ended and it is time for them to go home.

Who do you think will leave first?

Close your eyes, don't peek.

(The teacher removes the toy)

Open your eyes. What do you think?

(children's answers)

Close again.(The teacher puts the toy away again)

Final part:

Educator:

- Children, what animals did you help today?

(children's answers)

Right! All the animals were named, well done!

Our lesson has come to an end. Let's say to each other “Goodbye, see you again!”

Literature:

Pictures of pets

( Annex 1)

(Appendix 2)

(Appendix 3)

LESSON SUMMARY ON SPEECH DEVELOPMENT

IN 1 JUNIOR GROUP:

"JOURNEY INTO THE FOREST"

Program content:

Expand children's horizons about subjects.

Learn to name objects and know their meaning.

Learn to identify characteristic features appearance animals, name body parts.

Foster a caring attitude towards animals. Develop speaking skills.

Preliminary work.

Learning songs and games: “The Fox and the Hares”, “Collect cones”.

Material for the lesson.

Christmas trees, stumps, pine cones, fake mushrooms, treats for the bunny (carrots, cabbage), attributes in the box according to the number of children, steering wheel, tape recorder, basket.

Progress of the lesson.

Educator.

Children, today we will go to the forest in a car (the car is made up of chairs), and our driver will be Gleb. Now you and I will get into the car, and Gleb will take the steering wheel and drive us in the car. Get into the car and take your seats (while driving, the children sing the song “Machine”).

So you and I have arrived in our fabulous, magical forest. Listen to the music that greets us in the forest. (birds singing sounds).

Educator: Guys, look, what is lying in the clearing under the Christmas trees?

Children: Cones.

Educator: How many cones are there?

Children: a lot of.

Educator: let's play with the cones. (the game “Collect cones” is played).

What a great fellow you are, how quickly you collected all the cones.

Educator: Guys, look carefully, what is growing under the Christmas trees?

Children: mushrooms.

Educator: how many mushrooms have grown?

Children: a lot of.

Educator: and now we will play with mushrooms. (the game “Mushroom-mushroom” is played).

Educator: guys, and in the clearing there’s a stump standing and looking at the kids. Let's go closer and see who's sitting on the stump.

Children: bunny

Educator: children, and the bunny wants to say something in my ear.

His name is Stepashka. He wants us to say hello. Hello, Stepashka. Look what a beautiful fur coat Stepashka has: soft, fluffy. What are his ears like?

Children: long.

Educator: what kind of tail does he have?

Children: short.

Educator: what does our Stepashka like to eat?

Children: carrots, cabbage.

Educator: Oh, what a great fellow you are, everyone met Stepashka. Guys, it seems to me that Stepashka is sad, who could offend him? Let's ask him (Stepasha whispers in the teacher's ear).

Educator: Guys, it was Stepashka’s birthday. Animals came to visit him and brought him many gifts, a whole chest. But Stepashka doesn’t know what to do with them, what to do. Let's help him (children go up to the chest one by one, take out one item at a time and explain what it is and what it is needed for).

Educator: So our chest is empty. Our Stepashka was happy, became cheerful and cheerful. Now he wants to play with us. We will magically turn into little bunnies and play. (the game “Hares and Foxes” is played).

After the game, the children treat Stepashka with carrots and cabbage. Our journey ends, it's time for us to return to kindergarten. The children say goodbye to Stepashka and take their seats.