Summary of a lesson on speech development “Journey to the Magic Forest” middle group (children age 4-5 years)

Speech development in the middle group of preschool educational institutions

The development of communication and speech skills, which includes enriching vocabulary and developing clear pronunciation, is considered one of the main tasks for preschoolers.

Note! For the correct speech development of children in the middle group, educators do a tremendous amount of work. It is based on a set of special exercises and methodological techniques aimed at improving speech skills and developing a high culture and politeness of speech.

To develop speech in the middle group of preschool educational institutions, various directions are used:

• children’s knowledge and ideas about surrounding objects deepen;
• children become familiar with the details and names of parts of things;
• words denoting the properties of objects and phenomena are studied;
• vocabulary in the field of professions is replenished;
• words that denote relationships between people are studied;
• children learn to express their own thoughts in complex sentences that are grammatically correct.

To solve the assigned tasks in the middle group, the teacher must take a responsible approach to the process and purposefully conduct classes.

Federal State Educational Standards requirements for speech development

All educational institutions, regardless of whether they are public or private, must focus on certain program requirements that are specified in the Federal State Educational Standard.

As for the speech development of preschoolers, the requirements are as follows:

• Vocabulary must be constantly enriched;
• the child must have speech skills in accordance with age;
• the sound and intonation range of speech expressiveness should expand;
• develop the ability to perceive sounds by ear and at the same time hear, identify and, if there are errors, correct them;
• develop the ability to listen and remember the storyline;
• develop logically consistent and meaningful speech;
• skills of retelling and acting out dialogues;
• the child must learn to convey the meaning emotionally and read a poem by heart with expressiveness;
• work should be carried out to expand the horizons of preschoolers about objects, properties, phenomena and the concept of a coordinate system;
• generalizing concepts are introduced into the lexicon;
• training is provided to improve the grammatical construction of sentences.

Note! All training sessions should be conducted by the teacher so that they simultaneously include solving assigned problems and game moments. Only in this case will it be possible to interest children and achieve the desired results.

Age-related psychological characteristics of children in the middle group of preschool educational institutions

In terms of development, middle preschool age is a continuation of early childhood. During this period, children master the world of permanent things, master the culture of speech, and the formation and development of psychological perception also occurs.

In middle age, children continue to actively develop speech, substitution ability, thinking and imagination. With the help of speech, middle group students express their emotions and share their impressions.

Note! There is a rapid development of memorizing information and retaining it in memory, and the ability to concentrate is also enhanced.

As a rule, at this age, kindergarten teachers conduct special planned classes on speech development. They are provided for by special educational standards. But, despite this, pedagogical work in this direction is not limited to a certain framework. The most important thing is that when selecting tools, the teacher must take into account all the age characteristics of his students.

Methodological tools

Within the framework of the requirements of speech development, the teacher faces serious tasks that force him to approach the process thoughtfully, responsibly and in accordance with certain standards.

Basic pedagogical techniques

Each lesson on speech development in the middle group should be based on a specific pedagogical technique. Currently, three main groups of speech development techniques in preschool institutions have been identified. These are verbal, visual and playful techniques.

Their essence is as follows:

• Teaching stories using story pictures.
• Daily reading of fiction, which is provided for in the educational program.
• Carrying out work with children in a conversation format.
• Application of gaming technologies.
• Systematic and unobtrusive repetition of a new word.
• Motivation to complete the curriculum.

Note! In addition to implementing the pedagogical techniques listed above, the teacher must organize physical education sessions for students. They are also part of the curriculum and help to develop a serious attitude towards physical education in children.

Games for speech development

By the age of five, children should learn to pronounce all sounds correctly. You can achieve your goal through daily breathing exercises.

You can form grammatically correct speech thanks to games and exercises:

• "More less".
• “Call me kindly.”
• “Whose toy?”
• “Continue the sentence.”
• "Which".

Speech corner equipment

In order to stimulate independence and informal playful communication with children, in accordance with the requirements of the Federal State Educational Standard, an aesthetically attractive, comfortable and special subject-development environment must be created in which children will not be afraid, but rather feel at ease and at ease.

Important! It is best to place the speech corner away from the playing area in a well-lit place. It must be equipped with didactic and visual aids, as well as the necessary materials that are used by the teacher during classes.

