Modern gaming technologies in the process of speech development of preschool children

The article describes modern gaming technologies and their use in the development of speech in preschool children.

Key words: speech, speech development, modern gaming technologies, innovative technologies.

The article describes modern gaming technologies and their use in the development of speech of preschool children.

Keywords: speech, speech development, modern gaming technology, innovative technology.

One of the priority tasks in the process of teaching a child is the formation of grammatically correct, phonetically clear speech and, of course, the development of a rich vocabulary. The most important indicator that is taken into account when identifying a child’s readiness for school is correct speech. This is the key to successful literacy and reading. It is necessary to pay due attention to the upbringing and instilling of correct speech in preschool age. A child should develop literate speech from middle preschool age (4–5 years).

At the present stage of preschool education, gaming technologies are very successful among teachers, especially in the development of speech in preschoolers. The choice of these technologies is based on the fact that in preschool age play is the leading activity.

Psychological and pedagogical research has proven that play has a positive impact on the development and learning process of children. Thanks to the use of gaming technologies in the work on developing the speech of preschoolers, the learning process becomes more entertaining and interesting, and therefore more effective.

A game is a type of activity in situations that are aimed at recreating and assimilating social experience in which self-control of behavior is formed and improved. The functions that the game performs are: entertaining, diagnostic, communicative, therapeutic, self-realization function, correction function, socialization function.

Modern gaming technologies in speech development include a large group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. The most favorable period for the application and use of gaming technologies in the learning process is preschool age. Gaming technologies include: didactic games, theatrical games, finger games, game techniques for memorizing poems, game techniques for the development of speech sound culture (SCR), games and exercises for the pronunciation of hissing sounds.

Let's take a closer look at each category of games.

Didactic games. They are the main type of games that the teacher uses in speech development work. A didactic game is a verbose, complex, pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of teaching children, an independent play activity, and a means of comprehensive education of a child. There are several types of didactic games: games with visual material, word games, games with objects, board-printed games, special vocabulary exercises.

Most of the tasks of speech development of preschoolers are realized through theatrical play. Theatrical games are divided into two main groups: director's games and dramatization games.

In the game - dramatization, the child plays the role of an “artist”, accordingly, he himself comes up with an image using a set of means of verbal and non-verbal expressiveness. Verbal means of expression primarily include speech, and non-verbal means include gestures, facial expressions and pantomime. There are several types of dramatization: games - imitations of images of animals, people, heroes of literary works, role-playing dialogues based on text, dramatization of a literary work, staging a performance based on a work, games - improvisations in which the plot is played out without prior preparation .

In director's play, the main roles are played by toys, and the preschooler organizes the activity as a director. Using various means of expression, he voices his characters and pronounces out loud the actions performed with them. Depending on the theater used, the type of director's acting is determined accordingly. The following types of theater are used: tabletop, flat, finger, bibabo, puppet theater, toy theater, shadow theater, etc.

One of the effective means of switching a preschooler from one type of activity to another is finger games. Pronouncing poems accompanied by hand movements makes children's speech more rhythmic, clear, and emotional. For example:

A thick and large finger went into the garden to pick plums (we walk with the index and middle fingers).

A pointer from the threshold showed him the way.

The middle finger is the most accurate!

He knocks the plums off the branch (we make a movement as if we were knocking them down).

The nameless one collects,

And the little finger is gentleman

He plants seeds in the ground (we knock on the table with our little finger).

Game techniques for memorizing poems. When telling a poem, the child reproduces the plot using words, facial expressions and gestures. When learning various children's nursery rhymes and jokes, the child learns not only to pronounce sounds correctly, but also to depict the movements of the characters.

Game techniques in the development of speech sound culture (SCR). The sound culture of speech develops thanks to the clear pronunciation of pure tongue twisters and tongue twisters. When pronouncing tongue twisters, the child has the opportunity to change the strength of his voice, intonation, which can indicate surprise, question or fear.

