“Entertaining rhetoric” Using rhetoric with children of senior preschool age as a means of developing speech and communication skills Prepared by: - ​​presentation. Rhetoric lesson, senior kindergarten group Long-term plan for senior rhetoric

Program of additional education for preschoolers with a social and communicative orientation. Can be used in the work of institutions of general and additional education for preschool children from 4 to 7 years old.

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Municipal preschool educational institution

“Kindergarten No. 20 “Romashka” in the city of Novocheboksarsk, Chuvash Republic

Additional general development program

“RHETORIC FOR PRESCHOOL CHILDREN”

(Developed by Candidate of Pedagogical Sciences I.V. Romanova, senior teacher of MBDOU “Kindergarten No. 20 “Romashka” on conceptual basis Scientific and Rhetorical School of Professor T.A. Ladyzhenskaya)

Preschool age - for children from 4 to 7 years old.

The duration of the Program implementation is from 1 to 3 years.

Novocheboksarsk

2017

1. Explanatory note…………………………3
2. Contents of the Program………………………...7
3. Curriculum………………………………………………………11
4. Methodological support…………………12
5. Organization of work……………………………13
6. Methodological support……………………...14

Explanatory note

Program focus– social and pedagogical. The purpose is to create conditions for the social and communicative development of a preschool child based on the formation of a system of basic moral values ​​(the child’s ideas that are reinforced through the experience of communicating with adults and peers) in close interaction between teachers and parents.

Relevance of the program.A free, creative personality, with self-esteem and respect for people, is formed throughout life, but its foundations are laid in preschool age.Issues related to moral education and communicative development have always been important for pedagogical science, but over the past twenty years they have become most acute.Preschool education is the first step in the public socialization of a child, where moral values ​​and norms of cultural behavior are laid, and the emerging personality of a small citizen of Russia develops.Effective communicative and moral development and personal development of Russian citizens throughout their lives can be ensured by a system of continuous rhetorical education, which is an integral component common system educational process (from pre-school to post-graduate inclusive). Following Z.I. Kurtseva, we understand rhetorical education as a multi-level theoretical and pragmatic system, the main goal of which is teaching communication, communicative development and moral education of a functionally literate individual capable of successfully interacting and self-realization in modern society.

The result of the development, upbringing and education of a child at the stage preschool childhood This is preparation for success in school.The goal of preparing for school is to develop in a preschooler the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, creative self-expression of the child, etc., that is, the formation of prerequisites for universal educational actions.

The proposed program is designed to complement the propaedeutic course of rhetoric, which is presented in the comprehensive program “Kindergarten 2100” with a workbook for preschoolers “You are a word, I am a word...” and to provide systematic, targeted work on teaching children to communicate at the initial stage of general education.

Program goals:

1. Development of social and communicative skills of preschoolers in communicating with adults and peers.
2. Development in preschool children of a conscious attitude to the assessment of speech behavior from the point of view of moral values.
3. Development of a sense of communicative appropriateness of statements in preschoolers.

Program objectives:

1. Introducing children to non-verbal means of communication (gestures, facial expressions, body movements) and the main communicative goals of communication in typical communication situations for a child.
2. Development of the ability to evaluate one’s own speech behavior and the speech behavior of another, taking into account the communication situation, the addressee, the ratio of verbal and non-verbal means of expressive speech.

Distinctive features and recipient of the additional educational program:

The “Rhetoric before school” program is intended for preschool children (from 4 to 7 years old) attending general and additional education institutions.The program course consists of 36 thematic meetings with children; it is variable for use, as it involves the implementation of:

• within one year(pre-school preparation),which is 36 weeks, that is, one thematic meeting per week;
• during two years(senior and preparatory group), 36 weeks annually, thematic meetings are held every other week;
• within three years -starting from middle group, according to a simplified version of the curriculum for the first year of studystarting from the second half of the year.

In the senior and preparatory groups (according to the plan of the first and second years of study, respectively), thematic meetings are held every other week.

Possible forms of holding thematic meetings with children: a game, a trip, a fairy tale, an excursion, a competition, a quiz, a creative evening, a concert, a holiday, etc.

Possible forms of organizing children's activities at thematic meetings: group; individual; individual-group; work in pairs, etc.

Planned results of mastering the Program:

The formation of social and communicative skills develops the child’s ability to communicate, which manifests itself at three qualitative levels:

“I WANT” the need and desire to communicate with others;

“I KNOW” knowledge of the norms and rules that need to be followed when communicating;

“I CAN” the ability to organize communication with adults and peers.

The expected results, subject to the requirements for the conditions for the implementation of the additional educational program “RHETORIC BEFORE SCHOOL”, at the final stage of its implementation include the following targets:

• The child is able to build a dialogue and monologue using a variety of linguistic means, is able to build constructive relationships with participants in joint activities, shows initiative and independence in various types of activities: play, communication, cognitive and research activities, design, etc.
• The child is able to determine the degree of polite behavior, knows how to evaluate his own speech behavior and the speech behavior of another, taking into account the communication situation (so polite - so impolite; you can speak like that - you can’t say that; a thought is expressed so correctly - a thought is expressed incorrectly; speech sounds so good - speech sounds so bad, etc.).
• The child is able to navigate different situations communication and build a speech utterance, taking into account who the speaker is addressing, for what purpose, what forms of speech etiquette will be used; knows how to obey different rules and social norms in different types of activities, tries to resolve conflicts.
• The child has a fairly good command of the means of expressive speech: he is able to control his voice, understands when to speak loudly and quietly, quickly and slowly, with what intonation, etc.
• The child knows how to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings and reacts to the speaker’s speech in communication with adults and peers.

Forms of pedagogical diagnostics.

Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the program is not accompanied by intermediate certifications and final certification pupils. .

When implementing the program “RHETORIC BEFORE SCHOOL”, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental characteristics);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of children’s development is used (identification and study of individual psychological characteristics children), which is carried out by qualified specialists (educational psychologists, psychologists).

A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children’s development.

Forms for assessing the individual development of a child:

• observation of manifestations of social and communicative behavior of a preschooler in various types of activities,
• analysis of children’s speech activity products (public speaking, text production and word creation),
• Questioning parents on the child’s development of social and communicative competence, which implies the development of the following skills:

1. Ability to understand emotional condition peer, adult (cheerful, sad, angry, stubborn, etc.) and talk about him.
2. Ability to obtain necessary information in communication.
3. The ability to listen to another person, respect his opinion and interests.
4. Ability to conduct simple dialogue with adults and peers.
5. The ability to calmly defend your opinion.
6. The ability to correlate your desires and aspirations with the interests of other people.
7. Ability to take part in collective affairs (agree, give in, etc.)
8. The ability to treat others with respect.
9. Ability to receive and provide assistance.
10. The ability not to quarrel, to react calmly in conflict situations.

Results of recording the development of the Program.The expected result of the program is the social and communicative development of a preschooler based on the formation of a system of basic moral values ​​(the child’s ideas that are reinforced through the experience of communicating with adults and peers). This process reaches meaningful completeness and becomes relevant for the child himself when it connects with life, real social problems, which must be decided on the basis of moral choice. The program “RHETORICS BEFORE SCHOOL” was developed on the basis of the conceptual provisions of the scientific and rhetorical school of T.A. Ladyzhenskaya, therefore, is practice-oriented in nature and involves only productive types of children's activities.

A possible result of working on the program (that is, the external result of the activity) could be the creation of a cumulative folder - a preschooler’s portfolio on the topic “On the Road to the Magic Land of Rhetoric” (which stores photographs of public speeches; drawings and crafts; invented by the child and recorded on various media texts of fairy tales and stories, proverbs and counting rhymes, etc.).

Thematic planning of the first year of study.

