Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
Improvement of the content and methods of comprehensive education of a child of preschool age is ensured by the formation of an elementary system of knowledge, streamlining disparate information and ideas about the surrounding reality. The direct educative educational impact on a preschooler is greatly enhanced by the purposeful organization of pedagogical situations that develop the interaction of an adult with a child and children among themselves.
The main tasks of the work of the teacher to familiarize preschoolers with the animal world are:
the formation in children of specific knowledge about its various representatives (clarification of their external signs, habits, nutritional habits, study of the habitat, ways of adapting to the environment);
Raising interest in fauna;
Formation of labor skills in caring for pets and the desire to do this, teaching the rules for keeping living beings and handling them;
The development of emotions.
In the process of getting acquainted with the animal world, children should learn:
Distinguish between animate and inanimate objects;
It is elementary to examine these objects;
Monitor them and carry out their systematic analysis;
Verbally determine the main features of representatives of the animal world and be able to expressively describe them;
Emotionally express their feelings in relation to the observed phenomena and objects using verbal and non-verbal means of communication;
Conduct comparisons of wildlife objects at different times of the year according to a specific plan;
To establish, with the help of an adult, the simplest causal relationships of observed natural phenomena;
Formulate your personal attitude to the observed objects of wildlife and be able to explain what caused certain feelings.
The solution of these problems is largely facilitated by acquaintance with fiction - the most important direction of pedagogical work in kindergarten, which is in the mental and aesthetic development of the child, the expressiveness and imagery of his speech. Famous teachers and psychologists, such as K.D. Ushinsky, E.I. Tiheeva, E.A. Flerina, L.S. Vygotsky, A.V. Zaporozhets, A.A. Leontev, O.S. Ushakova and others. Reading to a child works of various literary genres (fairy tales, stories, poems, small folklore forms - proverbs, sayings, nursery rhymes) develops in him a sense of his native language, literacy of speech, attention to the artistic word, the ability to reproduce expressive means in his statements .
A special place in the education and development of preschoolers
occupy literary works devoted to nature. Already at an early age, kids listen with interest to the first fairy tales and poems by A. Barto, S. Mikhalkov, in which animals play different roles. These are “revived” toys, with which the same events occur that could happen in reality with the child himself (the cycle “Toys” by A. Barto), and bright characters of the forest, who speak human language (“Three Bears” by L. Tolstoy, "Telephone" by K. Chukovsky), and participants in various dramatic events ("Cockroach" by K. Chukovsky).
Acquaintance with literary works involves the study of the animal world not only of the native land in order for children to better imagine the features of the representatives of the fauna of other regions, it is necessary for them to understand the similarities and differences in the habitat, kinship: animal species in different climatic zones, to identify children's knowledge about the living conditions of animals in the Far North, in Africa, in remote mountainous areas.
When choosing works about animals and birds, in turn, it is necessary to use the literature recommended by the kindergarten program.
Natalya Yurasova
Report from the work experience "Development of the speech of preschool children through familiarization with nature"
“Each step of the child must be
journey to the origins of thought
And speeches- wonderful beauty nature»
V. Sukhomlinsky
I took this opinion of an outstanding teacher as a basis designated pedagogical idea. Indeed, today one of the pressing problems in preschool education, is an speech development. Unfortunately, listening children can be seen how difficult it is for them to put into words what they feel, see, hear.
On the problem of speech development I have been working since 2000. During this period, I studied and analyzed work: S. N Nikolaeva, A. K. Bondarenko, O. Solomennikova, V. V. Gerbova and came to the conclusion that it would be an unforgivable mistake not to involve a small person in such an important process of educating a great teacher - nature. Today work build according to the program "Birth to School" and partial program "Young ecologist".
Its purpose I marked the work: Mastering speech by children as a means of communication and culture acquaintance with nature in different types of activities.
This resolves the following tasks:
1. Vocabulary enrichment children due to the consistent formation of knowledge about the features of the surrounding world.
2. Selection of methods and methods speech development.
3. Use of various forms of organization.
work experience in kindergarten shows that no didactic material can be compared with natural nature, so from the earliest stages child development I try to introduce kids to all the diversity of the world around us. After all, direct observation of the environment contributes to development of logical speech understanding of grammatical laws. In order to improve the thought and word of a child, it is necessary to enrich his soul with complete, true, vivid images of the world around him.
The ability to observe, developed in the process knowledge of nature, gives rise to the habit of drawing conclusions, brings up the logic of thought, clarity and beauty speech - development of thinking and speech runs as a single process. At the same time, the process knowledge environment in all its diversity promotes understanding and use in a coherent speeches various grammatical categories, denoting the name, action, qualities and helping to analyze the object and phenomenon from all sides.
Pedagogical tasks are successfully solved with the right choice of methods and techniques. Considering that preschoolers visual-figurative thinking prevails, I give preference to three blocks:
1) Visually - exhibition material: toys, paintings, natural objects, collections, herbariums, models natural areas and objects. As well as specially organized situations in the center nature and mini-laboratories: experiences, experiments, design and research activities, maintaining calendars and modeling relationships in nature. Children gain an understanding of diversity natural world, about how to grow and plants develop, what conditions need to be created for them, master the ability for comparative analysis. And this is in my turn contributes to the accumulation of vocabulary, its activation and development speech activity children. Unfortunately, SanPiN standards do not allow the maintenance of living objects in the center nature, in connection with which, children are deprived of the opportunity to observe, and most importantly, to care for our smaller brothers. As an alternative to live animals preschoolers animals - toys and illustrative material in the form of pictures, drawings and photographs are offered.
