Project for the development of coherent speech “Skillful Storytellers”

Project for the development of coherent speech “Skillful Storytellers”

author: Filippova Anna Alexandrovna

Teacher-speech therapist MBDOU "Kindergarten No. 3" p. Izhma

Project for the development of coherent speech “Skillful Storytellers”

MBDOU "Kindergarten No. 3" p. Izhma

Project for the development of coherent speech “Skillful Storytellers”

Speech therapist teacher: Filippova A.A.

Relevance:

is due to the fact that currently problems
associated
with the process of development of coherent speech are the central task of the development and upbringing of children.
This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative function of speech language is realized .
Coherent speech is the highest form of speech-thinking activity, which determines the level of speech and mental development of the child. This relevance increases with children with bilingualism (in this case, Russian and Komi languages).

Problem:

Difficulties in the formation of coherent speech in children with bilingualism, the sequence of stories about the events of their lives, the ability to retell literary works, compiling stories based on a picture, and a series of pictures, compiling descriptive stories. Low level of development of creative imagination in some children

Target:

development of coherent speech in children of senior preschool age (preparatory group).

Hypothesis:

the presence of systematized ideas about modern methods and techniques for the development of coherent monologue and dialogic speech of children of senior preschool age and their appropriate use in practice contributes to improving the quality of work on the development of speech in kindergarten children and more successful preparation of preschoolers for school.

Tasks:

-improving and developing the dialogical form of speech;

-develop a monologue form of speech;

-learn to retell short tales and stories coherently, consistently and expressively;

- teach (according to a plan and model) to talk about the subject, the content of the plot picture;

-compose a story based on pictures with subsequent developing events;

-develop the ability to compose your own stories from personal experience.

Expected results of the project.

— Creation of a system of work on the development of coherent speech in children of senior preschool age.

— Positive dynamics according to diagnostic results in the development of coherent speech section.

— Preserving the health of children.

— Carrying out close interaction with the families of pupils on the development of coherent speech of children in the course of joint preparation for schooling.

— Creation of conditions in preschool educational institutions and at home that promote the development of grammatically correct, coherent speech in preschoolers.

Project participants:

Children of the preparatory group, teacher, parents, educational psychologist, speech therapist, art director, music director.

Project type:

Informational - practical, long-term, collective.

Implementation period:

Academic year (September-May)

Contents of the project.

Stage 1.

Search and preparation. (September)

Goal: Identification of the main problems in the speech development of children. Determining the main directions for further work. Drawing up methodological developments for the correction and development of children's speech. Involving parents and teachers in helping speech therapists implement the project.

Activity:

1. Diagnosis of children.

2. Questioning of parents “Development of coherent speech of children.”

3. Selection of necessary materials: literature, verbal and didactic games, visual aids, handouts and demonstration materials.

4. Drawing up pedagogical and correctional technology (long-term and individual plans, lesson notes, activities for joint activities of adults).

5. Long-term planning for coherent speech through didactic games in the senior and preparatory groups in accordance with lexical topics.

6.Creating a developmental environment in kindergarten and at home.

Stage 2.

Basic, formative. (September-April).

Goal: Testing of project activities. Formation of coherent speech of children in different types of activities. Correction of speech by adults in everyday communication with a child. Creating optimal conditions for continuity in the work of teachers and families. Increasing the level of parental motivation in correcting children's speech development.

Events

:

1. Conducting classes with a speech therapist and teachers according to long-term plans.

2. Implementation of long-term planning for coherent speech through didactic games in the senior and preparatory groups in accordance with lexical topics.

3.Reading literary works in kindergarten and at home. Conversations about what you read. (Reading fairy tales, short stories, poems, scientific literature).

4. Excursion to the children's library “Books are interesting.”

5. Exhibitions of children's books with fairy tales "Magic Country".

6.Memorization of poems, sayings, nursery rhymes.

1. Information sheets for parents:

• “Verbal games and exercises in the formation of correct speech in children”
• “Family games – improvisations or how to usefully spend the evening”
• "Learning to tell"
• “Memo for literate parents”
• “Fairy tales teach us to speak”
• “By communicating, we develop speech”

1. 8. Design of an album with children's drawings and stories “Winter Fun”.