No.	Subject	Number of meetings
	"Communication"
1.1.	“A sharp word pricks the heart” (What is communication?)
1.2.	“The word is not a sparrow; if it flies out, you won’t catch it”(Oral communication).
1.3.	“What is written with a pen cannot be cut out with an axe”(Written communication.)
1.4.	"Politeness opens all doors" (Why be polite?)
1.5.	“Better is a faithful friend than a precious stone”
1.6.	“From time immemorial, a book raises a person”(She speaks silently...)
	"Speech etiquette"
2.1.	“Goodness teaches him who listens” (Gratitude)
2.2.	“If you ask nicely, you will be very nice” (How to make a request)
2.3.	"What is hello, so is the answer" (Hello!)
2.4.	“Talking too much will give you a headache”(Rules of communication).
2.5.	“Speech is made beautiful by listening” (What kind of listener are you?)
2.6.	“The word burns worse than fire” (Don't forget to apologize).
	"Speech technique"
3.1.	"Be true to your word" (In what tone?)
3.2.	“It’s better to stumble with your foot than with your tongue”
3.3.	“Don’t skimp on your smiles, everyone makes mistakes”(Everyone became brighter from a smile...)
3.4.	“He who storms with his tongue will not conquer much.”(Quiet or loud?)
3.5.	“Word after word goes on and on” (Don't break your tongue!)
3.6.	“Where words are rare, they carry weight” (Guess what I said!)
	Total

Thematic planning for the second year of study.

No.	Subject	Number of meetings
	"Communication"
1.1.	“A good conversation is as good as lunch” (Why do people communicate?)
1.2.	“No friend - the world is not nice” (There is no distance for friendship).
1.3.	“Reading a book is like flying on wings”(She speaks silently...)
1.4.	“If you don’t have a friend, so look for him, but if you find him, take care of him” (Without friends there is little of me, but with friends there is a lot).
1.5.	“Two people speak the truth: the one who tells and the one who listens.” (Who? To whom? Why? How?)
	"Speech etiquette"
2.1.	“It happens that the same word torments one and heals another” (Don't forget to apologize!)
2.2.	“Without hello there is no answer” (Hello!)
2.3.	“What I let slip, I said goodbye to” (Goodbye!)
2.4.	“Don’t regret your own thanks, and don’t expect someone else’s”(Gratitude)
2.5.	“One tongue, two ears, say once, listen twice”(Rules of communication).
2.6.	“Talking without thinking is like shooting without aiming”(How to make a request).
2.7.	“A horse is recognized by riding, a person by communication”(Talking on the phone)
2.8.	“Living as neighbors means being in conversations” (Invitation)
	"Speech technique"
3.1.	“A good word will build a house, but an evil word will destroy it”(In what tone?).
3.2.	“The tongue talks, but the head answers” (Make peace, make peace, make peace and don't fight anymore!)
3.3.	“The spoken word is silver, the unspoken is golden” (When is it good to be silent like a fish?)
3.4.	“You can’t keep up with her tongue even barefoot.” (If you hurry, you’ll make people laugh!)
3.5.	“There are many words, but little action” (Guess what I said!)
	Total

The program “RHETORIC BEFORE SCHOOL” serves as an addition to the already existing course “You are a word, I am a word” for preschoolers by Z.I. Kurtseva - the goals, objectives and sections of the programs coincide, and, despite the fact that each section has its own specifics, its educational and educational value are closely interconnected and complement each other.

Section "Communication"

Communication, its meaning for a person. Communication can be different (written and oral). Speech situation (Who? To whom? Why? How?). Rhetoric of respect for the interlocutor (rules of communication and listening).

Target:

Show preschoolers the importance of communication in the life of every person and lead them to understand that the word is the most important means of communication, exchange of thoughts and feelings between people. Give the concept of rhetoric and what it teaches.

Tasks:

1. Forming in children a careful attitude towards words, an understanding that the word is a means of influencing people’s imagination and behavior.
2. Acquaintance with the main communicative goals of communication in typical communication situations for a child.
3. Development in preschoolers of the ability to build dialogue and monologue using a variety of linguistic means.

Section "Speech Etiquette"

Greetings. Parting. Gratitude. Apology. Talking on the phone. Rules and norms of speech etiquette.

Goals:

1. To introduce preschoolers to the most common (for a given age) oral speech genres.
2. Formation of ideas about the norms and rules of speech etiquette, development of the ability to use them depending on communication situations.

Tasks:

1. Formation of ideas about the speech genres of greeting/farewell, gratitude/apology, their appropriate use, taking into account the addressee and the communication situation.
2. Introducing children to the rules of speech behavior during a telephone conversation.
3. Development of the ability to evaluate one’s own speech behavior and the speech behavior of others, taking into account the communication situation.

Section "Speech technique"

Non-verbal means of communication (facial expressions, gestures, body movements). Means of speech expression (speech breathing, diction, intonation, voice and its properties).

Target:

Formation of preschoolers' ideas about the communicative qualities of speech and the means of its expressiveness - facial expressions, gestures, body movements, voice.

Tasks:

1. Introducing children to non-verbal means of communication (gestures, facial expressions, body movements).
2. Work on intonation, voice and speech breathing.
3. Developing children’s skills to use a variety of means of verbal expression, to correlate verbal and non-verbal means of communication, and to control their voice.

Program section	Children's age
	from 4 to 5 years	from 5 to 6 years	from 6 to 7 years
COMMUNICATION	types of communication, non-verbal means of communication (facial expressions, gestures, body movements)	components of a speech situation, communicative goals of communication	rules of communication
SPEECH ETIQUETTE	greetings, farewell, gratitude, apology	request, refusal	talking on the phone
SPEECH TECHNIQUE	Tongue Twisters, counting rhymes, sayings	proverbs, sayings,	short stories, writing pure proverbs.

The variability in the organization of children's activities, taking into account the characteristics of a preschool educational institution, makes detailed recommendations on the amount of hours allocated to a thematic meeting for a given program pointless.

Teachers are expected to independently select and creatively use the program - its volume and forms of presenting information, didactic material necessary for the social and communicative development of preschool children, taking into account the available time, the level of development of children and their own preparation. The duration of continuous direct educational activity for children from 4 to 5 years old is no more than 20 minutes, for children from 5 to 6 years old - no more than 25 minutes, and for children from 6 to 7 years old - no more than 30 minutes.

3. Curriculum of the Program.

Period of study	Program Section	Subject	Number of hours			form of control
			Theory	Practice	Total duration
September-November	COMMUNICATION					portfolio “On the road to the magical land of “Rhetoric”
December-February	SPEECH TECHNIQUE
March-May	SPEECH ETIQUETTE

4. Methodological support of the Program.

Teaching methods and pedagogical technologies:

	Structural component of the thematic meeting on the program	Methodological techniques to ensure children's productive activities	Developmental teaching methods (based on OS "School 2100" technologies)
	"Rhetoric in Folklore"	Conversation-reasoning with children about a proverb on the topic of the meeting	problem dialogue method
	"Problematic situation"	Performing communicative-speech tasks based on communication situations typical for preschoolers
	"Magic Rhetoric"	Reading by the teacher of rhetorical tales and works fiction on the topic of the meeting	productive reading method
	"Rhetorical Sketches"	Working with illustrations, books, drawing, modeling, acting out and staging mini-performances
	"News from Home"	Children's performances based on the results of doing creative homework with their parents	portfolio method
	"Rhetoric in Games"	Organization of communicative speech games - exercises, modeling life situations communication
	"Kindergarten visiting the school"	Implementation of a mechanism of continuity with the next level of education for the child, “primary school”	method projects

Forms of organization of the educational process.

The variability of the program allows teachers to independently plan their work, depending on the allocated hours. The system of holding thematic meetings within the program does not imply strictly regulated forms of organization and can be implemented in two ways:

1). Comprehensively - in the form of thematic meetings with children in the afternoon, when one or two are organized for each topic, which can include elements of various types of activities for preschoolers. Reinforcement of the material occurs in routine moments and independent activities of preschoolers (on a walk, through reading literature, in dramatization games, etc.), as well as in everyday communication in a family setting.

2). Dispersed - as a cross-cutting element of any event in a preschool educational institution (games, entertainment, holiday, competition, etc.), that is, in the structure various forms educational activities of preschool children.

Forms of organizing classes.Thematic meetings depend on the use of the following teaching methods:

1. Verbal teaching methods:

• conversation;
• text analysis, etc.

2. Visual teaching methods

• display of video materials, illustrations;
• demonstration, performance by a teacher;
• observation;
• work based on a sample, etc.

3. Practical methods training

• creative tasks;
• communication and speech exercises;
• rhetorical games, etc.

Activities in the form of a game-travel, conversation-reasoning, and creative workshop are possible.