A distinctive feature of the speech center is a do-it-yourself didactic material on the topic "My small homeland". This includes teaching aids. "Ecological pyramid", "Forest of Wonders", album "Native Street", photo series "Random Shot". The library of the corner contains many colorfully designed books and encyclopedias on live nature, among which a special place is occupied by "The Red Book of Russia", "Red Book of the Ulyanovsk Region". Together with the parents and pupils of the group, we plan to start registration "Red Book of the Baryshsky District". With parents, we hold competitions of experts on the native land. I invite you to answer some of our questions. quizzes:
Owl since 1964 is under state protection. One owl destroys 1000 mice during the summer, which are capable of destroying 1 ton of grain.
2) Didactic games:
To enrich and activate vocabulary with nouns- "Say one word", "Who Needs These Items"; adjectives- "What it's made of", "Guess the Taste".
Games with sand and water make children think, compare and draw conclusions, which means they teach them to build a coherent evidence-based speech. For example, what things benefit from water, and what harm? My observations show that development promote gross and fine motor skills speech development, so I pay great attention to exercises and games with natural material(natural labyrinths, laying out along the contour, stringing objects on a flexible cord). At the initiative of the parents for the corner nature planned to acquire "home sandbox". It is a small rectangular tray with sides, natural purified colored quartz sand, molds and spatulas.
3) Great value in its work I attach to reading fiction and especially fairy tales, children of all succumb to their charm ages. Work according to a fairy tale, it has its continuation in another type of activity - theatrical. Every year in April, my children and I put on environmental performances dedicated to the celebration of Earth Day. In this type of activity, correct speech is formed. children, the dictionary is replenished and activated, memory develops, attention, and to make the image more similar, there is a motivation to learn more about the features of a particular animal. This year we will host a festival of ecological mini-performances, in which both children and parents will take part.
The children are familiar with many folk signs of different seasons. Check yours too erudition:
Blitz - competition How Plants and Animals Predict the Weather.
I remind you of the beginning of the signs of future weather in the behavior of plants and animals, and you finish the line.
The spider strenuously weaves a web - (to dry weather).
It's getting hot on the road (before the rain).
Mice come out from under the litter to the snow - (a day before the thaw).
A lot of juice flows from a birch - (for a rainy summer).
The effectiveness of the implemented system is reflected in the dynamics development ecological culture and speech development pupils of the group "Dolphin".
work experience on this topic showed that it is speech communication that activates cognitive processes, develops the emotional sphere normalizes behavior. And vice versa, exactly acquaintance with nature expanded and activated the vocabulary of my pupils, contributed to the formation of a grammatical structure speech and the development of coherent speech.
Evaluating the results, there is a desire to actively continue work in this direction. In the perspective of this direction see:
Club organization "Why" with children 3-4 years old;
Organization of excursions and targeted walks in nature together with parents.
Related publications:
Why is this topic relevant to me? Observing the children of my group, I found that the kids have systemic cognitive activity.
The cognitive activity of children in getting acquainted with nature is an important part of the preschool education system. Communication with nature.
In connection with the adoption of the Federal Law of the Russian Federation "On Education in the Russian Federation", new tasks are set for teachers of all levels.
At the formative stage of the experiment, we developed a methodology for the development of coherent speech of older preschoolers in the process of getting acquainted with nature (table 2.6).
The purpose of the methodology: the development of coherent speech of children of senior preschool age in the process of familiarization with nature.
At the formative stage of development of coherent speech of children of senior preschool age, in the process of getting acquainted with nature, they developed the following knowledge, skills and abilities:
1 Enriched children's knowledge about the world around them and the native nature of Crimea;
2 Developed the ability of children to speak freely and correctly, caused a positive attitude towards speech;
3 Developed emotions and a sense of beauty;
4 Improved skills to speak in detail, compose stories from pictures, independently retell the content of fairy tales and other works.
5 Improved skills to speak in detail, compose stories from pictures, independently retell the content of fairy tales and other works.
6 Developed the ability to compose stories about the surrounding nature, guided by emotions and feelings.
When selecting exercises, didactic games, classes, conversations, excursions, we based on the psychological characteristics of older preschool children, namely, the predominance of visual-figurative thinking, concreteness of thinking, and emotionality.
Analyzing the obtained data of the ascertaining experiment, we revealed the predominance of the average and low levels of development of coherent speech. This necessitated the development and implementation of a methodology for the development of coherent speech of older preschoolers in the process of getting to know nature. We have chosen nature, because it contains a huge pedagogical value, is an effective means of developing coherent speech of preschoolers. Its role in the mental and speech development of preschoolers is huge. Nature with all the variety of forms, colors, sounds is the richest source for the development of the speech of a preschooler and the aesthetic experiences of the child. Without bringing children closer to nature and its widespread use in the educational work of the kindergarten, it is impossible to solve the problems of the comprehensive development of preschoolers, including speech
The methodology for developing coherent speech of older preschool children in the process of getting to know nature includes three stages: preparatory, practical and productive.
The purpose of the preparatory stage involves the formation of the child's interest in the word and speaking in the process of getting to know nature.
In accordance with the goal, the following tasks were set:
1. Develop love for nature and respect for it.
2. To form an interest in the word and speaking in the process of getting to know nature.
To achieve the goals and objectives of the preparatory stage, we used various forms of work. The children were offered various didactic games: "Look and tell"; "Make up a story"; “Describe the birch”, “Listen and retell”, which contributed to the development of coherent speech. The purpose of didactic games was the following: the formation of a positive attitude of children to coherent speech, and interest in speaking, storytelling and retelling in the process of getting to know the surrounding nature. During didactic games, visual material was used, or rather, plot pictures and images that helped children in completing the “Look and tell” task. The games offered to children were held on the playground, on a walk. During these games, children learned to pay attention to the surrounding nature, to isolate bright and characteristic signs for a certain time of the year, or parts of the day. Children did not just notice trees, bushes, leaves on the playground, but watched the movement of branches during the wind, the flight of birds. When completing the task “Describe a birch”, the children did not just name its constituent parts and selected various definitions, but examined the bark, trunk, and leaves.
