Mnemonics as a means of developing coherent speech. "The use of mnemonics in the development of coherent speech of preschoolers". Methodology "Composing a creative story"

In the activities of people there is no area where speech would not be used, it is needed everywhere, and especially at the stage of learning. The success of learning depends on the quality of speech. Pure, correct speech is one of the most important conditions for the normal mental development of a person. With the help of speech, communication, the child easily and imperceptibly enters the world around him, learns a lot of new, interesting things, can express his thoughts, desires, requirements.

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"Educator of the Year 2015"

"R development of coherent speech of a preschooler by means of mnemonics techniques "

(from the experience of the educator

Municipal preschool educational institution

№49"Cornflower"

Anzhaurova Elena Nikolaevna)

1) Relevance 2) Theme and purpose 3) Description of experience 3.1 Territorial base of experience 3.2 Content of experience 4) Performance of activities 5) Prospects for the development of experience 6) References 7) Applications

1. Relevance of experience.

But, unfortunately, at present, speech disorders are increasingly observed in children, which drastically limit their communication with people around them. Figurative, rich in synonyms, additions and descriptions, speech in preschool children is a very rare phenomenon.

There are many problems in the speech of children:

Insufficient vocabulary and, as a result, the inability to make a common sentence;

Poor dialogical speech: inability to formulate a question correctly and in an accessible way, to build an answer;

Poor monologue speech: inability to compose a plot or descriptive story on the proposed topic, retell the text;

Inadequate speech development leaves an imprint on the formation of non-speech mental processes: insufficient sustained attention is observed, verbal memory decreases, memorization productivity suffers. In my practice, there were difficulties in teaching coherent speech. Children themselves could not focus their attention on some significant event or work of art for them, they could not simultaneously notice not only objects, phenomena, but also the connection between them.I believe that if mnemonics techniques are used in the work of teaching children coherent speech, then this will help the child to be more sociable, his vocabulary will expand, the child will learn to speak coherently, tell, express his thoughts.

As a result of this, there contradiction between the need to develop coherent speech and the insufficiency of using methods and techniques that contribute to its development.

Problem: How to ensure the development of coherent speech using the techniques of mnemonics?

2. Theme and purpose of the experience.

subject I summarized my experience as follows:

"The development of coherent speech of a preschooler by means of mnemonics."

Target : use in the pedagogical process the techniques of mnemonics for the development of coherent speech of preschoolers.

Tasks:

To analyze the psychological and pedagogical literature on the problem of the formation of coherent speech.
Develop and include in the educational process a set of tasks that contribute to the development of coherent speech, prepare their didactic support.
Adjust forward and scheduling.
Conduct performance diagnostics.

3. Description of experience
3.1 Theoretical base of experience.

Every child in kindergarten You need to learn how to express your thoughts correctly. The speech of children should be lively, direct, expressive. The connection of speech is the connection of thoughts,where the logic of the child’s thinking is reflected, his ability to comprehend what he perceives and express it in coherent speech. Connected speech should be considered in a singleve content and form. The development of the speech of preschoolers in kindergarten is carried out in all types of activities, however, teaching the native language is central in the classroom.

In the methodology of O. S. Ushakova (8; Lessons on the development of speech in kindergarten), the structure of the lesson on the development of speech is determined by the principle of the relationship of various sections of speech work: enrichment and activation of the dictionary, work on the semantic side of the word, formation grammatical structure speech, the education of the sound culture of speech, the development of elementary linguistic phenomena. At the same time, the main task is the development of coherent monologue speech.

There are two main types of speech - dialogic and monologue. Flow form dialogic speech (conversation, posing questions, answers to them) encourages incomplete, monosyllabic answers. For dialogical speech, it is important to be able to formulate and ask a question, build an answer, supplement, correct the interlocutor, reason, argue, defend one's opinion.

monologue-requires unfolding, completeness, clarity and interconnection of individual parts of the narrative. A monologue, a story, an explanation require the ability to focus one's thoughts on the main thing, without being distracted by details, and at the same time speak emotionally, vividly, figuratively. Possession of coherent monologue speech is one of the main tasks of the speech development of preschoolers. Its successful solution depends on many conditions: speech environment, social environment, family well-being, individual personality traits, cognitive activity which should be taken into account in the process of purposeful speech education.

The formation of the coherence of speech includes the development of the ability to build statements different types:

Description (world in statics),

Narration (dynamics of events in motion and in time),

Reasoning (establishment of causal relationships).

Description - this is a specific text that begins with a general definition and name of an object or object, then there is a listing of its qualities, properties, actions, signs. The description ends with a final phrase giving an assessment of the subject or attitude towards it. Preschoolers are taught to describe toys, subject or plot pictures, their own drawings, natural phenomena, people, animals.

Teaching the construction of descriptive texts helps children form elementary ideas about the structure and functions of a descriptive text.

Narration - the development of the plot in time and logical sequence. The main purpose of the narrative is to convey the development of the action or state of the subject, which includes successive events, scenes, paintings. The structure of the narrative must not be violated, as the sequence of presentation of events may be violated. The narrative scheme should be clearly expressed: beginning, middle, end (outset, climax, denouement). An important role in the construction of the narrative is given to the teaching of the beginnings (once, once, it was ...)

Preschoolers learn to write different types of narrative stories:

Realistic stories (from personal experience),

Fairy tales (creative),

Stories based on a picture or a series of plot pictures,

Retelling of a work of art.

Work on the formation of ideas about the structure of the narrative develops in children the ability to analyze the structure of a literary text and transfer the acquired skills into independent verbal creativity.

reasoning - this is a text that includes cause-and-effect structures, questions, assessment. It includes the thesis (initial sentence), the proof of the put forward position and the conclusion that follows from it. In reasoning, not one, but several conclusions or one generalized one can be proved.

Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developing for them. The problem of how to teach children to coherently, consistently, grammatically correctly express their thoughts remains very relevant.

A number of factors influence the process of becoming a coherent speech.

One of these factors, according to S.L. Rubinshtein (5; Fundamentals of General Psychology), L.V. Elkonin - is visibility . Examination of objects, pictures helps children name objects, their characteristic features, actions performed with them.

The second contributing factor iscreating a speech plan,the importance of which was repeatedly pointed out by a well-known psychologist

L. S. Vygotsky. He noted the importance of sequential placement in the preliminary scheme of all the specific elements of the statement.

Taking the opinion of great teachers as a basis, I was convinced that it was the use of mnemonics that would help me solve the problem.

3.2. content of experience.

If you teach a child some unknown to him

Five words - he will suffer for a long time and in vain,

But if you associate twenty such words with pictures,

He will learn them on the fly.

K.D. Ushinsky

In my practice, I use various methods and tricks. This and

artistic word, questions, conversation, story, interpretation (clarification of the concept), drawing up a plan, re-reading with agreement, didactic games, etc.

But all of the above was not enough to solve the problem. Having studied the literature, I came to the conclusion that mnemonics can help me in solving the problem of developing coherent speech.

What is mnemonics?

mnemonics in preschool pedagogy they are called differently:Vorobyova V.K. calls this methodtouch-graphic schemes, Tkachenko T.A.- subject-schematic models, Glukhov V.P. - blocks-squares, Bolsheva T.V. - collage, Efimenkova L.N. - scheme compiling a story.

mnemonics - this is a system of methods and techniques that ensure the successful assimilation of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information and, of course, the development of speech.

