The teaching of native languages ​​is becoming very important in our modern world. Today, when children are slowly switching to Russian, we, teachers, need not only to teach them how to speak their native language correctly, but also to provide high-quality teaching of their native language. Learning your native language is a long process that requires a lot of time and patience. In our district, native languages ​​are taught in all schools, and in five of them - the Chuvash language. Our Chuvash language teachers are active and creative people.

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Lyudmila Nikolaevna Pavlova

Chuvash language and literature teacher

MOBU SOSH s.Efremkino

Karmaskalinsky district of the Republic of Belarus

Teaching native languages ​​using modern teaching technologies.

The teaching of native languages ​​is becoming very important in our modern world. Today, when children are slowly switching to Russian, we, teachers, need not only to teach them how to speak their native language correctly, but also to provide high-quality teaching of their native language. Learning your native language is a long process that requires a lot of time and patience. In our district, native languages ​​are taught in all schools, and in five of them - the Chuvash language. Our Chuvash language teachers are active and creative people. Under the guidance of the methodologist of the Regional Public Organization for Native Languages ​​Yusupova A.F., seminars for teachers of native languages ​​are held annually in the district, the "Bridge of Friendship" in educational institutions where teachers share their experience with each other, conduct master classes. Thematic newspapers are also published in schools, weeks of native languages, conferences, olympiads, competitions, holidays, and extracurricular activities are held. And of course, all events are held with the use of modern learning technologies, in particular information.

The process of computerization of education was marked by the emergence of various innovative technologies, the development of which was built on the basis of new principles of interaction between participants in the educational process. And now the application of modern educational and information technologies in the lessons of the Chuvash language and literature becomes an important condition for improving the learning process. In modern schools, students strive for visual perception of information, therefore, in the process of learning with the use of information communications, visual images began to prevail over textual ones.

Schools have the option of using electronic dictionaries and reference books while working with a computer. Every year, students make presentations on selected topics. Systematically, schools conduct subject scientific and practical conferences and in native languages, in which the students are happy to participate. The themes of the works are diverse, they are connected with literature, history, culture and life of their people. The work is of a research nature and is carried out on high level and at the same time, students show a good command of their native language and computer technology. Now all conditions have been created for teaching and learning the native language, as well as for obtaining good knowledge

In my lessons, like other teachers, I use electronic study guides, which provide strong impact on memory and imagination, facilitate the process of memorization, make the lesson more lively and interesting. For example, in the electronic manual "In Search of Knowledge" for the 5th grade, questions and assignments for three levels of difficulty were included: simple, medium and complex. At the end of each level, the computer itself evaluates the student. The next manual contains sections: “Theoretical part on spelling, vocabulary, punctuation, syntax” and “Practical part”, where the student also receives an assessment at the end.

Such manuals become an indispensable assistant to the teacher, help students to better learn educational material.

Multimedia products use diverse types of information: computer data, television and video information, speech, music. They are interactive in themselves, i.e. the viewer and listener of multimedia products do not remain passive, educational information in their native language can be presented both in written text and speech, with video and musical accompaniment.

I believe that the use of digital educational resources allows for a better application of an individual and differentiated approach to learning. If one of the students poorly mastered the educational material, then the computer, having high patience, can individually explain the necessary topic several times without any signs of fatigue. Also, it allows you to choose the pace of learning you need. There is also the following positive side: working individually, the student receives all the attention alone, which helps him to better concentrate and better assimilate the educational material, love the beauty of his native land, get acquainted with the history and culture of his people.

We, teachers of the Chuvash language and literature of the Karmaskaly region, by applying modern information technologies in practice, achieve high-quality education in our native language. Our students are prize-winners and winners of republican, interregional, All-Russian competitions, Olympiad in the Chuvash language and literature. Two students: Olga Kozlova from the Nikolaevka municipal school and Veronika Ivanova from the Efremkino municipal school became Presidential scholarship holders for their achievements in the field of their native language and literature. Also, two teachers of the Chuvash language and literature became the owners of the President's Grant.

The modern school requires both from the teacher of the native language and from others a significant reduction in the time for the transfer of knowledge and the use of such technologies that will enhance the cognitive activity of students.

In the conditions of the information society, the role of the information competence of the teacher increases, and special attention is paid to its development. Informational competence of a teacher indicates the level of mastery and use of information in the educational process. To the most significant information competencies, the possession of which is necessary modern teacher, can include the following:

1. knowledge and use of rational methods for searching and storing information in modern information arrays;
2. proficiency in working with various types computer information;
3. the ability to present information on the Internet;
4. possession of the skills of organizing and conducting lessons and extracurricular activities with the help of computer and Internet technologies;
5. the ability to organize independent work of students through Internet technologies;
6. possession of skills in the use of computer and Internet technologies in a particular subject, taking into account its specifics.

At present, a considerable percentage of teachers of native languages ​​have sufficient information competence.

“... what we know is limited, and what we do not know is infinite.” Therefore, use the opportunity to prescribe or purchase the appropriate methodical literature, enroll in courses, study computer technology, keep up with the times. “Just as no one can give to another what he himself does not have, so he cannot develop, educate and educate others who is not himself developed, educated and educated. He is only able to actually educate and educate as long as he himself works on his own upbringing. (A.Disterweg)

List of used literature.

1. Antipina M.V. computer in the classroom.

2. Aleksandrova I.V. Innovative technologies.

3. Stolyarenko L.D. Pedagogy. - 2006.

4. Kharlamov I.F. Pedagogy. - 2005.

Issues of speech development and teaching the native language in the pedagogical system K.D. Ushinsky

2.1 Learning the native language according to Ushinsky

In the pedagogical system K.D. Ushinsky, the doctrine of the native language as the basis for the education and upbringing of the child occupies a central place. He attached great importance to language, its role in the formation of personality.

The native language, according to Ushinsky, is the repository of the results of the cognitive activity of many generations, the treasury of all knowledge, "... the best, never fading and ever again blooming flower of the entire spiritual life of the people." It reflects the whole history of the people, their moral and aesthetic ideals, their thoughts and feelings, desires and hopes.

In language, he saw that living connection that connects past, present and future generations into a single whole. Through language, the people fix in history and pass on to their descendants the centuries-old experience of their labor and mental activity, the result of spiritual life. Language is a historical phenomenon capable of endless development - K.D. Ushinsky emphasized the exceptional educational and educational value of the language, calling it the greatest mentor of the people. It most fully preserved folk wisdom, centuries-old social experience. Reflecting in ideas and concepts the nature of the country, the history of the people, the whole objective reality in general, the language with the help of its forms conveys to students a large amount of real knowledge. Mastering its inexhaustible wealth, children join the true life of the people.

Language for K.D. Ushinsky, as for us now, is a powerful tool for the development of the individual. With its help, the child acquires knowledge, develops thinking, communicates with people. Along with labor activity and other factors of upbringing, it contributes to the development of the child's mental powers, forms a personality.

Especially K.D. Ushinsky emphasized the role of language, oral folk art, literature in instilling in children a sense of patriotism, love for their native land, for their people, and its traditions, customs, its art, culture, history - the educator is kindness, honesty, humanity, a sense of public duty , love for nature, for work, an educator of broad aesthetic tastes.

These views of the great teacher were vividly reflected in his classic textbooks "Children's World" and "Native Tin". The samples of folk verbal creativity widely used in them, well-chosen excerpts from the works of outstanding Russian writers, and compositions written for them by the author himself had a civic aspiration, served the purposes of teaching and educating the child.

Instructions K.D. Ushinsky about the role of the native word in the development of education and upbringing of children, about its positive moral influence on a person, remain vital, effective even today. In conditions of acute ideological struggle. when in the West the "theories" of the dehumanization of modern society, the education in students of love and respect for their native language, the great one, are becoming more widespread. the Russian language and the languages ​​of other peoples of our country and the education of high moral qualities in them by means of their native language has great importance.

K.D. Ushinsky paid great attention to the content and methodology of the initial teaching of the native language at school, subjecting severe criticism to the scholasticism and dogmatism that prevailed in the school of that time and developed a system of teaching the native language in primary school, gave her a scientific psychological and pedagogical justification. He considered his native language to be central subject and the basis of all general education subjects in elementary school.

