Kindergarten corner for speech development, second junior group. Basic elements of speech development of preschool children using the example of the second younger group

Contents of the speech corner in junior groups of preschool educational institutions

In preschool educational institutions it is carried out big job on the development and correction of children's speech. However, until recently, the activities of teachers of mass kindergartens using traditional methods did not give desired result. Many of them are developed based on speech norms (while the number of children with various speech abnormalities and pathologies is increasing year by year), they take into account age-related characteristics of speech development and do not take into account the individual manifestations and defects of speech development of each child.

In matters of preventing speech disorders, working with preschoolers in a speech corner helps. It is a specially equipped space for playing alone or in small groups.

In the speech corner, the necessary material is selected for working with children of a given age during a certain period of time, helping the teacher in correctional work.

Its equipment includes shelving located at different levels, a mirror, gaming, didactic and visual material. With their help, teachers create conditions for correcting deviations in the development of children, stimulating speech activity and verbal communication. When selecting didactic material, you must consider:

Corner fillability;

Variety of materials;

Age appropriate;

Availability;

Systematicity;

Design aesthetics;

Leading toy (“mistress” of the correctional corner).

Games should be selected in order of increasing complexity, aimed at the development (correction) of speech and non-speech mental processes and functions that make up the psychological basis of speech. Gaming and didactic material is replaced or replenished in the correctional corner weekly, depending on the lexical topic. At the same time, there is material on two topics: the one being reinforced and the one being studied.

1st junior group

1. Pictures by lexical topics.

2.Game catalog:

d) finger gymnastics.

6. Subject pictures.

7. Various types of theaters.

8. Pictures:

a) depicting natural phenomena;

c) main parts of transport (cabin, steering wheel, windows, doors, wheels);

d) depicting the work of adults (the cook cooks, the nanny cleans, the mother sews);

e) depicting the size, color, quality of objects (red, etc., clean - dirty, sweet - bitter, large - small, etc.);

2nd junior group

1. Pictures on lexical topics (albums).

2. Game catalog:

a) on the sound culture of speech;

b) articulatory gymnastics exercises;

c) breathing exercises;

d) finger gymnastics.

3. Works of art according to the program, etc.

4. Verbal didactic games.

5. Pure sayings, poems, nursery rhymes, sayings, sentences.

6. Subject and plot pictures for composing descriptive stories.

7. Various types of theaters.

8. Pictures:

a) depicting the characteristic features of the seasons;

b) household items;

c) details of objects;

d) depicting the work of adults (the cook cooks, the nanny cleans, the mother sews);

e) depicting the size, color, quality of objects;

f) depicting actions (going to bed, sitting down, getting dressed, walking, sweeping, washing, ironing, etc.).

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Slide captions:

Equipping the speech corner in accordance with the Federal State Educational Standard in the second younger group. Nikiforova A.O. Group No. 13

1.Formation of vocabulary 1. Based on enriching ideas about the immediate environment, continue to expand and activate children’s vocabulary. 2. Clarify the names and purposes of items of clothing, shoes, hats, dishes, furniture, and types of transport. 3. Develop the ability to distinguish and name essential details and parts of objects (for a dress - sleeves, collar, pockets, buttons), qualities (color and its shades, shape, size), surface features (smooth, fluffy, rough), some materials and their properties (paper easily tears and gets wet, glass objects break, rubber toys after compression, they restore their original shape), location (outside the window, high, far away, under the closet). 4. Draw children’s attention to some objects that are similar in purpose (plate - saucer, chair - stool, fur coat - coat - sheepskin coat). 5. Develop the ability to understand general words (clothing, dishes, furniture, vegetables, fruits, birds, etc.); name the parts of the day (morning, afternoon, evening, night); name domestic animals and their babies, vegetables and fruits. Tasks of speech development in accordance with the requirements of the modern Federal State Educational Standard:

2. Formation of sound culture of speech 1. Improve children’s ability to clearly pronounce vowels in words (a, u, i, o, e) and some consonant sounds (p - b - t - d - k - g; f - v; t - s - z - c). 2. Develop motor skills of the speech-motor apparatus, auditory perception, speech hearing and speech breathing, clarify and consolidate the articulation of sounds. 3. Develop the correct tempo of speech and intonation expressiveness. 4. Develop the ability to clearly pronounce words and short phrases, speak calmly, with natural intonations.