• Drawing competition “My Dad”

1. .Video recording of children’s stories on a lexical topic:

• "Our mothers."

1. Consolidation of the material covered at speech therapy hours, at home, on the instructions of the speech therapist.
2. Discussion of holiday scenarios, selection of speech material for them. Carrying out matinees and entertainment.

Stage 3.

Final, analytical. (May)

Purpose: Checking the effectiveness of the implemented project. Conducting final diagnostics of children's speech development. Analysis of the work carried out in the development of coherent speech and correction of speech disorders.

Events

:

1.Diagnostics and analysis of work results.

2.Project performance report:

3.Preparation and holding of the prom.

JOINT WORK PLAN

educator, parents, speech therapist

preparatory group for the project for the 2018-2019 academic year. year

1. Stage - final - May

Goal: diagnostics of the effectiveness of project activities, analysis of work results.

Project product: analytical report on the results of the project - May
Project for the development of coherent speech “Skillful Storytellers”

The role of project activities in the development of children's speech

 One of the main tasks of a preschool educational institution is the formation of correct speech in children. Speech development according to the Federal State Educational Standard for Preschool Education is the development of a child’s communicative competence. The communicative competence of a preschooler is manifested in the ability to solve problems through speech in the conditions of different types of activities: everyday, cognitive, play, educational, work, etc. At the same time, the child is guided by the special conditions of the situation in which the activity takes place. In order for the child to achieve communicative competence, the teacher helps its development by solving problems for the development of different aspects of the child’s speech in all age groups: the development of coherent speech, the development of vocabulary, the development of grammatically correct speech, the development of sound culture of speech, preparation for learning to read and write.

Speech is of great importance in the psychological development of children. Formation as a person is associated with the development of a child’s speech.

Resolving problems of speech development in preschool children requires finding the most effective ways. One of the effective methods in working with children in the direction of speech development is the technology of project activities. It is based on children’s interests, defines creative search, develops children’s research skills, and their ability to navigate the information space. The process of cognition ends with a real result - a product. This result can be seen, comprehended, and applied in real life. Project activities have enormous developmental potential; they not only create conditions for supporting and developing children’s interests and abilities, but are also aimed at developing the child’s individuality, independence, initiative, and search activity. Project activity stimulates supra-situational activity, which means the child’s desire to constantly delve deeper into the problem. Project activities or the project method are distinguished from other methods of organizing the pedagogical process in preschool educational institutions by the following: practical application by children of their existing knowledge and skills; non-rigid formulation of tasks, their variability, increasing the independence and creativity of preschoolers; interest in activities that bring public results, personal interest in it. Project activities cover different aspects of the personality development of preschoolers, starting from a young age. The organization of children's project activities allows the teacher to integrate almost all educational areas, since it involves the interaction of children with each other and the teacher, their active cooperation and creativity, knowledge and work. Integration is one of the leading principles for implementing the content of the basic general education program of preschool education. Project activity is combined with play, which is also fundamental for carrying out pedagogical work with preschoolers, and is a collective product and creativity for each child. The project method is also a unique means of ensuring cooperation, co-creation between children and adults, and a way to implement a person-centered approach to education. The most difficult thing for a teacher in project activities is to identify and formulate the problem in such a way that children want to solve it, so that they become interested in research and creative search. The children themselves will offer the product of the project activity as soon as they are immersed in a problem situation. The main thing for a teacher is to support children’s activity, help them develop and develop independently. The organization of children's project activities allows the teacher to integrate almost all educational areas, since it involves the interaction of children with each other and the teacher, their active cooperation and creativity, knowledge and work. Project activity is combined with play, which is also fundamental for the implementation of pedagogical work with preschoolers, and is a collective product and creativity for each child. [2]

The use of project activities as a means of speech development for preschoolers is explained by the negative sociocultural situation that has developed in modern society. Teachers are increasingly faced with evidence of lags, delays and violations in the development of children’s speech from age standards. Increasingly, children are experiencing a complex of socio-psychological problems: increased aggression, emotional deafness, hyperactivity, passivity, isolation in themselves and their own interests. Children have difficulty learning certain moral standards. [3]