The educational material of each subject, squeezed by the child, is assimilated and expressed by him always in verbal form. With the help of language, the process of cognition is carried out, and the task of the teacher is to develop the mental powers of the student through the language, to help him comprehend the world in all its diversity and complexity. "A child enters the spiritual life of the people around him," he noted, "only through the native language, and, conversely, the world surrounding the child is reflected in him with its spiritual side only through the same vault - the native language."

Teaching the native language should develop in children the gift of tin, instill a conscious mastery of its forms, the ability to use it correctly, ensure the assimilation of grammatical laws, i.e. language logic.

K.D. Ushinsky scientifically developed a methodology for the development of children's speech. Arguing about the connection of language in thinking, he proceeded from the fact that they form a unity, therefore, the development of speech was closely connected with the mental upbringing of the child. To develop in children the gift of words, he emphasized, means the same thing as to develop in them the logical thinking. Digesting native language, the child learns not only words, their forms, combinations, but also the concepts of objects, phenomena of reality, the logic of thinking.

K.D. Ushinsky passionately fought against formalism in teaching his native language. To develop speech separately from thought, he believed, is impossible, and predominantly before thought is harmful. The absence of real content in speech, as well as the fascination with only one form of thought transmission, leads to formalism, and formalism in the development of language and in the development of thought in teaching language is equally harmful, hindering the education of correct thinking in the student.

According to K.D. Ushinsky, the development of students' speech is greatly facilitated by thoughtfully selected didactic material. That is why in some textbooks he included such materials that would ensure the comprehensive development of the thought and speech of children: fairy tales, fables, riddles, proverbs, sayings, which, by their form and content, excite the thought of students, make them think, draw conclusions.

An excellent material for the development of speech and thought are images directly perceived from outside world. In this regard, K.D. Ushinsky was an ardent supporter of visualization in teaching. Children, he said, must be taught to observe, compare, compare and group objects. It is necessary to give them exercises that excite thought and generate the expression of this thought in speech. The ability to correctly observe, compare and receive complete and vivid images of objects environment will ensure the conscious assimilation of knowledge.

These views of K.D. Ushinsky remain relevant today. New, improved school course language pays great attention to the development of oral and writing students, requires teachers to use all means of activating the mental activity of students, educating them in research inclinations.

To successfully solve these problems, teachers need to be given an in-depth development of the foundations of developmental education. The widespread use in modern theoretical studies And practical advice general didactic provisions of K.D. Ushinsky related to the development of thinking and speech of students. He advised to constantly take care of enrichment vocabulary child, about clarifying and clarifying the meanings of new words for him, to take care that "... the child more and more entered into the spiritual possession of the shadow of the treasures of his native word, which he learned only by imitation, semi-consciously."

He considered various lexical exercises and the use of visual aids to be an important means of developing a sense of precise and accurate word usage. These provisions, filled with new specific content, are widely used in practice. modern school. According to the requirements of the new programs, teachers pay more and more attention to the enrichment and development of students' vocabulary, mastering the norms of the literary language.

Great value for working out correct speech, pointed out K.D. Ushinsky, has a study of grammar. Particularly valuable are his provisions on the organic connection between the teaching of grammar and the tasks of developing students' logical thinking. Here. work should be based on the conscious perception of grammatical rules: “Grammar,” Ushinsky wrote, “everywhere is only the conclusion of observations on a language that has already been created. The same should be true in teaching: each grammatical rule should be a conclusion from the use of forms already learned by children ". Emphasizing the inextricable link between the gift of speech and the assimilation of grammar, he believed that the study of grammar should be closely linked with the mastery of oral and written language.

Proper development and improvement of the language of students. instilling in them a deep respect for the spoken and written word, high culture speech is of great importance at the present time in connection with the tasks of preparing a comprehensively developed young generation. Deep Learning and creative use of the pedagogical heritage of K.D. Ushinsky will provide significant assistance to teachers in this important matter.

Issues of speech development and teaching the native language in the pedagogical system K.D. Ushinsky

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Topic: Forms of organizing the teaching of preschool children to their native language in a preschool institution

Introduction

1. Forms of organizing the teaching of preschool children to their native language in a preschool institution

2. The originality of classes in the native language

3. Types of classes in the native language

4. Didactic requirements for teaching the mother tongue

Conclusion

Introduction

Mastering the native language, speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as common ground upbringing and education of children.

The development of speech is most closely connected with the development of consciousness, knowledge of the world around us, and the development of the personality as a whole. The native language is a means of mastering knowledge, studying all academic disciplines in school and further education. Based on a long study of the processes of thinking and speech, L. S. Vygotsky came to the following conclusion: “There are all factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech".

Studies by domestic psychologists and psycholinguists have shown that mastering speech does not just add something to the development of the child, but rebuilds his entire psyche, all his activities.

1. Forms of organizing the teaching of preschool children to their native language in a preschool institution

Teaching the native language in preschool institutions is carried out in two forms: Everyday life and specially organized classes.

In everyday life, conditions are provided for the maximum realization of the child's need for verbal communication with adults and peers. Here we can note two ways in the development of children's speech:

subordination of the content and form of relations to the needs of regulating the behavior of pupils in regime moments, during walks, in non-speech classes and in other typical situations;

Organization of children's activities (for example, playing) in order to ensure the unconscious assimilation of the necessary speech means (fixing the correct pronunciation of a particular sound, familiarization with a new grammatical structure, etc.).

In the context of public education, the leading means of shaping a child's speech is education. Teaching the native language is systematic, purposeful process development of children's cognitive abilities, their assimilation of a system of elementary knowledge about the environment and the corresponding vocabulary, the formation of speech skills and abilities.

The most important form of organizing the teaching of speech and language in the methodology is considered to be special classes in which they set and purposefully solve certain tasks of the speech development of children.

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. Learning in the classroom allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material in which children have difficulty mastering, develops those skills and abilities that are difficult to form in other activities. A. P. Usova believed that the learning process introduces into the speech development of children such qualities that develop poorly under normal conditions. First of all, these are phonetic and lexical-grammatical generalizations, which form the core of a child’s language abilities and play a paramount role in mastering the language, sounds, word pronunciation, building coherent statements, etc. Not all children spontaneously, without the purposeful guidance of an adult, develop language generalizations, and this leads to a lag in their speech development. Some children master only elementary forms of colloquial speech, find it difficult to answer questions, and do not know how to tell. On the contrary, in the process of learning they acquire the ability to ask questions, to tell. "Everything that previously belonged to the qualities of a" creative "personality, was attributed to special giftedness, becomes the property of all children during training" (A. P. Usova). Classes help to overcome spontaneity, solve the problems of speech development systematically, in a certain system and sequence.

Classes help to realize the possibilities of speech development in preschool childhood, favorable period for language acquisition.

In the classroom, the child's attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of his awareness. In everyday life, speech correction does not give the desired result. Children who are carried away by some other activity do not pay attention to speech patterns and do not follow them,

In kindergarten, compared with the family, there is a shortage speech communication with each child, which can lead to delays in the speech development of children. Classes, with their methodologically correct organization, to a certain extent help to compensate for this deficit.

In the classroom, in addition to the influence of the teacher on the speech of children, there is a mutual influence of the speech of children on each other.

Team learning improves general level their development.

2. The originality of classes in the native language

Classes for the development of speech and teaching the native language differ from others in that their main activity is speech. Speech activity is connected with mental activity, with mental activity. Children listen, think, answer questions, ask them themselves, compare, draw conclusions, generalizations. The child expresses his thoughts in words. The complexity of the classes lies in the fact that children are simultaneously engaged in different types of mental and speech activity: speech perception and independent speech operation. They think over the answer, select from their vocabulary the right word that is most suitable in this situation, grammatically arrange it, use it in a sentence and a coherent statement.

The peculiarity of many classes in the native language is the internal activity of children: one child tells, others listen, outwardly they are passive, internally active (follow the sequence of the story, empathize with the hero, ready to supplement, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.

The effectiveness of classes in the native language is determined by how fully all the program tasks set by the teacher are implemented and the acquisition of knowledge by children, the development of speech skills and abilities are ensured.

3. Types of classes in the native language

Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:

classes on the formation of a dictionary (inspection of the premises, familiarization with the properties and qualities of objects);

classes on the formation of the grammatical structure of speech (didactic game "Guess what is gone" - the formation of plural nouns of the gender case);

classes on the education of the sound culture of speech (teaching the correct sound pronunciation);

classes on teaching coherent speech (conversations, all types of storytelling),

classes on the formation of the ability to analyze speech (preparation for teaching literacy),

classes on familiarization with fiction.