A special place in working with children is used as a didactic material. collage and mnemotables.

mnemonic table - This is a scheme in which certain information is embedded.

The work on mnemonic tables consists of three stages:

Compilation and examination of the table, analysis of what is shown on it.
Transformation from abstract symbols into images (transcoding of information).
Retelling based on symbols (images).

Collage - a sheet of cardboard (drawing paper), which depicts letters, numbers, geometric shapes, various pictures, but they are interconnected by one purpose. The purpose of the collage is to expand vocabulary, figurative perception, the ability to coherently speak, tell.

Work on mnemonics is built from simple to complex. You can start with the simplest mnemonic squares, which are used in teaching young children. Then I sequentially move on to mnemonic tracks for the middle age, and later - to mnemonic tables for the older age. The content of the mnemonic table is a graphic or partially - a graphic representation of the characters of a fairy tale, natural phenomena, some actions by highlighting the main semantic links of the plot of the story. The main thing is to convey conditionally - a visual diagram, to depict it so that what is drawn is understandable to children.

I work in groups. Mnemonics techniques can be started to be used in the classroom with young children. In order to develop certain skills and abilities in children, I introduce mnemonic squares into the learning process, from which we make a mnemonic track for learning nursery rhymes. For example, "Vodichka - Vodichka ...", where a picture is invented for each word or small phrase. Thus, the entire text is sketched schematically ( Annex 1 ). Looking at these diagrams, the child easily reproduces textual information.

In the classes on retelling literary works, talking about toys and using a picture, all speech tasks are solved in a complex, but the main one is teaching storytelling, although in parallel, children perform phonemic, lexical, and grammatical exercises. I start learning to retell literary works with familiar fairy tales: “Turnip”, “Gingerbread Man”, “Ryaba Hen”, while using the method of a joint story. I present the scheme of teaching the retelling of fairy tales in this way: I tell a fairy tale and at the same time show a table theater. The children are then included in re-narrative educator. I start the phrase, the children continue.

For example,

Once upon a time there was a grandfather ... (and a woman)

They had ... (chicken-ryaba)

Children find subject pictures or mnemonic squares with a color image of the heroes of a fairy tale on the table, lay them out in correct sequence. Next, I show illustrations, pay attention to the heroes of the fairy tale and the children learn to describe their appearance, actions. I use the technique of the artistic word: I read nursery rhymes, songs on the theme of a fairy tale. After such work, I involve children in playing out a fairy tale ( Appendix No. 2)

When writing a descriptive story by subject , I first draw attention tocharacteristic features of the appearance of the object(parts, color, shape). For example, together with the children we consider an object (bag). I explain and show at the same time. (This is a bag. The bag has handles, sides, a lock, a pocket…) . As a result, the child's vocabulary is enriched.

Next, I compose storytelling with children. I start and point to part of the object, the children finish. Questions cannot be asked. (This is a bag. These are pens. ...) . The task of children is to see the signs and qualities of the subject. At this stage, the dictionary is activated.

The final stage-child's own story.

The same work plan when compilingdescriptive storytelling through pictures.Questions are the main technique when looking at pictures. First, I select subject paintings depicting toys, household items, animals (For example: This is a fox. She lives in the forest. She has a tail ...). Then simple stories from children's lives (series "Our Tanya"). I use a game technique and an artistic word, with the help of which the child tells some fairy-tale character what is drawn in the picture (for example: “Cockerel, cockerel ...”). In individual work, I use didactic games, where we fix with children the characteristic features of the appearance of an object, actions with this object: “What can a cat do?(Appendix No. 3). I support the statements of the children, I approve.

In middle age, when compiling a descriptive story, a new technique is introduced:comparison element.For example: the ball is round like an apple; red like a berry. I'll add a more detailed description of the items. I use mnemonic tracks: the child names the object, its properties, attitude towards it.

As soon as the children learn to write a descriptive story about the subject, I teach them to writeplot storyby a set of toys or a set of mnemonic squares with a schematic representation of objects. Toys should be selected so that it is not difficult to outline a simple storyline (girl, fungus, basket, Christmas tree, hedgehog). Questions help children build the plot of the story, expand it, involve all objects in the storyline. What could happen to the girl in the forest? Whom did she meet? What could you find? What did you bring in the basket from the forest?

Continuing the work, I suggest that the children use mnemonic squares to show the cartoon to the dolls and tell the story in sequence.

When retelling literary works, I teach children to convey the expressive conversation of the characters. I introduce a new approach - dialogue. For example, how did the fox persuade the cockerel to look out the window? With the help of mnemonic tracks, children each tell their own part of a literary work, then connect it in a clear sequence, without changing parts in places. At this age, children learn to compose realistic stories from personal experience. Specific topics are offered: about recent bright events experienced or related to the work of people from the immediate environment (cook, janitor, etc.). The source of material for compiling stories about nature are walks, excursions. During which children observe, ask questions, make up a story about what they saw. To consolidate the acquired knowledge, I conduct didactic games. Together with children we consider illustrations, read poetic works, and solve riddles. I direct the children's attention to the fact that they recall some events from their experience and convey them in a story. At the same time, I teach to observe the sequence and clarity of the narrative: What will we tell first? What then? How do we end the story?

Older children must accurately, consistently convey the content of the text. Lessons for memorizing a poem, according to the retelling, consist of the following parts:

introductory part,

Reading a literary work

A conversation with leading questions

Re-reading with subsequent compilation of a mnemonic table,

Retelling or memorizing a work using a mnemonic table (collage).

The use of mnemonic tables (collage) facilitates and speeds up the process of memorizing and assimilating texts, and forms techniques for working with memory. In this type of activity, not only auditory, but also visual analyzers are included. Children easily remember the picture, and then the words.

Senior preschoolers evaluate the stories of comrades. I teach children to see the good and the shortcomings in the retelling, at the same time I bring up a benevolent attitude towards a friend.

Significant difficulties arise in children withstorytelling based on a story. A story based on a plot picture requires the child to be able to identify the main characters or objects of the picture, trace their relationship and interaction, note the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of this situation, that is, to compose the beginning of the story and its ending.

In the work on the formation of the skill of storytelling according to the plot pictureI use collagewhere I highlight the fragments of the picture that are significant for the plot and determine the relationship between them, combining the fragments into a single plot.

I will give an example of a text based on a plot picture using a collage:

“The temperature of the sun has risen. It went to the doctor, and according to dthe oroge touched everything with its hot rays. It touched a snow cloud, and it turned into a white fluffy cloud. The icicles on the roof were touched, and tears dripped from them - droplets. A beam hit a snowdrift, and a thawed patch appeared in this place. The sun touched the branches of the tree, and the first leaves appeared from the swollen buds. And when a ray of sun touched the bird, it sang a cheerful song. The sun looked around - and in place of winter came Spring.

The elements of the collage are pictures - fragments, silhouette images of significant objects of the picture and schematic images of fragments of the picture. After the children have mastered the skill of building a coherent statement, in the model of retellings and stories introduced creative elements. In the fairy tale or the plot of the picture I include unusual characters, these characters are assigned qualities that are unusual for them, and the story is compiled taking into account these changes.