3.Formation grammatical structure speech 1. Improve children’s ability to coordinate adjectives with nouns in gender, number, case; use nouns with prepositions (in, on, under, for, about). 2. Help to use in speech nouns in singular and plural form, denoting animals and their young (duck - duckling - ducklings); the plural form of nouns in the genitive case (ribbons, nesting dolls, books, pears, plums). Treat children's word creation as a stage of active mastery of grammar, prompt them to the correct form of the word. 3. Help children obtain common ones from common simple sentences (consisting only of a subject and predicate) by introducing definitions, additions, and circumstances into them; make sentences with homogeneous members (“We will go to the zoo and see an elephant, a zebra and tigers”).

4. Formation of coherent speech 1. Develop a dialogical form of speech. Involve children in conversation while looking at objects, paintings, illustrations; observations of living objects; after watching performances and cartoons. Develop the ability to conduct a dialogue with the teacher: listen and understand asked question, answer it clearly, speak at a normal pace, without interrupting the adult speaking. Remind children to say “thank you,” “hello,” “goodbye,” “ Good night"(in a family, group). 2. Develop children’s proactive speech in interactions with adults and other children. In order to develop initiative speech, enrich and clarify ideas about objects in the immediate environment, provide children with pictures, books, and sets of objects for independent examination.

It is advisable to place the speech corner next to the book corner. The design of the corner should be aesthetic. Game material must be accessible to the child. Do not overload the corner with equipment. An integral attribute of the speech corner should be a toy - an “animate character”. When organizing a speech corner, the following requirements must be observed:

We use material from the corner of knowledge: D didactic games to develop the ability to distinguish and name essential details and parts of objects (for a dress - sleeves, collar, pockets, buttons), qualities (color and its shades, shape, size), surface features (smooth, fluffy, rough), some materials and their properties (paper easily tears and gets wet, glass objects break, rubber toys restore their original shape after being compressed), location (outside the window, high, far away, under the closet). freshwater”, etc. 1. Formation of a dictionary

2.Sound culture of speech

Grammatical structure of speech Connected speech

Thank you for your attention!

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speech corner in the second junior group"snake talker

Speech is the most complex mental process. The issue of speech development in modern children is relevant, because every year the number of children with speech disorders increases.

In our a corner for speech development was created for the group"Workshop snake-talker» , according to the age and interest of the children.

Corner located next to the theater, music and bookstore corners, which complement each other perfectly.

The main character corner is« Snake"

The basis speech corner includes gaming and didactic material aimed at development:

1. Articulatory motor skills (object pictures-supports, card index of articulatory gymnastics, mirrors)

2. Proper breathing is the key to success in mastering difficult to pronounce sounds. Using breathing exercises, it is possible to prevent nervous overstrain, restore correct speech breathing, create a positive emotional mood, and also overcome speech child disorders.

In that corner, to develop proper breathing, we have created didactic games: "Butterfly on a flower", "Tuchka", "Autumn Leaves", "Butterflies", "Football", "Gluttonous Berries", there is also "Windmills", « Bubble» , "Cotton balls".

1. To develop coherent speech, we use sets of subject and plot pictures (according to lexical topics of the week): "Moms and Babies", "Furniture", "Tools", Wild animals", "Pets", "Birds", "Insects", "Vegetables", "Fruits", "Berries", "Mushrooms", "Professions", Seasons"; educational games and benefits: "Professions", "Seasons", “Whose house?”, "Where is my mom?", "Favorite Fairy Tale", "What is what?", "Color", "Animal world", "Gifts of Nature", "Part and Whole", “What is made of what?”, « Live nature» ; as well as baby books and works of art according to the program, cut-out pictures and different types theater

2. Benefits for the development of small businesses motor skills:, walnuts, cones, stencils, clothespins ( "Sun", "Hedgehog", lacing, small toys(kinders, card index finger games.

3. Material on onomatopoeia:, "Noise Instruments", children's musical instruments, did. a game "Whose voice?"

4. Automation games and tutorials sounds: pure tongue twisters, tongue twisters, poems and nursery rhymes, subject and plot pictures, different types theater: finger, table, theater masks; small toys.

5. Vocabulary games and grammar: subject pictures on lexical topics.

IN speech corner we use theatrical and musical subjects corner, since dramatization promotes the development of coherent speech.

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Summary of a lesson on cognitive and speech activity in the second junior group “February 23 - Defender of the Fatherland Day!” Program content. Introduce public holiday- Defender of the Fatherland Day. Develop cognitive interest in the profession.