Depending on the use of visual material:

classes in which objects are used real life, observation of phenomena of reality (examination of objects, observations of animals and plants, excursions);

classes of a verbal nature, without relying on visualization (generalizing conversations, artistic reading and storytelling, retelling, word games).

Depending on the stage of training, i.e. depending on whether the speech skill (ability) is formed for the first time or is fixed and automated. The choice of teaching methods and techniques depends on this (at the initial stage of teaching storytelling, a joint storytelling of the educator with the children, a sample story is used, at later stages - the plan of the story, its discussion, etc.).

The classification according to didactic goals (by the type of school lessons) proposed by A. M. Borodich is close to this:

classes on the communication of new material;

classes to consolidate knowledge, skills and abilities;

classes on generalization and systematization of knowledge;

final, or accounting and verification, classes;

combined classes (mixed, combined).

Comprehensive classes have become widespread. An integrated approach to solving speech problems, an organic combination of different tasks for the development of speech and thinking in one lesson are an important factor in improving the effectiveness of training. Comprehensive classes take into account the peculiarities of language acquisition by children as unified system heterogeneous linguistic units. Only the interconnection, the interaction of different tasks lead to the correct speech education, to the child's awareness of some aspects of the language. Research carried out under the guidance of F. A. Sokhin and O. S. Ushakova led to a rethinking of their essence and role. This does not mean a simple combination of individual tasks, but their interconnection, interaction, mutual penetration on a single content. The principle of uniform content is leading. "The importance of this principle lies in the fact that the attention of children is not diverted to new characters and aids, but grammatical, lexical, phonetic exercises are carried out on already familiar words and concepts; hence the transition to building a coherent statement becomes natural and easy for the child."

Such types of work are integrated, which are ultimately aimed at the development of coherent monologue speech. The central place in the lesson is given to the development of monologue speech. Vocabulary, grammar exercises, educational work sound culture speeches are associated with the performance of tasks for the construction of monologues of various types. Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.

A comprehensive solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes provides a high and average level of speech development for the majority of students, regardless of their individual abilities. The child develops search activity in the field of language and speech, a linguistic attitude to speech is formed. Education stimulates language games, self-development of language ability, which is manifested in the speech and verbal creativity of children.

Classes devoted to solving one problem can also be built in a complex, on the same content, but using different teaching methods.

For example, a lesson on teaching the correct pronunciation of the sound sh may include: a) showing and explaining articulation, b) an exercise in pronunciation isolated sound, c) an exercise in coherent speech - a retelling of the text with a frequently occurring sound sh, d) repetition of a nursery rhyme - an exercise for working out diction.

In practice, integrative classes based on the principle of combining several types of children's activities and various means of speech development received a positive assessment. As a rule, they use different types of art, independent speech activity of the child and integrate them according to the thematic principle. For example: 1) reading a story about birds, 2) collective drawing of birds, and 3) telling children from drawings.

By the number of participants, it is possible to distinguish frontal classes, with the whole group (subgroup) and individual ones. The smaller the children, the more space should be given to individual and subgroup activities. Frontal classes with their commitment, programming, regulation are not adequate to the tasks of forming speech communication as a subject-subject interaction. At the initial stages of education, it is necessary to use other forms of work that provide conditions for involuntary motor and speech activity of children.

4. Didactic requirements for teaching the mother tongue

Classes for the development of speech and teaching the native language should meet didactic requirements, justified in general didactics and presented for classes in other sections of the kindergarten program. Consider these requirements:

1. Careful preliminary preparation for the lesson. First of all, it is important to determine its tasks, content and place in the system of other classes, connection with other activities, teaching methods and techniques. You should also consider the structure and course of the lesson, prepare appropriate visual and literary material.

2. Correspondence of the material of the lesson to the age-related possibilities of the mental and speech development of children. Educational speech activity of children should be organized at a sufficient level of difficulty. Training should be developmental. Sometimes it is difficult to determine the children's perception of the intended material. Children's behavior tells the teacher how to change the pre-planned plan, taking into account their behavior and reactions.

3. The educational nature of the lesson (the principle of nurturing education). In the classroom, a complex of tasks of mental, moral, aesthetic education is solved.

In the classroom, the teacher teaches children to independently, creatively use the acquired knowledge and skills. It is very important to support the child's desire to learn, to teach him to share his knowledge with his comrades.

Speech classes can have a great impact on the aesthetic education of children. The teacher carries out aesthetic education not only by introducing preschoolers to the objects of the outside world and by creating an appropriate environment, but primarily by means of the language itself - its figurative structure, musicality, artistic word.

4. The emotional nature of the classes. The ability to assimilate knowledge, master skills and abilities cannot be developed in young children by coercion.

Of great importance is their interest in classes, which is supported and developed through entertainment, games and game techniques, imagery and colorfulness of the material. The emotional mood in the classroom is also provided by a trusting relationship between the teacher and the children, the psychological comfort of children in kindergarten.

5. The structure of the lesson should be clear. It is usually divided into three parts - introductory, main and final. In the introductory part, links are established with past experience, the purpose of the lesson is reported, appropriate motives for the upcoming activity are created, taking into account age. In the main part, the main tasks of the lesson are solved, various teaching methods are used, conditions are created for the active speech activity of children. The final part should be short and emotional. Its purpose is to consolidate and generalize the knowledge gained in the lesson. It uses the artistic word, listening to music, singing songs, round dance and outdoor games, etc.

A common mistake in practice is mandatory and not always appropriate, often formal assessments of children's activities and behavior.

6. The optimal combination of the collective nature of education with an individual approach to children. An individual approach is especially needed for children who have poorly developed speech, as well as uncommunicative, silent or, conversely, overly active, unrestrained.

7. Proper organization classes. The organization of the lesson must meet all the hygienic and aesthetic requirements for other classes (lighting, air purity, furniture for height, location of demonstration and handout visual material; aesthetics of the room, manuals). It is important to ensure silence so that the children can correctly hear the teacher's speech patterns and each other's speech.

Relaxed forms of organization of children are recommended, which contribute to the creation of a trusting atmosphere of communication, in which children see each other's faces, are at a close distance from the teacher (in psychology, the importance of these factors for the effectiveness of verbal communication is noted).

8. Taking into account the results of the lesson helps to control the progress of learning, the assimilation of the kindergarten program by children, ensures the establishment of feedback, allows you to outline ways for further work with children both in subsequent classes and in other activities.

9. Connection of the lesson with subsequent work on the development of speech. To develop strong skills and abilities, it is necessary to consolidate and repeat the material in other classes, in games, work, and communication in everyday life.

Conclusion

In the early 90s. a discussion unfolded, during which classes as a form of organized education for preschoolers were sharply criticized. The following shortcomings of classes were noted: learning in the classroom is the main object of attention of the educator to the detriment of other activities; training sessions are not related to independent children's activities; the regulation of classes leads to the formal communication of the teacher with the children, the reduction and suppression of children's activity; the relations of the educator with the children are built on an educational and disciplinary basis, the child for the teacher is an object of influence, and not an equal partner of communication; frontal classes do not ensure the activity of all children in the group; they use the school uniform of the organization; learning the native language is not very focused on the development of communicative activity; in many classes there is no motivation for speech; reproductive methods of teaching prevail (based on imitation of a model).

Some authors believe that special classes for the development of speech should be abandoned, leaving them only in the senior and preparatory groups for school as classes in preparation for teaching literacy. The tasks of speech development must be solved in other classes, in the process of live communication between the teacher and the children (and the joint activities of the children themselves), telling the child to an interested listener, and not in special classes for retelling the given text, describing objects, etc.

One cannot agree with this point of view, it contradicts scientific data on the role and nature of teaching native speech. Without detracting from the importance of communication between the teacher and children, we emphasize once again that whole line speech skills and abilities that form the basis of language ability are formed only in conditions of special education: the development of the semantic side of the word, the assimilation of antonymic, synonymous and polysemic relations between words, the mastery of the skills of coherent monologue speech, etc. In addition, an analysis of the shortcomings of the organization and methods of classes says not about their inexpediency, but about the need to improve them, to increase the level of professional training of the educator. The kindergarten teacher must master the methodology of conducting classes, corresponding to general didactic and methodological principles, the ability to interact with children, taking into account their characteristic form of communication.

