Plan for self-education Theme “Development of forms of communication among preschoolers. Plan for self-education Topic “Development of forms of communication among preschoolers Type of activity, name of the event
MKDOU d / s No. 7 of the combined type
Rossosh
Self-education work plan:
"Russian folk tales as a means of developing speech in the senior group"
Educator: Gorbunova Yu. N.
Speech is a tool for the development of higher departments of the human psyche. By teaching a child his native speech, adults contribute to the development of his intellect, higher emotions, and prepare the conditions for successful schooling. In a child of senior preschool age (5-6 years old), speech should be clear, intelligible, without disturbances in sound pronunciation, because at this age the process of mastering sounds ends. Russian folk tales reveal to children the expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions. The amazing power of the linguistic creativity of the Russian people has never manifested itself in anything with such brightness as in folk tales. In the formation of coherent speech, the interrelation of speech and aesthetic aspects also clearly stands out. So, teaching the retelling of folklore and literary works in order to form the ability to build a coherent monologue statement naturally involves familiarizing children with the visual and expressive means of a literary text (comparisons, epithets, metaphors, synonyms). A coherent statement indicates how much the child owns the richness of the native language, its grammatical structure, and at the same time it reflects the level of mental, aesthetic, emotional development of the child. Russian folk tales provide high efficiency in the development of coherent speech of children, since they reveal to them the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions. The inherent extraordinary simplicity, brightness, imagery, the peculiarity of repeating the same speech forms and images make us put forward fairy tales as a factor in the development of coherent speech of children.
Target: improving their theoretical level, professional skills and competence. Revealing the influence of Russian folk tales on the development of speech of older preschoolers.
Tasks:
Tutorials: to teach children to build complete and expressive answers according to the content of the read fairy tale; express your attitude to what you have heard, using comparisons, metaphors, epithets and other means of figurative expression, work on sound pronunciation,
Developing: develop the sound culture of children's speech, grammatical structure, coherent, expressive speech; enrich the vocabulary, develop children's thinking and imagination, emotional responsiveness.
Educational: cultivate a love of literature.
Perspective planning of work with children 5-6 years old.September - May Definition of goals, objectives, selection of literature.
Saturation of PPMS by research topic
September GCD "What is a fairy tale?"
Leisure "Journey to a fairyland"
October Didactic game "Collect and tell a fairy tale"
Exhibition of drawings "My favorite fairy tale"
November Reading and discussion of the fairy tale "At the command of the pike"
NOD "Fear has big eyes"
December NOD "Tell a story from pictures"
Making masks for fairy tale characters
January Replenishment of the book corner.
Reading and discussion of the fairy tale "Sivka-burka".
Conversation "My favorite fairy tale".
NOD "The world of fairy tales and adventures".
Dramatization of excerpts from the Russian folk tale "Fear has big eyes"
February Exhibition of crafts from waste material "My favorite hero from a fairy tale"
Reading and discussion of the fairy tale "The Fox and the Hare"
Conversation "Where books live". Introduction to the profession of a librarian.
Excursion to the city children's library.
Reading the Russian folk tale "Sister Alyonushka and brother Ivanushka".
NOD - Modeling "Sister Alyonushka".
March Reading and discussion of the fairy tale "Morozko"
Conversation "Positive and negative heroes of fairy tales, their characteristics".
NOD "Reading the Russian folk tale "Tails".
Reading the Russian folk tale "Winged, furry and oily."
April Designing "Baby Books"
Reading and discussion of the fairy tale "The Wolf and the Seven Kids"
Presentation of the album "Reader's Dossier"
Abstract of the integrated lesson
Workshop "Living Book"
GCD "Russian folk tale" Khavroshechka ".
May Didactic game "Tell the story of the heroes"
Reading the Russian folk tale "Geese-Swans".
Performance with dramatization and puppet theater based on the fairy tale "Geese-Swans" in front of kindergarten students.
Joint entertainment of parents and pupils of the senior group "Mom, dad, I am a reading family"
Prospective planning for work with parents.Deadlines and content of work for the 2018-2019 academic year
September Questionnaire for parents "Russian folk tale in the life of your child"
October Advice for parents "Mom, read me a fairy tale"
November Acquisition in a group of coloring pages with the heroes of Russian folk tales
December Production of costumes, attributes for theatrical activities
January Questioning of parents "Tales in our house"
Consultation for parents "Russian folk tale as a means of developing the speech of preschoolers"
Individual and group consultations "On the benefits of reading"
February Workshop on making a table theater
Information stand "How to turn reading into pleasure".
March Consultation for parents "A fairy tale in the life of a child"
Literary drawing room "Reading family".
Preparation of attributes for a theatrical production.
April Exhibition of family drawings "My favorite fairy tale"
Creation of the album "Reader's Dossier" by children together with their parents.
May Competition "Compose a fairy tale", action "Give children a book"
Joint entertainment of parents and pupils of the senior group "Mom, dad, I am a reading family."
Conclusion. This topic is important because the speech of the child is a key moment in his development. The success of pupils in coherent speech provides in the future and to a greater extent determines success when entering school, contributes to the formation of a full-fledged reading skill and an increase in spelling literacy. As an educator, this really appeals to me. After all, work on the development of speech is the ability to choose the right words and use them correctly in speech, build sentences and coherent speech.
As practice has shown, children are very fond of creativity, as well as independence and the ability to compose and tell friends.
I strive for the children to show their attitude to what they saw, what they especially liked, what interested them and why, what conclusions they made. All this prompted me to pay much more attention to the development of coherent speech in children.
Publication date: 11.11.2016
Short description:
material preview
self-education
educator Shishina M.L.
"Spiritual and moral
preschool education
through a fairy tale
2016 - 2017 academic year
Relevance of the chosen topic:
At present, the fairy tale, like many other values of traditional culture, has noticeably lost its purpose. But it is the fairy tale that plays an important role in the spiritual enrichment of preschoolers, contributes to the laying of ethical and aesthetic feelings. At the same time, a fairy tale is an environment for the development of a child's emotional and moral experience, helping not only to imagine the consequences of his actions, but also to experience their meaning for himself and those around him.
A fairy tale enters the life of a child from a very early age, accompanies him throughout preschool childhood and remains with him for life. From a fairy tale begins his acquaintance with the world of literature, with the world of human relationships and the world around him as a whole.
Fairy tales not only expand the child's ideas, enrich his knowledge of reality, but most importantly, they introduce him to a special, exceptional world of feelings, deep feelings and emotional discoveries.
Leading pedagogical idea:
Education of the child's feelings from the first years of life is an important pedagogical task. The leading pedagogical idea is to sow and nurture in the child's soul the seeds of love for nature, home and family, for the history and culture of the country.
A child is not born good or evil, moral or immoral. What moral qualities a child will develop depends, first of all, on the parents, teachers and adults around him, on how they bring him up, what impressions they enrich.
I believe that a fairy tale is accessible to the understanding of a preschooler. Its composition, vivid opposition of good and evil, fantastic and morally defined images, expressive language, dynamics of events, special cause-and-effect relationships and phenomena make it especially interesting and exciting for children. A fairy tale is an indispensable tool for the formation of a morally healthy personality of a child, it helps to understand the beauty of the world around him in a language that is accessible to him.
To create conditions for the spiritual and moral development of children. Contribute to the correction of violations of the emotional and volitional sphere of children in the process of artistic and productive activities related to the moral content of a fairy tale.
Develop a figurative structure of speech, enrich vocabulary, form coherent speech skills,
To develop the ability of children to distinguish good from bad in a fairy tale and in life;
To educate children in mercy, the ability to give in, help each other and gratefully accept help;
To cultivate hard work, the ability and desire to bring the work begun to the end, with respect for the results of someone else's and one's own work;
Develop aesthetic taste, the ability to see, appreciate and cherish beauty.
Expected results for the educator:
Increasing the level of pedagogical competence "Spiritual and moral
Raising children through fairy tales”;
Expected results for children:
The assimilation of the norms of moral and spiritual education by children, their openness to goodness, the positive attitude of children to the world around them, to other people and to themselves;
Acquaintance with the forms of the traditional family way of life, understanding of one's place in the family and all possible participation in household chores; active attitude to work, responsibility for their deeds and actions;
Awareness by children of basic moral qualities: conscientiousness and decency, selflessness and gentleness, empathy and sympathy, patriotism;
Understanding the need to develop such strong-willed qualities as obedience, respect for parents and adults;
Knowledge of certain fairy tales that make up the spiritual experience of mankind;
Understanding the emotional state of others;
Formation of ideas about honesty, justice, kindness; negative attitude to cruelty, cunning, cowardice;
Development of a sense of self-respect, self-esteem and the desire to be responsive to adults and children; the ability to pay attention to their state of mind, to rejoice at the success of their peers, to strive to come to the rescue in difficult times.
Method of presenting the result: May 2017
Showing the fairy tale "Gingerbread Man" (puppet theater) to children of younger groups.
Perspective plan for working with children
on the topic: "Spiritual and moral education of children through a fairy tale"
For 2016 - 2017 academic year yearPeriod
September
1. Replenishment of the group's library with new colorful books with Russian folk tales.
2. The use of quotes from fairy tales in sensitive moments.
3. Didactic game "Guess the fairy tale"
To develop in children a steady interest in books with Russian folk tales; desire to read them and look at the illustrations.
To form children's ideas about good and kind, bad and untruthful deeds.
To develop cognitive interest, the ability to guess fairy tales according to the description of actions.
1. Reading and retelling r.s.c. "The wolf and the seven Young goats"
2. Consideration of illustrations for Russian folk tales.
3. Didactic game "Guess from which fairy tale the passage was read"
To develop interest in looking at illustrations, the ability to recognize a fairy tale from a picture; meet artists who illustrate fairy tales.
To develop the ability of children to guess a fairy tale from a passage read.
1. Reading and retelling the tale "Goby, tar barrel"
2. Add new costumes, masks, attributes to the dressing corner.
3. Didactic game "What fairy tale is the hero from?"
Learn to listen carefully and remember the course of events of a fairy tale; develop the ability to consistently retell a fairy tale.
Give children the opportunity to be in the image of a fairy-tale character.
Develop the ability to recognize fairy tale characters and name what fairy tale they are from.