After conducting such didactic games, children much more often wanted to express their opinion, talk about changes in nature, and describe the places where they were with their parents. The guys were not afraid to speak, to express their opinion, although they made mistakes. Children became more open in communication and tried to speak in extended sentences. Thus, at the preparatory stage, the children of the older group formed a motivational-value attitude and interest in speaking in the process of getting to know nature.
At the preparatory stage, another form of development of coherent speech was also used - this is a lesson on the topic "Country of beautiful words". The objectives of this lesson were the following: to enrich the speech of children with nouns denoting objects of the world around them; adjectives characterizing the qualities of objects; exercise children in the selection of adjectives and verbs to nouns; improve the ability to coordinate words in sentences through participation in verbal and speech games; continue to exercise children in dividing words into syllables, in determining the initial sound in words; reveal the meaning of the word "fantasy"; develop thinking, phonetic hearing, emotionality; to develop the speech of children by training the movements of the fingers and hands; cultivate a friendly attitude towards each other and the environment. In the lesson, to achieve the tasks set, various methods and techniques were used: conversation, artistic word, a technique for activating children's independent thinking, solving problem situations, a surprise moment, and visualization. During the lesson, the children actively participated in the games and completed the proposed activities, the guys were not afraid to express their opinions and answer questions. Let's imagine a fragment of the lesson "Land of beautiful words", which was held with children in the older group.
Lesson progress:
Fairy: Hello, my dear children! Thank you for responding to my invitation and coming to visit me. Come in, sit down comfortably, keep your back straight (children sit on chairs).
I am a Fairy from the Land of Beautiful Words! Getting to my Country, people become kinder and more attentive to each other, to the world around them. Do you know why? Because the kindest, most beautiful, most tender words live in my Country. They can be found everywhere. And to be convinced of this, I suggest you make a trip around my Country. But on our journey, we will need your knowledge. Are you good at making suggestions? Divide words into syllables? Determine the initial sound in words?
Children: Yes!
Fairy: If yes, then I'm sure the trip will be interesting. You are ready? Since my country is not ordinary, we will go on a trip in an unusual way, we will fly in a hot air balloon. And FANTASY will help us in this. Do you know what FANTASY is? (children's answers)
Fairy: (Summarizes): FANTASY - these are our dreams, in which we invent something, represent something that does not really exist. - Let's all say together this wonderful word - FANTASY. And now a little quieter - FANTASY, and now in a whisper - FANTASY.
Fairy: And so, we will get to my magical land with the help of fantasy. Sit up straight, please close your eyes. (Audio recording of "Magic Music" sounds)
Imagine that we are flying in a balloon through the clouds. From a bird's eye view, we see forests, fields, hear the murmur of rivers, birdsong; We smell the fresh air after the rain. And now our balloon is slowly lowering to the ground (the music stops). Here we have arrived. We open our eyes.
(During the “flight”, a panel depicting the sun, clouds, and a river is displayed in front of the children).
Fairy: Among the field of blue
The bright brilliance of a great fire.
Slowly the fire that walks
Bypasses mother earth
Shines cheerfully in the window,
Well, of course, this is .... (sun).
(Show the sun with a magic wand).
Fairy: Now say this word affectionately.
Children: Sunny.
Fairy: Isn't it a beautiful word? From his light the world becomes more beautiful. What words can describe the sun? What is it? (selection of definitions for the word sun)
Children: Affectionate, warm, gentle, kind, beautiful, bright ...
Fairy: See how many beautiful and kind words you could find in my country. And now let's play the game "Live Words" (the full summary of the lesson is presented in Appendix B).
Therefore, we can conclude that the didactic games “Make up a story”, “Look and tell”, “Describe a birch”, “Listen and retell”, as well as the lesson “Country of beautiful words” had a positive impact on the development of coherent speech, contributed to an increase in speech development .
The second stage of the methodology for the development of coherent speech is practical. The purpose of this stage is the following: children mastering the skills of storytelling, compiling various descriptive stories in the process of getting to know nature. In accordance with the goal, the following tasks were set:
1. To consolidate the ability of children to speak in detailed and correct sentences.
2. Improve the ability to compose descriptive stories about nature, based on their own feelings and emotions.
At the practical stage, I used various forms of coherent speech development in the process of getting to know nature, namely: integrated classes, excursions, conversations on environmental topics, didactic games.
In the senior group, an excursion on the theme "Spring" was organized and conducted. The following tasks were also set: 1) to develop coherent speech of children through familiarizing children with nature; to form a positive attitude towards nature and a sense of beauty; 2) to teach children to express their emotions about what they see; 3) to teach children to distinguish and name coniferous and deciduous trees, to learn to compare them, finding common signs; 4) to educate in children the need for communication with nature, respect for their health; to develop love for the native nature, the desire to admire the surrounding world; 5) to develop the speech of children, the ability to select a definition for a word; 6) clarify children's knowledge about the state of plants in spring; give the concept of the forest ecosystem.
The excursion was held in a forest park near the preschool institution. To conduct the excursion, the experimenter studied the features of the observed objects, examined and prepared the territory, drew up a clear plan of the excursion and determined its main goal. In order for the excursion to have a developing character, our own activities were planned and the volume and sequence of performing various tasks was thought out in relation to different children. In preparation for the excursion, a work plan was outlined to enrich and activate the children's vocabulary. The questions of the conversation were outlined in advance, it was determined how to generalize what the children learned during the observations.