List of sources used

1. Alekseeva, M.M. Methods of development of speech and teaching the native language of preschoolers / M.M. Alekseeva, V.I. Yashin. - 3rd ed. - M.: Academy, 2000. - 412 p.

2. Borodich, A.M. Methods of development of children's speech / A.M. Borodich. – M.: Enlightenment, 1981. – 255 p.

3. Starzhynskaya, N.S. Methods of development of native maulennya / N.S. Starzhynskaya. - Minsk: Universitetskaya, 1998. - 287 p.

The work was added to the site site: 2016-06-20

" xml:lang="-none-" lang="-none-">PAGE 15

" xml:lang="en-EN" lang="en-EN">1. Learning the native language in the classroom leading tool" xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">formation of children's speech.

" xml:lang="en-EN" lang="en-EN">1.1." xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">The meaning of the native language in speech development classes. The structure of the native language teaching lesson. Forms of organizing the teaching of native speech to preschoolers

" xml:lang="en-EN" lang="en-EN">Every year, the amount of knowledge that needs to be passed on to the younger generation is steadily growing. For this, new programs are being created to prepare children for school in preschool institutions and to study at school. To help children cope challenging tasks, you need to take care of the timely and complete formation of their speech.

" xml:lang="en-EN" lang="en-EN">Speech development in preschool age has a wide range of effects on children. First of all, it plays a big role in mental development.

" xml:lang="en-EN" lang="en-EN">Native language is “the key that opens the treasures of knowledge to children” (O.I. Solovieva). Through the native language, children become familiar with material and spiritual culture, receive knowledge about the world around them.In a word, children express their thoughts, impressions, feelings, needs, desires.

" xml:lang="en-RU" lang="en-RU">Native language teaching creates more opportunities for the moral development of preschoolers. The word helps the development of joint activities of children, accompanying their games and work. Through the word, the child learns moral norms, moral values.

" xml:lang="en-EN" lang="en-EN">Mastering the native language occurs simultaneously with the education of an aesthetic attitude to nature, man, society, art. The native language itself has the features of beauty, is able to evoke aesthetic experiences. For aesthetic development have an artistic word, verbal creativity and artistic speech activity of children.

" xml:lang="en-EN" lang="en-EN">Thus, the role of the native language in the comprehensive development of the child is enormous and undeniable.

" xml:lang="en-EN" lang="en-EN">The main goal of work on the development of speech in preschool institutions is the formation of oral speech and a culture of speech communication with others.;color:#000000" xml:lang="en-EN" lang="en-EN">
Teaching the native language is a systematic, purposeful process of developing the cognitive abilities of children, assimilating a system of elementary knowledge about the environment and the corresponding vocabulary, and developing speech skills and abilities. The main form of preschool education is classes. According to didactic goals, the following types of classes in the native language can be distinguished: classes on the communication of new material; consolidation of knowledge, skills and abilities; generalization and systematization of knowledge; final or accounting and verification (control); combined (mixed, combined). In kindergarten, the concept new material»on the development of speech is sometimes relative, since children are faced with those linguistic phenomena that they use every day in their speech (sounds, intonation, grammatical forms, words). And yet, it is safe to talk about presenting new things to children.

;color:#000000" xml:lang="en-EN" lang="en-EN">This is an interpretation, an explanation of familiar facts, the accumulation of new ideas, the formation of new skills. A.P. Usova noted that the ideas that practice introduces into the consciousness and behavior of children, as if they are completely familiar, but scattered, random, interpreted from a child's point of view.Classes should reveal to children what they need to see, how to see, and also how to act.Examples of activities where children are taught new material , are an excursion to the studio, watching a squirrel, examining the manager's office, etc. These are the first lessons in teaching storytelling, in which children learn how to compose a story, classes in reading new works, memorizing poems.

;color:#000000" xml:lang="en-EN" lang="en-EN">Classes to consolidate and deepen the acquired knowledge and skills are widespread in kindergarten, for example, telling children about a trip to the atelier, examining shreds of fabrics, a conversation about the premises of the kindergarten, repeated classes in reading, memorization, etc.

;color:#000000" xml:lang="en-EN" lang="en-EN">In such classes, the educator, of course, provides some new, additional information, but basically he directs the children's efforts to independent use already the existing stock of knowledge, to strengthen speech skills.This can be a consolidation of individual facts, and generalizations, and skills.The teacher can apply literal reinforcement, reproducing (retelling a familiar text, reciting learned verses by heart), training repetitive exercise (in sound pronunciation, in using one and the same grammatical form) and creative (dramatization game using familiar text, conversation based on observations).To achieve positive results, it is important to introduce elements of novelty, creative activity in the process of repetition. This type of study is close to classes that summarize and systematize the material covered. For example, in the process of didactic games such as “Who needs what?”, “Shop”, etc., children practice classifying objects by color, shape, purpose, etc. In older groups, generalizing conversations are held: about hometown, about the work of adults, about transport, about books. The children are tasked with purposefully reproducing the material (telling about passenger transport, the work of a driver, about their favorite fairy tales). Classes of a generalizing type are very valuable for the formation of logical thinking, analytical and synthetic activities of preschoolers. Accounting sessions are most often carried out on visual activity. However, they are also necessary in the native language, since it is sometimes necessary to establish the level of certain knowledge and skills of children. It is advisable to conduct control and verification classes in some sections at the beginning school year to familiarize the teacher with the knowledge of the children of the new group and at the end, when summing up the results of the work. Control classes in the native language are also used in the mass verification of the work of kindergartens.

;color:#000000" xml:lang="en-EN" lang="en-EN">Partly they are educational in nature." xml:lang="en-EN" lang="en-EN">As a rule, the educator uses only indirect teaching methods in order not to leave the mistakes made by children uncorrected.

" xml:lang="en-EN" lang="en-EN">1.2. Didactic requirements for classes on the development of children's speech.

" xml:lang="en-EN" lang="en-EN">
The most widespread in kindergartens are combined classes with a set of didactic goals, for example, familiarizing children with new material, repeating and consolidating what has been passed and practical use. Classes for the development of speech have a number of features that cause certain difficulties in their implementation. For example, it often happens that children are busy with various activities: one speaks, the others listen; due to the short duration of classes, it is not possible to provide each child with sufficient speech practice, etc. In order for classes to bring the maximum effect, they must meet general didactic requirements, namely:;color:#000000" xml:lang="-none-" lang="-none-">

" xml:lang="en-EN" lang="en-EN">1. Careful advance preparation for the lesson, determination of its content and teaching methods. At the same time, its place in a number of other classes in the native language, the level of knowledge and skills are taken into account children, their workload is determined. The teacher should be clear on speech tasks and specific speech content. The methods and techniques necessary for studying the intended program material are selected, the structure and course of the lesson are thought out. The necessary visual aids, educational equipment are prepared. Individual learning objectives are determined (tasks are differentiated , the order of calling children is thought out).

" xml:lang="en-EN" lang="en-EN">2. Optimal load intensity. The teacher is guided by the principle of developing education. He gives children tasks at a sufficiently high level of difficulty so that their performance requires active mental activity.

" xml:lang="en-EN" lang="en-EN">Sometimes the load is not enough: children do not have to act independently, solve analytical and synthetic speech problems, establish connections between objects, isolate similarities, etc. If the child does not have the work of memory, thought, and the educator requires only passive contemplation, quiet behavior and repetition of facts known to children for a long time, the lesson turns into a spectacle for them.
The mixed structure of the lesson helps to establish the correct measure of the load; more complex special techniques are also useful: questions for inferences, comparisons, etc.

" xml:lang="en-EN" lang="en-EN">3. The educational nature of the lesson. In the classes for the development of speech, the principle of nurturing education, which exists in Soviet pedagogy, is implemented. The educational effect is exerted by both the content of speech activity and its linguistic design, as well as the correct organization, methods of conducting the lesson.Since the lessons are given not scattered information, but certain system knowledge, children gradually have elements of a conscious attitude to the language, to its assimilation.
In the process of speech development, as already mentioned, all mental processes. It is important that the cognitive interests of children are formed in the classroom, from general curiosity at a younger preschool age to the differentiated and persistent interests of older preschoolers, to an accessible analysis and evaluation of their activities.
Assimilation of the native language, the gradual awareness of the child of its wealth and beauty contribute to patriotic education. Providing children with information of a socio-historical nature, familiarizing them with the life of Soviet people is associated with the education of high moral feelings and ideas that help to cultivate love for the Motherland, internationalism, collectivism, and hard work. In the classroom, the teacher teaches children to independently, creatively use the acquired knowledge and skills. It is very important to support the child's desire to learn, to teach him to share his knowledge with his comrades.