5.Organization of work under the Program.

Implementation period.The “Rhetoric for Preschoolers” program can be adapted to the conditions of various preschool institutions and implemented in preschool institutions of any type, in institutions of additional education for preschool children and in schools where pre-school preparation of future first-graders is carried out, for one or three years.

Features of the organization of the pedagogical process.Methods for organizing joint educational activities between an adult and a child under the program “Rhetoric for Preschoolers” are described in detail in the corresponding section “Methods of developmental education in the implementation of the content of the program” of the author’s manual “Rhetoric before school” (see the list of references).

Staffing.The implementation of the “Rhetoric for Preschoolers” program does not imply the introduction of additional specialists to work with children in the group.

The effectiveness of the program is determined by the communicative competence of adults surrounding the child in kindergarten and at home. Methodological support for the process of improving a teacher’s communicative and speech skills is presented in the author’s educational manual “Speech culture of dialogue between a teacher and parents” (M: “Balass”, 2012. -192 p.).

Material and technical equipment.In the process of implementing the program, it is advisable to use television and video equipment, audio and visual aids that allow children to clearly demonstrate all aspects of oral speech in its repeated repetition (watching cartoons, recording voices, etc.) and dynamics (video recordings of speeches of preschoolers, etc. ).

Information Support.The “Rhetoric for Preschoolers” program is a logical continuation and addition to the propaedeutic course of rhetoric, the content of which is disclosed in methodological recommendations for educators, teachers and parents. You are a word, I am a word... Z.I. Kurtseva (M.: “Balass”, 2002. – 96 p.).

Didactic supportThe implementation of the program is described in detail in the corresponding section “Didactic support for the course “RHETORIC BEFORE SCHOOL” of the author’s manual “Rhetoric before school” (see list of references).

Summing up forms for each topic or section.All sections of the Program are interconnected, intersect, and do not follow each other. The main indicators of a child’s social and communicative development are the products of children’s speech activity (public speaking, text production and word creation) in dynamics, that is, a comparison of the child’s achievements with his own achievements at earlier stages, and not in comparison with other children.

Compatible with other educational programs.The program can be used in conjunction with other programs of various types.

6. Methodological support of the additional educational program

• Literature used by the teacher to develop the Program and organize the pedagogical process:

1. Law “On Education in Russian Federation» Federal Law dated December 29, 2012 N 273-FZ (as amended on November 25, 2013) (as amended and additionally entered into force on December 5, 2013). Article 10, clause 4.http://www.consultant.ru/ document/cons_doc_LAW_147353/ Consultant Plus, 1992-2013.
2. The concept of spiritual and moral development and education of the personality of a Russian citizen. Project (A. Ya. Danilyuk, A. M. Kondakov, V. A. Tishkov) // Bulletin of Education. No. 17. September 2009. Official reference and information publication of the Ministry of Education and Science of the Russian Federation www.vestnik.edu.ru/proect.html.
3. Kurtseva, Z.I. Communicative and moral development of students in the system of continuous rhetorical education: Monograph / Z.I. Kurtseva [Text] – M.: MIOO, 2007, P. 12.
4. Kurtseva, Z.I. Continuous rhetorical education / Z.I. Kurtseva // Primary school plus Before and After. –2007. – No. 4. – P. 15-19.
5. Kurtseva, Z.I. You are a word, I am a word... (options for preschool rhetoric classes with theoretical commentary). Methodological recommendations for educators, teachers and parents / Z.I. Kurtseva [Text] – M.: “Balass”, 2002.
6. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education.” Registered with the Ministry of Justice of the Russian Federation on November 14, 2013. Registration No. 30384.
7. Romanova I.V. Rhetoric before school: teaching aid for teachers and parents. Ed. Kurtseva Z.I.-Cheboksary: ​​CDIP “INet”, 2017. – 255 p.
8. SanPiN 2.4.1.3049-13 dated May 15, 2013 No. 26. Registered with the Ministry of Justice of Russia on May 29, 2013 No. 28564.
9. School of Professor T.A. Ladyzhenskaya. Collective monograph / Ed. ON THE. Ippolitova and others [Text] – M.: “Prometheus” MPGU, 2005. 224 p.
10. Romanova I.V. , Speech culture of dialogue between teacher and parents. Ed. Z.I. Kurtseva, -M: “Balass”, 2012. -192 p.

• Literature recommended for children and parents under this Program:

Poetry	Fairy tales	Stories
Barto A.L. “Toys”, “Bull”, “Kid”, “Bear”, “Ball”, “Boat”, “Shoes”, “Spring is coming”, “Lucky for us!”, “Sparrow”, “Meeting”, “In honor of Andrey”, “Thunderstorm”, “It was in January”, “Children’s program”, “Savage”, “The house woke up at dawn”, “Rain in the forest”, “Two sisters look at their brother”, “The music started”, “ Bunny in the Window”, “Winter Dream”, “Game”, “Katya”, “Mosquitoes”, “Boiler Room”, “Kitten”, “Who Screams”, “Bathing”, “Lemon”, “Frogs”, “Mom” goes to work”, “Younger brother”, “Carrot juice”, “On the slope”, “Cold has come”, “Deer”, “Autumn”, “Before bed”, “Rattle”, “Sink”, “Conversation with mom "", "River", "Rubber Zina", "Scary bird", "How many times have I been scolded", "Funny flower", "Thank you", "A hundred clothes", "Watchman", "On the lawn in the morning", "Sveta thinks”, “Uti-uti”, “Flashlight”, “Cap”, “Miracles” Belozerov T. "Forest weeper." Blaginina E. "Let's sit in silence" Zakhoder B. "Chauffeur", "Binder", “Change”, “Nobody”, “Harmful Cat”, “Watchdogs”, “Bird School” Kushak Yu. “How cute are polite kids?” Marshak S.Ya . “Children in a Cage”, “The Tale of a Stupid Mouse”, “About a Hippopotamus”, “The Tale of a Stupid Mouse”, “He’s so absent-minded”, “Cat House”, “Where did the sparrow have dinner?”, “Mustache Striped”, “Visiting the Queen”, Mayakovsky V.V. "What is good, what is bad" Mikhalkov S. “What do you have?”, “Puppy”, “Uncle Styopa” “How an old man sold a cow”, “Boat”, “Sasha’s porridge”, “Elephant-painter”, “Penmanship”, “Wonderful pills”, “My puppy” ", "Greedy Hare", "Vaccination", "Miscalculated". Pchelnikova A.A. "Bird", "Game of Flowers" Tokmakova I. “I'm sad”, “Where the fish sleeps” Kharms D. “Liar”, “Bulldog and taxi driver”, “I ran, ran, ran and got tired...”.	Fairy tales by K.I. Chukovsky "Aibolit" "Stolen Sun" "Moidodyr" "Fly Tsokotukha", "Confusion" "Cockroach" "Telephone", "Fedorino grief" Tales of A.S. Pushkin "The Tale of the Golden Cockerel" "The Tale of the Fisherman and the Fish", "The Tale of the Dead Princess and the Seven Knights" "The Tale of the Priest and His Worker Balda" "The Tale of Tsar Saltan..." Fairy tales by H.H. Andersen "Ugly duck", "Wild Swans", "Princess on the Pea" "The Snow Queen", "Tin soldier" Tales of A.N. Tolstoy “The Golden Key or the Adventures of Pinocchio”, “The Three Little Pigs” A. Lindgren "Baby and Carlson", "Pippi Longstocking" A.Volkov "The Wizard of Oz" Brothers Grimm "The Bean, the Straw and the Ember""Musicians of Bremen", "Pot of Porridge", "Mistress Blizzard", "Musicians of Bremen" V. Garshin "Frog traveler" IN AND. Dahl “Girl Snow Maiden”, “Old Year Old Man”, “Finicky”, “Fox - Lapotnitsa”. V.F. Odoevsky “Town in a snuffbox”, “Moroz Ivanovich” D. Mamin-Sibiryak:collection “Alyonushka’s Tales”, “The Gray Neck”, “The Tale of a Brave Hare with Long Ears - Slanting Eyes - Short Tail”, “The Tale of a Little Boat”. D. Rodari “Cipollino” L.Carroll "Alice in Wonderland" P. Ershov "The Little Humpbacked Horse" S. Aksakov "The Scarlet Flower" S. Ya. Marshak "Twelve months" S. Lagerlöf "Nils's Journey with the Wild Geese" C. Perrault "Little Red Riding Hood","Puss in Boots" Y. Olesha “Three fat men”, Fables by I. A. Krylov“Quartet”, “Monkey and Glasses”, “Dragonfly and Ant”, “Crow and Fox”, “Dragonfly and Ant”, “Swan, Crayfish and Pike”, “Elephant and Pug”, “Wolf and Cat”. Russians folk tales “Wolf and kids”, “Geese-swans”, “Zayushkina’s hut”, “The hare is bragging”, “Winter hut of animals”, “How the donkey stopped singing”, “Kolobok”, “Cat, rooster and fox”, “Tiny - Khavroshechka”, “Hen Ryaba”, “Hen, Mouse and Black Grouse”, “Fox and Crane”, “Fox and Jug”, “Fox, Hare and Rooster”, “Sister Fox and Gray wolf"", "Fox with a rolling pin", "Frost, sun and wind", "Morozko", "Cockerel-golden comb", "At the command of the pike", "Turnip", "Mitten", "Sister Alyonushka and brother Ivanushka", " Sivka – Burka”, “Resin Barrel”, “Teremok”, “Three Bears”, “The Frog Princess”, “The Nesmeyana Princess”, “The Hen, the Mouse and the Black Grouse”, “The Stupid Wolf”, “The Clay Guy”, “The Goat is a Dereza”, “Fear has Big Eyes”.	A. Mitta “Ball in the Window” A. Pleshcheev “Granddaughter”, “My kindergarten” A. Sukontsev “How a hedgehog changed his fur coat” A. Tolstoy “Hedgehog”, “How a dog was looking for a friend” B. Zhitkov “On the Ice Floe”, “What I Saw” V. Berestov “Who will learn what?”, “Hat”, “Good news” V. Bianchi "Musician", "First Hunt" V. Biryukov “Why does a cloud run away from the wind?” V. Garshin "Frog traveler" V. Dragunsky “Childhood Friend”, “Enchanted Letter”, “Where has this been seen?”, "Chicken bouillon", « My sister Ksenia”, “What I love”, “...And what I don’t like”, “Puss in Boots”, “Knights” V. Oseeva « Magic word", "Which is easier?" “Three Comrades”, “Before the First Rain”, “Bad”, “Who is the stupidest of all?” (“In the same house”), “Good”, “Took revenge”, “Three comrades”, “Sons”, “Who punished him?”, “Blue Leaves” V. Suteev "Who Said Meow?", "Chicken and Duckling" V. Bianchi “Like an ant hurried home” and “Titmouse’s calendar”, “Fox and mouse”, “Mouse Peak”, “Owl”, “Whose nose is better”, “First hunt”, “Forest houses” V. Kataev "Flower - seven-flowered" G. Oster "A Kitten Named Woof", "38 Parrots", "Echo" E. Charushin: “Bear Cubs”, “Oleshki”, “Tomkin’s Dreams”, a cycle of stories “Nikitka and his friends”, “About animals”, “About hunting”, “About myself”, “Duck with ducklings”, “About Tomka” E. Permyak “The Pen and the Inkwell”, “The Case of the Wallet”, “The Hasty Hedgehog”, “Alien Gate”, “The Worst Thing” E. Blaginina "Bird cherry", "Overcoat" K. D. Ushinsky: “The Blind Horse”, “How the Shirt Grew in the Field”, “The Pranks of the Old Woman of Winter”, “Four Wishes”, “Playing Dogs”, “Know How to Wait”, “Chicken”, “Two Little Goats”, “Two Plows” K. Paustovsky "Hare's Paws", "Frog", "Dishesive Sparrow" L. N. Tolstoy: “Bone”, “Bird”, “Shark”, “Jump”, “Filipok”, “Lipunyushka”, “Lion and Dog”, “Liar”, “How the Geese Saved Rome”, “Three Rolls and One Baranka”, “ Father and Sons", "Crow and Cancer", "Fox and Dogs", "Squirrel and Wolf", "Mice", "Old Grandfather and Granddaughter", "Crow and Cancer", "Squirrel and Wolf" L. Panteleev “How a pig learned to speak”, “Coward” M. Plyatskovsky “How the Duckling Lost His Shadow”, “I Wanted to Become a Strongman” M. Prishvin “Squirrel Memory”, “Hedgehog”, “Guys and Ducklings” “Birch Bark Tube” M. Gorky “Sparrow” Mark Twain "Adventures of Tom Sawyer" N. N. Nosov “Dunno on the Moon”, “Living Hat”, “Mishkina Porridge”, “Cucumbers”, “Knock Knock”, “Patch”, “Bobik visiting Barbos”, “On the Hill”, “Entertainers”, “Dreamers” , "Resourcefulness" N. Sladkov “The Bear and the Sun”, “Why November is Piebald”, “A Hedgehog Was Running Along the Path”, “Egg”, “Winter Summer”, “Winter Debts”, “Mysterious Beast”, “Judged and Dressed”, “Magpie and the Bear”, "Magpie and the Hare", "Fox and Mouse", "Dandelion and Rain" E. Uspensky “Destruction”, “Uncle Fyodor, the Dog and the Cat”, “Cheburashka”, “Prostokvashino”, “A Multi-Colored Family”« Crocodile Gena and his friends", " Everything is fine " Yu. Ermolaev “Let it slip” Yu. Koval "The Fox and the Black Grouse" Ya. Taits: “Shoot”, “Waist-deep”, “Train”.

Natalya Sapozhnikova
Rhetoric lesson for older children. Topic: “You are a listener”

Open rhetoric lesson

Subject: "You are the listener"

Goals:

Learn children be attentive listeners (explain to children that when communicating, we not only speak, but also listen; listening means taking an active part in the dialogue and try to understand everything what they tell us);

Contribute to the expansion of vocabulary, the development of attention, memory, thinking, fine motor skills;

Contribute to the education of attentive, polite listeners, instill an interest in reading fiction;

Equipment: magnetic board, manual rhetoric for preschoolers 5-6 years old “You are a word, I am a word”(Z.I. Kurtseva, rebus, Pinocchio doll, book , key, music recording for physical. minutes, drawing of a saying.

Progress of the lesson

Let's start our speech warm-up session:

1. Speech warm-up.

Diction exercises. Pure saying No. 1

Who wants to talk

He must reprimand

Everything is correct and clear,

So that everything is clear.

We will talk

And we will reprimand

So correct and clear

So that it is clear to everyone.

Pure proverb No. 2. Let's learn a new one purely speaking:

Shi - shi - shi!

Don't rush in vain!

Ri-ri-ri!

Better speak clearly.

Guys, how many of you remember and can repeat the proverb? Now let's say it all together.

Guys, what do you need to remember and repeat this simple saying? (you need to be attentive and listen carefully.)

2. Let's learn new things.

Guys, let's figure it out with you and find out the meaning of such words: hear and listen.

Hearing is only perceiving some sounds.

What can we hear?

What does it mean to listen carefully?

It is not only to hear, but also to understand the meaning of what we hear. Try to understand everything what they tell us.

Guys, if I talk, what are you doing? (listening).

So you are the listeners.

And when you speak, who are you? (speaking).

This means that each of us can be both a speaker and a listener.

In order to be smart and know a lot, you need to be an attentive listener

a) Work from a notebook.

We open our workbooks on p. 46

The lesson is called"You are the listener" (child reads)

Today we will talk about what a listener should be.

Guys, look at the drawing. What time of day is our ship from Rhetoric came to shore? How did you guess? (The ship landed on the shore late at night, and therefore the island on which we found ourselves became even more mysterious and mysterious.)

The captain came ashore and warned us about something.

What do you think he might be warning us about? (He is probably saying that on an unfamiliar island you need to be very careful; you can get lost if you don’t remember or understand how to move around the island.)

Guys, look at those who are standing on the deck. Is everyone listening carefully to the captain? How did you determine this? (No, not everyone listens carefully to the captain. Two passengers stand with their backs to the captain and do not see where he is pointing.)