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Memo to educators on organizing a speech development environment in the second group early age(from 2 to 3 years).

In the speech center

Speech center

Corner fillability;

Variety of materials;

Age appropriate;

Availability;

Systematicity;

Design aesthetics.

Equipment for a speech corner in an early age group:

1. Game catalog:

a) on the sound culture of speech;

b) breathing exercises;

c) finger gymnastics.

1. Verbal didactic games.
2. Subject pictures.
3. Various types of theaters.

1. Images:

1. In the speech center the organization "Corner (shelf) of interesting things" in order to develop active, proactive speech in children.
2. Mastering mnemonics. It goes from simple to complex. Mastery in the second group of early ages begins with the simplest mnemonic squares - this is a graphic or partially graphic representation of a natural phenomenon, a fairy tale hero, etc.

Memo to educators on organizing a speech development environment in the younger group (from 3 to 4 years old).

In the speech center is selected required material for working with children of a given age in a certain period of time (thematic period, individual needs of children)

Speech center is a specially equipped space for playing alone or in small groups. Its equipment includes shelving located at different levels, gaming, didactic and visual material, with the help of which teachers create conditions for stimulating speech activity and verbal communication.

When selecting didactic material, the following are taken into account:

Corner fillability;

Variety of materials;

Age appropriate;

Availability;

Systematicity;

Design aesthetics.

Games should be selected in order of increasing complexity, aimed at developing speech and extra-speech mental processes and functions that make up the psychological basis of speech. Game and didactic material is replaced or replenished according to the needs of children, theme week. At the same time, there is material for consolidation and newly studied material.

Equipment for a speech corner in the junior group:

1. Game catalog:

a) on the sound culture of speech;

d) finger gymnastics.

1. Artistic works according to the program, etc.
2. Verbal didactic games.
3. Pure sayings, poems, nursery rhymes, sayings, sentences.
4. Subject pictures.
5. Various types of theaters.

1. Images:

a) depicting natural phenomena;

b) household items;

c) main parts of transport (cabin, steering wheel, windows, doors, wheels);

d) depicting the work of adults (the cook cooks, the nanny cleans, the mother sews);

e) depicting the size, color, quality of objects (red, etc., clean - dirty, sweet - bitter, large - small, etc.);

f) depicting actions (going to bed, sitting down, getting dressed, walking, sweeping, washing, ironing, etc.).

1. Theater screen and paraphernalia.

9. Visual material:

1. In the speech center, the organization of a “Corner (shelf) of interesting things” is organized with the aim of developing active, initiative speech of children.
2. Mastering mnemonics. It goes from simple to complex. from the simplest mnemonic squares - this is a graphic or partially graphic image of a natural phenomenon, a hero of a fairy tale, etc.

Memo to educators on organizing a speech development environment in middle group(from 4 to 5 years).

In the speech center the necessary material is selected for working with children of a given age in a certain period of time (thematic period, individual needs of children)

Speech center is a specially equipped space for playing alone or in small groups. Its equipment includes shelving located at different levels, gaming, didactic and visual material, with the help of which teachers create conditions for stimulating speech activity and verbal communication.

When selecting didactic material, the following are taken into account:

Corner fillability;

Variety of materials;

Age appropriate;

Availability;

Systematicity;

Design aesthetics.

Games should be selected in order of increasing complexity, aimed at developing speech and extra-speech mental processes and functions that make up the psychological basis of speech. Game and didactic material is replaced or replenished according to the needs of children, thematic week. At the same time, there is material for consolidation and newly studied material.

. Equipment for the speech corner in the middle group:

1. Game catalog:

a) on the sound culture of speech;

b) articulatory gymnastics exercises;

c) breathing exercises;

d) finger gymnastics.

1. Artistic works according to the program, etc.
2. Verbal didactic games.
3. Pure sayings, poems, nursery rhymes, sayings, sentences.
4. Subject pictures.
5. Various types of theaters.
6. Images:

a) depicting natural phenomena;

b) household items;

c) main parts of transport (cabin, steering wheel, windows, doors, wheels);

d) depicting the work of adults (the cook cooks, the nanny cleans, the mother sews);

e) depicting the size, color, quality of objects (red, etc., clean - dirty, sweet - bitter, large - small, etc.);

f) depicting actions (going to bed, sitting down, getting dressed, walking, sweeping, washing, ironing, etc.).