" xml:lang="en-EN" lang="en-EN">The content and organization of classes help to bring up such moral and volitional traits as purposefulness, discipline, tact, etc. Speech classes can have a great influence on the aesthetic education of children. The teacher carries out aesthetic education not only by introducing preschoolers to the objects of the outside world and by creating an appropriate environment, but primarily by means of the language itself - its figurative structure, musicality, artistic word.

" xml:lang="en-EN" lang="en-EN">4. The emotional nature of the lessons. Before starting the lesson, children need to arouse the desire to learn, curiosity, the desire to learn new things. The lesson should bring the child a sense of satisfaction. Interest children are an important ally of the educator. In speech classes, humor and a joke occupy a well-known place. For example, children laugh when the absent-minded Petrushka calls a toothbrush a shoemaker and uses it to clean his boots. They correct him, teach him to distinguish between brushes.

" xml:lang="en-EN" lang="en-EN">5. The distribution of teaching methods in accordance with the structure of the lesson. The construction of the lesson should be clear. At the beginning, as a rule, links are established with the material covered, with experience children.Then the teacher communicates the goal of the lesson (in simple and understandable terms).This will help teach children to act purposefully.Goals can be elementary: go to the flower garden, see what flowers grow there, read poetry to the new doll, etc. In older groups the purpose of the lesson is often motivated.For example, the teacher says that you need to learn how to pronounce correctly difficult words because speech should be correct, beautiful, pleasant for others. This convinces the child of the need to acquire new knowledge and skills. The beginning of the lesson should arouse interest in the future, prepare the ground for a good receptivity of children, arouse their attention. Therefore, it should be carried out concisely, lively, using intonations of interest. The main part of the lesson should also be characterized by a clear construction. At its first stage (when solving a new task), the leading teaching methods are concentrated, which help children to understand the nature of subsequent speech activity and its purpose. Then follows independent work children (answers, exercises in others), which does not exclude active pedagogical guidance from the educator. The final part of the lesson should be short and emotional, i.e. consolidation of the material can be carried out in the form of reading a work of art, riddles, in the process of a fun game like “So or not”, etc. At the same time, it is desirable to avoid lengthy and formal conclusions, untimely assessments of the activities and behavior of children.
If the lesson is combined, then, as a rule, new material is reported on one of its parts, which is called the main one. It goes first and is built according to the above scheme. Other parts are devoted to familiar material, but they also use active teaching techniques. (For example, having called a child to read a poem by heart, the teacher invites him to say how to read these verses cheerfully, sadly, tenderly and why exactly. Assessment and other techniques are also used.) from less emotional to more emotional. Between its parts, 12 physical education minutes are planned.

" xml:lang="en-EN" lang="en-EN">6. The speech activity of each child at all stages of the lesson. The concept of "speech activity" does not mean "continuous speech aloud". To a large extent, it should be expressed in active the child's perception of the speech of the teacher and peers, in understanding it. more children should be provided with conditions for active speech aloud.
There are a number methodological rules, the observance of which helps to ensure maximum activity of children. These include taking into account the typological characteristics of children when placing them at tables, when selecting individually directed techniques, the reasonable use of visual aids, especially handout. Increase the activity of a variety of activities, a change in its types, game techniques. The leisurely pace of the lesson, giving the child time to think about the answer, individual appeals help to get involved in general course work for children with delayed reactions. The activity of children is promoted by the correct technique of dialogue. The teacher addresses the question, the task to everyone, repeats them if necessary; the respondent instructs to speak loudly, clearly, so that everyone can hear; asks the children in turn different levels development of speech, does not often cause the same; everyone is involved in controlling the speech of the respondent, he addresses the whole audience with questions: did he say correctly? About everything? Did you say it in order? The activity of children is also facilitated by the so-called evaluation questions (What do you like?), creative tasks, appeals to personal experience.

" xml:lang="en-EN" lang="en-EN">7. Combination of the collective nature of learning with an individual approach. Frontal forms of work general tasks, common rhythm, choral answers, etc. should be combined with tasks offered to individual children.When selecting individual tasks and teaching methods, the teacher takes into account the level of knowledge and speech skills of the child, his interests and inclinations. Special attention in class, he should give to children who have not mastered any program knowledge or who have poorly developed speech. great attention deserve children who have features in speech development - silent, unsociable, unrestrained, talkative.

" xml:lang="en-EN" lang="en-EN">8. Proper organization of the lesson. Classes in speech can take place in different conditions. Most often they are held in a group room, while the children take their usual places for tables. The lesson (or part of it) can also take place in the hall, where children will watch a play or a film, listen to a radio program, play outdoor games.In the warm season, classes are organized on the site.

" xml:lang="en-EN" lang="en-EN">In the mother tongue classes, as well as in other classes, all hygienic conditions must be observed: sufficient illumination, a light source to the left and behind those sitting, clean air, furniture according to height Seats at the table should be reserved for children The main requirement for the placement of children: everyone should sit facing the teacher in the correct position In classes where the main object of perception is moving objects, small objects, as well as during games in the lotto, exercises with handouts (especially when mutual control is needed) the children are seated around the shifted children's tables. Sitting around the common table, it is convenient to watch the hedgehog, the fish in the basin. If for some reason it is impossible to seat the children at the tables, they are seated short rows facing the teacher.If possible, you need to determine a permanent place for the desktop and the chair of the teacher.The teacher takes the correct posture of a sitting person, places visual aids on his desk so that they are clearly visible to children. He thinks over where the answering child will be, controls the correctness of his posture. The whole environment of the lesson must comply with aesthetic requirements ( appearance premises, allowances, etc.).

" xml:lang="en-EN" lang="en-EN">9. Accounting for the results of the lesson. Accounting for knowledge is carried out by the educator during the lesson itself, in the process of observing children's speech and does not require, unlike a school lesson, a separate stage of the survey.It is possible to recommend the teacher to keep a notebook of children's answers (as an optional type of documentation) for the most difficult sections of the program, for example, teaching storytelling.The teacher records the results of observations in the diary daily and takes them into account when determining further work tasks.

" xml:lang="en-EN" lang="en-EN">10. The need to consolidate the material covered in other classes or in other activities. This requirement is based on one of the didactic principles repetition. Compliance with it is very important in speech work where complex mental skills are being developed Preschool workers have to participate in reviewing and discussing mother tongue sessions The above requirements can be used when developing a scheme (or questionnaire) for analyzing the session.

1. " xml:lang="en-EN" lang="en-EN">The problem of an integrated approach in the solution

" xml:lang="en-EN" lang="en-EN">speech tasks in the preschool educational institution.

;color:#000000" xml:lang="en-EN" lang="en-EN">Modeling is an attempt to use visual, motor, associative memory. In the studies of many psychologists (L.A. Wenger, D.B. Elkonin, etc.), the accessibility of the modeling method to preschool children is noted. It is determined by the fact that modeling is based on the principle of substitution - a real object can be replaced in the activities of children by another sign, object, image.

;color:#000000" xml:lang="en-EN" lang="en-EN">Many methods of preschool education are based on the use of visual models, for example, the method of teaching preschoolers to read and write (D.B. Elkonin, L.E. Zhurova ) involves the construction and use of a visual model of the sound composition of a word. Let us dwell in more detail on the use of visual modeling in the formation of coherent speech, namely the storytelling process, in children of preschool age. Children of preschool age, as a rule, have an insufficiently formed skill in building a coherent statement. share their impressions of the events they experienced, but are reluctant to take up the compilation of stories on a given topic.Basically, this is not because the child's knowledge on this issue is insufficient, but because he cannot formulate them into coherent speech statements. In a coherent descriptive speech, modeling serves as a means of planning an utterance.In the course of using the visual modeling technique, children get acquainted with a graphical way of providing information - a model.

;color:#000000" xml:lang="en-EN" lang="en-EN">Modeling is used in senior and pre-school groups. A model is a diagram of a phenomenon that reflects it structural elements and connections, the most significant aspects and properties of the object. In models of connected speech utterances, these are their structure, content (properties of objects in the description, the relationship of characters and the development of events in the narrative), means of intratextual communication.