At the practical stage, didactic games "Name as many objects as possible", "Zoo" were also used, which contributed to the enrichment of the dictionary and the development of monologue speech. Thus, the goal of the game "Name as many objects as possible" is to exercise children in a clear pronunciation of words and enrich the active vocabulary. During this game, the teacher on a walk invites the children to look around themselves and name as many objects that surround them as possible (name only those that are in their field of vision). The teacher makes sure that the children correctly and clearly pronounce the words and do not repeat.
The purpose of the game "Zoo" is the development of monologue speech. During the game, the children sit in a circle, receiving a picture without showing them to each other. Everyone should describe their animal, without naming it, according to the following plan: 1. Appearance; 2. What does it eat. The "game clock" is used for the game. Turn the arrow first. Whom she points to, he begins the story. Then, by rotating the arrows, it is determined who should guess the described animal. At the time of this game, visual material was used - pictures with different animals. Children play these didactic games with pleasure and great interest.
At the second stage of the methodology, a large role was assigned to the conversation. In the older group, I had a conversation on environmental topics "Man's Little Friends".
The purpose of the conversation: to clarify the idea of children about the appearance, lifestyle, significance in nature of ants, butterflies, beetles, earthworms, toads, frogs, spiders; about the complex relationships of flora and fauna: the disappearance of one link in the chain of relationships causes a change in other links. Raise the desire to protect small useful animals. Learn to express your opinion. Before the conversation, preliminary work was carried out: looking at illustrations, reading stories and fairy tales: V. Bianchi “Like an ant hurried home”, A. Onegov “Where did the butterfly come from”, Yu. Arakcheev “A grasshopper was sitting in the grass”, S. Volovnik “Our familiar strangers."
The material for the conversation was: pictures of animals, an envelope, a letter, a poster "Ant is a forest attendant."
Now we give a fragment of a conversation with children on the topic "Man's Little Friends".
Conversation flow:
“The experimenter reads a letter from Dunno, he had a problem.
Experimenter: Guys, let's help Dunno with you. (Hangs up a canvas with pictures: an ant, a dragonfly, a butterfly, a spider, a ladybug, a frog, a toad, an earthworm).
Why is the forest empty? (The animals were offended by Dunno and left).
What are the animals offended by? Dunno said that these animals are useless and even harmful? Tell me what they are good for.
I will do two riddles. Which animal you can quickly guess about, we’ll start the story with that:
Surprisingly strong, do not look that it is small:
After all, in the forest with friends, he dragged a mountain.
The flower was sleeping and suddenly woke up
I didn't want to sleep anymore
Moved, stirred
Soared up and flew away!
What is the name of the mountain that the ants dragged?
What do ants build anthills from? What do ants eat? Why are they called "orderlies of the forest?" (Ants clear the forest, collect coniferous needles, small twigs, pieces of bark, plant remains for the construction of an anthill; ants eat caterpillars, various beetles that sharpen trees; ants spread the seeds of forest plants, loosen the soil).
Why did the forest become bad without ants? How can people take care of ants? What advice would you give to the Dunno?
Let's talk about butterflies. Why did the forest feel bad without butterflies? (Butterflies pollinate flowers, without them there will be no seeds, there will be no new flowers). What do butterflies eat? How do they carry pollen from flower to flower? What else is the use of butterflies? How can you take care of them?" A complete summary of the conversation in the senior group "Man's Little Friends" is presented in the appendix.
During the conversation, she drew the attention of the children to the correctness of speech, encouraged them to complete answers. Also, during the conversation, she introduced new words, activated the vocabulary of children and contributed to speech activity with the help of questions. The main purpose of this conversation is to stimulate and direct the attention of children to a richer and more expedient accumulation of experience. The task of the experimenter is, first of all, to provide the most complete perception, to help children get clear, distinct ideas, to supplement their knowledge. The content of the conversation was determined by the process of observation. After all, what and in what order the children will notice and what they will say cannot be foreseen in advance. Children, observing, expressed their thoughts in the form of separate remarks and separate words. Thus, there was an exchange of views.
A lesson was also used to solve the problems of the practical stage. In the older group, an integrated lesson was held (on the development of speech and familiarization with nature) on the topic "Protect spruce and pine."
The purpose of this lesson: 1. To consolidate and deepen the knowledge of children about spruce and pine, as representatives of coniferous trees.
2. To form the ability to compare these trees, to see similarities and differences between them.
3. Exercise children in compiling coherent stories, forming plural nouns and matching them with the word "many".
4. Develop creativity, coherent speech, fine motor skills.
5. Improve relief modeling by smearing.
6. To form the ability to work in a team, to perform simple experiments.
7. Raise an ecological outlook: cause a negative attitude towards those who harm nature by cutting down spruce and pine trees.
8. Learn to enjoy communication with nature, to understand the value of each tree.
Various equipment was used at the lesson: pictures of pine and spruce, spruce and pine cones, aroma lamp, pine oil, plasticine, simple pencils, sheets of white cardboard, artificial Christmas tree. Such a variety of didactic and visual material allows not only to give children theoretical knowledge, but also to evoke positive emotions through feelings and various analyzers. Here is a fragment of the lesson "Protect spruce and pine."
Lesson progress:
"A story about the benefits of trees."
Spruce and pine are faithful helpers to man. They give us their beauty, clean air, wood, even medicines. The healing properties of pine are simply wonderful! The pine has medicinal properties and seeds, and needles, and young cones. They are used to make medicines that help to overcome diseases. And now we will light an aroma lamp with pine oil and the air in our group will be filled with the aroma of pine needles and become cleaner, because the pine smell kills bacteria.
We have the opportunity to relax in the shade of these trees, breathe in the fresh air saturated with the aroma of pine needles, we can collect cones for crafts.