For creative storytelling, I make a screen - a table with a set of various objects, characters.The task of children is to invent a fairy tale or story on the themes of kindness, greed, cunning. Such stories reflect the child's own experiences, his understanding of the life around him.

A particularly complex type of utterance isstories - descriptions of a landscape painting. If, when retelling and compiling a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load. In this case, as elementsmimic tables are objects of nature. Since they are static in nature, special attention is paid to describing the qualities of these objects.

Work on such paintings is built in several stages:

Isolation of significant objects in the picture;

reviewing them and detailed description appearance and properties of each object;

Determination of the relationship between the individual objects of the picture;

Combining mini-stories into a single plot.

The difficulty is that it is necessary to constantly maintain attention while listening to the stories of other children.

As a preparatory exercise for the formation of the skill of compiling a story based on a landscape picture and maintaining the steady attention of children, I use the game “Bring the picture to life”(Appendix No. 4).

The game is, as it were, a transition from composing a story based on a plot picture to telling a story based on a landscape picture. For children I offer a picture with a limited number of landscape objects. For example, a swamp, bumps, a cloud, reeds and small images of living items - "animators", that appear in this composition. Children describe landscape objects, and the colorfulness and dynamism of their stories is achieved by including descriptions and actions of living objects.

For example, a simple description of a swamp would look something like this: “It is quiet in the swamp, the water is like a black mirror, only bumps peek out of the water. There are reeds around the swamp, they sway in the wind. It's raining."

And here is a story with the introduction of live characters: “It is quiet in the swamp, the water is like a black mirror, and yellow fluffy duck she teaches her to swim ducklings. Dragonfly looked into the mirror water and like a small helicopter frozen in the air. The reeds shake their heads, they greet the green frog. He jumped out onto a bump and enjoys the warm rain.

"Animators" are easy to apply and remove, can be included in different landscape compositions. In one landscape, there can be different living objects, which allows, using a minimum number of pictures, to achieve variability in children's stories in one landscape composition.

Based on the experience of teachers, I developed mnemonic tables for compiling descriptive stories about toys, dishes, vegetables, fruits, birds, animals, insects(Appendices No. 5, 6, 7).

These schemes help children independently determine the main properties and features of the subject under consideration, establish the sequence of presentation of the identified features, and enrich the vocabulary of children. To systematize knowledge about seasonal changes, I compiled collages, mnemonic tracks and mnemonic tables for the Winter, Spring, Summer, Autumn blocks(Appendices No. 8, 9).

In the morning period of time, children, working with the calendar of nature, compose a descriptive story about seasonal changes in nature using mnemonic tables, collages(Appendix No. 10).

When children learn to work freely with mnemonic tracks according to the description of individual objects or phenomena, I introduce a techniquecomparative description.Two children make up a model for describing two or more objects according to a plan. At the same time, the symbols of the description are embedded by each child in their own hoop. Then, at the intersection of the hoops, the same signs of objects are distinguished. Children compare objects, first identifying their similarities and then their differences. For example: The fox and the hare are wild animals. The hare is small, and the fox is larger than the hare. The hare has gray fur in summer, and the fox has red fur. The hare is a herbivore and the fox is a carnivore.

I emphasize that all work on the development of coherent speech in children is not limited to mnemonic tables. This is, first of all, as the initial, “launching”, the most significant and effective work, since the use of mnemonic tables makes it easier for children to perceive and process visual information, store it in memory and reproduce it. In parallel with this work, I conduct speech games, using desktop-printed games that help children learn to classify objects, develop speech, visual perception, figurative and logical thinking, attention, observation, interest in the world around them, self-examination skills.

4. Performance

The results of the work carried out are as follows:

A system of mnemonics techniques for the development of coherent speech of a preschooler has been developed and included in the educational process.
Didactic support has been developed.
A system for diagnosing the effectiveness of activities has been developed.

For pupils:

There has been a positive trend in the development of coherent speech.

Most children have become more aware of the structure, i.e. the compositional structure of a coherent statement (beginning, middle, end), it is easier to perceive and process visual information, store it in memory and reproduce it, correctly connect the plot, build parts of the plot together and transmit the finished text in sequence without the help of a teacher, learned to independently compose mnemonic tables, compose based on them descriptive and narrative stories, the cognitive activity of children increased.

All of the above is confirmed by the results of the diagnostics. It is based on the methodology for identifying developmental featurescoherent speech among preschoolers authors N.G. Smolnikova and E.A. Smirnova.

The diagnostic results determined how childrenare able to compose descriptive, narrative stories and retell the text.

Ability to write a descriptive storywas tested in the didactic game "Shop", where each child had to "buy" a toy for himself, independently describe the appearance, characteristics, but not name it. The teacher in the role of Pinocchio must guess what kind of toy the child was talking about. Next, a mnemonic table was introduced into the game and the story was compiled according to the following plan: what color is the toy, what shape, what is it made of, what details are typical for it, how can you play with it, it was also necessary to express your attitude.

7 children took part in the diagnostics.

Criteria for evaluation:consistently and accurately compose a descriptive story about a toy, observe the structure of the description.

As a result of the diagnostic low level was noted in 2013 - 43%, in 2014 - 24% of children, which means coherent speech in children is poorly developed. Some children refused to compose a descriptive story about the toy at all or immediately called it - “I want to buy an airplane”, and if they tried to compose it, then with the help of repeated leading questions, indications of the details of the subject. The descriptions did not reflect many of the essential properties and features of objects.

Average level,when the stories - descriptions of children became quite informative and differed in logical completeness and highlighting the main features of objects, there were isolated cases of violation of the logical sequence in the description of features, children grammatically correctly select words that characterize the features of objects, but at the same time, after describing the toy, they immediately said its name, forgetting the rules of the game were noted in 2013 - 57%, 2014 - 38%.

The dynamics of children achieving a high level is as follows: in 2013 -0%, in 2014 - 38%.

This means that in the children's stories all the main features of objects are displayed, indications are given of their purpose. A certain logical sequence is observed in the description of the features of objects. In descriptive stories about toys, children accurately and correctly select words that characterize their features. Descriptive stories are independent in determining the content and logic.

During the identificationthe ability of children to compose a narrative story based on a plot picture (Appendix No. 12),it was necessary to consider the plot picture "Children feed the hen and chickens" and compose a narrative story based on it.

Questions:

Who is in the picture? Where do the children feed the hen and chicks?

Is it warm or cold outside? How did you guess?

Story plan.

First, tell us what food the children prepared for the chicken and chickens.

Describe how chickens and hens behave.

Finish the story about where the hen and chicks will go.

Criteria for evaluation:formulate the main idea of the picture, set everything existing connections, consistently and clearly compose a narrative story based on a picture.

Low level in 2013 -57%, in 2014 -28%.

When considering the plot picture, the structure of the story was violated, the children require the help of an adult. Poor speech, the children listed those who are drawn in the picture. Difficulty in building simple sentences.

Average level: in 2013 -43%, in 2014 -28%.