"Magic Tales"
2. Acquaintance with the fairy tales of G.Kh. Andersen. Reading the fairy tale "The Snow Queen".
3. Desktop - printed games based on fairy tales (cut pictures, loto, etc.).
Explain to children why fairy tales are called magical; continue to develop interest in listening to fairy tales, in the unfolding of events in a fairy tale. Learn to rejoice when good wins.
To introduce children to the famous storyteller and his tales, to consider books and illustrations. Read the fairy tale "The Snow Queen", noting the plots where the magic happens. Pay attention to the dedication of a little girl. Cultivate the ability to empathize.
Teach children to use their knowledge and experience in games; follow the rules of the game. Develop communication skills.
1.N.O.D. "Visiting a fairy tale"
2. Exhibition of children's drawings on the theme: "Winter Tales"
To clarify the knowledge of children of Russian folk tales, the events of which take place in winter, to recognize their heroes, to tell the characters of fairy tales how to do the right thing. To form ideas about honesty, justice, kindness.
To teach children to reflect the plots of winter fairy tales in the drawing, using different means of expression; develop an interest in illustrating fairy tales.
1. Listening to an audio recording of a Russian folk tale in arr. A. Tolstoy "Three Bears" and looking at illustrations for the fairy tale.
2. Playing with familiar fairy tales.
Raise interest in Russian folk tales; develop auditory perception, interest in viewing illustrations. To lead children to the understanding that all fairy tales end well.
To form in children an interest in playing fairy tales; take on a role and perform it in accordance with the image. Independently select and use costumes, masks, props for fairy tales.
1. Display of the Russian folk tale "Turnip" in a new way (with musical accompaniment).
2. Coloring pictures based on Russian folk tales.
Arouse in children an interest in staging a fairy tale, develop memory, expressiveness, and creative abilities. Raise the desire to bring joy and pleasure to your friends and younger preschoolers from watching a fairy tale.
To teach children to use various means of expression when working with a picture; find out from which fairy tale the plot is, name the characters.
1. Telling children R.Sc. "Snegurochka" and looking at illustrations for it.
2. Creative workshop: drawing illustrations for your favorite fairy tale.
Continue to develop in children the desire to listen to fairy tales, to be interested in the development of events, to empathize with the heroes. Discuss the unusual ending of the story. Maintain interest in viewing illustrations.
Arouse in children the desire to be artists and make an illustration for their favorite fairy tale, using different means of expression.
1. Composing a fairy tale with the children: “If I were (a) a magician (tsei).”
2. Preparation of a puppet theater and showing the fairy tale "Gingerbread Man" to younger preschoolers.
To improve the ability of children to compose short tales on a given topic. Cultivate the ability to listen to each other, evaluate the result.
To improve the artistic and speech performing skills of children, the ability to convey their attitude to the content of a literary phrase with intonation. Cultivate a good attitude towards the kids, the desire to bring them joy.
Self-development planContent of work
The study of methodological literature, periodicals, scientific literature, educational literature. Passing professional training courses.
Continue work on raising the scientific and theoretical level in the field of preschool education.
Search and selection of diagnostics.
Improve your analytical skills.
The choice of specific techniques, methods and types of work on self-education.
Determine the goals and objectives of practical activities; means and methods for professional self-development.
Visit to RMS. Study of normative documents, periodicals.
Acquaintance with the new documentation on the conduct of pedagogical activities in a preschool institution.
Improving work with PC. Use of educational Internet resources. Attendance at open classes of colleagues, seminars, trainings.
Mastering various teaching methods and techniques; using them in the classroom.
Participation in professional competitions.
Development of creative potential in professional activity.
Study and analysis of psychological and pedagogical literature. Analysis and evaluation of their activities and activities of children.
The development of personal qualities that contribute to high results and the elimination of shortcomings.
Mastering interactive forms of work with the family. Study of families and pedagogical possibilities of parents. Acquaintance with the experience of colleagues.
Learn how to work with parents.
Analysis.
Analysis and evaluation of the achieved changes in professional qualities.
Plan of work with parents
on the topic: "Spiritual and moral development of children through a fairy tale"
for 2016 - 2017 academic year yearPeriod
September
1. Selection of the material necessary for working with children and parents on the topic: "Spiritual and moral education of children through a fairy tale." Setting goals and objectives for this topic.
2. Advice for parents in printed form "How to make a child friends with a book."
1. Folder - shift "Fairy tales can cope with children's disobedience."
2. Poster information in the parent's corner in printed form "The role of fairy tales in the development of children."
1. Advice for parents in printed form "Features of reading fairy tales about animals"
2. Making with the help of parents hats-masks for dramatizations of Russian folk tales about animals.
1. Organization of joint creative activities of children and parents in the preparation of drawings and crafts for the celebration of the New Year.
2. Participation of parents in the preparation and holding of a New Year's party for children (decoration of a group room, making costumes, active participation in games, competitions, entertainment).
Place in the parent's corner a rubric of tips and suggestions on how to organize a child's reading at home.
Topics: "Your child's personal library"
“What and how to talk to a child after reading”
1. Speech at the parent meeting: "Practical methods and techniques of spiritual and moral education of children."
2. Introduce parents to the subject-developing environment of the group.
Advice for parents in printed form "The role of fairy tales in the development of children"
1.Individual consultations and conversations with parents on the issue of spiritual and moral education of the child.
2. Consultation for parents in printed form "Education of diligence, obedience and responsibility through a fairy tale."
Exhibition of joint works (drawings, crafts) of parents and children on the topic:
"Our Favorite Tales"
The study of methodological literature during the year
1. Collection of scientific and methodological articles. Ed. Eagle, 2015, ed. O.V. Berezhnova.
2.E.I. Ivanova "Tell me a story." Ed. Moscow, Enlightenment, 2001
3. Zinkevich-Evstigneeva "Workshop on Fairy Tale Therapy".
4.M.D. Makhaneva "Theatrical classes in kindergarten." Ed. Moscow, shopping center Sphere, 2003
5.Z.A. Gritsenko "Tell the children a fairy tale." Ed. Moscow, 2003
6.L.B. Fesyukova "Education with a fairy tale." Ed. Kharkov, 1996
7.E.A.Ulyeva "Scenarios of fairy tales for interactive activities with children." Moscow, Wako, 2014
8.V.V. Malova "Summaries of classes on the spiritual and moral education of preschoolers." Publishing Center Vlados, 2010
9.O.A. Shiyan “Development of creative thinking. We work according to a fairy tale. Ed. Moscow, Mosaic-Synthesis, 2012
10. The study of articles in the journals "Preschool education", "Educator of the preschool educational institution."
Advice for parents
"How to make a child friends with a book"
Probably, every parent dreams that, when they come home, at least sometimes to see the child not at the computer monitor, but at the book. But not everyone can boast of the love or at least the interest of their children in literature. Childhood impressions are the strongest, and all the basic qualities and passions are laid in us in childhood. Therefore, one must be very careful not to overly persistent attempts to teach the child to read and not discourage him from opening books in principle.
Reading is not a necessity. It should not be associated in a child with something important, serious and obligatory. It's a pleasure.
If you don’t know which books to start with (children’s book publishing is developing very rapidly), use our tips.
1. Illustrations
The child learns the world, and he is interested in everything around him. Therefore, it can be difficult to keep his attention with measured reading. And your main assistant in this is illustrations. If there are pictures in the book, the child will definitely pay attention to it. The freedom of choice here is limitless - reprints of works by old masters, drawings by contemporary young artists, realistic images or, conversely, deliberate “childishness” ... You will definitely find a book that you will be happy to look at with your child.
But special attention should be paid to the popular Swedish writer and artist Sven Nurdqvist. He became famous for his simple funny stories about old man Petson and his kitten Findus. The most important thing in his books is the illustrations. They are full of so many details that you can spend hours looking at one picture! These are not just illustrations, these are whole worlds! And, having finished the book, you can invent your own stories based on Nurdqvist's pictures.
2. Magical and weird
Magical worlds, magical creatures - almost a win-win option to interest a child. True, now almost anyone who knows how to write is striving to invent their own world, their own strange heroes with hard-to-pronounce names, as if this is the key to success. But there are many good examples! One of them is the book by Irina and Leonid Tyukhtyaev "Zoki and Bada". Zoks are small and very naughty creatures who love more than anything to eat honey and make poor Bada have a fun life. Believe me, you will get as much pleasure from this book as a child. The subtitle of the book is "A Handbook for Children on Parenting". Therefore, for sure, in many situations you will recognize yourself and be able to laugh at yourself from the outside. And the children will laugh at the hilarious zoks and the unlucky Bada.
3. At the most interesting place!
Almost all children's books are small in size. It is very difficult to keep a child's attention for a long time, we have already talked about this. But this is no reason to avoid long stories and thick books.
“To be continued…” is one of the most intriguing phrases in the world. A truly interesting story with a sequel can captivate the most desperate book lover and turn family reading into the most enjoyable home ritual. The main thing here is to choose the right story. It should be eventful, but not too much so that it is not difficult for the child to follow the story and remember the characters.
The books by the Norwegian writer Anne-Kat Westly "Dad, Mom, Grandmother, Eight Children and a Truck" and "Anton's Little Gift" are ideal for this. These are simple family stories. But ordinary life can also be full of adventures - a truck was stolen from dad, and the children went to look for it, a grandmother came from the village, children met a real bear in the forest ...
The easiest way to get your child interested is to leave the denouement of the next mini-story for the next day. Who stole dad's truck? Will the guys be able to find it themselves? And you do not have to persuade the child to read a little, he will ask you about it!
Of the more modern writers, pay attention to Kate DiCamillo. The heroes of her wonderful books are children and animals. They are friends, get into trouble together and help each other. By the way, such "long-playing" books are better than short stories also because the child will have time to get used to the characters, which means he will learn to empathize with them.
4. Eternal values
And finally - heavy artillery! Remember everything that you yourself loved to read as a child. Take out the read collections of Andersen's fairy tales, books by Astrid Lindgren, Viktor Dragunsky, Nikolai Nosov, Eduard Uspensky from the far shelves ... Now you can read them again with a clear conscience (and at the same time compare how your current perception of the book differs from how you perceived it as a child, it is very exciting). More than one generation of children have grown up on these books, so they will definitely not let you down!
In general, the only way to teach a child to read is to read. Read for yourself, so that he can see that this is a really interesting activity, since adults devote so much time to it. And read with your child. First you give him, and then - in turn. Despite all the advice, the choice of books is not so important. An important approach. For family reading to bring pleasure to all its participants, read what you really like yourself.