Table: filling out the speech corner by section

Note! Among other things, experts recommend having Ushakova’s book “Speech Development” in the speech corner. It examines in detail all the problems of speech development for children in the middle group, selects methodological recommendations and compiles lesson notes.

MAGAZINE Preschooler.RF

Goal: development of children’s coherent speech while solving problem situations.

Tasks:

Educational:

• Improve the expressiveness of speech in terms of intonation;
• Improve children's ability to include generalizing nouns in speech;
• Improve speech in the form of dialogue;
• Expand children's knowledge about the world around them;
• To develop the ability to convey the image of an animal through illustration using expressive means;
• Improve the ability to perform game actions according to the rules of the general design of the game;

Educational:

• Develop the ability to use vocabulary when speaking independently;
• Develop the ability to correctly perceive the content of a work;
• Develop communication skills in communicating with peers and adults;
• Develop the ability to balance when walking over a reduced area;
• Develop aesthetic perception, imaginative thinking, imagination, attention, memory;
• Develop the ability to hold a brush correctly;
• Develop the ability to solve problem situations based on acquired knowledge.

Educational:

• Form emotional responsiveness;
• Cultivate interest in speech activity;
• Foster curiosity and a sense of teamwork;
• Cultivate respect and understanding for peer listening;
• Cultivate friendly relationships with peers and adults.

Methods and techniques:

• conversation with children;
• self-massage with balls to relax muscles;
• viewing illustrations;
• verbal techniques;
• listening to songs;
• self-assessment of each child about the work done.

Material:

• Multimedia equipment with the presentation “Emotions” ;
• Illustrations of Russian folk tales “Zayushkina’s hut” , “Teremok” with the heroes of the works;
• Footprints;
• White fabric (snow field);
• Blue A4 paper with a stenciled image of the Umka bear;
• Gouache white and black;
• Foam sticks;
• Brushes;
• Napkins, oilcloths, sippy cups;
• Audio disc: “Where Wizards Are” , “Lullaby of the Bear” ;
• Medallions "Wizards" ;
• Balls for massage.

OD move:

"Circle of Joy" greeting

Educator: Let's stand in a circle and say:

Hello, golden sun! (Hands up)

Hello, blue sky! (Hands to the side)

Hello my friends! (Everyone joins hands)

I'm glad to see you all! (Swing arms)

Well done! Guys, do you like miracles? Do you want to become wizards? And which ones exactly?

Pupils: Kind.

Educator: Let's close our eyes. The magic begins!

“Cribly - crabli - crabli - wheeles,

Turn into a wizard!"

Children wear “Wizards” .

Educator: My good wizards, now we will perform many good miracles! You are ready?

Pupils: Yes.

Educator: Then let's go! We sit on the carpet and look at the screen. It seems to me that the Fairy of Evil was here. We urgently need to do something, return everything to its place! And to do this you need to understand why this happened. Let's get to work!

Game "From stage to stage"

The teacher draws attention to slide 1 “Crying girl” .

Educator: Who is shown in the picture? What can we say about the girl, what is she like?

Pupils: Sad, offended.

Educator: What upset her so much? Think about it. If we answer, we will disenchant the girl!

Pupils: she quarreled with her friends, she was offended by a bully boy, her toy was taken away.

Educator: That's right. You managed to disenchant the picture! What kind of girl has she become?

Pupils: Cheerful, smiling, joyful.

Educator: Exactly! Let's look at another picture.

The teacher draws the children’s attention to slide 2 “Crying Clown” .

Educator: Who do you see in this picture? What do you think happened to him?

Pupils: The children did not come to the performance, someone offended someone and stepped on a shoe.

Educator: You did it deftly and dispelled the pictures! Then let's move on, we still have a lot to do!

Children come to the table and look at pictures with fairy tale characters.

Educator: Wizards, here comes a new task! Apparently, the evil Fairy has been here too! Look, all the heroes in fairy tales are mixed up! We need to cast a spell and bring order to fairy tales so that children can listen to fairy tales the way the people invented them!

Children arrange fairy-tale characters according to the fairy tales “Teremok” , “Zayushkina’s hut” .

Educator: Now let’s remember what the names of the heroes of the fairy tale “Teremok” ? What was her ending? What action did the bear do and why? Name the heroes of the fairy tale “Zayushkina’s Hut” . Who helped Bunny get his house back? How did the fox drive everyone away? Do you think Lisa did a good job or not, why? What song was the Cockerel singing?