Guys, is it polite to stand with your back to someone who is speaking to you?

Is it possible to interrupt a person speaking?

If you are asked, then you need try to keep the conversation going.

Guys, look at those passengers who are looking at the captain. Compare their poses.

Who do you think listens with more attention, more interest? (Those who are listening are those who are slightly leaning forward, focused, catching every word)

b) Solving the rebus.

Guys, to find out what the captain has in his hand behind his back, we must solve the puzzle.

How does a crow scream? (Kar) Sign up for blackboard: "car".

What kind of object is shown next to the crow? (Tank). Which and how many letters should we remove from this word? (Last two). What's left? (Ta). Let's connect two syllables. What happened? (map).

What's behind the captain's back? (Map). Why do we need a map? (The map will help us find the way to the Undermountain Kingdom. With the map we will not get lost).

c) Solving the saying.

Guys, look, the spotlight on the ship illuminates the rock on which the drawing is depicted. (image on board) What is drawn? This is an encrypted warning saying. What is she warning us about? Let's try to figure it out. (The saying goes So: it went in one ear, out the other).

-Who are they talking about?: did it go in one ear and out the other? (This is what they say about someone who doesn’t listen attentively; he doesn’t remember anything.)

Guys, does this happen to you? Which of the passengers do you think would benefit from this saying?

d) Physical education minute.

Now, guys, we'll check what kind of listeners you are.

There is a funny game.

Kids need to listen!

I will name the numbers -

You need to follow commands.

You can move as you please

But after hearing the number "three"-

You freeze for a minute.

If you hear "four",

You need to place your feet wider.

How can I tell the number "five",

We need to move again.

I'll tell you the number "six"-

Everyone quickly take a seat. (5, 3, 5, 4, 5, 3, 4, 6)

d) Work from a notebook.

-Guys, guess the riddle:

My father had a strange boy,

Unusual - wooden.

On land and under water

Looking for a golden key?

He sticks his long nose everywhere.

Who is this? (Pinocchio)

Yes, here he is, my friend. Hello, Buratino.

Guys, from what fairy tale did Pinocchio come to us? (From a fairytale "The Golden Key, or the Adventures of Pinocchio")

Guys, now you you will work in pairs:

Look at the drawings in the notebook on p. 47. Which of them does Pinocchio listen attentively, and which does not? How did you determine this? (In the first picture, Pinocchio is an inattentive listener. Papa Carlo has just cut him out of a log. And the little wooden man is interested in everything. He doesn’t want to listen to Papa Carlo’s teachings at all. Pinocchio has turned away, he is looking somewhere to the side, something has attracted his attention In the second picture, Pinocchio is very attentive. He looks at Tortila the turtle and listens carefully, because it is very important for him to know what to do with the magic golden key)

Do you want to know what Tortilla Pinocchio the turtle says?

“You brainless, gullible fool with short thoughts,” said Tortila, “don’t worry that the fox and the cat stole your gold coins. I give you this key. He was dropped to the bottom of a pond by a man with a beard so long that he put it in his pocket so that it would not interfere with his walk. Oh, how he asked me to find this key at the bottom.

But I didn’t help him, at that time I was very angry with people for my grandmother and my grandfather, from whom they made tortoiseshell combs. The bearded man talked a lot about this key, but I forgot everything. I only remember that I need to open some door for them and this will bring happiness.”

This key is in our Pinocchio's hand.

Guys, why did Pinocchio need the golden key? (open the door to new life, where happiness, kindness and strong friendship reign). Anyone who wants to know more details about the adventures of Pinocchio and his friends, read this book written by Alexey Nikolaevich Tolstoy.

e) Breathing exercises(Let's please our guest and call him Name: Bu-ra-ti-no)

Let us sum up everything that has been said and say how an attentive listener should behave? (Listen carefully to your interlocutor and try to understand everything what he says, look at him, don’t turn away so as not to miss important information. It is rude to interrupt the speaker, and if you are asked, then take part in the conversation).

And now you can color the drawing where Pinocchio is an attentive listener.

And at the end of our classes listen to the poem try remember and repeat what vegetables the hostess brought with bazaar:

The hostess came from the market one day,

The hostess goes home from the market brought:

Potatoes

carrots,

Parsley and beets. Oh!

The importance of rhetoric in child development.

In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the culture of speech and its intonation structure are improved. The role played and the spoken lines confront the child with the need to express himself clearly, distinctly, and intelligibly. His dialogic speech and its grammatical structure are improving.

Rhetoric classes are one of the most important means of developing empathy in children, i.e. the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways to assist. “In order to have fun with someone else’s joy and sympathize with someone else’s grief, you need to be able to, with the help of your imagination, transfer yourself to the position of another person, mentally stand in his place,” argued B.M. Tel.

The content of rhetoric classes allows you to form experience in social behavior skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.) thanks to the fairy tale, the child learns about the world not only with his mind, but also heart. And he not only recognizes, but also expresses his own attitude towards good and evil.

Communicative situations allow the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness.

Therefore, the general objectives of the proposed course are:

Development of a unique human gift - the gift of speech, improvement of oral speech, its expressiveness and coherence;

Development of critical perception of speech, a sense of communicative appropriateness (expediency);

Expanding speech science concepts about what speech is needed for, what types of communication there are, what successful communication is;

The main objectives of the course for teaching rhetoric to children in preschool educational institutions.

Tasks:

1. Introduce the norms of the Russian literary language;

Develop the ability to express your thoughts consistently, the ability to persuade, and defend your point of view.

2. To provide knowledge about the art of human relationships, to develop verbal and non-verbal communication skills, to help understand the complex world of relationships with adults and peers;

Acquire the skills and experience necessary for adequate behavior in various speech situations, master forms of verbal communication and etiquette (monologue, dialogue), (development of coherent speech);

Promote positive social adaptation child to the world around him, develop a sense of empathy for self-confidence, overcome shyness, timidity, fear;

To promote the release of psycho-emotional stress and accumulated internal anxiety through correctional work,

3. Form the foundations of future reflection;

To help children achieve emotional stability and self-regulation, self-control over their own characteristics and the characteristics of other people, and take them into account during communication;

Stimulate motor and emotional self-expression and self-knowledge,

4. Be careful with the word you use to address your interlocutor and use it to influence another person.

5. Overcoming communication barriers, relieving psychological stress.

Rhetoric of speech of preschool children

(in diagrams)

We consider it necessary to present “Rhetoric of Children’s Speech” as additional material in the following schemes: “Speech Ethics”, “Speech Technique”, “Speech Experiments”.

Speech ethics involves working from the point of view moral standards behavior and social ethics and work on the rules of speech etiquette.

Speech technique - work on staging correct breathing, over articulation, the main components of intonational expressiveness of speech, its melody.

Speech experiments - work on the development of cognitive interest and curiosity in the process of observing real and fictional objects and practical experimentation with them; the formation of non-standard mental actions, for example, in working on Propp’s maps, the fantasies of J. Rodari and others.

Rhetoric in kindergarten: “Speech ethics”, “Speech technique”, “Speech experiments”

Rhetoric in kindergarten.

IN Lately In my work with children, I pay more and more attention to the development of speech, the development of children’s artistic and figurative thinking, the ethical perception of the text of literary works, work on the intonational expressiveness of speech (logical, emphotic and psychological pauses and stress, which undoubtedly contributes to the development of divergent thinking and ultimately As a result, as it may sound, perhaps paradoxical, the development and formation of the child’s personality.To do this, I use the possibilities of rhetoric.

Rhetoric in kindergarten is divided into speech experiments, speech ethics and speech technique. Speech ethics involves work from the point of view of moral norms of behavior and social ethics and work on the rules of speech etiquette. Speech technique - work on proper breathing, articulation, the main components of intonation expressiveness of speech, its melody. Speech experiments - work on the development of cognitive interest and curiosity in the process of observing real and fictional objects and practical experimentation with them; formation of non-standard mental actions.

Mastery of the native language is one of the important acquisitions of a child in preschool age and is considered in modern preschool education as one of the foundations of raising and educating children. The content and level of development of children's speech is determined by the nature of their communication with both adults and peers.

The main purpose of work for meis to improve the speech development of pupils.