No wonder they say: "For the city, every tree is expensive." Let's think why? Is the air clean in the city? What is it contaminated with? How do trees clean the air? (Answers of children). Spruce and pine purify the air very well.
People take advantage of the generosity of these trees. Since ancient times, people have used pine and spruce wood. How do you understand the word "wood"? (Answers of children). Wood is called sawn wood. Furniture, musical instruments, crafts are made from pine and spruce wood. This picture frame here is made from pine wood. In ancient times, royal towers, churches, wells, mills, dishes were made from pine wood. And also ships. For many, many years, violins made of spruce wood in the old days enchant listeners with their voice.
Creative game "The Tale of the Christmas Tree".
Children compose a thematic fairy tale on basic questions, according to a given beginning of a sentence. “There was a Christmas tree. She grew up ... (where?) And her neighbors grew next to the Christmas tree - ... (what plants?). All of them are very herringbone ... (how was she treated?). They also liked to frolic near the Christmas tree and forest animals ... (what kind of animals?). In winter, the Christmas tree protected the bunny and the fox from the blizzard with its fluffy twigs, and the Christmas tree fed the squirrel with delicious seeds from its cones. Before the New Year's holiday, he came to the Christmas tree with an ax ... (who?). He wanted to cut down the Christmas tree. And then a miracle happened - all the inhabitants of the forest - both plants and animals suddenly started talking and began to ask (the character) ... (what to ask for?). (What did they say to him?) (And how did he react to these requests, what did he say in response?) The plants and animals were very happy and thanked (the character) ... (with what words they thanked) To celebrate, the forest inhabitants arranged a New Year's ball near this Christmas tree. (How did they have fun at the festive ball, what did they do?) (How did this story end?).
Guys, I will write this story, and you will draw pictures for it. So we have a real book. We will give it to parents and children of other groups of our kindergarten to read. A full summary of this lesson is provided in the appendix (Appendix D).
During the lesson, various types of work were carried out - games, conversations, writing a story, drawing, smelling pine. The children enjoyed this activity very much, as they were very active, expressed their opinion and were attentive. The aroma lamp evoked a large number of positive emotions in children, because they not only saw pine cones, but were also able to feel the smell of pine needles; The children felt like they were in the forest. After that, the guys tried to express their opinion, to tell about some of their memories. During the creative game "The Tale of the Christmas Tree", the children actively participated and each used their own personal experience. Fairy tales turned out to be completely different, everyone came up with something new and unusual.
To consolidate knowledge, skills and abilities at the practical stage, a didactic game was held with children "Think of a riddle", the purpose of which was to develop the ability of children to make riddles about natural phenomena and the world around them based on the main features and properties. Guessing and compiling riddles has a great influence on the versatile development of children's speech. The use of various means of expression to create a metaphorical image in a riddle (the method of personification, the use of polysemy of a word, definitions, epithets, comparisons, a special rhythmic organization) contribute to the formation of imagery in the speech of preschool children.
Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meanings of words, form ideas about the figurative meaning of the word. They help to learn the sound and grammatical structure of Russian speech. A riddle is one of the most common means that are used in educational work.
The riddle not only arouses interest in children, but also contributes to the development of thinking, attention and memory.
Compiling riddles is considered creative work, so the didactic game "Come up with a riddle" is a difficult job for a preschooler, but also interesting. After all, here the child shows the traits of his character, selects the appropriate signs for certain objects and brings them to the totality. When compiling riddles, the child used all the knowledge about the environment and objects, so their signs are real, that is, not fictional. After all, the riddle must be composed correctly so that others can recognize the hidden object or phenomenon by the main features.
Thus, at the practical stage, various forms were used to develop coherent speech of older preschoolers in the process of getting to know nature - didactic games, integrated classes, conversations, excursions, and composing riddles. After the work done, a positive result is visible - children can express their opinion in detail, compose stories about nature based on their own feelings, and share their experiences.
The final period in the development of coherent speech is the control stage. Its purpose was: to actively use the acquired knowledge, skills and abilities, to speak freely in the process of getting acquainted with nature, to compose stories on their own. The task was to develop the readiness of children to compose stories on their own, to speak in detail in the process of getting to know nature.
To achieve the goals and objectives at the control stage, I used the following forms of work with children: compiling descriptive stories based on the picture on the topic “Signs of Spring”, conducting experiments based on the plot picture “Mushrooms”, working in nature.
Of great importance in the development of coherent speech is the compilation of descriptive stories based on the picture on various topics. The fact is that in the process of drawing up the child relies on visibility, singles out the main and secondary features, seeks to convey what he has drawn to his peers through his own feeling and perception. Children in the older group are happy to look at paintings and express their opinions and emotions about the work of art. In the senior group, I was offered the painting "Signs of Spring". Children immediately drew attention to it, but some relied not on the work itself, but on existing knowledge and personal experience. Therefore, I drew the attention of children to the picture itself, and to the elements that are presented on it. Almost all of the children spoke in full and detailed sentences, some of the children were inactive, so they were asked counter questions to activate their attention.
A special place in the development of speech is occupied by experiments in nature, because experience carries great significance. After all, the implementation of practical tasks and the study of something new contributes to the development of cognitive and speech activity of children of older preschool age. With the help of experiments, children enrich their knowledge and get answers to topics of interest to them. The activity of experimentation contributes to the formation of cognitive interest in children, develops observation, mental activity. In the activity of experimentation, the child acts as a kind of researcher, independently acting in various ways on the objects and phenomena surrounding him in order to more fully cognize and master them. In the course of experimental activity, situations were created that the child resolved through the experiment and, analyzing, made a conclusion, a conclusion, independently mastering the idea of a particular law or phenomenon. The experimenter organized the work in such a way that children could repeat the experience shown to adults, could observe, answer questions using the results of the experiments. With this form, the child masters experimentation as an activity and his actions are of a reproductive nature.