Advice for parents:
How to make a child friends with a book
A person's intelligence has always been judged by how many books he has on his shelf. And, of course, any intellectually developed parent would like his child to love to read.
How to teach a child to love reading, so that in the future he would prefer a book to a computer and TV?
Listen to our advice, in which we have collected the experience of teachers and wise parents.
Read for yourself. Of course, none of your actions will have an effect if you do not show your child through experience that reading is really interesting. As a rule, in a reading family, children grow up to be readers. And if you, having seated the child for reading, begin to spend time in front of the TV yourself, do not be surprised if the child in your absence does not do the same, throwing the book into the far corner.
Start collecting children's books. Additional item of expenditure? Not really. Believe me, the funds invested in the education of the child give the greatest income.
Make reading a habit Insert reading into your daily routine - read for a few minutes a day when the child is calm, attentive, receptive. Make reading books an obligatory daily tradition and do not change it. It can be not only reading before bedtime, but also reading books in the middle of the day, at a time when the child is usually calm. First read short fairy tales or stories, then move on to stories with a sequel.
Research by psychologists in the British Medical Journal has shown that children whose parents read books aloud to them have better literacy and language skills by the time they enter school. In addition, by describing the events in the narrative and explaining the meaning of the story, parents thereby encourage the child to be inquisitive, which contributes to the formation of social skills and a better understanding of the world around them.
Expressive reading aloud helps to develop vocabulary, memory, speech.
It is best to move on to independent reading at the age of 6-7. Buy your child books with bright pictures. First, rely on your own taste and your childhood memories, then give the child the right to choose his own books. Take your child to the bookstore and ask what book he would like to read. And do not load the baby immediately with serious literature. Let them start with comic book magazines, so long as he chooses them himself and reads them.
Be sure to discuss what you read. Ask the child what he remembers most of all, which of the characters he liked or disliked, whether he approves of the ending of the story. After all, the culture of reading involves not just reading the text, but also the ability to analyze it. This advice also applies to the period when the child begins to read independently. It would be nice if you yourself were aware of what he reads.
Even if the child is already quite able to read the book in its entirety, do not deny him the desire to listen to how adults read to him. Let him read on his own what he likes (for example, fantasy), and you read to him those books that you would like him to love too: books by Mark Twain, Jules Verne, Fenimore Cooper and others.
Include other forms of reading comprehension as well. For example, after reading the fairy tale about the Nutcracker, take your child to the ballet of the same name. If your child is interested in literature about space, go to the planetarium with him more often. Suggest the reverse order: after watching a movie with your child, tell about the book on which this movie is based.
Keep your library open. Keep a small, fast-moving library of durable children's books on a shelf specially designated for the child to reach at any time.
Limit your child's time in front of the TV and computer. Instead of cartoons, you can offer audio books. The kid can do his own thing while listening: draw, collect puzzles, play with a constructor. Tell your child who the author is and what the name of the book they are listening to is. It is quite possible that he will want to read the next story of the same author in the book himself. It is important to show the child that a book (even audio) is better than cartoons and computer games, because it allows you to control the creation of images yourself, and not perceive ready-made ones.
Cultivate respect for the book. First of all, personal example.
Avoid violence. If you force the child to read, resorting to methods of intimidation and punishment, this can lead to antagonism, the child may hate reading. Never criticize a child and do not compare with other children: “Here Masha read 5 books over the summer, and you had difficulty reading one, because you really don’t know how to read.”
Advice for parents
"The role of a fairy tale in the development and upbringing of a child"
Children draw a lot of knowledge from fairy tales: the first ideas about time and space, about the connection of man with nature, with the objective world, fairy tales allow the child to see good and evil.
A fairy tale for a child is not just fiction, fantasy, it is a special reality of the world of feelings. The fairy tale pushes the boundaries of ordinary life for the child. Listening to fairy tales, children deeply sympathize with the characters, they have an inner impulse to assist, to help, to protect.
At preschool age, the perception of a fairy tale becomes a specific activity of the child (in addition to play and visual activity), which has an incredibly attractive power that allows him to freely dream and fantasize.
It is difficult to deny the role of fairy tales, works of art in the development of correct oral speech. Speaking traditionally, texts expand vocabulary, help build dialogues correctly, and influence the development of coherent speech. But in addition to all these, albeit key, tasks, it is equally important to make our oral and written speech emotional, figurative, beautiful.
It's not enough just to read a story. In order for the child to remember her better, you need to help him understand her, to experience various situations with the characters. Analyze the actions of the characters, imagine yourself in their place. Then memorization will be conscious, deep.
In order to make it easier for a child to remember fairy tales and then tell them, various didactic games can be used. Also, these games help very well in the development of creative imagination, fantasy, coherent monologue and dialogic speech.
We propose to consider some of them.
"Hero Encounters"
The game helps to develop oral dialogic speech, it is better to remember the sequence of actions of a fairy tale and its plot.
A fairy tale is read to the child at will. After reading, he is offered images of two heroes from a fairy tale. The task of the child is that he needs to remember what the characters said to each other and voice the dialogue. You can offer heroes who are not found in a fairy tale. For example, in the fairy tale "Gingerbread Man" a hare and a bear do not meet each other. But what would they say to each other when they meet? Praise the kolobok for being so smart and cunning or complain to each other about the deceiver.
"Sound Engineers"
This game is also aimed at the development of oral coherent speech, it helps to better remember the sequence of actions of a fairy tale and its plot.
After reading the story, look at the illustrations for it. Stop at the one you like. Invite your child to "voice" the picture. Let him remember what the heroes said at the moment, what actions they performed. Also for this game, you can use fragments of cartoons based on fairy tales of the same name. Turn off the sound and let the child verbalize the course of events.
"New Tales"
The main objectives of this game is the development of creative imagination, fantasy of coherent speech.
Take a familiar story. Remember the sequence of events in it, specify where the action takes place, what characters meet. And suddenly something changed in the fairy tale: the place of action changed or a new hero appeared. For example, in the fairy tale "Turnip" we will change the scene and send all the characters to the stadium or to the cinema. And what happens if there is also an evil wizard or a butterfly. Lots of options.
"Missed frame"
The purpose of the game: to teach how to compose a story based on a series of plot pictures, to help the child remember the sequence of events in a fairy tale.
For the game, you can use a series of pictures for telling fairy tales, which are now available in sufficient quantities in stores.
In order, pictures of one of the fairy tales are inserted in front of the child. One picture is deliberately removed. The child is tasked with remembering which plot is missing. If he finds it difficult to find an answer, you can put an upside down picture in the place where it should lie without breaking the sequence. After voicing the missing plot, you need to tell the whole tale.
"Fairy chain"
The purpose of this game is to teach how to make sentences on subject pictures. Help the child remember the characters, the subject environment, the sequence of events of the fairy tale.
Choose to play any fairy tale you read. Prepare separately all the heroes, various items that are found in this fairy tale. To complicate the task, you can add characters and objects from other fairy tales. For example, let's take the fairy tale "The Fox and the Bast Shoes". The child is offered images of fairy-tale heroes and objects, and he determines whether there are such in this fairy tale or not. If there is, it is laid out in a chain and a proposal is made for a fairy tale, using this object or character. If this is a chicken, then we can remember that the fox took the chicken in exchange for a bast shoe.
Here are just a few interesting games that will help your child better navigate the world of fairy tales. And the priceless time that you spend with your baby playing will not be replaced by any other benefits.
When a child learns to work with a fairy tale, will be well oriented in it, analyze the actions of the characters, evaluate them, he will be able to transfer this model to real life, correct some situation.
Parents should pay more attention to the fairy tale. The specific content of each fairy tale can prompt parents and their own ways of upbringing.
Fairy tales develop the child's figurative and logical thinking, his creative abilities, speech, introduce children to the natural world and help prepare them for school.
advice for parents
"Features of reading fairy tales about animals"
Tales about animals are of great importance for the education of preschoolers.
They are instructive and entertaining, so they are often read to children. Tales about animals originated in ancient times and at an early stage of their development were of a magical nature. Over time, they lost their magical significance and approached a small instructive story of allegorical form. In fairy tales about animals, questions of morality and morality are raised. They teach justice, foster a sense of collectivism, and evoke a desire to help the weak.
The peculiarity of fairy tales about animals determines the peculiarity of their reading.
The name "fairy tale" itself determines the form of reading. A fairy tale is read from a book or by heart always in a simple, conversational manner. The teacher addresses the children with a common fairy-tale form of narration. “I was there ...” “They lived - they were ..”. A natural sincere tone is one of the main conditions for reading a fairy tale.
Tales about animals are usually small in volume, their content is extremely simple, close and understandable to children. They are based on reality, the element of fantasy in them is insignificant. It manifests itself in the humanization of animals, which not only speak human language, but also act like people. This feature of fairy tales about animals also requires reading them with the usual intonations for everyday communication, naturally and simply.
As a rule, fairy tales about animals are built on the principle of antithesis: good is opposed to evil (“The Fox, the Hare and the Rooster”), the mind is opposed to stupidity (“The Fox and the Goat”, etc. This feature of fairy tales must also be taken into account when reading. Places , in which opposition is made, should be distinguished by a voice (greater force), slowing down the pace, pauses (greater force).
Emphasizing these places enhances the impression of the fairy tale, makes it more understandable for children. Heroes in fairy tales about animals are well known to children. (Cat, fox, rooster, hare, goat, etc.), endowed with typical features: the fox is cunning, the wolf is evil, the hare is cowardly, the cat and the rooster are brave and. etc.)
The peculiarity of the image of fairy-tale heroes also determines the originality of the transmission of their images when reading. The teacher should read fairy tales in such a way that the children immediately understand what kind of hero they are talking about. So, those places where they talk about goodies, the teacher reads affectionately, with approving intonations, trying to evoke a warm attitude from the listeners. The reproduction of the images of negative heroes should correspond to dry, hostile intonations.
The action in fairy tales about animals begins immediately: "Grandfather planted a turnip ..." and develops continuously. One episode follows another. Take, for example, the tale "The Fox, the Hare and the Rooster". The fox has just driven the hare out of the hut, when he meets a dog, a dog runs away - a bear meets, a bear leaves - a rooster appears, etc.
The plot in fairy tales about animals develops quickly. The composition is not difficult. Repeated repetitions play an important role: for example, a hare, driven out of his hut by a fox, meets with dogs, a bear, a rooster, and tells everyone in exactly the same terms about his misfortune: “How can I not cry, I had a bast hut, and the fox had an icy ..."