The tasks that I have set for myself to resolve this issue are the following:

1 to develop in children moral and ethical purity of speech, the ability to logically and competently express their thoughts using emotionally figurative words and expressiveness of speech.

2. Ethical perception of the text of literary works, awareness of its content, means of artistic expression.

3.Formation of skills of active, conscious and correct use linguistic means of speech, control of one’s voice. gestures, facial expressions.

4. Formation of correct ideas about the norms of human behavior based on the principles of humanity.

5. Development of skills to correctly (from the point of view of correct norms of behavior) evaluate the actions of people around, peers and one’s own actions.

6. Formation of skills and habits of cultural behavior, respectful attitude towards adults, friendlyrelationships and principles of collectivism, moral ideas about kindness, friendship, justice.

7. Ensure conscious and communicative use of language in all types of speech activity

Speech environment inearly age is primarily the speech of adults both in the family and in kindergarten. It also includes targeted teaching of native speech, which we provide in various forms throughout the child’s entire stay in kindergarten. Direct educational activities include different types of activities: with subject and plot pictures, with educational toys, small dramatization games based on works of oral folk art. Such didactic communication makes it possible to create a speech environment in the group with high developmental potential.

Considering that young children construct their statements on the basis of ready-made forms borrowed from the speech of adults, i.e. I imitate them, I strive to use correct figurative speech, which helps children to understand the world around them and master the language.

To do this, I use the best examples of my native language, developing from an early age an interest and love for folk tales, nursery rhymes, riddles, and the best examples of children's literature. This is a wonderful means of developing children’s speech, as the great Russian teacher K.D. has repeatedly written about. Ushinsky.

The baby’s first acquaintance with poetic texts usually occurs when washing, dressing, feeding, and while playing with him. Therefore, I always accompany my actions and the everyday actions of my children with the words of songs and nursery rhymes. Children gradually begin to recognize them and then pronounce them, repeating individual harmonies contained in the most rhythmic songs. And this activity of children makes the joy of meeting the artistic word more complete and reveals the rhythm of the verse more clearly.

Children's favorite songs are those of a playful nature. As soon as you begin to finger one baby’s finger after another, connecting them and saying: “The finger is a boy...”, the children are already waiting for the moment when they need to spread their fingers and twirl their hands under the words: “he sang songs.” As the nursery rhyme continues, “He sang and danced, he amused his brothers,” the kids happily turn into different sides both hands with outstretched fingers - all the boys, all the “brothers” are “dancing”. This develops their sense of rhythm and imagination, but mainly causes fun, brings joy from communication, and develops speech activity.

Accompanying the words of songs and nursery rhymes with the child’s visual perception, his own actions and my actions with him, I try to evoke emotional elation in the child and create conditions for intuitive mastery of the meanings of words. So, when washing the child, I coordinate my movements with the words of the nursery rhyme “Water, water...” and over time the baby begins to grasp the meaning of the words “cheeks”, “mouth”, “eyes”. For the same purpose, I often play with N. Sakonskaya’s poem “Where is my finger” when dressing children for a walk in winter.

I use riddles when working with children. With their help, intelligence is tested, knowledge is assessed, and an inquisitive mind is cultivated. Riddles develop thinking, imagination, aesthetic and moral perception of the world around us. At an early age, they still cannot solve them on their own, but I think that it’s time to start teaching this. Main value riddles - imagery. It is precisely because of the vivid imagery that I use riddles as entertainment for children. I select bright, understandable riddles for children; I read the text expressively, emotionally, and accompany it by showing a toy or picture. For example, I place a toy cat in a small house or a beautiful box. Then, taking out the toy, I read the riddle: “The muzzle is mustachioed, the coat is striped, it washes itself often, but does not know how to handle water. Meow! Meow!". And then I ask: “Who is this?” If the child is silent, I answer for him: “It’s a cat.” I give him the toy. Let him pet her and play with her. This is how I play with other riddles. This technique encourages children to understand speech, clarifies the perception of objects, and teaches them to distinguish characteristic features subject.

To penetrate deeper into a work of art, a child needs his own participation and action. Therefore, when reading the poem “The Horse” by A. Barto, I suggest that the children take turns “combing the horse’s hair,” “smoothing the tail with a comb”; when reading the poem “Bunny” - stroke, take pity on the toy bunny. Such a free and natural connection of works of art with the life of children, with their immediate impressions, makes it possible for them to better understand the meaning of the work. As a result, children easily remember them, acquiring a taste for figurative, apt words, learning to use them in their speech. Taking into account the specifics of the age of children and the recommendations of the “Childhood” program (edited by T.I. Babaeva. A.G. Gogoberidze), I have compiled a selection of original and folklore works most often used in working with young children.

Accompanying artistic expression with observations of natural phenomena on a walk, watching birds and animals, makes it possible to make children's impressions more vivid and accurate. For example, in bad autumn weather, lines from A. Koltsov’s poem “the winds are blowing, the winds are wild, clouds are moving, black clouds are moving...” helped the kids notice the clouds hanging over the ground. The children’s joy at the sight of the suddenly peeking sun became brighter, because their impressions were reinforced by the words of the song “The sun is a bucket...” and A. Prokofiev’s poem “Clear sun, dress up...”. Watching the snowfall, I first read A. Barto’s poem “Snow, snow is spinning...”, and then invited the children to “stand in a circle, spin around like a snowball.” I believe that thanks to the combination of visual perceptions with bright poetic images, the beauty of the surrounding world is more widely revealed to children, the content and meaning of figurative expressions becomes clearer to them.

The development of children’s speech activity is facilitated by questions that make it possible to involve them in imitating the cry of birds and animals, for example: “How does a cockerel crow (a dog barks, a cat meows)? Who sings “ku-ka-re-ku”? etc. I combine them with receiving instructions: show, open, bring and name, find where it is hidden, call and the like. We use this technique both with children under one and a half years old to develop onomatopoeic words, and with older children, where the main task is to replace them with commonly used words. As a result, most children have quite a lot of nouns in their active vocabulary - names of animals, they understand words denoting their methods of movement (flies, runs, etc.), methods of feeding (pecking, lapping), vocal reactions (meows, flies) .

Created in the group the necessary conditions for children's speech practice: there is a book corner where books are placed, a sufficient number of subject and story pictures. I pay enough attention to working with books and this contributes to the development of children’s speech. I start working with the book by showing illustrations to a work already familiar to children. From an early age, children learn the nursery rhyme “Magpie - White-sided”, and then its variant “Magpie, Magpie”. For both options there are three color drawings by Yu. Vasnetsov: in the first drawing, a magpie is cooking porridge, in the other, he is calling guests to his place, in the third, “the guests have arrived and sat down on the porch.” The illustrations are rich in many interesting details; the artist highlights the main thing with the help of composition and color. At the beginning, I show the children two drawings and explain that the eagle owl, duck, hare and squirrel are the magpie’s guests. I look at these characters in more detail with the children during the following nursery rhyme stories; the children pronounce the names of the animals.

The fairy tale “Turnip” is well illustrated by A. Eliseev. When looking at the drawings with the children, I try to convey to the children the artistic characteristics of the characters and convey to the kids the mood that the artist wanted to evoke.

As children learned to look at illustrations and notice characteristic details in them, I increasingly began to give children the opportunity to re-examine familiar drawings themselves. Gradually, they began to correctly recognize which work this or that drawing belongs to, name the characters, and what episode is depicted on it.

I introduce new works step by step, often returning to well-known fairy tales, poems, and nursery rhymes. Gradually, towards the end of the year, I try to combine reading an already familiar work with reading a new one, similar in content (for example: “Chicken and Duckling” by V. Suteev, “Chicken” by K. Chukovsky with the story “Chicken” by E. Charushin).

Frequent reading of literary texts, their skillful combination with direct observations, with various types children's activities, with looking at drawings, taught children to listen carefully and peer into their surroundings.

A better understanding of works of oral folk art, fairy tales, and original poems is helped by staging them with the help of toys,tabletop theater . For this purpose, the group has: figurative toys, table theater dolls. Before staging, I give the children the opportunity to examine the future “artists” - toys, flat figures, so that the kids can then focus more on auditory impressions. Russian folk tales “Turnip”, “Teremok” and others are well staged. Thus, what the child will subsequently simply listen to, I first propose to see in the toy theater.