Parts of objects (components of toys, body parts of animals).

9. Visual material ( supplemented) :

Subject and plot pictures for composing descriptive stories.

Various types of theaters.

Mnemonics: along with the mnemonic square (drawing), a mnemonic track is added. A mnemonic track is an encoding of a word or small phrase with an image, i.e. the entire text is sketched out schematically. Looking at these drawings and diagrams, the child can easily reproduce text information.

1. Manuals with images of objects in the plural (one table - many tables, one doll - many dolls); to coordinate nouns with numerals (1 pear, 2 pears, 5 pears).

Memo to educators on organizing a speech development environment in senior and preparatory school groups.

The center for speech development, which provides the opportunity for children to act individually or unite in pairs. Manuals for the speech center are periodically updated, which allows them to maintain interest in communication.

The speech center includes the following aids and paraphernalia:

- material on the development of articulatory motor skills for individual work (subject pictures-supports; articulatory structures of the diagram; articulatory gymnastics in albums for a specific sound; articulatory gymnastics in poetry and pictures);

- aids for breathing development(multi-colored balls; plumes; paper snowflakes; pinwheels - pencils; foil bells on a string, etc.

- development benefits fine motor skills (dry pool; massage rollers, balls, clothespins, stencils; finger games; various material for making letters)

- material on onomatopoeia(noise instruments; sound boxes; children's musical instruments: piano, accordion, drums, pipe, tambourine, rattle, bells, rattles; subject, plot pictures for expressing sounds and their automation; sound boxes for vowels and consonants (houses for hard and soft sounds ); individual benefits for sound-letter analysis; word schemes; audio tracks, sound ladder; albums based on the syllabic structure of words)

- vocabulary and grammar games(subject pictures on lexical topics)

- games to develop coherent speech(series of plot pictures; different types of theater; tongue twisters, poems, nursery rhymes, tongue twisters;)

- manuals on mnemonics- mnemonic table (i.e., a diagram with substitute symbols) and mnemonic tracks (algorithms).

- literacy material– (magnetic board; sets of magnetic letters; cash registers of letters and syllables; cubes “ABC in pictures”, “Learn to read”, “Smart cubes”, “Syllable cubes”).

Various types of theater and paraphernalia.

"Book Center" includes a book corner. The contents of the book corner correspond to age characteristics children of this age, implemented in preschool institution educational program. It contains books with works of fiction by children's writers, fairy tales and other literary forms on the topic of the week. The main principle of selecting book publishing products is a minimum of text - a maximum of illustrations. In the book corner there is a photograph of the writer whose work children are introduced to in this moment and his literary works.

The changes taking place today in the field of preschool education are aimed, first of all, at improving its quality. A positive result can only be achieved by uniting all participants in the pedagogical process into a single educational space, which implies interaction and cooperation throughout the child’s preschool childhood.

Good speech is the most important condition for the comprehensive development of a child. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is.

For preschool period The child’s vocabulary continues to grow. Compared to early childhood, the vocabulary of a preschool child increases, as a rule, three times. At the same time, growth vocabulary, according to V.S. Mukhina, directly depends on the living conditions and environment in which the child lives. Speech development is more successful in a favorable speech environment. The speech environment is the family, kindergarten, adults and peers with whom the child constantly communicates. The subject-development environment is important for the development of young children who do not yet read, especially in their independent activities. A favorable speech environment develops where there is great interest in books, in reading, where intellectual needs arise and are satisfied.

The speech environment should contribute to the implementation of the following factors:

• adult speech perception;
• language observation;
• involvement in an active speech environment;
• dialogue between adults.

The speech environment is a specially organized environment that most effectively influences the development of different aspects of each child’s speech.

The content of the speech environment is determined by the priority line of speech development of children of each age and reflects all areas of work on speech development.