Multiple repetitions are of great semantic significance. They convey a gradual increase in tension, which in the latter case reaches its highest point and is the climax, after which the decisive turning point in the action occurs. Repetitions excite children, help them understand the tale and remember it, so repetitions must be highlighted when reading. Words that convey increasing tension are best read with long pauses, the last repetition should be pronounced slowly, as it, being the moment of the highest tension, alerts the guys and prepares them for the perception of what will follow it.
Fairy tales will help to cope with children's disobedience
Childish whims ... Which parent has not encountered them ?! The child refuses to eat, go to bed, clean up toys, does not want to go to kindergarten, often cries and throws tantrums, takes someone else's things or constantly fights and quarrels with other children - such problems occur at every turn. And it depends on us, parents, whether we can overcome them without harming the child and our relationship with him.
Often persuasion, shouting, long lectures and moralizing do not bring any benefit. A lot has been written and said about the dangers of assault, and you yourself, most likely, have repeatedly convinced yourself of the inefficiency of such methods. What to do? There is a simple but very effective method of dealing with children's whims. Try not to scold the child, do not punish him with your inattention, etc., but instead tell him a fairy tale. These are special psychological tales that will help to cope with most of the whims of the child. For a child, such stories are very interesting. In them, he sees heroes who face the same problems as him, and the kid begins to understand how to get out of a difficult situation.
Each fairy tale can be changed depending on the characteristics of your child and the characteristics of the problem situation. You can try together with your child to come up with your own story or a continuation of the plot that interests you.
The effect of joint creativity will not be long in coming. You will not only understand each other better, but also fill communication with joy and inspiration.
Tsygankova Larisa Viktorovna educator I qualification category
“Not only with a conditional sound, a child learns, learning his native language, but he drinks spiritual life and strength from the native breast of his native word”
K.D.Ushinsky
FULL NAME. teacher
Education:
Diploma specialty
Place of work: MBDOU No. 8 "Sunshine"
Position held: educator.
09/10/2007
14 years.
Pedagogical experience: 12 years.
DOE is working on a problem
Theme of self-education : « Fairy tale therapy as a means of shaping the development of speech of preschoolers in the context of the implementation of the main educational program based on the Federal State Educational Standard » .
Target : improve professional qualifications on the development of the speech system in preschool children in the context of the implementation of the main educational program based on the Federal State Educational Standard.
Tasks:
- study of psychological and pedagogical, educational, reference, scientific and methodological literature;
- software development – methodological support of the educational process;
- design and research activities;
- analysis and evaluation of the results of their activities and activities of children;
- continue to study the pedagogical experience of other teachers;
- systematic and systematic improvement of teaching methods – educational process.
Expected result:
Progress report form: presentation
Form of self-education: individual
Relevance: The relevance of the topic is due to the fact that at present the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child. The competence and responsibility of each educational institution is the development and approval of the main educational program based on the Federal State Educational Standard. As a fundamental principle of any basic general educational program of preschool education and an exemplary general educational program are documents of the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the program for preparing teachers for the changes being introduced.
Literature:
Regulations
Law of the Russian Federation "On Education";
- "Convention on the Rights of the Child";
- Model regulation on a preschool educational institution;
- Federal state educational standards for the main general education program;
- "The concept of preschool education."
Direction of my activity:
- Fairy tales, children's performances, holidays and entertainment, theatrical games, didactic, finger games in the development of speech of preschool children.
The relationship of various activities
Communicative
Labor
Activities
Cognitive research
Musical and artistic
Productive
Tasks:
- Determine the main methods and forms of using folklore in the process of speech development of children.
- To form in children the skills of artistic and speech activity, interest and love for folklore.
- Track monitoring of changes in the level of speech development in the process of work.
4. To involve parents in active participation in the life of the preschool educational institution.
Principles
- The principle of activity and feasible independence;
- The principle of cognitive activity;
- The principle of effective participation;
- The principle of consistency;
- The principle of visibility;
- The principle of problematicity;
- The principle of residence;
- The principle of openness;
- The principle of positivism;
- The principle of variability;
- The principle of consistency.
In order to enrich speech, she outlined the following tasks:
- Learning with children nursery rhymes, proverbs, sayings, tongue twisters, tongue twisters.
2) Using conversations after reading fairy tales, guessing riddles; playing nursery rhymes, dramatization of fairy tales, playing out game situations.
Various methods are used in the work
Visual Methods allowed to form vivid ideas about folklore, gave the child the opportunity to peer into the phenomena of the surrounding world, to highlight the essential, basic in them, to notice the changes taking place, to establish the reasons, to draw conclusions;
Practical Methods allowed to clarify and deepen children's ideas about folklore, contributed to the emergence of an atmosphere of interest;
verbal methods helped to form in children an emotionally positive attitude towards the genres of oral folk art, allowed them to transfer information to children in the shortest possible time.
Receptions:
Reception of staging a work with the help of specially selected means;
- teacher's story using illustrations, pictures, slide shows, videos;
- the reception of effective participation is designed for the active entry of children into the action unfolding before their eyes;
- the technique of amplifying visual impressions is designed to maintain orienting activity by visual means;
Reception of a speech sample - the correct speech activity of the educator;
Choral and individual repetitions, which provide training for the speech motor apparatus of children;
Learning by heart by roles, writing fairy tales;
Acceptance of response or action evaluation and correction;
Showing how to proceed.
Forms of work with parents
- conversations, questioning, folders-movers;
Advice for parents:
“Proverbs and sayings are a source of education of the moral qualities of a preschooler;
"The use of children's folklore in the development of speech";
- Hosting an event:
- "Fairy tales walk around the world",
- "Journey to the land of fairy tales", "Zimushka - winter";
- joint participation of parents and children in holidays and entertainment;
- exhibitions of children's drawings: "My favorite book", "Fairy-tale hero", "My home, my family".
- Campaign: "Give children a book"
Thanks
for your attention!
Municipal budgetary preschool educational institution
"Kindergarten of a general developmental type No. 8 "Sun"
Menzelinsky municipal district of the Republic of Tatarstan
Tsygankova Larisa Viktorovna
Topic: "Fairy tale therapy as a means of shaping the development of speech of preschoolers in the context of the implementation of the main educational program based on the Federal State Educational Standard"
2016 – 2020
Junior group
PERSONAL CARD
FULL NAME. teacher: Tsygankova Larisa Viktorovna.
Education: higher, YSPU (EI(K)PFU, 2009)
Diploma specialty: Teacher of Russian language and literature.
Place of work: MBDOU No. 8 "Sunshine"
Position held: educator.
Date of appointment: 09/10/2007
General work experience: 14 years.
Pedagogical experience: 12 years.
Refresher courses: 2014
DOE is working on a problem : cognitive and speech development of pupils.
Theme of self-education : "Fairy tale therapy as a means of shaping the development of speech of preschoolers in the context of the implementation of the main educational program based on the Federal State Educational Standard" .
Target : improve professional qualifications on the development of the speech system in preschool children in the context of the development and approval of the main educational program based on the Federal State Educational Standard.
Tasks:
The list of questions on self-education:
- study of psychological and pedagogical, educational, reference, scientific and methodological literature;
- development of software and methodological support of the educational process;
- design and research activities;
- analysis and evaluation of the results of their activities and activities of children;
- continue to study the pedagogical experience of other teachers;
- systematic and systematic improvement of the methods of the educational process.
Expected result:
Progress report form: presentation
Form of self-education: individual
Relevance: The relevance of the topic is due to the fact that at present the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child. The competence and responsibility of each educational institution is the development and approval of the main educational program based on the Federal State Educational Standard. As a fundamental principle of any basic general educational program of preschool education and an exemplary general educational program are documents of the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the program for preparing teachers for the changes being introduced.
Literature:
9. Makhaneva M. Theatrical activity of a preschooler. M. TC Sphere, 2009 ... 1999
14. Tsvyntary VV We play with fingers and develop speech. Novgorod. Phlox 1995
Introduction
I would like to start my presentation of the work with the words of the children's writer Irina Tokmakova: “Whoever does not have a fairy tale in childhood grows up as a dry, prickly person, and people bruise about him, like a stone lying on the road, and prick like a sow thistle leaf”.
The very word FAIRY TALE is an oral, artistic work, mainly of a prose, magical, adventurous or everyday nature, with an orientation towards fiction. Mastering the native language is one of the important acquisitions of the child in preschool childhood. It is acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults should make a lot of efforts so that the child's speech develops correctly and in a timely manner. In modern preschool education, speech is considered as one of the foundations of the upbringing and education of children, since the success of teaching children at school depends on the level of mastery of oral coherent speech. It is difficult to deny the role of fairy tales in the formation of linguistic culture. Because during the reproduction (retelling, repetition, dramatization) of fairy tales, the development of monologue and dialogic speech is carried out. A fairy tale develops creativity, fantasy, imagination, and the ability to create words. What is fairy tale therapy?
Fairy tale therapy is a method that uses a fairy tale form for the speech development of a personality, expansion of consciousness and improvement of interaction through speech with the outside world.
The basic principle of fairy tale therapy- this is a holistic development of the personality, care for the soul (translated from Greek - care for the soul is therapy). The essence and vitality of a fairy tale, the secret of its magical being is in the constant combination of two elements of meaning: fantasy and truth.
Problem
Solving the problems of moral and spiritual education requires finding the most effective ways or rethinking the already known ones. An effective tool in the education of the moral qualities of the personality of preschool children is a fairy tale. Spiritual and moral education is the formation of a valuable attitude to life that ensures the sustainable, harmonious development of a person, including the education of a sense of duty, justice, and responsibility. Any society is interested in preserving and transferring the accumulated experience. The preservation of this experience largely depends on the system of education and upbringing. The problems of spiritual and moral education of preschoolers have always been at the center of attention of outstanding teachers, such as V.A. Sukhomlinsky, N.S. Karpinskaya, L.N. and means of implementing spiritual and moral education in preschool educational institutions. In my opinion, one of the means of creating positive spiritual and moral ideas of children, establishing closer contacts between adults and children in the family and in kindergarten is a fairy tale. The period of preschool childhood is most favorable for the spiritual and moral education of a child, because a person carries the impressions of childhood through his whole life.