So in the older group, several experiments were carried out that contributed to the development of thinking, attention, speech and the activation of cognitive activity:
"Submarine made of grapes"
Purpose: to show the properties of carbonated water using grapes; demonstrate the principle of operation of a submarine; develop thinking, speech and attention; To develop interest in the research activities of older preschoolers and promote cognitive activity.
Working process:
It is necessary to take a glass with fresh sparkling water or lemonade, and throw a grape into it. It is slightly heavier than water and will sink to the bottom. But gas bubbles, similar to small balloons, will immediately begin to sit on it. Soon there will be so many of them that the grape will pop up. But on the surface, the bubbles will burst and the gas will escape. The heavy grape will again sink to the bottom. Here it will again be covered with gas bubbles and rise again. This will continue several times until the water "exhales". According to this principle, a real boat floats up and rises. And the fish have a swim bladder. When she needs to dive, the muscles contract, squeezing the bubble. Its volume decreases, the fish goes down. And you need to get up - the muscles relax, dissolve the bubble. It increases and the fish floats up.
"How to get drinking water?"
Purpose: to show how you can get water from leaves and grass on the ground; develop curiosity, thinking, speech and attention.
Working process:
For this experiment, you need to dig a hole in the ground about 25 cm deep and 50 cm in diameter. Place an empty plastic container or a wide bowl in the center of the hole, put fresh green grass and leaves around it. Cover the hole with a clean plastic wrap and cover its edges with earth so that air does not escape from the hole. Place a pebble in the center of the film and lightly press the film over the empty container. The device for collecting water is ready. Then you need to leave your design until the evening. And now carefully shake the earth off the film so that it does not fall into the container (bowl), and see: there is clean water in the bowl.
Where did she come from? It is necessary to explain to the child that under the influence of solar heat, the grass and leaves began to decompose, releasing heat. Warm air always rises. It settles in the form of evaporation on a cold film and condenses on it in the form of water droplets. This water flowed into our container.
"Making a Cloud"
Purpose: To show children how clouds and rain form. Develop thinking and attention.
Working process:
To conduct this experiment, it is necessary to pour hot water into a three-liter jar (about 2.5 cm). Put a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar, rising up, will cool. The water vapor it contains will condense to form a cloud. This experiment simulates the formation of clouds when warm air cools. And where does the rain come from? It turns out that the drops, heated up on the ground, rise up. It gets cold there, and they huddle together, forming clouds. When they meet together, they increase, become heavy and fall to the ground in the form of rain.
Of no small importance is labor in nature, which develops cognitive activity and forms skills and abilities in various fields. Work with children must be carried out in the form of a game, so that children behave naturally and are not afraid of difficulties.
The work of children in nature creates favorable conditions for physical development, improves movement, stimulates the action of various organs, and strengthens the nervous system. In this work, as in no other, mental and strong-willed efforts are combined.
Work in nature is of great importance for the mental and sensory development of children. Systematic collective work unites the children, instills in them diligence and responsibility for the assigned work, gives them pleasure and joy.
Labor in nature contributes to the development of observation, curiosity of children, instills in them an interest in agricultural labor and respect for the people who are engaged in it. Labor in nature helps to cultivate love for it, to take care of the living, to the results of labor. It is also important that labor in nature is accompanied by speech and comments on the performance of this work.
So, in the older group, you can make a bird feeder for wintering birds with the guys or create a garden on the territory of the kindergarten where children could take care of the plants. This will contribute not only to the development of cognitive and practical activities, but also to the development of speech activity through feelings and emotions from participation in the work.
Thus, we can conclude that the proposed method for the development of coherent speech of older preschoolers in the process of familiarization with nature consists of three stages: preparatory, practical and productive. At the preparatory stage, the task of forming the child's interest and positive attitude towards speaking and storytelling in the process of getting to know nature was solved. At the practical stage, various forms of coherent speech development were used in the process of getting acquainted with nature, namely: integrated classes, excursions, conversations on environmental topics, didactic games. At this stage, the following tasks were solved: to consolidate the children's ability to speak in detailed and correct sentences; improve the ability to compose descriptive stories about nature, based on their own feelings and emotions. To achieve the goals and objectives at the control stage, we used different forms of work with children: compiling descriptive stories based on the picture on the topic “Signs of Spring”, “Picking Mushrooms”, conducting experiments “Submarine from grapes”, “Making a cloud”, “How to get water for drinking?”, labor in nature. In general, the goals and objectives of the methodology for the development of coherent speech of children of older preschool age have been achieved.
The development of coherent speech of preschoolers through observations in nature
Connected speech is the most complex form of speech activity. It has the character of a consistent systematic detailed presentation. The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. Since the child receives his first sensations and ideas from the environment around him, then any knowledge expressed in the word follows from experience, i.e. perceptions received by the child from the outside world, the world of concrete phenomena and things.
Nature is always around the child, it affects the child from an early age with its diversity and novelty, causes him amazement, a desire to learn more, ask, discuss what he saw. The importance of nature in the development of logical thinking and coherent speech was emphasized by K.D. Ushinsky, who considered the logic of nature the most accessible, visual and useful for a child; argued that in order to improve the word and thought of the child, it is necessary to enrich his soul with understandable, vivid images of nature.
Nature helps to clearly and easily demonstrate the causal and temporal dependence, sequence, interconnection and interdependence of objects and phenomena. Children learn to observe, highlight these connections and explain what is observed, which has a significant impact on the development of their mental activity. In the process of learning about nature, children master grammatical categories denoting names, actions and qualities, which helps them analyze an object and phenomenon from different angles. In this regard, conditions are created for the development of coherent speech and the formation of such qualities as consistency, consistency, evidence and clarity. The child learns to reason, to tell, to describe.