Demonstrations of tabletop puppet theater performances enrich children's activities, well stimulate their speech activity and emotional attitude to the content of the performance and its characters.

This work is especially important for children with limited developed speech. I work with such children individually in the morning and evening periods, when there are not many children in the group: I look at illustrations with them, play finger games, and try to involve them in basic staging of works. With questions and hints, I help them remember a nursery rhyme, a fairy tale, a poem. Individually addressed speech helps to attract more attention of the child, increases the emotional meaning of the word and promotes his active speech reaction. When they see funny situations, full of dynamics and jokes, such children are more willing to speak. What kids did at first only in contact with an adult, by the end of the year they can do on their own.

Get positive results in speech development their pupils can only be achieved through active interaction with parents. She held a group parent meeting, where she elaborated on the speech development of children, and offered them “An approximate thematic active and passive dictionary for young children,” which undoubtedly helped parents navigate the selection of children’s fiction and games for activities with children at home. She designed folders on the topics: “Why doesn’t a child speak”, “How to keep a child busy”, “Development of children’s speech”, “Formation of expressive speech of a younger preschooler”, gave advice on the use of finger games for the development of fine motor skills, recommended necessary literature. Special attention devoted time to conversations with parents of children with speech delays.

Analyzing the diagnostics of the development of my children, I observe a positive trend in the speech development of our pupils: they name objects in pictures, increasingly replace simplified words with correct ones, answer questions in a real situation and based on the picture, happily finish quatrains in familiar poems, sing along in songs, use complete answers to questions when communicating with adults and children.

In the future, work remains to be done to develop children’s active speech: expanding their vocabulary, developing the need for communication through speech.

t views and beliefs.In my work with children, I have identified a priority area for myself: “The meaning of verbalA game - the main type of activity of a preschool child, one of the characteristic patterns of child development. In the game, the child lives through the actions and feelings of the hero portrayed. Children don't play silently. Even when the child is alone, he talks to the toy and conducts a dialogue with an imaginary participant in the game.

Speech communication in plays a huge role during the game. Speech unites children in their activities, helps to understand each other, and forms games in the speech development of preschoolers.”

So like me I believe that verbal collusion in the game performs an organizing function and contributes to the emergence and strengthening of mutual understanding and friendship between children. The relationship between the image of the game action and the word is the core of the game activity.

Educator is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn.

On classes I use didactic games (printed board games, games with objects). HOW DO YOU THINK WHAT DO EDUCATIONAL GAMES DEVELOP? It is during the didactic game that the child actively experiences mental development: will, attention, thinking, speech develop.

We often play round dance games with children: “Loaf”, “Come, Spring”

WHAT IS THE IMPORTANCE OF ROUND DANCE GAMES IN THE SPEECH DEVELOPMENT OF CHILDREN?

They promote the development of coherent, dialogical speech, teach children to speak at a fast and slow pace, and coordinate movements with words.

In my classes I pay a lot of attention to outdoor games. We play such games as “Hen and Chicks”, “Cat and Mice”, “Bear in the Forest”, games with balls. WHAT DO OUTDOOR GAMES DEVELOP?

They develop speech and motor activity, and develop a reaction to a verbal signal. Outdoor games are not only a means of full development of a growing organism, but also a wide-open gateway to the world of sports.

Games with objects - when working to increase the speech activity of children, I effectively use finger games (exercises for the development of fine motor skills of the child’s hands and fingers). WHAT ELSE GAME TECHNIQUES CAN IT BE USED FOR OTHER AGE GROUPS?

Role-playing games are one of our children’s favorite games, and this is very important, because through play the child learns about the world around him, through play activities verbal communication is improved and the vocabulary of words is activated.

Competent speech is the most important condition for the comprehensive development of a child’s personality. The richer and more correct a child’s speech, the easier it is for himexpress his thoughts, the wider his opportunities for knowledgesurrounding reality, the more meaningful and fulfilling the relationships with peers and adults, the more active his mental development is.
Speech impairment is a fairly common phenomenon nowadays. The causes of these disorders are very diverse. All speech disorders, if not corrected in time childhood, cause difficulties in communicating with others, subsequently entail certain personality changes, lead to the development of complexes in children, preventing them from learning, in to the fullest reveal your natural abilities and intellectual capabilities.
Therefore, the search for and improvement of practical techniques and methods for preventing and eliminating speech defects in preschool children have not lost their relevance today. Teachers and parents are recommended to do exercises for facial muscles, articulation and finger exercises, and use speech games with preschoolers as often as possible. Here's about these exercises and Questions: 1 . List the tasks for the development of speech in preschool children.(enrichment, expansion and activation of vocabulary; development of coherent speech; formation of skills in the formation and use of grammatical forms; formation of sound culture of speech; development of figurative speech)

2 What do we mean by the development of a child’s speech?(Speech development is a creative process that is formed as a result of the perception of an adult’s speech, one’s own speech activity and an elementary awareness of the phenomena of language and speech).

3 What are the tasks of vocabulary work?(Enrichment, expansion, activation of children's vocabulary).

4 What does work on the formation of the grammatical structure of speech include?(Work on morphology: changes in gender, numbers, cases; vocabulary: the formation of one word based on another; syntax: the construction of simple and complex sentences.)

5 What are dialogue and monologue?(dialogue - a conversation between two or more on a topic related to any situation, monologue - the speech of one interlocutor addressed to the audience).

6 A story - a description - is ......(A text that begins with a general thesis that defines and names an object or subject; then there is a listing of signs, properties, qualities, actions; the description ends with a final phrase that evaluates the subject or shows the attitude towards it).

7 Story - narration is ......(A story whose plot unfolds in time)

8 What types of speech do you know?(Internal - what we say in our thoughts without saying it out loud and external: dialogical, monological, egocentric, written)

7. Test yourself.

1. What are the main achievements in the speech development of older preschoolers?

Communication with peers comes to the fore.

Dialogue with a friend takes on the character of coordinated object and speech actions, children already know how to attract the attention of a neighbor, are interested in his affairs and statements, etc.

2. Name the main tasks of cognitive development.

Thematic control cognitive speech development

Development of general cognitive abilities: the ability to observe, select the necessary information, generalize methods of one’s own activities, etc.

. Business game "Speech". Duration: 30 minutes

Target: attract the attention of teachers to the problem under consideration, increase their activity, encourage them to think and analyze. Promote creative exploration.
Organization of the game:
Teachers are divided into 2 teams. Each team takes its own gaming table.
Various materials for completing tasks, sheets of paper, pencils, pens, books are laid out on the tables.

Warm up. Questions - tasks are given to each group in turn. For each quick and correct answer, one point is awarded.

1) Replace the sentences with a proverb (who is faster).

Learn all your life (Live and learn).

We need to save time(time for business, time for fun).

Take care of your health(take care of your dress again, and your health from a young age).

Do not chat (keep your mouth shut).

Take your time, do everything carefully(if you rush, you make people laugh; if you rush, you make people laugh).

Bring the job you start to the end (don’t trust the beginning, trust the end; if you’ve done the job, walk boldly).

Translate proverbs into Russian

The son of a leopard is also a leopard (Africa).
/The apple never falls far from the tree/

You can't hide a camel under a bridge (Afghanistan)
/murder will out/

Fear the quiet river, not the noisy one. (Greece)
/Still waters run deep/

Silent mouth - golden mouth (Germany)
/Words are silver, and silence is gold/

He who asks will not get lost. (Finland)
/Language will bring you to Kyiv/

A scalded rooster runs away from the rain. (France)
/Having burned himself on the milk, he blows on the water/

Verbal - Reading a work
-Questions to children about the content of works
-Retelling of the work
-Memorization
-Expressive reading
-Conversation on the work
-Listening to a recording
Practical - Elements of staging
- Dramatization games
-Didactic games
-Theatrical games
-Use of different types of theater
-Game activity
Visual - Display of illustrations, pictures, toys
-Elements of staging
-Movement of fingers, hands
-Scheme
-Algorithms
-Watching videos, filmstrips
-Exhibition design

4 Crossword “Speech development”. Duration: 15 minutes
1. Presentation of the listened work (retelling)
2. Mandatory reception in classes on teaching storytelling (instruction)
3. A message in which the facts follow one another (narration)
4. A coherent, detailed statement of a fact (story)
5.Literary work for retelling (fairy tale)
6.Type of coherent speech (dialogue)
7. Methodological technique used in the first stages of learning to describe pictures and toys (sample)
8. That which serves as the basis for a story from memory (experience)
9. Technique used by the child after the story for clarification (question)
10. A technique that allows you to evaluate a child’s story (analysis)
11.Message about facts that exist simultaneously (description)
12. Technique used in older groups when retelling literary works (dramatization)
13. Reporting facts that are in a cause-and-effect relationship (reasoning)

Each team is asked to answer three questions. For each correct answer, the team receives one point.