Job objectives:

• development of the child's vocabulary;
• work on the grammatical structure of speech;
• development of coherent speech;
• education of sound culture of speech;
• preparation for education and literacy;
• development of fine motor skills;
• acquaintance with fiction;

Early age group

• portraits of writers with biography (Barto A., Tokmakova N., Marshak S. Ya. and others);
• aids for breathing development;
• games to develop coherent speech;
• subject pictures depicting natural phenomena, vegetables, fruits, trees, pets and birds, Seasons, insects, transport and others;
• different kinds theaters;

Second junior group

• portraits of writers with biography (Ushinsky K., Mikhalkov S., Moshkovskaya E. and others);
• selection of children's fiction(4-5 titles of books, 2-3 copies each, screen books);
• aids for breathing development;
• aids for the development of fine motor skills;
• games for the development of coherent speech (subject pictures for compiling a descriptive story, plot pictures - a simple plot);
• didactic games for the formation of vocabulary, vocabulary, grammatical structure of speech, coherent speech;
• subject pictures depicting natural phenomena, vegetables, fruits, trees, domestic animals and birds, wild animals, traffic rules, seasons, insects, transport, dishes, flowers, professions and others;
• various types of theaters;
• card index of finger games, poems, nursery rhymes, sentences.

Middle group

• portraits of writers with biography (Mayakovsky V., Pushkin A.S., Chukovsky K.I. and others);
• selection of children's fiction (5-6 titles, thematic exhibitions are organized - once a quarter);
• aids for breathing development;
• aids for the development of fine motor skills;
• games for the development of coherent speech (subject pictures for compiling descriptive story based on a diagram, plot pictures - the plot is simple);
• didactic games for the formation of vocabulary, vocabulary, grammatical structure of speech, coherent speech;
• subject pictures depicting natural phenomena, vegetables, fruits, trees, domestic animals and birds, wild animals, traffic rules, seasons, insects, transport, dishes, flowers, professions, berries, mushrooms, space, inhabitants of reservoirs and others;
• various types of theaters;
• card index of proverbs, riddles, word games.

Senior group

• portraits of writers with biography (Gorky M., Zhitkov B., Tolstoy L., Bianchi V. and others);
• selection of children's fiction (7-8 books of different topics and genres, thematic exhibitions with children's drawings on a given topic are organized - once a quarter);
• portraits of illustrators (Charushin E.I., Rachev E.M.)
• aids for breathing development;
• aids for the development of fine motor skills;
• games for the development of coherent speech (subject pictures for compiling a descriptive story based on a diagram, plot pictures - a multifaceted plot);
• didactic games for the formation of vocabulary, vocabulary, grammatical structure of speech, coherent speech;
• various types of theaters;

Preparatory group for school

• portraits of writers with biography (Kuprin A., Paustovsky K., Yesenin S. and others);
• selection of children's fiction (the presence of a library of books by section: about nature, about animals or by author, 10-12 books are exhibited, different in genre and topic, thematic exhibitions with drawings by children are arranged);
• portraits of illustrators (Bilibin I., Vasnetsov Yu.)
• aids for breathing development;
• aids for the development of fine motor skills;
• games for the development of coherent speech (story pictures - the plot is multifaceted);
• didactic games for the formation of vocabulary, vocabulary, grammatical structure of speech, coherent speech, teaching children to read and write;
• a set of letters of different colors, sizes, materials;
• didactic material for depicting letters (ropes, pebbles, etc.)
• blanks for shading, stencils, punched cards for preparing the hand for writing, games for developing manual skills;
• illustrations about monuments and museums of the city, country;
• map of Russia, where cities are marked;
• subject pictures depicting natural phenomena, vegetables, fruits, trees, shrubs, domestic animals and birds, wintering and migratory birds, wild animals, animals hot countries, animals of the North, my city, my country, Defender of the Fatherland Day, traffic rules, seasons, insects, household appliances, transport, dishes, flowers, professions, berries, mushrooms, space, inhabitants of reservoirs and others;
• various types of theaters;
• card index of simple sayings, nicknames, sayings, proverbs, word games.

An integral attribute of the speech corner should be a toy - an “animate character”, which helps solve such important problems as overcoming uncertainty, shyness, achieving emotional stability, self-regulation, arousing speech interest in children, and encouraging speech activity.

The speech development corner should correspond to the general design of the group. You can come up with a name for it, for example “Rechevichek”, “Learning to speak correctly”, or simply allocate a place. The selection of material must meet program requirements, age and individual characteristics. In its design, it is necessary to show individuality and creativity so that children would like to use the materials and aids presented.

One of the main conditions for the quality of a speech corner is the teacher’s sincere interest in its results, the desire to help the child, and constant readiness to provide him with the necessary help and support in cases of difficulty. If an adult wants it, a child will want it too.

Thus, the use of a speech corner allows you to expand the speech environment in the group, create emotional responsiveness in children and a desire to participate in verbal communication with adults and independently, in the process of playing, easily and naturally develop and improve your speech skills.