;color:#000000" xml:lang="en-EN" lang="en-EN">In the speech development classes, children learn to retell, compose creative stories, compose fairy tales, invent riddles and fables.

" xml:lang="en-EN" lang="en-EN">In the classroom for familiarization with fiction, they work on the development of artistic taste, imagination, the ability to feel and understand the expressive means of the native;font-family:"Arial"" xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">language. Modeling is an obligatory part of each lesson.

" xml:lang="en-EN" lang="en-EN">To improve the effectiveness of the speech development laboratory under the guidance of F.A. Sokhin and O.S. Ushakova, an integrated approach to solving speech problems was proposed, which allows to implement the correct speech education of children and the education of mental activity, which contributes to the awareness of some aspects of the language.Complex problem solving is understood as the combination (combination) of speech tasks in the program content of one lesson and the selection of appropriate methods (methods, techniques) for performing these tasks.

" xml:lang="en-EN" lang="en-EN">The need to combine the tasks of teaching children their native language is explained by the fact that:

" xml:lang="en-EN" lang="en-EN"> language is a complex system its constituent subsystems and elements that are in structural relationships. Language units (phonemes, morphemes, words, phrases, sentences) are interconnected in speech activity, therefore the interdependence of language elements should be taken into account in teaching speech in the classroom; Kindergarten should solve a number of problems of language teaching and speech development of children. Without their combination, it is impossible to provide multi-aspect linguistic education of preschoolers;
a comprehensive solution of speech problems of learning creates favorable conditions for the realization of creative possibilities and the development of children's linguistic abilities;

" xml:lang="en-EN" lang="en-EN"> the combination of learning tasks saturates classes in the native language, makes them more meaningful, allows you to increase the speech practice of children controlled by the teacher;

" xml:lang="en-EN" lang="en-EN"> combining learning tasks creates conditions for teaching children more speech skills per unit of study time;
combining learning tasks allows you to diversify the types of speech activity of children; combining learning tasks increases the effectiveness of the formation of coherent speech;

" xml:lang="en-EN" lang="en-EN"> Combining learning objectives encourages educators to be creative.

" xml:lang="en-EN" lang="en-EN">Comprehensive solution of speech problems is not just a combination of individual tasks, but their interconnection, interaction, mutual penetration based on a single content. The central place in the classroom is given to development coherent speech, the rest of the tasks work on the construction of statements of different types.Combining tasks in a lesson can be different: in one lesson connected speech, sound culture of speech, vocabulary work can be practiced; in another connected speech, vocabulary work, grammatical structure of speech; connected speech, sound culture of speech, grammatical structure of speech, etc. Integrated classes are widely used in practice, which use different types of children's activities and various means of speech development (for example, reading and drawing, storytelling and listening to music, etc.). d.).

1. " xml:lang="en-EN" lang="en-EN"> Computer programs for teaching children their native language

" xml:lang="en-EN" lang="en-EN"> in the lessons by subgroups.

" xml:lang="en-EN" lang="en-EN">The process of informatization in preschool education institutions is conditioned by the requirement of modern society, which needs its members to be ready for work ten times more productive and creative, which is ensured by the knowledge-intensiveness of all information means - from personal computers to global Internet connections.

" xml:lang="en-EN" lang="en-EN">In accordance with the Concept of introducing new information technologies in preschool education the computer should become the core of the developing subject environment. It is considered not as a separate educational gaming device, but as an all-pervading universal information system that can connect with various directions educational process, enrich them and radically change the developing environment of the kindergarten as a whole.;color:#000000" xml:lang="en-EN" lang="en-EN"> Domestic and foreign studies on the use of computers in kindergartens convincingly prove not only the possibility and expediency of this, but also the special role of computers in the development of intelligence and, in general, the personality of the child (S. Novoselova, G. Petcu, I. Pashelite, S. Papert, B. Hunter, etc.).

" xml:lang="en-EN" lang="en-EN">Computer program "Play and learn".

" xml:lang="en-EN" lang="en-EN">Creator: teacher speech therapist of the highest category

" xml:lang="en-EN" lang="en-EN">Kotova Elena Anatolyevna.

" xml:lang="en-EN" lang="en-EN">The purpose of creating a computer program. To achieve the optimal quality and efficiency of the correctional process, the activity of a speech therapist must be equipped with various aids, therefore, along with traditional aids, this program. The program contains two sections: "Sounds and Letters" and "The World Around Us".

" xml:lang="en-EN" lang="en-EN">The Sounds and Letters section is intended for:

" xml:lang="en-EN" lang="en-EN">- development phonemic processes(the difference between vowels and consonants);

" xml:lang="en-EN" lang="en-EN">- formation correct pronunciation;

" xml:lang="en-EN" lang="en-EN">- improvement of skills sound analysis and syllable division;

" xml:lang="en-EN" lang="en-EN">- vocabulary increase;

" xml:lang="en-EN" lang="en-EN">- increase learning motivation in speech therapy classes.

" xml:lang="en-EN" lang="en-EN">The section "The World Around Us" is intended for:

" xml:lang="en-EN" lang="en-EN">- enrichment of the child's life experience, expansion and systematization of knowledge and ideas about the world around;

" xml:lang="en-EN" lang="en-EN">- development of the child's cognitive sphere (memory, attention, thinking, speech);

" xml:lang="en-EN" lang="en-EN">- formation of mental operations;

" xml:lang="en-EN" lang="en-EN">- vocabulary increase.

" xml:lang="en-EN" lang="en-EN">Specialized computer technology correction of general underdevelopment of speech "Games for Tigers"

" xml:lang="en-EN" lang="en-EN">Creator: Lizunova Larisa Reinovna, Perm.

" xml:lang="en-RU" lang="en-RU">From year to year, specialists working in children's institutions note an increase in the number of children with various speech disorders. It is no secret that often the speech of older preschool children remains little expressive, poor.The child cannot find the right words, correctly build a phrase.Preschoolers often have pronunciation disorders various sounds. Such violations determine the risk group for the occurrence of significant difficulties in children in acquiring literacy, learning to read, write, and count. In this regard, the development of speech and the correction of speech disorders in children is especially important at preschool age.

" xml:lang="en-EN" lang="en-EN">For this purpose, a specialized computer technology "Games for Tigers" was developed, designed to correct general underdevelopment of speech in children of senior preschool age.

" xml:lang="en-EN" lang="en-EN">Technology "Games for Tigers" is built on the basis of teaching methods for children with developmental disabilities G.A. Kashe, L.V. Lopatina, N.V. Serebryakova , R. I. Lalayeva, N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva, as well as the Program of education and training in kindergarten, edited by M. A. Vasilyeva. and contains the computer program "Games for Tigers" and teaching aid with detailed guidelines its step-by-step application in the correctional and educational process. The specialized computer technology "Games for Tigers" is addressed primarily to speech therapists and speech pathologists in children's institutions, but can be used for self-study at home by parents interested in correcting and developing the speech of their children, subject to expert advice.

" xml:lang="en-EN" lang="en-EN">As part of a systematic approach to the correction of speech disorders, the computer speech therapy program "Games for Tigers" offers more than 50 exercises with several levels of complexity, combined into four thematic blocks:

• " xml:lang="en-EN" lang="en-EN">"Prosody",
• " xml:lang="en-EN" lang="en-EN">"Pronunciation",
• " xml:lang="en-EN" lang="en-EN"> "Phonematics",
• " xml:lang="en-EN" lang="en-EN">"Vocabulary".

" xml:lang="en-EN" lang="en-EN">The presented computer technology is a holistic, system software product, but it cannot cover all aspects of the activities of speech therapists and defectologists, therefore, further development of technological aspects of the use of computer tools is planned training in special education, the creation of new specialized computer programs, built taking into account the patterns and characteristics of the development of children with various disabilities.

" xml:lang="en-EN" lang="en-EN">There are many speech disorders and ways to correct them, but in the work of a speech therapist and defectologist there is always a place for using computer programs, which will significantly increase the efficiency of the correctional educational process .

;color:#000000" xml:lang="en-EN" lang="en-EN">Correctional speech program Fast ForWord

;color:#000000" xml:lang="-none-" lang="-none-">This program was created by ScientificLearning Scientific Learning and is known almost all over the world. The author of this program is MD Paula Tallal (USA ).