When compiling a narrative story from a picture, the children found it difficult to formulate the main idea; all significant connections were established partially with the help of the teacher. The structural part of the story is broken. Build simple sentences correctly. Describe the appearance of chickens, chickens, children.

High level in 2013 - 0%, in 2014 - 44%.

When compiling a story from a picture, the children followed the structure: the outline of the characters, time, place of action, the cause of the event, the development of the event, the denouement are visible. They say "no embellishments".

As a detectionretelling skills(Appendix No. 13) , I took a German fairy tale by the Brothers Grimm, “Bob, Straw and Coal”, unfamiliar to children.

Criteria for evaluation:Reveal an understanding of the topic, be able to highlight the main structural parts of a fairy tale, reveal an understanding of the violation of the integrity of the text structure in the absence (beginning, middle or end), retell the fairy tale correctly.

Low level: in 2013 -14%, in 2014 - 14%.

When retelling the tale, the children transmitted only the “backbone” of the plot. There are no complex sentences. Some children skip the beginning of the text, others do not fully reveal the essence of each structural part. The children did not notice the absence of the structural part of the tale.

Average level: in 2013 - 57%, in 2014 - 42%.

Children do not notice the absence of an ending, but after additional questions they complete the tale on their own.

High level: in 2013-29%, in 2014-44%.

Familiar text logic is supported. Children immediately notice the absence of a structural part of the tale and complete it logically. Establish all existing connections. Correctly build sentences, use in speech complex sentences. The story is brought to the end, and then a conclusion is drawn, analyzed. Possess intonation expressiveness of speech.

5. Prospects for the development of experience

In the future, I plan to continue using the techniques of mnemonics in the development of coherent speech, while expanding their range with my own developments.

6. List of references

Bolsheva T.V. Learning from a fairy tale ed. "Childhood - PRESS", 2001
Early Childhood Education Teaching Creative Storytelling 2-4/1991
Loginova V.I., Babaeva T.I. "Childhood" program for the development and education of children in kindergarten, 2nd edition, revised - St. Petersburg, Accident, 1996
Poddyakova N.N., Sokhin F.A. Mental education of preschool children - 2nd ed., dorab. - M.: Enlightenment, 1998
Rubinshtein S.L. Fundamentals of General Psychology - St. Petersburg, 2000
Smolnikova N.G. , Smirnova E.A. A technique for identifying the features of the development of coherent speech in preschoolers.
Tkachenko T.A. Formation and development of coherent speech LLC "Publishing house GNOM and D", 2001
Ushakova O.S., Sokhin F.A. Classes for the development of speech in kindergarten M .: Education, 1993
Fomicheva G.A. Methodology for the development of speech of preschool children, textbook, 2nd ed., dorab. - M.: Enlightenment, 1984
Chernobay T.A., Rogacheva L.V., Gavrilova E.N. Evaluation of the success of speech and physical development of preschoolers: a method. Recommendations for kindergarten teachers; Ed. V.L.Malashenkova. - Omsk: OOIPKRO, 2001

Explanatory note

is the development of speech, verbal communication.

Main and hallmark modern society is the substitution of live human communication with dependence on the computer. The problem of the development of coherent speech of children is well known to a wide range of pedagogical workers.

Knowledge of the native language is not only the ability to correctly build sentences. Children acquire their native language through speech activity, through the perception of speech and speaking. That's why it's so important to create conditions for a good communication speech activity children, to communicate, to express their thoughts.

However, as practice shows, despite the increased interest in the problem, the level of speech development of preschool children is insufficient.

Visualization is one of the main didactic principles of pedagogy. Actions with objects, their visual perception is the first stage in the development of a child’s thinking, therefore it is important to use visual material throughout the entire process.

Recently, mnemonics techniques have been widely used in pedagogical practice for teaching storytelling to preschool children.

Mnemonics or mnemonics, translated from Greek - "the art of memorization" - is a system of methods and techniques that ensure effective memorization. Successful development by children of knowledge about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.

thinking.

Therefore, I faced the task of teaching children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the life around them.

At preschool age, visual-figurative memory predominates, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience. When teaching children, it is quite reasonable to use creative methods, the effectiveness of which is obvious, along with the generally accepted ones.

Mnemonics techniques facilitate the memorization of information in children and increase the amount of memory by forming additional associations.

How to form a child's speech, fill it with a large palette of words, beautiful phrases, harmonious phrases? How to help a child feel the rhythm of speech, the melody of words, experience the content of the speech he hears? How to promote the development of the emotional-sensual sphere of the child, help him learn communicative speech? I found all the answers to these questions in the methodology - mnemonics.

In order to get answers to all the questions posed, the project "Development of coherent speech using mnemonics" was developed.

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Municipal state preschool educational institution of the city of Novosibirsk

"Kindergarten No. 9 combined type"

"Mnemonics - as a means of developing coherent speech in children"

senior general education group No. 7

Educator:

Chuklay K.A.

2017

Project "Mnemonics - as a means of developing coherent speech in children"
Project passport


Full Name	Chuklay Ksenia Anatolievna
Name of preschool educational institution	Municipal state preschool educational institution of Novosibirsk "Kindergarten No. 9 of the combined type"
Project name	"Development of coherent speech using mnemonics"
Age	Children aged 5 to 7 years
Members	Children, parents, group teacher
Implementation period project	2 years 2017-2019
Problem	Monosyllabic speech consisting of only simple sentences. Inability to construct a sentence grammatically correctly. Poor dialogic speech: the inability to formulate a question correctly and in an accessible way, to build a short or detailed answer. Inability to build a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words. Lack of logical substantiation of their statements and conclusions. Lack of speech culture skills: inability to use intonation, adjust the volume of the voice and the pace of speech. Poor vocabulary, inability to coordinate words in a sentence, impaired pronunciation, attention, imperfect logical
Objective of the project	Development of coherent speech and thinking of children of senior preschool age by means of mnemonics
Tasks	Educational: ∙ to consolidate the ability of children to work based on a mnemonic table when compiling descriptive stories, memorizing poems. Developing: ∙ improve coherent speech in the course of stories on the topics of the project; ∙ to promote the development of figurative and logical thinking; Educational: ∙ cultivate respect for the environment; ∙
Project relevance	It is determined by the role that mnemonics plays in the development of coherent speech of older preschool children, since coherent speech is the main indicator of the mental development of a preschooler, a means of communication with peers and adults, necessary condition successful learning At school.
Project novelty	The use of creative techniques, the effectiveness of which is obvious, along with generally accepted ones.
Pedagogical expediency project	When teaching coherent speech to children, it is quite reasonable to use creative methods, the effectiveness of which is obvious, along with the generally accepted ones. Mnemonics techniques facilitate memorization in children and increase the amount of memory by forming additional associations. The use of mnemotables in classes for the development of coherent speech allows children to more effectively perceive and process visual information, save and reproduce it. A feature of the technique is the use of not images of objects, but symbols. This technique makes it much easier for children to find and memorize words. Preschool age is most favorable for laying the foundations for competent, clear, beautiful speech, which is an important condition for the mental education of a child.
Practical value	The presented activities can be used in the planning system both in joint activities with children and in educational activities during regime moments, starting from the senior group of kindergarten
Resource support of the program:
informational	Multimedia presentations, Internet resources
Methodical:	Theoretical and methodical literature, periodicals, materials on advanced pedagogical experience
Personnel:	The work involved: children of preschool age, parents of pupils, group teacher
Expected results implementation projects:	The ability of children to work based on a mnemonic table will appear when compiling descriptive stories, memorizing poems; Replenishment and activation of children's vocabulary; - development of logical and figurative thinking, improvement of coherent speech; Contact an adult with a question;

Explanatory note

One of the main tasks of educating and educating preschool children
is the development of speech, verbal communication.