Working with children on speech development with the help of fairy tale therapy, I set myself the following goals and objectives:
The purpose of the study: to reveal the influence of Russian folk tales on the development of coherent speech of older preschoolers; promoting the development of children's speech, enriching the vocabulary, developing the figurative structure and skills of coherent speech through a fairy tale.
Object of study: development of coherent speech of children of senior preschool age.
Subject of study: Russian folk tales as a means of developing coherent speech of children of senior preschool age.
Learning objectives :
To analyze the psychological and pedagogical literature on this issue;
Experimentally identify the possibility of using Russian folk tales in classes for the development of speech and in everyday communication;
Develop a system of activities for older preschool children based on the use of Russian folk tales.
Research methods: observations, conversations, explanation, repetition, teacher's story, etc.
Improving the sound side of speech in the field of pronunciation, perception and expressiveness.
The development of dialogic and monologue speech.
The effectiveness of game motivation of children's speech. The relationship of visual, auditory and motor analyzers.
Collaboration between teachers and children and with each other.
Introducing children to the past and present of Russian culture, folklore.
Methods of work on the development of speech through fairy tale therapy are carried out by me in five areas: didactic games; theatricalization of fairy tales; mnemonics; show staging; psychogymnastics.
A long-term work plan for teacher self-education
Stages
Diagnostic (introductory) (theoretical)
The study of methodological literature on the problem and existing experience
Study of educational technologies (selection of one or more technologies to obtain predictable results)
Timing
Practical activities (outputs)
Refresher courses.
Studying GEF
The study of psychological and pedagogical literature.
Create a mini site
predictive
(implementation in practice)
Definition of goals and objectives of the topic.
Development of a system of measures aimed at solving the problem.
Predicting results
Research work in small groups (implementation of elements of selected technologies, tracking the results of work)
Participation in personal growth trainings and seminars
Publication "From work experience" (article, report - show intermediate results) on the website
Practical
Implementation of work experience.
Formation of a methodical complex.
Work correction.
Research work (application of the chosen technology for work in the experimental group)
Report on the pedagogical council, methodological association
Article Publications
Development of class notes
Development of teaching aids
Generalizing (Theoretical understanding, analysis)
Summarizing.
Collective discussion of the read pedagogical literature.
Creative reports on the progress of self-education at MO.
Visit with discussion of open classes
Final control
Implementation
Summarizing.
Formulation of work results.
Sharing your experience
Working with documents (regulatory framework on the topic of self-education):
Ways, ways to solve the problem
Deadlines
Forms of work
Work with pupils:
Result, reporting form
Name of the month
Presentation
"What is a fairy tale"
Leisure
"Journey to Fairyland"
Didactic game
"Show and tell a story"
Reading and discussing a fairy tale
"By magic"
The game
"Let's save the beautiful princess"
Didactic game"Tell a story" based on a series of pictures. Making masks for fairy tale characters
Replenishment of the book corner
Reading and discussing a fairy tale
"Sivka-burka"
Conversation
"Let's change the situation in familiar fairy tales"
Exhibition of handicrafts from waste material"My favorite fairy tale character"
Reading and discussing a fairy tale: "Snow Maiden"
Creative evening"Fairy tales walk around the world"
Making postcards for the holiday
Reading a fairy tale"Morozko"
Leisure"Visiting a fairy tale" Designing baby books
Reading and discussing a fairy tale
"Ivan Tsarevich and the Grey Wolf"
Didactic game"Tell a story with illustrations"
Create a presentation"The Magical World of Fairy Tales"
Reading and discussing a fairy tale"Havroshechka"
Conversation"A fairy tale, but in a new way"
Presentation"Visiting a fairy tale"
Finger theater
Examining illustrations for fairy tales
Exhibition of books: "My favorite fairy tale"
Using brainstorming to work with a fairy tale"Cat, Rooster and Fox"
Quiz of fairy tales
Table theater "Teremok"
Looking at the Book of Fairy Tales
Finger theater
We compose a fairy tale
Viewing the fairy tale "Gingerbread Man"
Heroes of fairy tales
Watching your favorite fairy tale
Completion mark
Topic exit
September
Done or not
Presentation
October
book exhibition
November
December
Exhibition of children's works
Postcards
January
February
Presentation
Finger theater
March
April
Exhibition of children's drawings
theatrical performance
Visiting a fairy tale.
Working with parents:
Questionnaire for parents "Russian folk tale in the life of your child"
September
Consultation"Mom, read me a fairy tale"
October
Production of costumes, attributes for theatrical activities.
November
coloring pages with the heroes of Russian folk tales
December
Information in the parent's corner:"Russian folk tale as a means of developing the speech of preschoolers"
January
Consultation"The role of a fairy tale in the development and upbringing of a child"
February
Exhibition of family drawings"My Favorite Fairy Tale"
March
Stock"Give the children a book"
Competition"Write a story"
April
Questionnaire for parents"A book in a child's life"
Literature work:
1. Collection of scientific - methodological articles. Eagle 2015 Edited by O. V. Berezhnov.
2. Ilyin I .: "The spiritual world of a fairy tale."
3. Zinkevich - Evstigneeva: "Workshop on fairy tale therapy."
4. E. And Ivanova: "Tell me a story." Literary tales for children. Enlightenment 2001
5. Lancheeva - Repeva: "Another realm of Russian fairy tales."
6. Antonova L. G. Development of speech. Rhetoric lessons. Yaroslavl "Academy of Development". Holding 1997
7. Artemova L. V. Theatrical games for preschoolers. M. Enlightenment 1991
8. Dzhezheley O. "Help". M. Enlightenment 1994
9. Makhaneva M. Theatrical activity of a preschooler. M. TC Sphere, 2009
10. Makhaneva M. Theatrical classes in kindergarten. M. TC-Sphere 2003
11. Novotvortseva N. V. Teaching literacy in kindergarten. Yaroslavl "Academy of Development" 1998
12. Streltsova L. Word workshop. Pre-school education No. 10. 1996
13. Tsarenko L. From nursery rhymes to Pushkin's ball. M. Linka-Press 1999
14. Tsvyntary VV We play with fingers and develop speech. Novgorod. Phlox 1995.
September
December
February
Event attendance
Date and venue
Group, age and number of children
Topic. goal
Analysis Conclusions
lessons
Conducted open classes, events
Subject, group
Level (educational institution, district, city, interregional, republican, federal, international level)
Type, subject, venue of the methodological event, within the framework of which an open lesson was held, an event (a meeting of a methodological association, a subject week, a seminar, a competition, etc.)
the date
Conducting, participation in seminars, methodical associations, conferences.
Topic
Topic of the seminar, by whom and for whom organized,
location
the date
Methodical publications
Topic (title), type of publication, number of pages
Level (educational institution, municipal, republican federal, international level)
OD on experimentation in the preparatory group with the presentation "Water is not
limitless gift"
Where printed
(name of the scientific and methodological publication, the institution that published the methodological publication
All-Russian
№ 1613163022 from 10/13/2016
Mass media registration certificate EL No. FS 77-66047 dated June 10, 2016
Results confirming the success of professional activity
Academic year
Type of activity, name of the event
Description of the result
Organization of a subject-developing environment
Topics, titles
Development of teaching materials, their type ( notes, scripts, recommendations, projects, etc.)
Evaluation (where and when the procedure for evaluation, discussion and / or approval, and / or review was carried out)
Production of didactic aids (educational games, handouts, models, diagrams)
Working with parents of pupils
event title (consultations, conferences, concerts, seminars, round table meetings, joint entertainment, publication of a newspaper, methodological recommendations, design of visualization for parents about the success of their children, etc.)
Subject, name
Level (educational institution, district, city, zonal, republican, federal, international level)
the date
self-education report.
The topic of self-education: " Fairy tale therapy as a means of shaping the development of speech of preschoolers in the context of the development and approval of the main educational program based on the Federal State Educational Standard "
Goals of work on the topic of self-education: improve professional qualifications on the development of the speech system in preschool children in the context of the development and approval of the main educational program based on the Federal State Educational Standard.
Problems (relevance of the choice of topic): The relevance of the topic is due to the fact that at present the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child. The competence and responsibility of each educational institution is the development and approval of the main educational program based on the Federal State Educational Standard. As a fundamental principle of any basic general educational program of preschool education and an exemplary general educational program are documents of the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the program for preparing teachers for the changes being introduced.
Literature studied on this issue:
1. Collection of scientific - methodological articles. Eagle 2015 Edited by O. V. Berezhnov.
2. Ilyin I .: "The spiritual world of a fairy tale."
3. Zinkevich - Evstigneeva: "Workshop on fairy tale therapy."
4. E. And Ivanova: "Tell me a story." Literary tales for children. Enlightenment 2001
5. Lancheeva - Repeva: "Another realm of Russian fairy tales."
6. Antonova L. G. Development of speech. Rhetoric lessons. Yaroslavl "Academy of Development". Holding 1997
7. Artemova L. V. Theatrical games for preschoolers. M. Enlightenment 1991
8. Dzhezheley O. "Help". M. Enlightenment 1994
9. Makhaneva M. Theatrical activity of a preschooler. M. TC Sphere, 2009 ... 1999
10. Makhaneva M. Theatrical classes in kindergarten. M. TC-Sphere 2003
11. Novotvortseva N. V. Teaching literacy in kindergarten. Yaroslavl "Academy of Development" 1998
12. Streltsova L. Word workshop. Pre-school education No. 10. 1996
13. Tsarenko L. From nursery rhymes to Pushkin's ball. M. Linka-Press 1999
14. Tsvyntary VV We play with fingers and develop speech. Novgorod. Phlox 1995
Analysis of the successful implementation of the goals and objectives set when choosing the topic of self-education.
Results (everything that was done in a year)
a) compiling memos, class notes, a collection, etc.
b) speeches at methodical associations, seminars
c) pedagogical diagnostics of the results of the application of new methods and techniques of work
Difficulties encountered during this academic year
Use in work: TCO, Internet resources, teacher's creative experience, etc.):
Job prospects next year.
Glossary
- Agrammatism impressive - misunderstanding of the meaning of grammatical forms in perceived oral speech and (or) when reading.
- Agraphia (a-grapho-I don’t write; lat.) a speech disorder, expressed in a violation of writing, a complete loss of the ability to write. expressive - the inability to grammatically change words and build sentences in one's active oral and (or) written speech.
- character accentuation Excessive expression of individual character traits, manifested in the selective vulnerability of a person in relation to certain situations and stimuli.