Games and exercises for pronunciation of hissing sounds . The teacher, having looked at the pictures with the children, for example, “Hedgehog and Hedgehogs,” offers to complete the task: clearly pronounce phrases with the sounds “Sh” and “F” (“Sha-sha-sha - we are bathing the baby; shu-shu-shu - I’ll give you a mushroom baby; shi-shi-shi - where do the kids walk? or: zha-zha-zha - we saw a hedgehog; zhu-zhu-zhu - we will give the fungus to the hedgehog; zhi-zhi-zhi - where do hedgehogs get mushrooms?"). Thanks to this exercise, a preschooler masters the intonation of a question and develops a sense of rhythm. When isolating a sound when a child clearly pronounces a word or phrase, he gradually becomes familiar with the terms “sound” and “word.”

We have created and developed a didactic manual, which is a felt book “Development”. It can be used in work on speech development with children of early and preschool age. Each page has its own color (the colors of the rainbow are taken as a basis; the pages contain objects sewn from felt that correspond to a given color, for example, red: tomato, strawberry, ladybug, etc., green: frog, grass, apple, etc. etc. With the help of this manual, the child has the opportunity to get acquainted with the primary colors, the colors of the rainbow, consolidate knowledge and color. When getting acquainted with a certain color, the child will learn what objects are of the same color. The main advantage of this book is that in In the process of learning with its help, the child develops speech, he learns to construct sentences, his vocabulary is enriched, and fine motor skills of his hands also develop, since each object that is presented in the book has the ability to transform, “move” from one page to another with using special rivets.

We can conclude that the development of speech through game forms of activity gives great results. All children are active; this process activates mental activity, enriches vocabulary, compares objects by characteristics and properties, and systematizes accumulated knowledge.

Literature:

Atemaskina Yu. V. Modern pedagogical technologies in preschool educational institutions: educational and methodological manual / Yu. V. Atemaskina. M.: Detstvo-Press, 2012.
Timofeeva E. G. Consultation for teachers “Modern gaming technologies in the development of speech of preschoolers.” 2022

From the experience of “Correction of children’s speech using gaming technologies”

author: Xu Natalya Vitalievna

teacher speech therapist

municipal preschool educational institution compensatory kindergarten No. 105

From the experience of “Correction of children’s speech using gaming technologies”

FROM WORK EXPERIENCE ON THE TOPIC:

“SPEECH CORRECTION OF PRESCHOOL CHILDREN

BY MEANS OF GAMING TECHNOLOGIES"

Relevance of experience

The formation of grammatically correct, lexically rich and phonetically pure speech in children is one of the most important tasks in the general system of teaching a child their native language in a preschool institution and family. Correct speech is one of the indicators of a child’s readiness for school, the key to successful literacy and reading.

The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. However, the last decade has seen great changes in educational structures.

Two interrelated processes are observed:

Complication of scientific and technological progress. More computers, mobile phones, tablets, TVs and other gadgets appeared, and the Internet became accessible. Accordingly, this changed the forms of communication, although the needs for communication remained at the same level. Children talk and play less and less in the yard, in groups, interact more with the computer, and communicate via the Internet. They talk less, looking at a person, eye to eye, and more on the phone. Communicate less through sound and more through letters.
Complications of speech defects. The nature, depth, number and structure of speech defects have changed. Firstly, if previously one sound was broken, now, as a rule, more than one group is. Secondly, defects in the very structure of speech have become more complex. Not only sounds and phonetic-phonemic discrimination of sounds are impaired, but also grammar and coherent speech. In addition to all this, children with speech problems have psychological characteristics:

- Attention deficit;

— Low level of self-control development.

- Low level of cognitive activity.

— Rapid fatigue and, as a result, low performance.

— Features of visual-spatial perception.

— Low level of motivation to learn.