In the practice of modern preschool institutions, types of projects are used, the use of which is possible when preschoolers develop interest in the history of the objective world: 1) research projects require a well-thought-out structure, are completely subordinate to the logic of the study, involve putting forward a hypothesis for solving the identified problem, developing ways to solve it, including number of experimental, experienced. During the project, children experiment, conduct experiments, discuss the results obtained, draw conclusions, and present the research results in the form of newspapers, reports, and video sketches; 2) creative projects, as a rule, do not have a detailed structure of the joint activities of the participants; it is only outlined and further developed. The final result can be designed as a script for a video film, dramatization, holiday program, children's design, almanac, album. The presentation of the results can take place in the form of a holiday, an oral journal, a video film, dramatization, a sports game, or entertainment; 3) the structure of role-playing and game projects is also just outlined and remains open until the work is completed. Children take on certain roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. For example, children take on the character of a fairy tale and solve the problem in their own way. This type of project turns out to be effective for the speech development of preschool children; 4) information and practice-oriented projects are initially aimed at collecting information about some object or phenomenon; It is expected that project participants will become familiar with this information, analyze it, and summarize the facts. Pupils collect information, discuss it and implement it, focusing on social interests; the results are presented in the form of stands, newspapers, stained glass windows [1].

The content of projects may include games and exercises that are widely used in psychocorrectional and psychoprophylactic work with children. They were developed according to the method of N. Yu. Klyueva “Give a gift to a friend” (with the help of facial expressions and gestures, children depict gifts and give them to each other); “Comparisons” (children compare themselves with some animals, plants, flowers, and then, together with adults, discuss why they chose such a comparison); “Smile” (children sit in a circle, hold hands and, looking into the neighbor’s eyes, give him a smile); “Compliment” (children stand in a circle and take turns, looking into the eyes of their neighbor, say kind words, praise him: “You always share, you are cheerful, you have a beautiful dress...” - “Thank you. I am very pleased!”) [4].

The inclusion of parents in the pedagogical process is also the most important condition for the full speech development of the child. Parents' correct understanding of the tasks of upbringing and teaching, knowledge of some methodological techniques used in the development of children's speech, undoubtedly helped in organizing games at home. Parents received knowledge through conversations, consultations, parent meetings, and practical seminars. Together with parents, we carry out the “Give a book to the group” campaign, created “Books of Fairy Tales”, “Boxes of Fairy Tales” (joint creativity of children and parents), published the newspaper “Ladushki”, parents took an active part in the production of the wall newspaper “Our Children Tell”, For parents, material is also posted on the kindergarten website and visual information in parent corners on the topic of the project. The participation of parents in speech development projects helps them understand their role in the child’s speech development, change their attitude towards the child’s personality, the nature of communication with him, and increases their pedagogical knowledge. Parents communicate more often with teachers and each other.

Provided that the pedagogical process is properly organized using the technology of project activities for the development of speech of preschool children, as well as with an organized developmental subject-spatial environment, the speech development of children becomes the most complete and effective.

Literature:

1. Verbenets A. M. Mathematical development of older preschoolers based on an integrative approach // Kindergarten: theory and practice. - 2012. - No. 1.
2. Evdokimova E. S. Design technology in preschool educational institutions. - M.: Sphere shopping center, 2006
3. Levshina N.I. The role of project activities in the speech development of preschool children. // Preschool pedagogy. — 2014 — No. 10
4. Ivanova V. P. Development of non-verbal means of communication in older preschoolers / V. P. Ivanova, N. I. Levshina // Advances in modern natural science. — 2013. — No. 10

Speech development in accordance with the Federal State Educational Standard for preschool education

 The problem of speech development of preschool children is very relevant today, since the percentage of preschool children with various speech disorders is very high.

According to the Federal State Educational Standard for Additional Education, speech development includes [1]: mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Let us consider the criteria for speech development in more detail.

1) Mastery of speech as a means of communication and culture is aimed at developing free communication with adults and children, mastering constructive ways and means of interaction with others.

2) To enrich the active vocabulary, it is important to work on developing the assimilation of word formation and inflection [3].