- Alalia(a-lalia - no speech; lat.) the absence or underdevelopment of speech in children with normal hearing and intact mental abilities.
- Alexia (a-lego-do not read; Lat.) inability to master the process of reading.
- Apperception The dependence of perception on past experience, the content of a person's mental activity and his individual characteristics.
- Articulation(articulare-clearly pronounce; lat.) the work of the organs of speech when pronouncing syllables, words, phrases. Organs of articulation: lips, tongue, lower jaw, pharynx. Accurate articulation results in clear, clear speech.
- Autism (Early Childhood Autism (RDA) Deviation in the mental development of the child, the main manifestation of which is a violation of the child's communication with the outside world.
- Aphasia(a-phasis - no speech; lat.) loss of speech - complete or partial, due to brain damage. Aphasia differs from alalia in that with aphasia there is a loss of already developed speech, while with alalia the process of speech development itself is disrupted.
- Aphonia (a-phone - no voice; Greek) lack of a sonorous voice.
- Special Ability Batteries Groups of tests that measure relatively independent characteristics of individuals, which together contribute to the successful implementation of certain activities.
- Battarism a speech disorder in which words are pronounced at an excessively fast pace, not clearly, do not agree.
- Conversation Primary data collection method based on verbal communication. Subject to certain rules, it allows you to obtain reliable information about the events of the past and present, about stable inclinations, motives for certain actions, about subjective states.
- Bradilalia pathologically slow pace of speech.
- Validity A complex characteristic, including, on the one hand, information about the suitability of the methodology for measuring what it was created for, and on the other hand, information about its effectiveness, efficiency, and practical usefulness.
- statement a unit of a message that has semantic integrity.
- Higher mental functions (HMF) Complex self-regulating reflexes, social in origin, mediated in structure and conscious, voluntary in the way of implementation.
- Gammacism lack of pronunciation of the sound [ Г ].
- hypersalivation increased secretion of saliva.
- Voice sounds resulting from the vibration of the vocal cords when talking, singing, laughing, etc.
- dysarthria dis-arthron - articulation disorder; lat.) violation of pronunciation due to organic insufficiency of the innervation of the speech apparatus. The mobility of the organs of speech is limited, the pronunciation is difficult. Often speech is poorly developed in general.
Diction(dictio-pronunciation; Latin) distinct, clear, pure pronunciation of words, sounds in conversation, singing, etc.
Dyslalia(dis-lalia-I speak poorly; Latin.) a disorder of oral speech, expressed in a violation of the pronunciation of speech sounds. In children, as a rule, it is accompanied by violations of written speech.
Dyslexia(dis-lego-I read poorly; Latin.) a reading disorder associated with a violation or underdevelopment of some parts of the cerebral cortex. Reading is slow, guessing with phonetic distortions; misunderstanding of the meaning of what is read.
Language Development Delay (SPD) violation of the normal rate of speech development, lag in the development of speech.
Stuttering logoneurosis, violation of the smooth flow of speech with convulsive hesitation.
Impressive speech perception, understanding of speech.
Intelligence Relatively stable structure of the mental abilities of the individual, manifested in various areas of practical and theoretical activity. Characteristics of the individual, manifested in the success of the performance of the test (tests) of intelligence; determined by IQ.
Intonation(intono-I pronounce it loudly; Latin) a set of sound elements of speech (strength, height, timbre, sound duration). Intonation creates an additional shade of meaning, subtext of speech, helps to better understand the statement. If speech is saturated with intonations, it is especially understandable and beautiful.
Introspection A method of research and knowledge by a person of his thoughts, images, feelings, experiences and other acts of his own activity.
Iteration non-convulsive hesitations, repetitions in speech.
Yotacism violation of the pronunciation of the sound [j].
Cappacism lack of pronunciation of the sound [K].
Kinesthesia speech a sense of the position and movement of the organs involved in speech formation.
Communication(communico-communicate; Latin) contacts, communication, exchange of information between people.
IQ A quantitative indicator of the intelligence test, indicating the success of its performance by the subject in comparison with the sample on which the test was standardized.
A culture of speech a multi-valued concept that includes: the correctness of speech, that is, possession of the norms of oral and written literary language (rules of pronunciation, stress, word usage, vocabulary, grammar and style), and speech skill, that is, the ability to choose from the existing options the most accurate in meaning , stylistically and situationally appropriate, expressive, etc. The culture of speech implies a high general culture of a person.
Lambdacism incorrect pronunciation of the sound [L]. Common speech impediment.
Lexicon vocabulary.
Logic pause a pause that divides the speaker's speech into speech measures in accordance with the semantic and grammatical relationships between words is characterized by a change in pitch and voice.
logical stress highlighting the most important word among other words to give the sentence an exact meaning. The logical stress falls on the word that has an essential, according to the intention of the speaker, meaning.
Logic of speech communicative quality of speech. To achieve the logicality of speech, it is necessary to achieve semantic consistency of the statement.
Logoneurosis neurosis, manifested in the form of a speech disorder.
Logophobia(logos-teaching, phobos-fear; Greek) fear of pronouncing words, speech.
Melody of speech raising and lowering the tone of the voice. There are three types of speech melody: narrative- a sharp drop in the voice on the last stressed syllable; interrogative- raising the voice on the word that serves as the semantic center of the question; exclamatory- testifies to the emotional motivation that accompanies the speaker's speech.
Motor skills set of motor responses.
Mutism refusal of verbal communication with the preservation of the speech apparatus, observed in mental illness, in shy children, etc.
Non-verbal means of communication gestures, facial expressions, pantomime, expressive movements.
Negativism unmotivated resistance of the child to the influence of an adult on him. Speech negativism is a stubborn refusal to communicate.
Communication a complex, multifaceted process of establishing and developing contacts between people.
Organs of articulation lips, tongue, lower jaw, pharynx. Accurate articulation results in clear, clear speech.
Pantomime a set of expressive body movements that accompanies speech and emotions.
Paraphasia a speech disorder in which certain sounds or words are used incorrectly.
Pathogenesis Natural or individual reactions with which the body responds to pathological influences.
Pause stop during speech. Pauses are: 1) logical; 2) psychological; 3) physical.
poltern pathologically accelerated speech with the presence of discontinuity in the rate of speech of a non-convulsive nature.
Portamento slight slow sliding from sound to sound while maintaining full distinctness of all speech sounds.
Psychological readiness for schooling A complex of mental qualities necessary for a child to successfully start school.
Resonator a cavity capable of reflecting sound waves. The voice acquires timbre through a system of resonators.
Speech hearing the ability of a person in the perception of speech to capture and reproduce all the phonological means of the language. Components of speech hearing: physical hearing- the ability to perceive sounding speech in different ranges of volume and height; phonemic awareness- the ability to distinguish and reproduce speech sounds.
speech beat(syntagma) a word or group of words within a sentence that has a common meaning.
Speech a system of human-used sound signals, written signs and symbols for the transmission and storage of information. external- speech for others, heard and understood by other people; consists of written and oral speech; internal- speech for oneself, devoid of sound design, mental speech.
Expressive speech active oral and written expression.
Rhythm of speech sequential alternation of elements of speech through the same measure of time.
Rhetoric theory and mastery of harmonious speech.
Rhinolalia(rhinos-lalia-I speak through the nose; Greek) pathological change in the timbre of the voice (nasal tone) and distorted pronunciation of speech sounds.
Rhinophonia a change in only the timbre of the voice (nasal tone, nasal) with normal sound pronunciation.
Rotacism pronunciation disorder of the phonemes [p] and [p "], which is expressed in the absence of these phonemes in speech or their distortion.
Reflection The process of self-knowledge by the subject of internal mental acts and states.
Self-regulation the process of managing a person with his psychological and physiological states and actions.
Sigmatism shortcomings in the pronunciation of whistling sounds: [S, Z, C] and hissing [F, W, H, W].
tahilalia speech disorder, expressed in the excessive speed of its pace.
Thetism a pronunciation disorder in which only 2-4 stereotypical phonemes are pronounced instead of all or many consonant phonemes, usually t", m, n; usually tetism is associated with a general underdevelopment of speech characteristic of hearing loss, alalia, etc.
Phoneme the sound of speech. There are 42 phonemes in Russian.
phonemic hearing ability to auditory perception of speech sounds - phonemes. Phonemic hearing plays a huge role in mastering written speech.
Hittism lack of pronunciation of the sound [X].
echolalia involuntary repetition of audible sounds, words and phrases.
Language the most important means of communication, an instrument of thinking and influencing people on each other.
Yana Bilkins
Work plan for self-education on the topic "The role of a fairy tale in the moral and spiritual education of preschoolers"
Self-education work plan for 2018–2019. in the middle group topic« The role of fairy tales in the moral and spiritual education of preschoolers»
caregiver: Bilkins Ya. Yu.
Explanatory note
Currently story, like many other values of the traditional
culture, has noticeably lost its purpose. But exactly story
plays an important role in spiritual enrichment preschoolers, promotes
bookmark ethical and aesthetic feelings. In the same time fairy tale is Wednesday
for the development of emotional moral experience of the child helping not
only imagine the consequences of their actions, but also experience their meaning
for yourself and those around you.
Story enters the child's life the earliest age, accompanies to
throughout preschool childhood and stays with him for life. So
fairy tales begins his acquaintance with the world of literature, with the world
human relationships and the environment in general.
Fairy tales not only expand the child's ideas, enrich his knowledge of
reality, the main thing is that they introduce him to a special, exceptional world
feelings, deep feelings and emotional discoveries.
Relevance
Story, understandable preschooler. Her composition, bright
opposition of good and evil, fantastic and certain in their own way
moral essence images, expressive language, dynamics of events, special
cause-and-effect relationships and phenomena make it especially interesting and
exciting for children. Story is an indispensable tool
formation morally healthy personality of the child, helps to understand on
in a language accessible to him, the beauty of the world around him.
Currently, we are increasingly seeing examples of childish cruelty, aggressiveness towards each other, towards loved ones. Far from being influenced moral cartoons, children have distorted ideas about spiritual and moral qualities: about kindness, mercy, justice. From birth, the child is aimed at the ideal of good, therefore, already from most young age must be shown moral and the spiritual essence of each act. Such moral categories, as good and evil, good and bad, it is advisable to form both by example, as well as with the help of folk fairy tales, including about animals. Why fairy tale is so effective when working with children, especially in preschool age?
1. In preschool age perception of fairy tales becomes a specific activity of the child, which allows him to freely dream and fantasize.