Among the methods for correcting speech therapy disorders in preschoolers, play therapy methods have proven themselves to be more effective in terms of effectiveness. It is during the game that the system of relationships between the preschooler and the outside world is built, and mental functions develop, among which speech occupies the main place. The use of gaming technologies in speech therapy work with children helps to prevent speech disorders. The child, freely expressing his thoughts and feelings, develops speech skills in the game.

Children with speech disorders often lag behind their peers in physical development (impaired motor skills), are characterized by weakness of movements, mental exhaustion, excitability or withdrawal, and increased irritability. Violations of general and speech motor skills cause them to quickly get tired under loads in class. In this regard, children with speech disorders need more time and repetitions than their peers with normal speech. Since the leading activity is play, I began to use different games in my classes.

Practical significance of experience

The point is that systematized material based on the use of various gaming technologies that influence the formation of correct sound pronunciation may be of interest to teachers - speech therapists, educators working with preschool children with speech disorders and their parents in the process of joint activities.

Currently, there are a large number of aids on sale for automating the given sounds in words, phrases, sentences, and so on until free speech, because The majority of speech pathologists go through the stage of automating the delivered sounds in isolation and in syllables quickly and imperceptibly. But sometimes, children experience significant difficulties at this stage due to age or developmental characteristics, and given the specifics of speech therapy work, it is very difficult to keep the child in one place and get him to repeat the same sound many times before it becomes automated. To solve this problem and turn the monotonous and monotonous work of reinforcing the pronunciation of sounds into an interesting game, you have to come up with a variety of ways to interest the child in game plots, moments, techniques, and preferably new ones every time.

Therefore, I structure my work in such a way that the cognitive motivation of children increases, so that the child learns to plan, control and evaluate educational activities, can work in a group, conduct dialogue with adults and other children, and is able to defend his opinion. Our “difficult sounds”, “long words” and “beautiful stories” should help the child in solving “educational, practical and educational-cognitive problems”.

The content of my work is aimed at ensuring the correction of deficiencies in the development of children with speech disorders, at the implementation of individually oriented pedagogical assistance, taking into account the characteristics of psychophysical development.

The purpose of using gaming technology in speech therapy practice is to increase motivation for classes, increase performance in classes, increase the effectiveness of correctional and developmental work, develop curiosity, interest in the Russian language, and create prerequisites for educational activities.

To carry out correctional and developmental work using gaming technologies, toys and a variety of didactic games have been selected in my office.

Toys are used in classes as heroes that create motivation, a playful situation and a surprise moment. They immerse children in some kind of fairy-tale or game situation, where the children must help the characters or invite them to play, teach them what the children themselves are learning. At the end of the session they thank them for their help. This game situation cultivates the moral feelings of children; they not only learned to pronounce a sound, but also helped the hero learn his favorite sound, etc.

Older preschoolers really like activities in the form of competitions, quizzes, and competitions. But in this case, you need to think carefully about assigning children to teams or selecting children to perform various activities, so that the child feels comfortable in the lesson, does not become isolated, and does not hesitate to take part in the competition. It is necessary to create a friendly atmosphere in the group, in the team, so that children support each other, act together, amicably.

To attract the child’s attention to articulation gymnastics, I use drawings for the speech therapist’s story “Tales of a Merry Tongue”, gymnastics with colorful pictures “Doing it together with .....”, “Smart Duck”, and the album “Correct Articulation”.

I would like to pay special attention to didactic games. Didactic games with objects are very diverse in terms of game materials, content, and organization. As teaching material I use:

toys, real objects (household items, tools, works of decorative and applied art, etc.), natural objects (vegetables, fruits, cones, leaves, seeds, etc.).

Games with objects make it possible to solve various educational problems:

Expand and clarify children's knowledge
Develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification)
Improve speech
Develop all mental processes.

Among games with objects, a special place is occupied by plot-didactic games and dramatization games, in which children perform certain roles.

Verbal games are distinguished by the fact that the process of solving a learning task is carried out mentally, based on ideas and without relying on visualization. Therefore, I spend word games mainly with children of senior preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, shapeshifters, riddle games (“What time of year is this?”, guessing games (“What would happen if.?”).