Educator: Well done, wizards! You have completed this task too! It's time to keep going and do good!

Physical school

Educator: Look, there is a snowy meadow in front of us! There is a lot of snow, it is deep! How can we get through it?

Pupils: Jump over, go around, ride on a sleigh.

Educator: And here are the traces. Will they help us? We will trample a path with magical footprints and overcome the snowy meadow! Only the one who turns ordinary words into affectionate ones can take them!

The teacher offers a speech game “Say kindly” :

1. Plate - …;
2. Pot - …;
3. Cup - …;
4. Spoon - …;
5. Fork - …

Educator: Wizards - you are great. You turned all the words into “affectionate” ones . Who can tell me how to turn these objects into one word?

Pupils: Dishes.

Educator: Every wizard now has a trace. So make a path and carefully walk one after another. And in order to maintain balance, you need to keep your hands to the side!

Children lay out a path of footprints on the fabric and walk along it.

Educator: What about me? I also need to turn the word into “affectionate” ! Help me, name the dishes!

Pupils: Plate, pan, cup, spoon, fork.

The teacher moves from one end to the other.

Educator: You and I found ourselves in the country of Artists! And here we couldn’t do without the evil Fairy! Wizards, can we help the artists complete their drawings? Please take the “magic balls” . We need to imbue our fingers with magical power!

The teacher demonstrates hand massage.

Educator: “Cribly - crabli - cribli - wheeles! Strength in your fingers appears!” . Look carefully at the drawing. Who do you think the artists painted?

Pupils: bear cub Umku.

Educator: What color is Umka’s fur? What is she like?

Pupils: Fluffy, soft!

Educator: Correct. Look carefully! Now I will turn a smooth fur coat into a fluffy and warm one!

Educator: Are you ready to repeat? Then let's begin!

The teacher offers drawing in an unconventional way - dotted fur on the bear cub.

Educator: These are wizards! Great! But it's time for us to go back! “Cribly – crabli – crabli – blims, you’re turning into a child!” .

Children take off medallions.

Educator: Did you guys like being wizards? Was it difficult for anyone? What miracles did you enjoy creating the most?

Pupils: Follow the tracks. Do massage. Help artists.

Educator: I was also interested in being a wizard with you! You guys are great! I suggest you give your parents drawings of Umka in memory of your magic!

Lesson on speech development in the middle group

Planning lessons should be carried out according to methodological recommendations.

Lesson structure

Each lesson should be conducted according to a specific scheme:

1. The organizational introductory part is characterized by a motivating and stimulating nature. The main task of the teacher at this stage is to get the children into the mood for work and awaken their interest in the topic.
2. Practical part - the teacher sets the tasks and explains the essence of the task.
3. Active work - children complete tasks in conjunction with a verbal assessment of the students’ activities.
4. Summing up - the teacher’s goal is to draw children’s attention to the result.

Federal State Educational Standards requirements for speech development

In 2013, our country adopted the Federal State Educational Standard, a special educational standard, on the basis of which kindergarten teachers develop educational programs for preschoolers. The Federal State Educational Standard consists of requirements based on the results of mastering educational programs. According to them, speech development in the middle group of kindergarten includes the following components:

1. Its formation is at the level necessary to establish contacts with adults and children of different ages.
2. Expanding vocabulary.
3. Developing the ability to construct dialogues and conduct a monologue.
4. Development of speech creativity, i.e. the ability to compose a story or come up with a poem.
5. Reading books, improving reading comprehension skills.
6. The ability to separate words into individual sounds and combine sounds into words.
7. Mastering the principles of pronunciation and stress in words, the ability to expressive speech.

Age-related psychological characteristics of middle group children

Children 4-5 years old are more active, their emotionally charged activities become a way of psychological release, but, most importantly, they begin to experience an urgent need to communicate with peers. If previously a child could calmly be in the company of toys, books or cartoons, now he wants to talk and do it a lot and for a long time. That is why in the middle group of a kindergarten a developing speech environment should be created and classes should be conducted that will stimulate speech. However, for the most part, children's speech develops through their interactions with each other. Also, new features appear in the interaction of preschoolers with teachers; they begin to strive for cognitive, intellectual communication. It is at this moment that it is important to begin developing a culture of verbal communication, to set a speech example for children. During this period, you cannot brush off the child’s questions or answer with irritation or reluctance.