2. Perceiving a fairy tale, the child, on the one hand, compares himself with fairytale hero, and this allows him to feel and understand that he is not alone in having such problems and experiences. On the other hand, through fabulous images, the child is offered ways out of various difficult situations, ways to resolve conflicts that have arisen, positive support for his abilities and self-confidence. In this case, the child identifies himself with a positive hero.
Target:
1. Creation of conditions for development and formation moral ideas and education of moral qualities of a person(sense of mercy, compassion, respect and obedience).
To achieve the goal, I have determined the following tasks:
1. To develop the ability of children to distinguish between good and evil, good from bad in fairy tale and life, ability to do moral choice.
2. Develop the ability to think, compare, analyze actions fairytale heroes to learn to evaluate the behavior of oneself and others.
3. Help parents understand the value fairy tales, her special role in education today and especially tomorrow.
Expected results:
Children's learning of norms moral and spiritual education, their openness to goodness, the positive attitude of children to the world around them, to other people and to myself;
Understanding the need to develop such strong-willed qualities as obedience, respect for parents and adults;
Knowledge of certain fairy tales, constituting the spiritual experience of mankind;
Formation of ideas about honesty, justice, kindness; negative attitude to cruelty, cunning, cowardice;
Feeling development self-respect self-esteem and the desire to be responsive to adults and children; the ability to pay attention to their state of mind, to rejoice at the success of their peers, to strive to come to the rescue in difficult times.
Perspective self-education plan for 2018-2019
September.
1. Selection of material required for work with children and parents topic: « Story as a means of spiritual moral education»: setting goals and objectives for this topic.
2. Consultation for parents: "To each age fairy tale» .
1. Studying the topic: « The role of the folk tale in the development of children's speech ".
Methodological techniques:
Reading fairy tales"The Cockerel and the Beanstalk", view illustrations
Reading Russian folk fairy tales in retelling. Dalia "Crane and Heron"
-Consultation for parents: « Story helps to speak correctly
2. Replenishment of the group's library with new colorful books with Russian folk fairy tales, discs.
1. Create a file cabinet fairy tales for children.
2. Apply quotes from fairy tales in regime moments.
Methodological techniques:
Reading and retelling fairy tales to children: "Zayushkina's hut".
Reading fairy tales Korney Chukovsky - Fedorino grief
- Didactic game: "Guess fairy tale» .
-Consultation: "Features of reading fairy tales about animals» .
1. Studying the topic: "Usage fairy tales with children.
Methodological techniques:
Reading Russian folk fairy tales"Snow Maiden"
Reading Russian folk fairy tales"Sister Chanterelle and the Gray Wolf",
- Didactic game: "Guess which fairy tales read an excerpt?»
"Composing fairy tale yourself»
3. Exhibition works(children and parents) "Winter fairy tales» .
1. Studying the topic: « Story as a means of spiritual moral development of the child's personality.
Methodological techniques:
Reading Russian folk fairy tales"The Fox and the Goat"»
Reading fairy tales"About Ivanushka - a fool"
2. Consultation for parents: "Read to me fairy tale» .
1. Studying the topic « The role of fairy tales in the upbringing of children» .
Methodological techniques:
Game - quiz « Tales of grandfather Korney»
Collective application "Wonder Tree".
Reading fairy tales"Wonder Tree". K. Chukovsky
1. Studying the topic: "Influence fairy tales on the psyche of the child» .
Methodological techniques:
Reading fairy tales"The war of mushrooms with berries"
Reading fairy tales"Sister Alyonushka and brother Ivanushka"
2. Finger game "Ryaba Hen"
3. Didactic game "Tell fairy tale by picture» .
4. Consultation for parents "Reality fabulous life»
1. Studying the topic “Theatricalization fairy tales as a means of spiritual moral education of children».
Methodological techniques:
Reading to children and fairy tale retelling: "Swan geese" looking at the illustration.
Puppet theater on the table "Swan geese"
Board - printed games based on fairy tales(cut pictures, loto).
2. Consultation for parents "Kindness has a face".
1. Self-analysis of the plan for self-education.
2. Exhibition work of children and parents: "Our beloved fairy tales» .
Literature:
1. V A. Sukhomlinsky "I give my heart to children"
2. Collection of scientific - methodological articles. Eagle 2015 Edited by O. V. Berezhnov
3. Ilyin I.: "Spiritual world fairy tales» .
4. Zinkevich - Evstigneeva: "Workshop on fairy tale therapy» .
5. E. I Ivanova: "Tell me fairy tale» . Literary fairy tales for children. Enlightenment 2001
Self-education 2016-2017 academic year.
The goal is the development of children's speech.
- educational - to teach children to perceive a literary work as a source of communicative knowledge; educational - to instill in children a love for the artistic word, respect for the book; developing - to develop verbal creativity, memory and imagination in children
Relevance - today the whole world is facing the problem of maintaining interest in the book, in reading as a process and leading human activity. Audio and video technology, which provides ready-made visual and auditory images, in a special way weakened the interest in the book and the desire to work with it. But fiction opens up to the child the world of human relationships, feelings, explains to the child the life of society and nature, develops thinking and imagination, enriches emotions, and provides excellent examples of the Russian literary language.
Age characteristics of children of the older group (5-6 years old) in the perception of literary works.
- Dependence of understanding of the text on the personal experience of the child.
- Establishing easily perceived connections when events follow each other (in this case, children most often do not understand the experiences and motives of the actions of the main character).
In children, speech is improved and enriched, becoming one of the necessary conditions for cognition; sensitivity to the semantic side of the language, speech hearing develop, sound - and word - pronunciation is formed, the grammatical side of speech is improved, dialogic speech is actively developing as a result of communication with other children.
Forms of work with children:
1. Familiarization with the concept of "book":
a) a conversation on the topic “Different books are needed, different books are important”
(focusing the attention of children on what the book is made of, its purpose, features, what books exist, who creates books, where they are stored);
b) a conversation on the topic “My books have their own home” (children's stories about where books “live” in their house).
2. The game "Book Hospital": what books do not like, how they should be stored.
3. Didactic games.
- "Guess which fairy tale the illustration is for." “Recognize the hero by description” “What is superfluous in this fairy tale?” “Picture a Hero”: work on creating a verbal portrait of a hero in order to convey to children his demeanor, speech characteristics and psychological characteristics. "Tell me a word": restoration of passages from fairy tales well known and loved by children. “Tell what you see”: discussing with children various situations depicted in the illustrations in order to teach children the techniques of persuasion, proof and explanation.
4. Using the modeling method.
The “magic circles” model - after the teacher tells a fairy tale using a finger or tabletop theater, the children are invited to repeat the fairy tale. After repeating the tale, the teacher invites the children to sit down at the table. Each child is given a sheet of paper with circles drawn according to the number of characters in the fairy tale. The teacher offers to consider and play wizards to turn mugs into fairy tale characters. The teacher reminds the children of the content of the fairy tale and its characters, discussing their images with the children. For example, let's turn the first circle into a turnip. What turnip? (large, yellow, round, leaves on top). Draw them with a pencil. The grandfather came to drag the turnip. And what is the grandfather? (old, mustachioed). Draw a mustache in the second circle. The work continues, the children select each hero according to his characteristic attribute. When the model is ready, the children, together with the teacher, name all the characters, pronouncing their features, showing each circle.
Children take models home and tell fairy tales to their parents. Thus, children are also attracted to artistic creativity. This allows you to increase children's interest in the work, understand the content, the sequence of events in fairy tales, and develop communication skills. Also, to model a fairy tale, you can use multi-colored geometric shapes. For example, a gingerbread man is a yellow circle, a bear is a brown square, a fox is an orange triangle, etc.
5. Work with small artistic texts:
An indicator of the richness of speech is not only a sufficient volume of the active vocabulary, but also the variety of phrases used, syntactic constructions, as well as the sound (expressive) design of a coherent statement. Proverbs, sayings, phraseological units, riddles, tongue twisters are the most important sources for the development of the expressiveness of children's speech. With the help of these small literary forms, constant work is carried out with children aimed at developing such characteristics of the sound culture of speech as the power of the voice (loudness and correctness of pronunciation), clear diction, and pace of speech.
6. Work with poetic texts.
Younger preschoolers are especially attracted to poems that are distinguished by clear rhyme, rhythm, and musicality. With repeated reading, children begin to memorize the text, assimilate the meaning of the poem and become established in the sense of rhyme and rhythm. The child's speech is enriched by the words and expressions he remembers. The teacher develops in children the ability to notice the beauty and richness of the Russian language.
Interaction with other educational areas.
"Artistic and aesthetic"
A) Making bookmarks for books;
B) drawing “Who ran away from Grandma Fedora?” (intersection with the project "Dining etiquette of a preschooler);
C) creating an illustration for the fairy tale "Gingerbread Man";
D) drawing “Who lives in the Russian forest?”;
E) drawing “In the clearing, by the path, blades of grass break through ...” (based on a poem by B. Zakhoder).
Listening to audio recordings on the subject of the studied poems (voices of birds, Russian forest, stream, spring has come); This category includes excerpts from cartoons (screen adaptations of Russian folk tales and fairy tales by V. Suteev). Electronic presentations - “Who lives in the forest?”, “Guess the fairy tale”.
"Physical Development"
Outdoor games:
"Confusion" "Under the mushroom" "Spider web" "Ship" "Catch a mosquito" Finger gymnastics "Pigs", physical education finger gymnastics "Pigs", physical education "Bears were driving ...". Discussing the rules of safe behavior with children using the example of fairy tales (“The Wolf and the Seven Kids”, “Geese-Swans”, “Barmaley”, “Hurrying: Rules of the Road”).
Working with parents - conducting a survey "Organization of home reading in the family."
Results: Most of them read aloud several poems on their own, build their speech grammatically and intonationally without losing consistency, but cannot draw a conclusion on the content of a literary work, can give a small description of a literary hero in a few words, rely more on the help of a teacher when telling fairy tales. A small number of children remain who do not show interest in reading fiction, do not know the poem, and cannot follow the sequence in the story.
Parent survey results.