In correctional and developmental work with children with speech impairments, didactic games are selected for each area of work to solve a narrow correctional problem:

1) Formation of precise movements of the organs of articulation (using articulatory gymnastics techniques).

2) Formation of a directed air stream.

3) Development of fine motor skills:

a) using finger exercises;

b) using hand massage;

c) using self-massage of the fingers;

d) with the help of practical activities (lacing, modeling,

mosaic, construction set, weaving, stringing, etc.).

4) Development of phonemic processes (phonemic hearing, phonemic perception, phonemic representations).

5) Practicing reference sounds (these are sounds that are similar to those that are impaired in articulation (place or method of formation), but pronounced correctly by the child.

Much attention is paid to the “Sound Pronunciation” section, because When carrying out work on automation, differentiation of sound and its introduction into speech, the work should be varied and not bore the child. Game motivation stimulates interest in a positive result. On the other hand, gaming motivation can also serve as a complication when consolidating the skill of correct pronunciation, because Having become carried away by the game plot, the child ceases to control pronunciation and may lose. Therefore, he has to concentrate on two tasks at the same time: following the rules of the game and monitoring the correct pronunciation.

With the help of didactic games, work is carried out to consolidate the skills of inflection, word formation, and coherent speech. When it is necessary to consolidate acquired skills, children can choose a game on their own, using the symbolic designation of games.

The most favorite games for children to develop the psychological basis of speech. I use games such as “What’s gone?”, “What’s changed?”, “Remember and name”, “Wonderful box”, etc. in my work on correcting sound pronunciation, syllabic structure, and activating the dictionary.

At work I use a personal laptop, which makes it possible to use ICT in speech therapy work.

In my speech therapy classes, I try to include various modern innovative technologies, games and exercises necessary for the formation of the grammatical structure of speech, enrichment of the vocabulary, formation of the syllabic structure of the word, development of coherent speech, phonemic perception, as well as cognitive processes of preschool children: attention, memory, thinking that meets new requirements. The physical education sessions that I conduct help children relax and relieve tension. They also develop gross and fine motor skills, visual-motor and auditory-motor coordination.

Some forms of work are most interesting for children and I see the result of my activities after using modern information technologies. In my work I use the method of “su-jok” therapy. The use of su-jok massagers—massage balls—in combination with exercises for correcting sound pronunciation and developing lexical and grammatical categories can increase the physical and mental performance of children and provides an opportunity for maximum targeted correctional work with the child.

Having studied and summarized the literature on the use of gaming technologies in accordance with the main tasks of preparing preschoolers with speech impairments to acquire literacy, I divided the material on the use of gaming technologies into areas:

Phonetic-graphic, motor - the formation of phonemic analysis and synthesis of words, syllabic analysis.
Sound-letter and syllabic - familiarizing children with letters and developing initial reading skills.
Lexico-grammatical - familiarization with the verbal composition of a sentence. Analysis of proposals.
Consolidation, control - tasks for independent selection of words according to ready-made schemes; performing control tasks based on the presented classification of letters.

Formation of phonemic and syllabic analysis and synthesis.

The main task in the process of teaching literacy is to form in preschoolers a general orientation in the sound system of the language, teaching them the sound analysis of a word, establishing the distinctive role of sound and its main qualitative characteristics.

Phonemic analysis and synthesis is the ability to divide a word into individual phonemes, determine their sequence, quantity, and also compose a word from individual sounds.

In the process of developing elementary forms of phonemic analysis, it is necessary to take into account that the ability to isolate and isolate a sound depends on its nature, on its position in the word, as well as on the pronunciation features of the sound series.

At the stage of isolating a sound from a number of sounds, syllables and words

I use the following game techniques like “If you hear a sound, give a signal”:

"Watch out for the car"

Having heard the sound (P), the child shows a red circle.