The main and distinguishing feature of modern society is the substitution of live human communication with dependence on a computer. The problem of the development of coherent speech of children is well known to a wide range of pedagogical workers.

Knowledge of the native language is not only the ability to correctly build sentences. Children acquire their native language through speech activity, through the perception of speech and speaking. That is why it is so important to create conditions for good coherent speech activity of children, for communication, for expressing their thoughts.

However, as practice shows, despite the increased interest in the problem, the level of speech development of preschool children is insufficient.

Recently, mnemonics techniques have been widely used in pedagogical practice for teaching storytelling to preschool children.

Mnemonics or mnemonics, translated from Greek - "the art of memorization" - is a system of methods and techniques that ensure effective memorization. Successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.

It's no secret that nowadays more and more children are observed
the following problems: poor vocabulary, inability to coordinate words in
sentence, violation of sound pronunciation, attention, imperfectly logical
thinking.

Therefore, I faced the task of teaching children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the life around them.

Mnemonics techniques facilitate the memorization of information in children and increase the amount of memory by forming additional associations.

In order to get answers to all the questions posed, the project "Development of coherent speech using mnemonics" was developed.

Relevance This project is determined by the role played by mnemonics in the development of coherent speech of older preschool children, since coherent speech is the main indicator of the mental development of a preschooler, a means of communication with peers and adults, a necessary condition for successful schooling.

Novelty The project consists in the substantiation of the pedagogical methodology and the search for pedagogical conditions for the development of speech and thinking of older preschool children by means of mnemonics.

Project participants:Children aged 5-7 years, parents of pupils, group educator take part in the implementation of the project.

Objective of the project: development of coherent speech and thinking of older preschool children by means of mnemonics.

Project objectives

Work with children:

Educational:
∙ to consolidate the ability of children to work based on a mnemonic table when compiling descriptive stories, memorizing poems.

Developing:
∙ improve coherent speech in the course of stories on the topics of the project;

∙ to promote the development of figurative and logical thinking;

Educational:
∙ cultivate respect for the environment;

∙ rejoice together with the children success, the results of activities.

Working with teachers:Raise professional excellence, interest in the problem of the development of coherent speech through the acquaintance of teachers with the techniques of mnemonics. Implementation in pedagogical process experience on this issue.

Working with parents:Increasing competence in organizing and conducting joint creative and speech activities. Mastering by parents mnemotechnical ways of working and using them at home.

Expected outcomes for children:

The ability of children to work based on a mnemonic table will appear when compiling descriptive stories, memorizing poems; replenishment and activation of children's vocabulary;

- development of logical and figurative thinking, improvement of coherent speech;

Ability to negotiate and work collaboratively;

Contact an adult with a question;

Ability to search for information, illustrations, materials necessary for research on a specific topic.

Stages of work

I stage. Search-theoretical. Organizational:

Theoretical analysis of the literature on the problem of the formation of coherent speech in preschoolers.
Determination of the criteria and level of development of coherent speech of children of senior preschool age.
The study of methodological developments on the use of the method of mnemonics in teaching storytelling to preschool children.

II stage. Implementation:

Drawing up a long-term work plan for the development of coherent speech by means of mnemonics.
Development of a series of abstracts in accordance with lexical topics.
Organization of consultations.

III stage. Productive.

Reflection period, analysis and generalization of results, formulation of conclusions, drawing up recommendations, participation in seminars, conferences of various levels;
Enriching the knowledge of children, teachers and parents through a variety of forms of work.

Features of the development of coherent speech of children of senior preschool age

Coherent speech is understood as a detailed statement, consisting of several or even very many logically interconnected sentences, united by one topic and constituting a single semantic whole.

Speech is considered coherent if it is characterized by:

∙ content (good knowledge of the subject being discussed);

∙ accuracy (true image of the surrounding reality, selection of words and phrases that are most suitable for this content);

logic (consistent presentation of thoughts);

∙ clarity (understandability for others);

∙ correctness, purity, wealth (variety).

In the works of F.A. Sokhin, the problem of speech education, including the development of coherent speech, received a new direction. First of all, F.A. Sokhin clearly substantiated the need to form awareness of the phenomena of language and speech - this provision has become the core in all studies related to solving any problem of speech development. At the same time, Sokhin emphasized that the construction of a coherent statement should be arbitrary, deliberate, planned. The main thing in the arbitrariness and awareness of the construction of the statement is the ability to select language means that most closely correspond to the content and conditions of communication expressed in the speech.

Coherent speech of older preschoolers is a powerful reserve of their mental development. It is from these positions that questions of speech production, the phase structure of a speech act, the stages of development of speech action as a process, the formation of speech mechanisms, the role of motivation in the independent construction of an utterance (L.S. Vygotsky, S.L. Rubinshtein, A.R. Luria, N. I. Zhinkin, A. S. Sokolov, A. A. Leontiev, I. A. Zimnyaya, A. K. Markova, etc.).

According to researchers, there are two types of coherent speech - dialogue and monologue. Monologue speech is a more complex type of connected speech. Speaking of monologue speech, we mean the formation of a coherent statement or, by the definition of linguists, the ability to create a text.

A monologue is a speech of one person addressed to one or more listeners. It is a continuous and rather long logically constructed statement. The content of monologue speech is determined by the speaker himself and proceeds only from his inner plan. Unlike dialogue, the monologue is not interrupted by the listeners and is not supported by their remarks, so it is more difficult for the speaker than in the dialogue to understand the attitude of the listeners to the content of his speech. The monologue serves to purposefully convey information. At preschool age, the main types of monologue speech are retelling and independent storytelling. The child masters all the considered types of coherent speech gradually, starting with its simplest forms, that is, from dialogic speech.

The child masters dialogical speech involuntarily, since it is closely connected with his practical activities and is used by him to establish contact and cooperation with an adult in the process of games and other activities.The child turns to adults with various questions and requests for help and tries to understand their answers, that is, this type of speech is vital for him.

There are many problems in the speech of children, monosyllabic speech consisting only of simple sentences, the inability to grammatically correctly construct a common sentence, poverty of speech, insufficient vocabulary, the use of non-literary words and expressions, poor dialogical speech: the inability to correctly and easily formulate a question, build a short or a detailed answer, the lack of a logical justification for their statements and conclusions, the lack of speech culture skills: the inability to use intonation, adjust the volume of the voice and the pace of speech, etc.

Therefore, the pedagogical influence in the development of the speech of preschoolers is a very difficult matter. It is necessary to teach children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the life around them.

Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developing for them. Thus, we can conclude that the speech development of children of older preschool age is the most favorable period for the development of dialogic communication with adults and peers.