;color:#000000" xml:lang="en-EN" lang="en-EN">Computer-based correction technique developed by the world's leading scientists in the field of speech disorders.

;color:#000000" xml:lang="en-EN" lang="en-EN">Fast For Word classes are assigned to children with speech and writing disorders, delays mental development, disorders of attention, memory, autism.

;color:#000000" xml:lang="en-RU" lang="en-RU">Classes are aimed at developing phonemic hearing, improve memory, increase concentration, and develop fine motor skills.

;color:#000000" xml:lang="en-EN" lang="en-EN">This program does not teach the child to speak, it trains the brain, improving the speech perception system. Multiple repetition of "complex" phonemes, initially slowed down and accelerated up to normal speech speed, develops the speech center of the brain, increases the area of ​​the cortex responsible for language functions. speech therapy classes this correctional program it makes sense to introduce a child from the age of 3, but the number of classes is strictly individual and is determined by neuropsychological diagnostics or examination by a speech therapist.

;color:#000000" xml:lang="en-EN" lang="en-EN">One ​​of the features of the program is its ability to adapt to the skill level and rate of progression of each individual student. Once the student completes the exercise, the difficulty level gradually increases, the altered speech sounds step by step towards normal speech sounds. The student processes them at the individual phonemic level, in a group of phonemes, at the word level, and then at the sentence level. The program independently, without outside help, complicates or simplifies tasks, depending on the level of each child. Thus, in working with each child, the program works exclusively along an individual educational route.

;color:#000000;background:#ffffff" xml:lang="-none-" lang="-none-">References

" xml:lang="en-EN" lang="en-EN">1. Arushanova, A.G. Forms of organized teaching of the native language and development" xml:lang="en-US" lang="en-US">and" xml:lang="en-EN" lang="en-EN">the speech of preschoolers [Text] / A.G. Arushanova, T.M. Yurtaikina // Problems of speech" xml:lang="en-US" lang="en-US">o" xml:lang="en-EN" lang="en-EN">of the development of preschoolers and primary schoolchildren; edited by A.M. Shakhnar" xml:lang="en-US" lang="en-US">o"xml:lang="en-EN" lang="en-EN">vicha. M., 1993.

"xml:lang="en-EN" lang="en-EN">2. Gerbova, V.V. Classes on the development of children's speech [Text] / V.V. Gerbova. M., 1981, 1984 and others ed.

" xml:lang="en-EN" lang="en-EN">3. Classes on the development of speech in kindergarten [Text]; edited by O.S. Ushakova. M., 1993.

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"xml:lang="en-EN" lang="en-EN">5. Chirkova, T. Educator and children: analysis of interaction in the classroom [Text] / T. Chirkova // Preschool education. 1991. - No. 9 .

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;color:#000000;background:#ffffff" xml:lang="en-US" lang="en-US"> 7. Starodubova N.A. Theory and methods of speech development of preschoolers: textbook for students of higher education. educational institutions / N.A. Starodubova 3rd ed., ster. M.: Publishing Center "Academy", 2008. 256p

;color:#000000;background:#ffffff" xml:lang="en-US" lang="en-US"> 8. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language of preschoolers: Textbook for students of higher and middle pedagogical educational institutions 2nd edition, revised M.: Publishing center "Academy", 1998. 400p.

;font-family:"Arial";color:#000000;background:#ffffff" xml:lang="-none-" lang="-none-"> 4. Modern requirements for the speech development of children in some variable programs.

The program "Rainbow", recommended by the Ministry of Education of Russia, takes into account modern requirements for the speech development of children, generally accepted sections of work on the development of speech are distinguished: the sound culture of speech, vocabulary work, the grammatical structure of speech, coherent speech, fiction. One of the most important means of development of preschoolers is the creation of a developing speech environment. A great place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas of joint activities and in special classes. The literary repertoire for reading, telling children and learning by heart is carefully selected.

The Development program is focused on the development of children's mental abilities and creativity. Classes for the development of speech and familiarization with fiction include three main areas: I) familiarization with fiction (reading poems, fairy tales, stories, conversations about what has been read, game improvisations based on the plots of the works read); 2) the development of special means of literary and speech activity (means artistic expressiveness, the development of the sound side of speech); 3) the development of cognitive abilities on the basis of familiarization with children's fiction. Mastering different aspects of speech occurs in the context of familiarization with works of art. The idea of ​​the unity of sensory, mental and speech development is clearly expressed and implemented. IN middle group posed as independent task preparation for literacy, and in senior and preparatory groups learning to read1.

In the program "Childhood" there are special sections devoted to the tasks and content of the development of children's speech and familiarization with fiction: "Developing children's speech" and "Child and book". These sections contain for each group a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, the education of a sound culture of speech. The program is distinguished by the fact that at the end of the sections criteria are proposed for assessing the level of speech development. It is especially important that it clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types activities.

"The program for the development of speech of preschool children in kindergarten" was prepared on the basis of many years of research conducted in the laboratory for the development of speech of the Institute of Preschool Education under the guidance of F. A. Sokhin and O. S. Ushakova. It reveals theoretical basis and directions of work on the development of speech skills and abilities of children. The program is based on an integrated approach to speech development in the classroom, the relationship of different speech tasks with the leading role of the development of coherent speech. Within each task, priority lines are identified that are important for the development of coherent speech and speech communication. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent statement, about the ways of communication between individual phrases and its parts. The content of the tasks is presented by age groups. This material is preceded by a characteristic of the speech development of children. The program significantly deepens, supplements and refines the standard program.

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Introduction

The native language plays a unique role in the formation of a person's personality. In psychology, philosophy and pedagogy, language and speech are considered as a center where various lines of mental development converge: thinking, imagination, memory, emotions. Language is the main channel for introducing a person to the values ​​of spiritual culture. And also a necessary condition for education and training. A child at preschool age learns colloquial, there is a formation of all aspects of speech: phonemic, lexical and grammatical. Possession of the native language at preschool age is a necessary condition for solving the problems of mental, aesthetic, and moral education children. The sooner the teaching of the native language begins, the freer the child will use in the future. This is a purposeful, systematic and systematic process in which children master a certain range of speech skills and abilities. I believe that systematic training and methodological development speech and language should underlie the entire system of education in kindergarten. Without specially trained classes, it is impossible to ensure the speech development of children at the proper level. Learning in class allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material in the assimilation of which the children have difficulty. Develops those skills and abilities that are difficult to form in other activities.

Vocabulary Enrichment

Word comprehension work

Techniques for the development of speech.

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Teaching preschoolers their native language.

Introduction

The native language plays a unique role in the formation of a person's personality. In psychology, philosophy and pedagogy, language and speech are considered as a center where various lines of mental development converge: thinking, imagination, memory, emotions. Language is the main channel for introducing a person to the values ​​of spiritual culture. And also a necessary condition for education and training.

A child at preschool age learns the spoken language, the formation of all aspects of speech takes place: phonemic, lexical and grammatical. Knowledge of the native language at preschool age is a necessary condition for solving the problems of mental, aesthetic, and moral education of children. The sooner the teaching of the native language begins, the freer the child will use in the future. This is a purposeful, systematic and systematic process in which children master a certain range of speech skills and abilities. I believe that systematic training and methodical development of speech and language should underlie the entire system of education in kindergarten. Without specially trained classes, it is impossible to ensure the speech development of children at the proper level. Learning in class allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material in the assimilation of which the children have difficulty. Develops those skills and abilities that are difficult to form in other activities.

Classes help to realize the possibilities of speech development in preschool childhood, the most favorable period for mastering the language.

In the classroom, in addition to the influence of the teacher on the speech of children, there is a mutual influence of the speech of children on each other.
Training in a team increases the overall level of their development.
In practice, integrative classes based on the principle of combining several types of children's activities and various means of speech development received a positive assessment. As a rule, they use different types of art, independent speech activity of the child and integrate them according to the thematic principle.

The development of speech should be considered not only in the linguistic sphere, but also as the mastery of communication skills. This is important not only as the formation of a culture of speech, but also as a culture of communication. According to A. A. Leontiev, in any speech statement, a number of skills are manifested: quick orientation in communication conditions, the ability to plan one’s speech and choose content, be able to provide feedback. Otherwise, communication will not be effective and will not give the expected results. It should be emphasized that the most important means of speech skills is the ease of transferring language units to new combinations that have not yet been encountered. Here it is appropriate to talk about the "sense of language", which gives the child the opportunity to apply speech skills on unfamiliar language material, to distinguish correct grammatical forms from incorrect ones.