"Traffic Light", "Sensitive Ears"

The child raises a circle corresponding to the sound.

"Boat in the Fog"

Hearing the sound L, the child lights a flashlight, showing the way to the ship.

"Pot of Porridge"

Hearing that the porridge is boiling (sound Sh), the child rings the bell.

"Catch a mosquito"

Hearing the sound Z, the child claps his hands.

"Catch a Bug"

Hearing the sound Zh, the children clap their hands.

“Catch the sound in your palms”

,
“Raise the symbol”
“Smart car”, “Smart locomotive”, “Smart plane”

These vehicles carry passengers or cargo with a specific sound in their name. Children must select the corresponding pictures.

Isolating the first and last sound in words

"Shop"

Pay with the first or last sound in the name of the purchase.

"Catch the word by the tail"

,
“I’ll start, and you finish”
“Zvukoed”

The sound eater ate the first (last) sound in the word, name it.

...aduga, ...aketa, ...ubakha.

Determining the place of a sound in a word.

"Let's pack our things"

In one bag we will put things in the name of which the sound is at the beginning of the word, in another - in the middle and in a third - at the end.

"Lay out your things"

Let's put the clothes in the chest of drawers, in accordance with the location of the sound in the word: in the top drawer, in the middle and in the bottom.

Shirt, sundress, sweater.

"Housewarming at the Zoo"

Place the animals in cells according to the location of the sound in the word:
Horse, wolf, donkey.
Lynx, cow, beaver. “Match pictures to the diagram”

Using handout cards

Sound analysis and synthesis

"Live Sounds"

Children imitating sounds stand up in a certain sequence

“Let’s scatter the sounds”, “Let’s scatter the word into the sounds”

The speech therapist names the word for the children, and the children name the sounds.

"Let's call the sounds home"

First sound, second and third...

“Match the diagram to the picture”

A picture and a set of diagrams are displayed. Children find the diagram that matches the given picture.

“Match the picture to the diagram”

The children are given a diagram and several pictures. Children match the picture to the diagram.

"Cube"

Each of the children rolls the dice and selects a picture in accordance with the number of sounds or sound pattern.

“The Word Has Scattered”, “Catch the Sounds”

The speech therapist names and “throws” sounds, and the children make up a word and name it.

“Read” the word based on the first sounds of the pictures.”

The speech therapist offers the children a series of pictures; by identifying the first sound in the names of the pictures, they can form a word.

"Chain of Sounds"

Children stand in a circle. The speech therapist names the word, and the children, passing the ball, name the sounds in order, the child who named the last sound in the word picks up the ball and gives it to the leader.

"Magic Hours"

,
“The word has crumbled”
The speech therapist names the sounds in a breakdown. Children make up a word from the suggested sounds.

Syllable analysis

"Slogotsvetik"

Children collect a flower according to the number of syllables in the word.

"Shop"

To buy an item, children must pay the same number of “coins” as there are syllables in the name of this item.

"Train"

Seat passengers according to the number of syllables in a word.

"Gathering the Harvest"

Let's put vegetables with two syllables in one basket, and three syllables in the other basket.
Beets, lettuce, carrots, peas
,
eggplant, potatoes, tomatoes.
"Halves Pictures"

On the table in front of the child are pictures cut in half, depicting objects with names consisting of 2 syllables. The speech therapist names the first syllable and points to the picture, the child finds the other half and pronounces the second syllable. The child repeats the word, pointing to each part, naming the number of syllables.

Familiarization with letters, initial reading skills.

In the process of working on sounds, sound-letter connections are formed and the graphic image of the letter is fixed.

"Raise the letter"

This game is used to reinforce sound-letter connections. When children hear a word with the corresponding sound, they raise the letter.

"Fold the letter"

Designing letters from elements, from various materials, creating a cut-out image. To consolidate the visual image, composing a letter can be suggested using a model and from memory.

"Wonderful box"

Plastic letters are used. Children recognize them by touch.