Working methods.

verbal method -story, conversations of the educator reading works of art, compiling descriptive stories.

visual method: showing and examining plot pictures, illustrations from fairy tales, stories, poems.

Practical. Compilation of mnemonic squares, mnemonic tracks, mnemonic diagrams, mnemonic tables.

Methodology.

During an experimental examination of preschoolers (P.Ya. Galperin, A.V. Zaporozhets, S.N. Karpova, D.B. Elkonin), it turned out that many of the knowledge that a child cannot learn on the basis of a verbal explanation of an adult or in the process organized by an adult actions with objects, he easily learns if this knowledge is given to him in the form of actions with models that reflect the essential features of the phenomena being studied.

In her work, she relied on the works of T.V. Bolsheva (collage), T.V. Vorobieva, (sensory-graphic schemes) V. P. Glukhova, (block-squares) L. N. Efimenkova (schemes for compiling a story), T. A. Tkachenko (subject-schematic models). Based on the analysis of scientific literature, I identified the following approaches to working with mnemonics technology:

Systemic - mnemonics technology is used in the system of education and upbringing.
Personal - taking into account the capabilities and needs of each child.
Activity - the development of the child takes place in the activity, he reads the schemes and tables proposed by the educator and draws up his own.
Dialogue - the learning process takes place in the form of a dialogue.
Culturological - the child expands vocabulary, develops coherent speech, learns to speak grammatically correctly.
Informational - the child, through diagrams and tables, perceives, processes and reproduces information about the world around him.

The project is based on general didactic principles

The principle of developingeducation, in accordance with which the main goal is the development of the child.

The principle of scientific validity and practical applicability - the content of the work corresponds to the main provisions of developmental psychology and preschool pedagogy, and has the possibility of implementation in the mass practice of preschool education.

Integration principle:integration at the level of content and tasks psychological and pedagogical work; integration by means of organization and optimization educational process; integration of children's activities.

Project Implementation Mechanism

Within 2 years, work will be carried out on the project "Development of coherent speech through mnemonics."

Mnemonics, or mnemonics, translated from Greek - "the art of memorization." Mnemonics is a system of methods and techniques that ensure the effective memorization, storage and reproduction of information.

Mnemonics is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.

A mnemonic table is a scheme that contains certain information. For children, especially in the first year of study, it is advisable to give color mnemotables, since individual images remain in the memory of children faster: a fox is red, a mouse is gray, a Christmas tree is green, etc.

Working with the mnemonic table is divided into several stages:

Stage 1 - Examining the tables and analyzing what is shown on it.

Stage 2 - Information is being recoded, i.e., transformation from symbols into images.

Stage 3 - After recoding the information, a retelling of a fairy tale (story), a poem based on symbols into images is carried out, i.e., the memorization method is being worked out.

At the same time, the retelling of a fairy tale, story, poem can be conducted by the children themselves, with little help from an adult.

Children learn to replace keywords in sentences with symbols; draw objects and natural phenomena with symbols.

Independently, with the help of signs-symbols, they fill in the model diagram as a retelling plan.

The studied material is consolidated by repeated repetition of the story based on the previously compiled scheme-model.

Children themselves are happy to come up with their own model-schemes and mnemotables, using the information encoding symbols known to them.

Like all work, it starts from simple to complex, with the simplest mnemonic squares.

Children love poetry, love to listen to and tell them. But not everyone can quickly memorize verses: for some children, memorizing verses or nursery rhymes causes great difficulties, rapid fatigue and negative emotions. In order to arouse in children an interest in memorizing poems and nursery rhymes, it is necessary to use the technique of mnemonics, focused on the visual-figurative thinking of children. In the mnemonic table, it is possible to schematically depict heroes, natural phenomena, some actions, i.e. you can depict everything that they consider necessary, and so that what is drawn is understandable to children.

Next comes the memorization of the poem according to the mnemonic table, which is very simple and understandable for children. Memorizing a poem using a mnemonic table helps children remember the logical sequence of symbols, helps them master the elements of storytelling.

In more detail, you need to dwell on the use of schemes when memorizing poems. The use of reference pictures facilitates and speeds up the process of memorization and assimilation of texts.

Children easily recall the picture, and then recall the words. Having picked up a poem, I expressively read it and depict the text in the course of reading. You can invite children to read the poem in chorus, in groups, one at a time, if desired. Then place a table - a drawing in a group in a conspicuous place and during the day the children can tell the text if they wish.

Mastering the techniques of working with mnemonic tables significantly reduces the training time. The use of reference drawings for learning to memorize poems captivates children, turns the lesson into a game. The visual image, preserved in the child after listening, accompanied by viewing the drawings, makes it possible to memorize the text much faster. To learn each poem, it is necessary to develop and compile my own mnemonic table, select drawings for the selected poem (preferably for each line). And so, step by step, create mimic tables.

Then carried out vocabulary work on the work, a conversation on the meaning of what was read, and the opportunity is given to reproduce the text by children based on drawings.

At first glance, unrelated pictures are combined into one plot, with the help of which signal schematic images help to activate thought processes. Practice has shown that most of the children in the group memorize the poem while they “draw” it in this way.

Gradually, the memory of preschoolers is strengthened, their figurative thinking develops, they memorize texts much better, larger in volume, easier and more emotional. With this method of work, the poem is remembered in its entirety.

Learning has become a fun, emotional thing for my children, and at the same time, the content of the text is tangible, visible, represented. After all, one of the rules for strengthening memory and speech says: "When you learn, write down, draw diagrams, draw graphs." Thus, the sooner we teach children to tell or retell using the method of mnemonics and schemes - models, the better will be the developed coherent speech indicator of mental abilities.

It must be emphasized that all work on the development of coherent speech in children is not limited to mnemonic tables.

This is, first of all, as the initial, “launching”, the most significant and effective work, since the use of mnemonic tables makes it easier for children to perceive and process visual information, save and reproduce it.

In parallel with this work, speech games are necessary, the use of board games is mandatory, which help children learn to classify objects, develop speech, visual perception, figurative and logical thinking, attention, observation, interest in the world around them, self-examination skills.