3) In their work, V.V. Konovalenko, S.V. Konovalenko note that the work on the formation of coherent speech can be differentiated in stages, where one of the stages flows into another [4].

At the preparatory stage, work is carried out on the development of speech (development of speech perception, enrichment and formation of lexical and grammatical categories, correction of sound pronunciation) and thinking.

At the initial stage, dialogical speech is mastered (question-and-answer form of statements, the ability to maintain simple conversations).

At the main stage, monologue speech is formed - storytelling (retelling, composing stories).

4) The use of various literary genres and oral folk art have a beneficial effect on the development of speech creativity of older preschoolers [7]. Children compose simple short stories, compose individual poetic phrases, invent new plots in familiar fairy tales, etc.

5) To form phonemic perception, it is necessary to develop auditory and visual attention, memory, and form the concepts of “sound”, “vowel sounds”; teach the ability to isolate sounds from the beginning of a word, work on the tempo and rhythm of speech [3].

6) In our work, we often practice thematic exhibitions of fairy tales and children's writers, because this helps children become more familiar with book culture, children's literature, and promotes listening comprehension of texts of various genres. Book corners in the group should be designed according to the age of the children.

7) The formation of sound analytical-synthetic activity as a prerequisite for learning to read and write occurs through familiarization with letters, the development of graphic skills, and training in the skills of letter analysis and synthesis.

For the successful development of a preschool child, it is necessary to create conditions that will be equipped with a variety of sensory and play materials.

For the favorable speech development of a child, the speech of an adult also plays an important role, which affects the development of the speech of a preschooler.

The main components of the speech development environment include the correct speech of the teacher and material equipment for each age group.

Methods and means for the speech development of children, material equipment are selected individually for each age group.

In the first junior group, the characteristic principles of speech development are:

− correct speech of the teacher;

− methods and means aimed at developing speech as a means of communication. You can use such techniques as instructions, tips, speech based on a model, conjugate speech, etc.;

− development of listening and hearing skills (reading stories and fairy tales is recommended);

− independent examination of pictures, toys, books (for the development of initiative speech).

In the second junior group:

− correct speech of the teacher;

− methods and means aimed at developing speech as a means of communication. You can use such techniques as instructions, patterns of verbal interaction in different types of activities;

− development of listening and hearing skills (conversations, reading stories, fairy tales).

In the middle group:

− correct speech of the teacher;

− methods and means aimed at developing speech as a means of communication (the desire to perceive and discuss new information; the development of verbal interaction with peers; familiarity with the rules of verbal communication);

− ways and means aimed at developing the ability to listen and hear (listening to a friend, clarifying children’s answers; teacher’s stories;

− creation of an Experimentation Corner in the group (demonstration material (pictures, photographs, postcards), magnifying glasses, kinetic sand, magnets, mirrors, etc.).

In senior and preparatory groups:

− correct speech of the teacher;

− methods and means aimed at developing speech as a means of communication (development of verbal interaction with peers; familiarity with the rules of verbal communication, the formation of question-and-answer forms of statements, the ability to maintain simple conversations);

− methods and means aimed at developing monologue speech skills (retelling and composing stories);

− replenishment of the corner in the “Experimentation Corner” (expanding knowledge and ideas about the world around us, discussing the acquired knowledge);

− creation of a Speech Corner in the group (attributes for performing articulation and finger exercises, breathing exercises, etc.).

With the following characteristic principles of speech development in each age group:

− good conditions are created for the development of children’s speech activity in specially organized and independent activities;

− children’s speech activity increases;

− children master speech skills in a natural conversational environment.

Play is the leading activity in preschool age. The game activates children to communicate. Antonova Yu. V. recommends using games with ready-made texts, outdoor games, didactic games, games that involve dialogic interaction, but do not contain ready-made replicas, etc. [2].

Kiseleva L.S. believes that “using project activities, children automatically master new concepts and ideas in various areas of life. The main task is to help the child believe in his abilities, since children most fully and clearly perceive what was interesting, what they themselves found and proved” [5].

O. V. Kuzevanova, T. A. Koblova note that musical entertainment, theatrical activities, making books with your own hands, problem situations, discussions contribute to the development of speech in preschool children [6].