"Guess by description"

For example,

Two sticks, a crossbar at the top. (P)

Three sticks, a crossbar at the bottom, a tail on the right. - SCH

The stick is in the middle - there are semi-ovals on the sides - F.

Stick - crossbar in the middle at the top - T

"The word has crumbled"

Children leave a word from the proposed letters of the split alphabet: R, K, A.

"Replace the letter"

Converting words. MAK-BAK-LAK-BOW-SUK-JUICE

"Magic clouds"

,
“Journey by Sea”
Children learn to merge syllables, first backward, then forward.

"Arrange objects by size"

When making words from letters, children complete tasks based on the size of an object with a letter depicted on it. Children are offered flat figures on which letters are placed. By arranging them by size, you can read the word.

"Confusion"

Children identify the initial sounds in the names of the proposed pictures, write the letters in the corresponding cells and read the resulting word.

Analysis of proposals.

I work on the proposal in two stages. First, I introduce the children to the verbal composition of a sentence. Then children learn to isolate sentences from the text and count their number.

At the stage of proposal analysis

"Living Words"

Children depict the words, they are asked to stand sequentially, from left to right, according to the verbal composition of the sentence.

"Let's make friends with words"

Children restore the grammatical form of words in a sentence
.
Mom, tie, girl, bow “Sort up the rubble”

Children disassemble the “logs”. Each log contains a deformed sentence, the correctness of which the children restore.

"Correct Dunno's mistakes"

Children insert the missing or incorrectly inserted preposition.

“Pick a sentence to the diagram”

,
“Correct the error”
An intentional error in the graphic designation of the sentence is allowed. Did Dunno write down the sentence correctly? Do you agree with him?

“Which word escaped?”

On the board is a diagram of a proposal compiled together with the children. Children close their eyes, the speech therapist removes one strip on the sentence diagram. Children say the word.

"Magic Cube"

On the faces of the cube is a schematic representation of a preposition. After throwing the dice, children make up a sentence with the appropriate preposition.

Interaction with parents and teachers.

The gaming technologies I use are also used by educators in educational activities and in special situations, in individual work with children. Together we work to create a subject-development space in the group, creating favorable conditions for the full development of our students.

In the very first days after the start of correctional work (the first period of training), parents are given recommendations on how to perform articulation gymnastics during a workshop or at an individual consultation. Recordings of homework are necessarily supplemented with game tasks aimed not only at consolidating acquired skills, but also at developing various mental functions.

In the future, all consultations posted on information stands are colorfully designed and always contain examples of games that allow parents to apply the acquired knowledge in practice.
From the experience of “Correction of children’s speech using gaming technologies”

Pedagogical council on speech development in preschool educational institutions using innovative technologies

During the meeting, tasks for speech development are developed taking into account the standards of the Federal State Educational Standard. The main topic discussed by the teachers' council is the speech development of children through gaming technologies in preschool educational institutions.

Teachers' council in kindergarten

Important! The task of the meeting of teachers is to identify existing problems and find methods for solving them.

Scenario of the teachers' council "The use of innovative technologies in educational activities on the speech development of preschool children in the context of the Federal State Educational Standard for Education"

Before the new academic year begins at a preschool educational institution, educators and teachers hold an event during which the direction for further educational work is determined. The script should be printed in advance so as not to miss important points.

Progress of the meeting:

Introduction and general word from the teacher about the development of speech in children attending kindergarten.
Analytical report on the results of the last working year.
What methods and forms of control are used in the institution.
Making proposals to improve the situation.

Additional Information! The result of the teachers' council should be clear, well-developed proposals, including methods for developing coherent speech in preschoolers, calendar planning and work with parents.

Opening speech “We work according to the Federal State Educational Standard for Education”

At the very beginning of the event, one of the organizers makes an introductory speech, the main purpose of which is to identify the problem that needs to be solved.