Perspective plan of work in the senior group

Month	A week	Lexical subject	Work with children			Working with parents
Month	A week	Lexical subject	Poetry or compiling stories on mnemonic tables	DI	GCD	Working with parents
September		Diagnostics	Monitoring in the educational field "Speech development" and priority areas. Purpose: Revealing the levels of speech development in children.			Compilation of folders-movers and consultations: "Age-related psychological characteristics of preschoolers 5-6 years old", "Level of speech development 5-6 years old" Propaganda of knowledge on speech development
		Diagnostics
		Kindergarten	Compilation of the story "Autumn". Purpose: To exercise children in the ability to talk about the seasons (Autumn) using visual aids, coherently, in a logical sequence. Develop vocabulary.	Carrying out gymnastics for the mimic muscles of the face, developmental games auditory attention and hearing "Sound clock", "Do you hear the sound". The development of facial muscles and the preparation of the articulatory apparatus. Development of phonemic hearing and attention. Development of visual memory, imagination: - find the same items; Find a toy; What is this? What has appeared? What is lost? Find differences Add a word; What item is missing in the row? What item is redundant?	Game "Wizards" Purpose: vocabulary enrichment, development of long-term memory and logical thinking.
		Signs of autumn
October		Vegetables	"Autumn is coming" I. Vinokurov			Consultation "What is mnemonics?" Select material and develop advice for parents on topic: "The use of mnemonics in the development of children's speech "
		Fruits
		Family	"Kindness" L.Nikolaenko
		Body parts	"Wash your nose" E. Moshkovskaya
November		House and its parts	"New house" L. Rashkovsky	What's in the bundle? Guess by touch; Find the same Weigh in the hands; We develop an eye; We measure by eye; We divide into parts; Define the parts; Determine the size by touch; We develop observation. Purpose: To develop perception and observation in children. To improve speech hearing, to consolidate the skills of clear, correct, expressive speech.	The game "Flower-Semitsvetik" Purpose: enrichment of the verb dictionary	Drawing up a complex of articulation gymnastics "Merry tongue" Teaching parents articulation exercises, for classes at home.
		Furniture	"Lots of furniture in the apartment" N. Nishcheva
		Dishes	"Dishes"
		Food	"Bread" Ya.Akim
December		Cloth	"Snowball" N. Nekrasov.	Conducting games for the development of speech: Who called? Guess by ear? What sound is missing? What thundered? hide and seek Continue row Who says what? Semantic chains of words. Goal: Continue to develop auditory memory in children using the 10 word technique. Practice tempo, voice power, diction.	Game "Teremok" Purpose: vocabulary enrichment, development of classification skills. To teach children to compose a coherent story based on the picture, based on the model of the educator.	Making a sliding folder “The role of the family in the development of the speech of preschool children” Involving parents in the work on the development of speech in children.
		Shoes	Compilation of the narrative story "New Boots"
		Winter	Drawing up the story "Winter" Purpose: To exercise children in the ability to correlate iconic symbols with images. To teach children to write a story about winter using visual aids.
		Winter fun	"Snowman" V. Egorov.
		New Year	"Christmas tree"
January		Diagnostics	"Fox" T.Patrakeeva	Conducting games for the development of speech: Who is faster, who is more? Monkeys; We are funny guys, stomped along the path; Whose house is superfluous; Sculptors; Funny little people (fingers). Purpose: Work on motor memory	Game "Piggy bank of words" Target : vocabulary enrichment, development of long-term memory.	Introduce parents togames (didactic and lexico-grammatical) that affect the development of children's speech.
		Wild animals	"Fox" T.Patrakeeva
		Pets
		poultry	Retelling of the fairy tale "The Cockerel and the Beanstalk"
February		wintering birds	"Woodpecker" G.Sapgir	Conducting games for the development of speech: Funny handkerchiefs; What is hidden inside; Find in the bag what I will say; Wonderful bag; Miracle chest; Bold boards; Cheerful alphabet; Enchanted sticks. Purpose: To develop tactile sensations	The game "Let's encrypt the words" Purpose: vocabulary enrichment, development of logical thinking and long-term memory.	Advice for parents: "The use of riddles as a means of forming the expressiveness of speech."
		Transport	Compilation of a descriptive story "Transport"
		Russian army	"In our army" A.M. Oshnurov
		Professions	"Hare - tailor" S. Mikhalkov
March			"My mom" V.S. Kryuchkov	D / I above. Purpose: Consolidation of all types of memory (visual, auditory, tactile, olfactory, tactile)		Consultation for parents "Learning poems using mnemonics"
		Spring	Compilation of the story "Spring is coming" Purpose: To consolidate the ability to use mnemonic tables. Expand the vocabulary on the topic "Spring" Improve the grammatical structure of speech.
		What a miracle, these fairy tales	Fantasy game based on the Russian folk tale "The Fox and the Goat"
		decorative art	Wooden nesting dolls G. Lagzdyn
April			The song "What we call homeland" V.Stepanov		The game "Who lives in the house?" (according to I.A. Chistyakova) Purpose: enrichment of the verb dictionary, development of visual attention, memory, logical thinking.	Competition with parents "Do-it-yourself book of favorite fairy tales"
		Space	"Astronaut" V.Stepanov
		Fish	"Where does the fish sleep?" I. Tokmakova
		My street. SDA	Compilation of the story "What do we know about the road." Purpose: To consolidate the ability to use mnemonic tables. Expand the vocabulary on the topic "SDA" Improve the grammatical structure of speech.
May		Children's theme	"Composing creative stories using mnemonics" T. B. Polyanskaya			Parent survey. Purpose: to collect information about family education of children.
		Victory Day	"My grandfather" I.A. Gurina
		Hello summer!	"Summer Poem" V. Orlov
		Diagnostics	"Summer Poem" V. Orlov