§ Creative nature of the plot- role playing game determined by the presence of .... (plan)

§ Most often in the game the child takes on the role of.... (adult)

§ Mental processes formed in the process of role-playing game….. (thinking, imagination, memory)

§ The side of reality that is modeled and reproduced by children in the game is called... (plot)

§ The image that a child takes on voluntarily or by agreement with other players is called ... (play role)

§ Techniques for managing gaming activities can be direct and.... (indirect).

5. Is it true that...

Each team is asked to determine whether the statement read by the presenter is true.

1. Role-playing game is the leading activity for children aged 1-7 years.

(no, 3-7 years)

2. The game fulfills its developmental functions only when it is an independent children's activity.

(Yes)

3. Research by teachers and psychologists proves that preschool children cannot distinguish play activities from educational ones

(No)

4. In early preschool age, role-playing game is characterized by the implementation of play actions (roll a car, feed a doll)

(Yes)

5. In middle preschool age, role-playing games are in the plot formation phase: children can invent, combine and develop the plot of the game based on personal experience.

(no, this is typical for older preschool age)

6. In play, the child does not copy life experiences, he creatively processes them.

(yes, role-playing games are also called creative games)

7. With age, stability in obeying the game rules invariably increases.

(Yes)

8. The main criterion for assessing the level of children’s gaming activity is the complexity of the thematic content of the role-playing game.

(no, the main criterion is the child’s gaming skills)

1. A type of creative games in which children display the surrounding objective world, independently erect structures and protect them.

(Construction games)

2. Activities in which children take on labor or social functions adults and in playful, imaginary conditions specially created by them, they reproduce (or model) the lives of adults and the relationships between them.

(Role-playing game)

3. This is a game in which the plot develops with many roles transferred by the child to the toys.

(Director's play)

4. This game is a deliberate, arbitrary reproduction of a certain plot in accordance with a given pattern - the game script.

(Dramatization game)

5. An educational game aimed at expanding, deepening, systematizing children’s ideas about the environment, nurturing cognitive interests, developing cognitive abilities

(Didactic game)

6. This is a conscious, active activity of the child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

(Outdoor game)

“Entertaining rhetoric” The use of rhetoric with children of senior preschool age as a means of developing speech and communication skills Prepared by: Klaptyukh I.L., teacher at the kindergarten combined type 7 Shebekino, Belgorod region"

Principles of the program: 1) Child development. 2) Respect for the freedom and dignity of every child. 3) Careful attitude towards the results of children's creativity. 4) Scientific validity and practical applicability and possibilities of implementation in mass practice of preschool education, taking into account the age and psychological characteristics of children when selecting content and teaching methods. 5) Combination of a developmental component with a training one. 6)Planning and selection of topics taking into account the interests, skills and abilities of children. 7) Integration of speech activity with other types of activities (game, observation, etc.).

Educational objectives: 1) Identification and development of children's speech abilities. 2) Give an initial understanding of the basic concepts of the rhetoric of everyday and business communication. 3) Teach to master the basic elements of correct, precise speech. 4) Develop initial skills to analyze and evaluate communication and speech. 5) Formation of a creative personality through the child’s involvement in rhetorical activities.

Developmental objectives of the program: 1) Development of children's speech through a system of special productive exercises. 2) Development of all components of children’s oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms. 3) Development of free communication with adults and children. 4) Development of pronunciation and improvisation skills of a preschooler. 5) Development of the concept of appropriateness of using non-verbal (non-verbal) means of communication - gestures, facial expressions, body movements, intonation. 6) Development of the basic properties of a preschooler’s oral speech: voice color, volume, tempo, etc. 7) Development of the ability to interact with a communication partner; analyze your speech behavior; 8) Development of the child’s communication skills.

2 component. Breathing exercises. Goal: to teach the child to control his breathing, to breathe correctly, strengthening the respiratory muscles, increasing the “vital volume” of the lungs. These could be: - exercises for the development of speech breathing according to the method of A.V. Yastrebova, O.I. Lazarenko; - “Breathing” games; - elements respiratory system according to Strelnikova;

3 component. Articulation gymnastics. Goal: - development of full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds. - bioenergoplasty (this is a combination of movements of the articulatory apparatus with movements of the hand according to the method of A.V. Yastrebov, O.I. Lazarenko); - conjugate gymnastics, or Theater of fingers and tongue (exercises for simultaneous work of fingers and tongue).

4 components. Speech gymnastics. Goal: - formation of the ability to control your voice, development of diction. - diction exercises (tongue twisters, tongue twisters, counting rhymes, etc.) - orthological gymnastics (exercises for mastering pronunciation, word formation and other norms of the literary language)

5 component. Finger games. Purpose: - formation of speech by impulses coming from the hands. - exercises for massage (or self-massage) of the hands ( Japanese technique finger massage) - exercises that develop interaction between the hemispheres of the brain; -exercises without objects; - exercises with various objects; - gymnastics for fingers; - exercises that strengthen the muscles of the hands.

6 components. New information. Goal: - to activate the value-semantic component of the consciousness and personality of children, to encourage them to comprehend universal human values, to realize their own internal position, to form their own value orientations; - teach children to identify, analyze and evaluate behavior from the point of view of standards and samples presented in culture; - develop the ability to feel and understand others.

7 component. Modeling speech situations. Goal: Solving, acting out problem situations with elements of theatrical games in accordance with the content of the sections “The ABC of Communication” and “The Art of Argument and Dialogue.” These include: communicative and linguistic games, games for the development of facial expressions, pantomimes, and external culture.

Coordination and outdoor games are used as recreation and physical education minutes. The value of coordination and active games lies in the fact that they: - are one of the effective forms of psychological switching during classes; - give children the opportunity to “play” with their bodies as an instrument that conveys creative activity; - develop motor abilities, memory, sense of rhythm, speech intonation;

Effectiveness is reflected and taken into account through the principles of joint activity between the teacher and the child: - the principle of developmental education (Vygotsky L.S., Elkonin V.A., etc.); - the principle of educational training; - principle of accessibility; - the principle of gradualism, consistency and systematicity; - the principle of clarity; - the principle of emotional richness (the selection of topics depends on the child’s abilities and successful progress); - the principle of motivation for rhetorical practice; connections between theory and practice.

The main activities in the lesson include: - play activity; -cognitive and research activities; - demonstration by the teacher of the features of speech activity; -rhetorical analysis of texts of various speech genres; -examination of visual material; -rhetorical games; - five minutes of speech gymnastics; -orthological warm-ups; - improvisational game tasks;

Literature: Belaya A.E., Miryasova V.I. Finger games. For the development of speech of preschoolers / A.E. Belaya, V.I. Miryasova. – M.: AST. Astrel, 2002 – 163 p. Gin A.L. Techniques of pedagogical techniques: A manual for teachers./A.L.Gin. -M.: Vita Press, – 203 p. Grizik T.G. Cognitive development of children 4-5 years old / T.G. Grizik. - M.: Sfera shopping center, – 92 p. Eltsova O.M. Rhetoric for preschoolers. Program and methodological recommendations for preschool teachers educational institutions/ O.M. Eltsova. – St. Petersburg, 2009. – 208 p. Kurtseva Z.I. You are a word, I am a word... Methodological recommendations for educators, teachers and parents / Z.I. Kurtseva. – M.: – 64 p.

Using V.F. Bazarny’s health-saving technologies in our work, we practice on massage mats located in a circle. The teacher is an interlocutor for children who helps them to relax; shares his thoughts and knowledge; advises how best to act and what to say in a specific speech situation.