Example introduction:

“I would really like to start with the words of Dear L.S. Vygotsky: “...the intellectual development of a child and the formation of his character largely depends on the formation of speech...” We work according to the Federal State Educational Standard for Educational Education, and now our main task is to draw up a structured, competent plan for working with children.”

Teacher's speech at the council

Lecture using a presentation about the additional professional program “Speech development of preschool children”

Children's education is a modern and innovative project that is in the process of being finalized and finding better solutions. The main task of teachers, after listening to a lecture, is to create a program, using which you can develop the speech of preschoolers.

Contents of the lecture and presentation:

main provisions of the education program at preschool educational institutions: communicative games, goals and objectives, proposals;
information on sensor-graphics technology;
results of the meeting.

All data presented is supported by video files in the presentation.

Practical recommendations for using the technology of sensory-graphic schemes when constructing speech utterances in preschool children

The main problem to be solved at the council is how to use sensory-graphic circuits. A developed child needs additional education, just as an underdeveloped child needs to improve his skills. Modern technologies will help you with this.

Touch-graphic schemes

Principle of using schemes:

all types of memory are involved: visual, auditory;
after reading the text, select several important landmarks from it;
a diagram is created;
With the help of drawings, the child retells the text.

Setting the sound R

During classes, the preschooler's syllable improves, he learns to better express his thoughts, and his speech becomes coherent and clear.

Acceptance or non-acceptance of methods by the teaching staff

A modern kindergarten carries out educational activities in accordance with the standards of the Federal State Educational Standard, however, when the council is held, teachers can vote “for” or “against” some innovations.

Important! The decision is made by a majority vote.

Speech development tasks for preschoolers

When improving the speech skills of children 6-7 years old, the use of modern technologies is allowed. However, most often standard tasks are used to correct sounds and improve pronunciation:

Similar sound. The teacher says a word, for example, “heron,” and the child looks for similar words starting with “ts.”
Guess the word. The teacher says: What travels on the ground and begins with the letter T and ends with S?
Purpose of the item. What do they do on the chair? They are sitting. And at the table? Are eating.

Each preschool educational institution has a card index with standard tasks.

Development of the lexical and grammatical structure of speech

Preparing a child for school includes the formation of grammatical and lexical speech structure. The teaching council decides which exercises are best used for this.

During classes using a modern method of educating children aged 5-6 years, attention is paid to the child’s ability to select synonyms and antonyms for words, to clearly express their thoughts, supporting words with images.

Formation of the lexico-grammatical structure of speech in preschool children

The educational process in kindergarten begins for children 3-4 years old, but more attention is paid to grammar in groups 4-5 years old and older.

The work structure is as follows:

vocabulary - changing words;
word formation;
inflection.

A child's understanding of speech alone is not enough for the correct use of vocabulary. There comes an age when children must grasp the meaning and connections between words and sentences.

Development of lexical and grammatical structure of speech in preschool children

Teachers note the relevance of speech development in children with developmental disabilities, who need more time to begin to connect words and sentences with meaning. By the age of 4, the word norm is 2000.

Important! To develop speech, the teacher uses educational material on the topics: “dishes”, “transport”, “clothing”, “animals”, “body parts”, “insects”, “birds”.

What to do if a 5-year-old child speaks poorly

Cards for speech development

Activities in kindergarten are based on play, when learning about the world around us occurs while walking, using cards.

Development of speech breathing using game exercises

The junior and senior groups in kindergarten perform the following exercises to develop breathing:

blowing paper butterflies on a rope;
exhale slowly onto leaves collected in the park;
sweeping - the child blows on a paper broom.

The preschool period is characterized by the fact that the child may become dizzy when actively performing breathing exercises, so you need to act gradually.

Intonation expressiveness of speech of preschool children

The development of intonation expressiveness of speech occurs during group lessons. The child must be able to:

slow down and speed up speech;
highlight certain words with your voice;
speak more quietly to pay attention to individual words.

Such skills are acquired only with practice and by completing tasks proposed by the teacher.