Problems and principles of teaching. Many believe that speech develops in the process of imitation. According to physiologists, imitation in humans is unconditioned reflex, instinct, i.e. an innate skill that is not learned, but with which they are already born, the same as the ability to breathe, suck, swallow, etc. The child unconsciously adopts the speech that he hears from the lips of others, speech is acquired intuitively.

However, if we separate language learning and speech development, then in relation to preschoolers. It is not only possible, but also necessary to talk about both the development of speech and the teaching of the native language, since the development of speech includes the formation in children of an elementary awareness of certain phenomena of language and speech.

This point of view is substantiated in the works of the domestic psychologist and linguist Felix Alekseevich Sokhin.

F. A. Sokhin believed that the direction of research in the psychology of children's speech and in methodology depends on the understanding of the main psychological mechanism of language acquisition: whether the child's speech develops only on the basis of imitation of adult speech, or "non-imitative" elements play a significant role here– generalization of linguistic and speech phenomena and their awareness? Without denying the influence of imitation as an active factor in speech development. F. A. Sokhin insisted that it cannot be considered the core of the psychological mechanism of speech development. The works of F. A. Sokhin convincingly show that the development of speech is based on an active creative process of mastering the language, the formation of speech activity. "A child's learning of his native language includes the formation of practical speech skills, the improvement of communicative forms and functions of language reality"

The system of sequential teaching of the native language includes:

Selection of speech content accessible to a preschooler

Highlighting the main thing in mastering speech: dictionary - work on the semantic side of speech; grammar - the formation of language generalizations; monologue speech - the development of ideas about the structure of a related statement of different types.

Clarification of the structure of the relationship of different sections speech work and the change in this structure at each age stage;

Revealing individual characteristics language acquisition in different learning environments

The relationship of speech and artistic activity in the development of creativity of preschoolers.

I consider the knowledge of the native language, the development of language abilities, as the main thing for the full formation of the personality of a preschooler. This provides great opportunities for solving many problems of mental, aesthetic and moral education of children.The relationship of speech and mental development.

We know that the thinking of a preschooler is visual-effective and visual-figurative. Then they begin to interact with verbal-logical thinking, which becomes the leading form of mental activity. On the basis of lexical, grammatical and other speech means, a mental form of activity is carried out. This is where the intellectual function of language develops.

This relationship is also considered in the opposite direction - from the point of view of identifying the role of intelligence in language acquisition. According to N. N. Podyakov, the ratio of the main forms of children's thinking can be considered in favor of the logical one, which arises early and has a decisive influence on the development of figurative and visually effective thinking. Wherein logical thinking determines the general strategy of cognitive activity of children.

The relationship of speech and intellectual development children clearly appears in the formation of coherent speech. To coherently talk about something, you need to clearly represent the object of the story (object, event), be able to analyze, select the main properties and qualities, establish cause-and-effect, temporal relationships between objects and phenomena. A preschooler needs to learn how to choose the most appropriate words to express a given thought, learn how to build simple and complex sentences, use a variety of means for linking not only sentences, but also parts of statements.

The relationship between the development of speech and aesthetic development.

In the formation of coherent speech, the interrelation of the speech and aesthetic moment also clearly stands out. A coherent statement shows how much the child knows the richness of the native language, its grammatical structure, and reflects the level of mental, aesthetic, emotional development of the child.

The development of the speech of a preschooler is closely related to the aesthetic education of children. Teaching children to retell folklore and literary works in order to build a coherent monologue statement, this includes familiarizing children with the visual and expressive means of a literary text (comparisons, epithets, synonyms, antonyms, metaphors, etc.). Possession of these means deepens artistic perception literary work, which in turn affects the development of children's speech.

In the formation of creative storytelling, the child's conscious attitude to language and its aesthetic function is important, which is manifested in the choice of language figuratively expressive means to embody the artistic image conceived by the child.

Development of speech and moral education

By teaching children the native language, an opportunity is provided for solving the moral problems of moral education - first of all, for educating and loving the native language, its richness and beauty. The content of literary works, oral folk art, toys, paintings have an educational impact. Using the method of storytelling in groups ("teams") - allows you to develop the ability to negotiate among themselves, if necessary, help a friend, give in, if necessary, etc.

Reading fiction, retelling, collective story contribute to the formation of not only ethical knowledge and moral feelings, but also the moral behavior of children.

Work on the semantic side of the word, the semantic enrichment of the children's vocabulary, their developing vocabulary includes in the speech of children (and in the understanding of speech) groups of words denoting the qualities of a person, his emotional state, and assessments of a person's actions. As well as aesthetic qualities and grades.

Principles of teaching mother tongue.

The main tasks of speech development are the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement. These tasks are solved at each age stage, there is a complication of each task and teaching methods are changing. The teacher needs to know the succession of tasks for the development of speech of the previous and subsequent age groups.

Vocabulary Enrichment

All teachers know. that it is necessary to replenish the dictionary of children with new words, but not everyone strives for the child to understand the meaning of the word, its meaning. Dictionary work lies in the fact that it is inextricably linked with the enrichment of knowledge and ideas of preschoolers. It is carried out in different types of activities: familiarization of preschoolers with the environment, with objects and phenomena of everyday life, everyday life, with nature. This is a necessary link in vocabulary work in the development of children's speech and teaching their native language.

Word comprehension work

It is necessary not only to increase the vocabulary, but also to form an accurate understanding of their meaning. In practice, we know that children are constantly faced with words of different meanings, with synonyms and antonyms. It is known that preschoolers have a highly developed orientation to the semantic content, and the correctness of the statement depends on how accurately the meaning of the chosen word is conveyed. The speech of a preschooler differs from the speech of an adult in relation to the meaning that the child puts into the words he utters. More often, the child himself tries to comprehend the words, puts into their content the understanding inherent in his experience. It follows that in the development of the dictionary, one of the important areas should be work on correct understanding word meanings.

Techniques for the development of speech.

To develop children's attention to the word, its exact use in working with children I use: speech exercises, word games. Exercises create conditions for the speech practice of children, for replenishment and activation of the dictionary with words from different parts of speech.

Lexical exercises form practical skills in children: the ability to quickly choose the most accurate suitable word from their vocabulary, make a sentence. Such exercises do not require objects and toys. They use familiar words.

In the exercises, a large place is given to such a technique as a question. The question should cause mental activity of children. Putting a question in front of children, I teach children to generalize, highlight the main thing, compare, reason. “How can I say it better?”, “Can I say that?”, “Tell everyone how you understand it”, “Why do you think that it should be said like that?” etc.

The game is an independent children's activity, which we can influence indirectly, through role-playing behavior, a question and a separate sentence. Games that develop vocabulary, grammar, speech coherence should be interesting and exciting.

Exist didactic games, in which the tasks of activating, clarifying the form by one or another grammar are solved. For example, games that help you learn Genitive plural, imperative mood verbs, agreement of words in the genus, ways of forming words (names of baby animals, people of different professions, words with the same root)

Games aimed at teaching children storytelling develop in children the ability to describe objects according to their main features (color, shape, size), actions; talk about animals, about a toy, from a picture (compose a plot, unfold it in accordance with the plan).

In a creative role-playing game, dialogic speech is improved. There is a need for coherent monologue speech. Thus role-playing game, contributes to the formation and development of the regulatory and planning functions of speech.

Outdoor games have an impact on the enrichment of the vocabulary, the education of sound culture. Games - dramatization contribute to the development of speech activity, interest in the artistic word, expressiveness of speech, artistic - speech activity.

The didactic task is dressed in game situations in which motives for a coherent presentation of thoughts clearly appear. In the games "Find a toy," Guess what's in your hand? the child is looking for a familiar object. And then he talks about him. Thus, special classes, games and exercises in the complex solve all the problems of speech development.

In the classroom, in addition to the influence of the educator on the speech of children, there is a mutual influence of the speech of children on each other.
Training in a team increases the overall level of their development.
A positive assessment in practice was received by integrative classes built on the principle of combining several types of children's activities and various means of speech development. As a rule, different types of art are used in this case, independent speech activity of the child and integrate them according to the thematic principle.