In free speech communication, conversation is a means of teaching dialogic speech. It can be carried out during any regime moments: for a walk, during a game, etc. The conversation can be conducted on a specially organized observation of any object or natural phenomenon. With the help of such conversations, children develop observation, independent thinking is formed, and a direct interest in speech activity is awakened.
Interviews with preschoolers can be conducted anywhere, but the methodology for conducting them varies. There are different types of conversations about nature: conversations combined with direct perception (in the process of observations, excursions, walks); conversations in the process of children's activities (during labor in nature).
The development of coherent speech of preschool children is most facilitated by questions that help children uncover the causes of phenomena and establish connections and patterns of seasonal changes in nature, since when answering, the child will have to characterize the phenomenon and name the established connection with a word (Why is the river covered with ice in winter? - In winter, the river is covered ice because it's cold). In order for the conversation to be interesting, active and bring joy to children, the teacher needs to use various organizational methods: surprise moments, funny poems, fairy tales, speech logic tasks, riddles, visual didactic materials, various collections and herbariums collected by children.
The development of coherent speech of children of middle preschool age in educational activities to familiarize themselves with seasonal natural phenomena can be facilitated by fairy tales, poems and literary and artistic texts for reading. In this regard, stories and fairy tales of K.D. Ushinsky, created for children (books "Native Word", "Children's World"). In the stories “Winter”, “Spring”, “Summer”, “Autumn”, “The Pranks of the Old Woman of Winter”, “The Dispute of Trees”, “The Dispute of Animals”, “Four Wishes”, etc., it is accessible to tell about the phenomena of nature and the change seasons, about what surrounds children in everyday life: about the world of animals and birds.
When observing natural phenomena, proverbs, sayings and riddles can be used that teach children a beautiful, figurative vision of nature, but also a logically accurate and concise description of a natural object or phenomenon. The riddle teaches to see and comprehend reality in its diverse connections and associations, helps to highlight one or another feature of an object, phenomenon in speech, makes you take a closer look at it, see the beauty in this object or phenomenon.
An effective method for increasing the activity of children during a conversation N.V. Vinogradova considered the use of speech logical tasks. Speech logical tasks are a story-riddle about nature, the answer to which children can formulate if they have realized certain connections and patterns of nature, they can be part of a conversation or independent activity. Depending on the didactic goals and taking into account the experience of the children, the educator composes speech logical tasks. Material for compiling tasks can be taken in the books: “The Seasons” by D. Zuev, “Native Nature” by D. Kaigorodov, “News from the Forest” by V. Bianchi, “Forest Talk” by E. Shima, “In the Forests of Happy Hunting” N . Sladkova and others.
The next stage in the development of coherent speech is teaching children a coherent narrative story about seasonal natural phenomena. The priority task at this stage is the formation of the ability to build statements and analyze its structure: does it have a beginning, how does the action develop, is there a completion.
In educational activities to get acquainted with seasonal natural phenomena, you can use environmental games to develop coherent speech, clarify and generalize the ideas of preschool children about the natural world. Such games were developed by N.A. Ryzhova, the author of the program “Nature is our home” (“Ecological traffic light”, “When does it happen?”, “Guess from the description”, etc.).
Thus, we can conclude that, in accordance with the Federal State Educational Standard, one of the priority areas of the preschool education system is the development of speech in preschool children. We believe that the development of coherent speech in preschoolers will be facilitated by educational activities to familiarize themselves with seasonal changes in nature. The main emphasis, in our opinion, should be made on the inclusion in the educational process for the development of coherent speech among preschoolers of conversations about nature, observations, issues of a problematic nature, excursions, targeted walks, didactic games and other forms of work.
"The development of speech of preschool children through familiarization with nature"
The great educator V. Sukhomlinsky rightly emphasized the need to introduce children into the world around them so that they discover something new in it every day, so that each of their steps is “a journey to the origins of thinking and speech - to the wonderful beauty of nature.”
I have taken this opinion of an outstanding teacher as the basis for the pedagogical idea I have outlined.Indeed, today one of the urgent problems in preschool education is the development of speech, as it is a necessary condition for successful schooling.Unfortunately, listening to the speech of children, one can see how poor the knowledge of children about nature, events, and phenomena occurring in the surrounding life is still. How difficult it is for them to put into words what they feel, see, hear.
It is nature that is the richest pantry, invaluable wealth for the intellectual, moral and speech development of the child. With its diversity, colorfulness and dynamism, it attracts kids, causes a lot of joyful experiences in them, and develops curiosity. Ya. A. Kamensky wrote that learning should begin not with verbal interpretation, but with real observation of the surrounding world, and Pestalozzi considered sensory perception to be the starting point of cognition and insisted on the need to form a culture of observation in children that would help to accumulate specific information, and then will lead to the development of abilities and speech.
I have been working on this topic for more than a year. During this period, I studied and analyzed the literature: A.A. Vakhrusheva “Hello world!”, S.N. Nikolaeva “Introduction of preschoolers to inanimate nature”, A.K. Bondarenko “Word games in kindergarten”, A.K. Bondarenko “Didactic games in kindergarten", T.S. Shvaiko "Games and game exercises for the development of speech", A.G. Selikhova "Introduction to the outside world and the development of speech", N.F. Poddyakova "Mental education of children in the process of acquaintance with nature" andcame to the conclusion that it would be an unforgivable mistake not to involve Nature in such an important process - the upbringing of a small person - a great teacher - Nature.
aim In my pedagogical idea, I designated the acquisition of speech by children as a means of communication and culture. The means of implementation is familiarization with nature in various activities.