Thus, favorable speech development of children occurs if:

− children achieve their goals together, helping each other;

− form and replenish their vocabulary by carrying out speech and practical assignments;

− the teacher encourages and stimulates the child in speech activity and is a coordinator in joint educational activities.

Literature:

1. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education”
2. Antonova Yu. V. Games for the whole family, or away with boredom. - M.: Lada Publishing House/Moscow, 2010.
3. Bardysheva T. Yu., Monosova E. N. Speech therapy classes in kindergarten. Senior group. - M.: Publishing house "Scriptorium 2003", 2010. - 240 p.
4. Konovalenko V.V. Formation of coherent speech and logical thinking in children of senior preschool age with ODD. Some methods and techniques: methodological manual / V. V. Konovalenko, S. V. Konovalenko. - M.: Publishing house GNOM and D, 2010. - 48 p.
5. Kiseleva, L. S. Project method in the activities of a preschool institution / L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova // Manual for managers and practical workers of preschool educational institutions. - M.: Arkti, 2005–96 p.
6. Kuzevanova O. V., Forms of organization of communicative activity of preschool children / O. V. Kuzevanova, T. A. Koblova. // Kindergarten: theory and practice - 2012. - No. 6
7. School of fairy tales. https://www.trizminsk.org

MAGAZINE Preschooler.RF

Municipal budgetary preschool educational institution kindergarten "Fairy Tale" r.p. Voznesenskoye Nizhny Novgorod region

Project manager: teacher of the 1st qualification category Kurenkova Svetlana Sergeevna r.p. Voznesenskoye, 2017

Project participants: teacher, children of junior group No. 2, parents.

Implementation period: 1 month

Project type: medium-term.

Project type: developmental, practice-oriented.

Integration of educational areas in various types of activities: speech development, social and communicative development, cognitive development, artistic and aesthetic development, physical development.

Problem: children of primary preschool age need comprehensive speech development, including enrichment and activation of vocabulary, development of the grammatical structure of speech, as well as coherent speech.

Relevance of the problem: speech helps children consciously perceive the world around them, and is a means of communication. Children who did not receive appropriate speech development in early preschool age have great difficulty catching up, and in the future this gap in speech development affects their further development. The speech development of a preschooler in accordance with the Federal State Educational Standard for preschool education includes:

• mastery of speech as a means of communication and culture;
• enrichment of the active vocabulary;
• development of coherent, grammatically correct dialogical and monologue speech;
• development of speech creativity;
• development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
• formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

The goal of the project: the development of speech in children of primary preschool age at different regime moments.

Project objectives:

• purposefully enrich children's vocabulary;
• develop grammatical structure of speech, coherent speech;
• to develop children’s need to communicate with adults and peers;
• cultivate a desire to listen to works of fiction more often;
• increase the competence of parents in matters of speech development of their children.

Expected result: as a result of the implementation of this project, children’s vocabulary will expand and become more active, their ideas about their immediate surroundings will be enriched, the sound culture of speech, expressiveness, and coherent speech will improve, the level of cognitive activity and communication abilities will increase, and the ability to answer questions correctly will improve.

Interaction with parents:

• Parent survey “As your child says” ;
• Consultations “Speech development of children of primary preschool age” ; “Why is articulation gymnastics needed?” , “A book in a child’s life” ;
• Round table "Development of speech of children of primary preschool age through didactic games" ;
• Education of parents: information booklet “Recommendations of a speech therapist for the development of speech in children of primary preschool age” ;
• Photo exhibition “Reading with Mom” ;
• Competition "Rechetsvetik "

PROJECT IMPLEMENTATION PLAN

Stage I. Preparatory stage.

• Selection and study of methodological literature on the topic;
• Diagnostics of children at the beginning of the project (within the project);
• Questioning parents on the topic;
• Selection and development of information and educational material;
• Development of a long-term work plan;
• Creation of a card index of didactic games for speech development, outdoor games with recitatives, finger gymnastics;
• Creation of a “Speech Development Center” in the group;
• Development of the final event “Let’s help Kolobok return home .

Stage II. Project implementation stage.