- 12 families took part in the survey 1 question “Do you have a library at home, what does it look like?”: - several bookshelves - 10 people; - bookcase - 0 people - shelves with books - 1 person - no books - 1 person 2 question "Does your child have his own bookshelf?": - yes - 12 people; - no - 0 people. Question 3 "Do you visit the children's library with your child?": - yes, often - 3 people; - no - 9 people indicating various reasons: "there is an Internet resource and a library, it's still early, there is enough of our own literature, for family reasons, we will sign up soon, everyone is working, there was no need." 4 question "Do you often read books to your child?": - every day - 3 people; - every day before going to bed - 3 people;
When asked - 5 people
- 5 question "Name your child's favorite fairy tales": Russian folk, children's poems, "The Wizard of the Emerald City", Lady and the Tramp, "Turnip", "Gingerbread Man", "ABC", poems by Y. Moritz, "Tales of the little fox", fairy tales by K. Chukovsky, “Humpbacked Horse”, “Sunny Hare and Bear Cub”. Question 6 “Name a few works you recently read to your child”: “How a lion and a turtle sang a song”, “Hedgehog in the Fog”, “Semi-flower”, “The Tale of the Sleeping Princess”, “Turnip”, “Gingerbread Man”. 7 question "Do you talk with your child about what you have read?": - yes - 11 people; - no - 0 people; - sometimes - 1 person. 8 question "Can your child name the books recently read with you?": - yes - 5 people; - no - 0 people; - I don't know - 7 people. Question 9 “Which poets and writers does your child know?”: -1 person knows A. Barto; - does not know - 11 people. Question 10 "Can your child retell an excerpt from his favorite book?": - yes - 11 people; - I don't know - 1 person. Question 11 “Do you subscribe to children's magazines?”: - yes -4 people; - no - 6 persons; - we buy magazines at retail - 2 people. 12 question "What do you think, at what age should a child learn to read?": 4 years old - 1 person; 5-6 years - 8 people; 7 years - 3 people.
Self-education 2017-2018 academic year.
Topic: Reading fiction as a means of developing speech in preschoolers.
The goal is the development of children's speech.
1. Educational - continue to teach children to perceive a work of art as a source of communicative knowledge and as an example of the Russian literary language.
2. Educational - continue to instill in children a love for the word of art, respect for the book, to educate children in positive moral qualities using the example of the images and actions of literary heroes.
3. Developing - continue to develop in children memory, imagination, the ability to analyze, the ability to notice not only the content (plot) side of the work, but also its literary form, as well as means of artistic expression.
Peculiarities of children's perception of literary texts.
Continued familiarization of children with fiction. The teacher fixes the attention of children not only on the content of a literary work, but also on some features of the language (figurative words and expressions, some epithets and comparisons). Children establish simple causal relationships in the plot, in general, correctly assess the actions of the characters. In the sixth or seventh year there is a reaction to the word, interest in it, the desire to repeatedly reproduce it, beat it, comprehend it. After reading, children can answer the questions posed, think, reflect, analyze, come to the right conclusions and at the same time notice and feel the artistic form of the work. At this age, children are able to notice the beauty and richness of the Russian language.
The main methods of organizing the reproduction of literary works:
1. Listening and memorizing fairy tales.
2. Retelling a fairy tale by one child or one by one (in phrases) by a group of children.
3. Inventing a sequel to a well-known fairy tale or another end to a fairy tale.
4. Inventing fairy tales (group or individual).
5. Playing out fairy tales with the help of staging (“Zayushkina’s hut”, “Fox-sister and gray wolf”, “Three little pigs”, various types of theater)
6. Educational games based on fairy-tale images and stories related to nature and animals “Where the sparrow dined”, “Guess which fairy tale the animal is from”, “Unusual animal” (children are given the image of an unusual animal, the guys must come up with a story about this unusual animal).
7. Plastic improvisations on the theme of fairy tales: showing literary characters with the help of facial expressions and gestures.
8. Conversations with children on the topics: “The importance of books in a person’s life”, “What is in the library”, “My favorite fairy tales”, “Which of the fairy-tale characters do I want to be like”.
9. Word didactic games:
- Selection of epithets for a fairy-tale character. Recognition by the epithets of a fairy-tale character. Selection of actions (verbs) for the hero. Selection of circumstances Inserting missing words by children. The teacher reads excerpts from literary works to the children, the children insert the subject, predicate, explanatory words, etc. “How is it right?”: A game aimed at developing the logic of children. The teacher reads the fairy tale to the children in an abbreviated version, while the sequence of events is incorrect, and the children must recognize the mistakes and correct them. “Explain the word”: the teacher reads to the children words that are rarely found in everyday speech, but often found in a fairy tale, for example, eyes, barrels, barns, yoke, etc., the task of the children is to explain the meaning of words. The game "Wonderful bag": the teacher has figures of fairy-tale characters in the bag, the children take turns taking out the figures from the bag, while the task of the child is to tell in which fairy tale this hero is found, what he is (here we mean appearance, character, description his actions). The game "Remember who said the magic phrases" Working with literary forms - the game "Guess where the prose is, where the poem is, where the riddle is, where the proverb is, where the counting rhyme is."
10.Organization of the corner of the book, work in the corner of the book (caring for books).
11. Action "Bring your favorite book to read in the garden"
12. Replenishment of the library for reading with the help of parents.
13. Use of visual material, folk art and musical instruments, including Russian folk ones.
14. After reading the literary text, creating the conditions for a variety of creative activities (drawing fairy tales “My favorite fairy-tale hero”, modeling classes “Animals from the fairy tale “Goby-tar barrel”, applications “Cover for a book of fairy tales”)
15. Literary meetings (reading of poems).
16. Literary quizzes.
17. Evening of fairy tales.
Working with audio and video material.
- Listening to audio fairy tales Listening to background music and selecting it for a particular work of art or its passage. Conversation with children on the topic "Who are animators?" (viewing excerpts from cartoons by V. Suteev, looking at books with illustrations by Suteev).
Non-traditional working method:
1. Fairy tale therapy: together with “difficult” children, compiling a fairy tale in which there is a hero who does negative deeds, discussing his behavior, drawing parallels with the child. This work is carried out individually!
Tasks of fairy tale therapy: reducing the level of anxiety and aggressiveness in children; development of the ability to overcome difficulties and fears; identification and support of creative abilities; formation of skills of constructive expression of emotions; development of abilities for emotional regulation and natural communication.
2. Reading a fairy tale as a means of teaching children the basics of safety.
Working with parents:
1. Informing parents about what works are included in the circle of reading in each age group.
2. A place in the corner for parents for advice and suggestions on how to organize a child's reading at home:
- "A fairy tale in the life of a child";
- "How and when to tell fairy tales";
- “What and how to talk with children after reading a book”;
- "Your child's personal library."
3. Conducting individual consultations and conversations with parents on specific topics that are important for a particular family (how to get a child to listen to books, what literary places in the city can be shown to children on a day off, how to use a book to develop coherent speech, etc. ).
4. Thematic consultations: “Features and problems of speech development in middle-aged children. Development of figurative speech”; "But somehow he speaks, as if a river murmurs."
6. Organization of a mini-library by parents.
Tips for parents "Yes" and "No":
Read to your children as often as possible (a bedtime story or a story in the evening)
Read with your child for ten minutes every day
Read for yourself, setting an example for your child
Let your child choose books to read
Encourage his desire to hold, leaf through the book, “play” with it
Make sure your child has a lot of colorful books at home.
Visit the bookstore or library regularly with your child
Give your child books
Make reading an enjoyable pastime
Always praise your child if he/she is reading.
Don't choose books for your child unless he/she asks you to.
Don't get overly concerned if you think your child is not making good progress in reading
Do not criticize the child if he tries to read. Encourage, support - and improvement will come faster
Don't compare your child's reading level to that of his siblings or other children.
Don't stop reading aloud to children as soon as they learn to read on their own.
Never talk your child out of reading - reading something is better than nothing
Results: as a result of the work done, children continue to develop interest and love for fiction, despite the fact that about half of the children in the group do not read books at home by their parents. Children can answer questions about the content of the work, a small part of the children can understand the main idea of the work (but this requires a little help from teachers in the form of leading questions), children actively learn poems during the year, they can repeat them months later. In reasoning, children build their speech grammatically correctly, without losing thought and consistency. They learned to evaluate the actions of literary heroes, some of the moral qualities of the characters. Thanks to reading old and studying new works of art, the vocabulary of children was enriched, creative abilities were developed, some of the children can supplement fairy tale plots, episodes, and images with their versions. The children developed a desire to use their reading experience in other types of children's activities. With the help of reading fiction, children began to develop a desire to withstand stressful situations, a desire to be kind, healthy, optimistic. In most cases, girls showed positive results in mastering materials and assignments, so for the next academic year, one of the priorities will be to increase individual work with boys.
Long-term planning for the 2017-2018 academic year in accordance with the theme of self-education "Reading fiction as a means of developing speech in preschoolers."
Plan section: | Deadlines |
1. Conducting thematic conversations: "The Importance of Books in Human Life" "What are the books?" "What's in the Library" "My favorite stories" "What is the difference between good and evil heroes of fairy tales" Why should you save books? | September - May |
2. Action "Bring a book to read to kindergarten"; dramatization of the Russian folk tale "The Little Fox and the Gray Wolf"; placement in the parent corner of the article "A fairy tale in the life of a child." | September |
3. Literary quiz "Guess the fairy tale"; dramatization of the Russian folk tale "Zayushkina's hut". | |
4. Conducting verbal didactic games for the development of speech. | throughout the year, in the course of various GCD and in regime moments |
5. Literary concert; consultation for parents “Features and problems of speech development in middle-aged children. Development of figurative speech”; shadow theater "Geese-swans". | |
6. Carrying out the "Book Week"; dramatization of the fairy tale "Three Little Pigs"; placement in the parental corner of the article "What and how to talk with children after reading the book." | |
7. GCD "My favorite fairy-tale hero"; survey of parents "Organization of home reading in families"; processing of received data; using the Fairytale Therapy method. | |
8. Literary concert (children reading poems); theater of spoons "Bremen town musicians"; using the method of "reading a fairy tale as a means of teaching children the basics of life safety". | |
9. Evening of fairy tales; GCD "Cover for a book of fairy tales"; literary quiz "Guess the hero of the fairy tale." | |
10. Listening to audio fairy tales performed by famous artists. | during the whole year |
11. Creation of a paper theater based on the poem "Where the sparrow dined"; advice for parents "But somehow he speaks like a river murmurs." | |
12. Creative independent activity of children in their free time using reading experience. | during the whole year |
13. Evening of fairy tales; dramatization of an excerpt from a fairy tale |