In this case, the following tasks are solved:
1. enrichment of children's vocabulary through the consistent formation of knowledge about the features of the world around them.
2. selection of methods and ways of speech development
3. use of various forms of organization.
Experience in kindergarten shows thatNot a single didactic material can be compared with nature in terms of the diversity and strength of the developmental impact on the child. Therefore, withat the earliest stages of a child's development, it is necessary to introduce him to all the diversity of the world around him. Direct observation of the environment contributes to the development of logical speech, understanding of grammatical laws. In order to improve the thought and word of a child, it is necessary to enrich his soul with complete, true, vivid images of the world around him. The ability to observe, developed in the process of cognition of nature, gives rise to the habit of drawing conclusions, brings up the logic of thought, clarity and beauty of speech - the development of thinking and speech goes as a single process.At the same time, the process of cognition of the environment in all its diversity contributes to the understanding and use of various grammatical categories in coherent speech, denoting the name, action, quality and helping to analyze the object and phenomenon from all sides.
Acquaintance with nature enriches the sensory experience of the child, teaches to be attentive to what surrounds him. Children learn to see, listen, feel and touch, thereby creating a sensual basis for the word.Along with the development of speech, skills of mental labor are acquired, the ability to analyze, explain, prove, and reason is improved.
Pedagogical tasks are successfully solved with the right choice of methods and techniques. Considering that preschoolers are dominated by visual thinking, I widely use figurative thinking in my work.
- visually - exhibition material, toys, paintings, natural objects.
- specially organized situations
- games that help increase attention, interest in the lesson and in speech activity.
In the game, children learn to isolate different and similar features, group objects according to individual features, and recognize the qualities of an object. To enrich and activate vocabulary, I usespeech games and exercises: “Name it in one word”, “Who needs these items”, “Learn the whole by part”. Games are also useful for speech development, during which the child can pick up more signs for the subject, for example, “What is it made of”, “Guess the taste”, etc.
Word games: “Edible-inedible”, “Who is screaming?”, “What is superfluous?”, “Recognize by voice”, “Who came to us?” etc. develop children's attention, imagination, speech, increase knowledge about the world around them, they require children to know the laws that children learn about when they get acquainted with nature.
Construction games with sand and water help to solve many problematic situations, for example, why dry sand pours, but wet sand does not; where the seed will germinate faster, in the ground or in the sand; What things benefit from water, and what harm? All these questions make the children think, compare and draw conclusions. This type of games can be attributed to experimentation, since children, through direct interaction with objects, learn to get results, draw conclusions and conclusions. , "Tell me who I am?", "Help me find my mother", "Where, whose house?", "Let's dress Masha for a walk", which help me familiarize children with animals, birds, natural phenomena, and children's questions, give "green light" to further searches, develop interest in knowledge.
Work experience shows that round dance games, games of low mobility, dramatization games also contribute to the development of speech. During the game, the questions asked to the child encourage him to imagination and creativity, independent discovery of the world around him and its patterns.
Working on this topic, I came to the conclusion that the development of speech in the process of getting to know nature occurs both in the classroom and during the game, in the process of work, during a walk. In all these activities, there is a process of deepening and systematizing knowledge about the surrounding reality, there is an improvement in the form of expression of thoughts, enrichment of vocabulary, the achievement of clarity and consistency of presentation, emotional speech.
I work on enriching the vocabulary at the same time as improving the sound pronunciation and the formation of the grammatical structure of speech. Since the development of general and fine motor skills contributes to the development of speech, I pay great attention to logorhythmic exercises, finger games, we use exercises and games to develop fine motor skills (mazes, laying out along the contour, stringing objects on a flexible cord).
I attach great importance in my work to reading fiction and especially fairy tales, children of all ages are charmed by them.
Work on a fairy tale has its continuation in another type of activity - theatrical. Children take great pleasure in showing themselves as artists. In this type of activity, the correct speech of children is formed, the vocabulary is replenished and activated, memory and attention develop, and in order for the image to be more similar, there is a motivation to learn more about the features of a particular animal.
An important role for the development of the cognitive-speech sphere of preschoolers is played by a properly organized developmental environment.
A corner of nature in a group that contains indoor plants helps to cultivate a love for nature. Caring for them, children get an idea of the diversity of the plant world, how plants grow and develop, what conditions need to be created for them, master the ability for comparative analysis: they find similarities and differences between plants and their parts (leaf color, size, shape , number of leaves, etc.). And this, in turn, contributes to the accumulation of the dictionary, its activation and the development of children's speech activity.
During walks in the kindergarten area, I organize daily nature observations, during which children learn a lot from the life of plants and animals, admire the beauty of nature in all seasons.
I attach great importance to the role of parents of pupils. Therefore, at parent meetings, group and individual consultations, in conversations, I recommend encouraging the search activity of children; I explain that acquaintance with the outside world should be exciting, joyful for the baby.
To show the integrity of the work on this topic, I carried out diagnostics on the development of speech in the process of getting acquainted with nature in the form of diagnostic exercises, developed classes whose purpose was to develop the mental abilities and activity of children's speech. Created presentations for these classes. Designed a card index of games on this topic.
The results of periodic monitoring of child development speak for themselves: due to purposeful work, their speech and practical skills improved, their horizons increased and their cognitive interest increased.The experience of working on this topic has shown that it is verbal communication that activates cognitive processes, develops the emotional sphere, and normalizes behavior. And vice versa, it was the acquaintance with nature that expanded and activated the vocabulary of my pupils, contributed to the formation of the grammatical structure of speech and the development of coherent speech.
Evaluating the results, there is a desire to actively continue work in this direction, the purpose of which is not only to promote such mental development of children, which will allow them to rise to the level of school maturity, but also to awaken the children's cognitive interest and desire for success.
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