Organization of educational activities for children within the framework of the project

Table theater “The Three Little Pigs” , “Teremok” , “Zayushkina’s Hut” .

Goal: To improve children’s ability to correctly control dolls on the table and pronounce small lines from a familiar fairy tale.

Theatrical games “How I love mommy” , “Who said “meow”” , “Turnip” , “Who do you want to see on TV” .

Goal: To develop children’s connected speech, the ability to play out familiar works and situations.

Story-role-playing game “Hospital” , “Shop” , daily story mini-games “Drivers” , “Builders” , “Family” , etc.

Goal: Enrich and activate children's words, develop dialogical speech.

Reading fiction

Folklore: “Clean Water” , “Grandfather Hedgehog” , “Tili - Bom” , “Knocking, strumming on the street” , “Brave Men” .

Fairy tales: “Zayushkina’s Hut” , “The Fox is a Lapotnitsa” , “Teremok” , “The Three Little Pigs” .

Poems: K. Chukovsky “The Stolen Sun” , “Joy” , “Doctor Aibolit” , V. Berestov “Spring Tale” , B. Zakhoder “Builders” , S. Mikhalkov “About Mimosa” .

Stories: E. Charushin “Wolf” , L. Tolstoy “Tanya Knew Letters” , “The Bird Made a Nest” , K. Ushinsky “Fox Patrikeevna” .

Goal: To introduce children to new works and repeat their favorite old ones; enrich children's vocabulary, develop dialogical speech, encouraging them to answer the teacher's questions with sentences.

Observations while walking:

• for living or inanimate nature,
• nearby buildings,
• children's activities,
• people's labor.

Goal: To enrich and activate the vocabulary, to develop the ability to answer the teacher’s questions in a sentence, coordinating the words in gender, number, and case.

Working with parents

1. Questionnaire “As your child says” ;
2. Consulting parents on the topics: “Speech development of children of primary preschool age” ; “Why is articulation gymnastics needed?” , “A book in a child’s life” ;
3. Participation of parents in the round table “Development of speech of children of primary preschool age through didactic games” ;
4. Information booklet “Recommendations of a speech therapist for the development of speech in children of primary preschool age” ;
5. Participation of parents in the photo exhibition “Reading with Mom” .
6. Participation of parents in the competition “Speech Flower” (replenishment of the “Center for Speech Development” in the group with didactic games)

Stage III. The final stage.

• Summing up the results of the project “One is a word, two is a word” ;
• Conducting the final event - an open organized educational activity on the development of speech of children in the younger group “Let's help Kolobok return home” ;
• Children's production of the Russian folk tale "Teremok" ;
• Photo exhibition “Reading with Mom” ;
• Summing up the results of the “Rechetsvetik” . Winner's reward ceremony;
• Drawing up recommendations for the development of speech in children of primary preschool age;
• Photo report of the project “One is a word, two is a word .

Bibliography

1. Gerbova V.V. Classes on speech development in the second junior group of kindergarten, MOSAIC-SYNTHESIS, 2012.
2. Zatulina, G.Ya. Speech development in preschoolers. Second junior group. (from 3 to 4 years) / G.Ya. Zatulina. - M.: TsPO, 2013.
3. Karpukhina N.A. Lesson notes for the second junior group of kindergarten. A manual for educators and teachers of preschool educational institutions. — Voronezh, 2010;
4. Kolesnikova, E.V. Development of sound culture of speech in children 3-4 years old: Educational and methodological manual for the workbook “One is a word, two is a word” / E.V. Kolesnikova. - M.: Yuventa, 2012.
5. Smirnova L.N., Ovchinnikov S.N., Speech development in children 3-4 years old. A manual for educators and parents. – M.: MOSAIC-SYNTHESIS, 2009
6. Ushakova O.S., Strunina E.M. Methods of speech development for preschool children. - M., Vlados, 2004;
7. Ushakova O.S., Kolunova L.G. Development of figurative speech in preschool children/Kindergarten from A to Z – 2005 – No. 2;
8. Ushakova, O.S. Speech development in children 3-5 years old. Program, lesson notes, methodological recommendations (according to the Federal State Educational Standard), additional information. / O.S. Ushakova. — M.: Sphere shopping center, 2015.