Perspective plan for working with children of the preparatory group

A week	Lexical subject	The theme of educational activities	Methodology	Games and game exercises for the development of children with the help of mnemonics.
September
	Diagnostics	Summer Stories	Purpose: to help children compose stories from personal experience, learn to select nouns for adjectives. Tell your story based on a mnemonic table (self-executed) in a coherent, logical sequence. Develop vocabulary.	Testing auditory memory. Test words. 10 words. WENGER TEST
	Diagnostics	Sound culture of speech (testing)	Purpose: to identify how children master the skills that were formed in the older group. Based on the mnemonic table "Counting" by A. Shabunin	Auditory Memory Test Test plate 3x3 TAPPING TEST Purpose: Determination of neurodynamic features (performing a sequence of operations in accordance with a given program).
	Kindergarten	What are poems for?	Purpose: to talk with children about why people compose, read and recite poetry. Find out which program poems the children remember from the older group. We conduct the lesson according to the mnemonic tables of the poems “Autumn is walking”; "Kindness"; "Snowball", "Snowman", "Fox", "What we call homeland."	Development of auditory attention The game "Claps". The nature of the claps must exactly correspond to the given rhythm and the impact force of the teacher
	Signs of autumn	Memorizing A. Fet's poem "The swallows are gone ..."	Purpose: to help children memorize a poem based on a mnemonic table.	Development of visual attention Table 4x4. Reproduce the location of vegetables, fruits.
October
	Vegetables	Vegetable riddle.	Goal: to continue to develop phonemic perception, auditory attention. The solution of the problem in the verses of V. Golyakhovsky based on the mnemonic table.	Development of spatial orientation. "Labyrinths" on a cellular basis.
	Fruits	Retelling of the story by V. Sukhomlinsky "Apple and Dawn"	Purpose: to improve the ability to retell and draw up a retelling plan - independently draw up visual material(mnemonic table)	Development of concentration of attention Letter tables (black and white). Count (temporarily) how many letters A, O? etc.
	Family	Memorizing A. Pleshcheev's poem "Granddaughter"	Purpose: to help children memorize a poem based on a ready-made mnemonic table	Development of spatial orientation "Fly in a cage". Table 3x3.
	Body parts	We are all different	Goal: To continue to teach children to make up stories from personal experience. Tell the children a descriptive story "My girlfriend" based on a mnemonic table .. Based on the finished story, the children compose their descriptive story about a friend.	The development of auditory attention. Ball game "Catch". For example: "catch the ball, hedgehog, snowflake, hippo."
November
	House and its parts	Storyline work.	The plot picture "Village house".	Attention stability training. Labyrinths "Cunning Letters".
	Furniture	Writing a story-description about furniture	Purpose: to improve the ability to briefly and accurately answer the question, to build a sentence grammatically correctly. Activate the dictionary on the topic "furniture". Based on a mnemonic table.	The development of the imagination. "Table" of colors.
	Dishes	Storyline work.	Purpose: to improve the ability of children to title a picture, to draw up a story plan in a mnemonic table. Activate the speech of children. The plot picture "Mom's Helper".	The development of concentration of auditory attention. Knock on the table and name words at the same time (on the topic of dishes).
	Food	Retelling of the fairy tale by A. Remizov "Bread Voice"	Purpose: To acquaint children with a fairy tale, do they agree with the ending of the work. To improve the ability of children to reproduce the sequence of words in a sentence. Based on a mnemonic table.	Development of bipolar activity. Drawing geometric shapes with both hands at the same time.
December
	Cloth	“How winter comes. The beauty of winter nature "I. Shishkin" Winter "	Learn to tell from a picture without repeating the stories of other children; use figurative words and expressions to describe winter. Learn to make mnemonic diagrams for your stories.	Training the ability to distribute attention (development of the grammatical structure of speech)
	Shoes	Writing a Cinderella Story	Goal: To help children write creative stories. To form active forms of thinking in unity with creative imagination. To teach children to change the content of a familiar fairy tale using fantasy techniques. Improve coherent speech, the ability to generalize, draw conclusions, in the process of compiling a consistent story using a mnemonic table	Development of associative training. 1 method: directed association (limitation of the sphere). For example: in 1-2 minutes, name objects about which you can say “round” - at least 15
	Winter	Memorizing the poem by A. Fet “Mom! Look out the window…”		Development of phonemic analysis and synthesis. The game "Crypted words".
	Winter fun	Creative storytelling based on the painting "Walking on skis" (according to Tkachenko T.A.)	Continue to learn how to compose a story based on a picture, using previously acquired knowledge and ideas. To cultivate the ability to independently invent events that preceded and subsequent to those depicted. Improve coherent speech in the process of compiling a sequential story using a mnemonic table	Game-training "Colorful letters". To be able to name a word with the desired letter or give a speech or non-speech signal.
	New Year	Memorizing S. Marshak's poem "December	Purpose: to help children memorize a poem based on a ready-made mnemonic table.	Development of the ability to parallel processing. Draw a row: O + O + O + O and memorize words at the same time (12-15)
January
	Diagnostics	Retelling of the fairy tale by V. Dal "The old man is a year old"		Development of spatial orientation Table 3x3. "The letter got lost"
	Wild animals	Retelling of the fairy tale "The Fox and the Goat"	Purpose: to improve the ability of children to retell a fairy tale "in faces" Compose a mnemonic table for your hero on your own, and rely on it to retell.	Training of distribution and switching of attention (development of the grammatical structure of speech). Count to 5: 2 clever squirrels, 1 cowardly hare. (Simultaneous counting of 2 objects with adjectives).
	Pets	Retelling of the Italian fairy tale "How the donkey stopped singing."	Purpose: to introduce children to the Italian fairy tale “How the donkey stopped singing (in the arr. J. Rodari). Improve the ability to retell and draw up a retelling plan in the form of mnemonic tables.	Introduce the method of memorizing words by transformation, that is, transformation. Words may begin with the same sound, or the sound being studied can be found in all words. Or all words are different.
	poultry	Winged, crested.	Goal: continue to teach children to compose interesting and logical stories about poultry, using a self-developed mnemonic table.	Development of imagination, logical thinking. Game exercises: “Where does it live in the cartoon?”, for example, a hare: in the forest, in a cartoon, in a chocolate bar, in a zoo, in a book, in a fairy tale, etc. "What was, what became?" pot - clay, porridge - cereals. According to the pictures - "What does it look like?".
February
	wintering birds	Retelling of the fairy tale "Owl" by V. Bianki.	Purpose: to improve the ability to retell and draw up a retelling plan in the form of mnemonic tables.	Development of bipolar activity. Draw a circle and a triangle at the same time with both right and left hands (if difficult, then draw with one hand).
	Transport	"Transport. Prefixed verbs” (using the technique of mnemonics).	Purpose: to consolidate and generalize knowledge about transport. Improve the ability to briefly and accurately answer the question, build a sentence grammatically correctly. Based on a mnemonic table.	Development of associative training. 2 method: "multidimensional association". (Activate all receptors). What can be white? For example: snow, egg, sweater, milk, cloud, spot, dance, bones, bear, etc.
	Russian army	Compilation of a story-description "My dad!"	Learn to speak on a given topic. Learn to compose short story about your dad based on a ready-made mnemonic table.	The development of imagination and coherent speech. Association Run game. The host shows 2 words. the child links them into a sentence. Then the next child names a new word and connects it with the previous one.
	Professions	Retelling of the story by V. Bianchi "Musician"	Purpose: to improve the ability of children to retell the story and draw up a retelling plan in the form of mnemonic tables.	Development of spatial orientation Table 5x5. "The letter got lost"
March
		Compilation of a story-description "My mother!"	Strengthen skills in compiling a short descriptive story about your mother from personal experience, observing the structure of the story. According to the finished mnemonic table.	On quality, for example: candle, church, fire, heat, evening, corner, song, New Year, etc.
	Spring	Memorizing the poem by F. Tyutchev “Spring is coming, spring is the way!”	Purpose: to help children memorize a poem based on a ready-made mnemonic table.	Development of logical thinking, activation of the dictionary. Game exercises: “What has a lid? What (who) has wings? What has a bottom and another? Postcards for transformation, for "revival".
	What a miracle, these fairy tales	Retelling of the fairy tale "Sister Alyonushka and brother Ivanushka", in arr. A.N. Tolstoy	Purpose: to improve the ability of children to retell a fairy tale based on a ready-made mnemonic table.	Development of phonemic representations. Skeleton game. For example: ZMK (castle), SSN (pine).
	decorative art	Retelling "Tales about a hare long ears, slanting eyes, short tail" by D. Mamin-Sibiryak	To acquaint with the work of Ural writers. To teach children to retell a literary tex in a written speech situation (a child dictates an adult draws a mnemonic table).	Memory spreading exercise. Tapping on the table: 1 hand quickly, the other slowly. (Combination of tempo - rhythm). Speak in one rhythm while moving your left hand in a different rhythm. Same with right hand with a decrease in tempo-rhythm.
April
	We live in Russia (Novosibirsk)	Memorizing the poem by Z. Alexandrova "Motherland"	Purpose: to help children understand the meaning of the poem, remember the work and reproduce based on the finished mnemonic table.	Development of spatial orientation (with complication). The letter got lost. (2 letters at the same time. Table 5x5)
	Space	Making up a story "I'm an astronaut."	Purpose: to improve the dialogical speech of children, the ability to compose stories on a given topic. For questions, prepare a story plan in the form of a mnemonic table.	Continue work on the development of associative training. On action: pen - write, gnaw, get nervous, drop, knock, etc.
	Fish	Undersea world	Purpose: Work on the plot picture "Thank you for lunch!" improve the ability of children to title the picture, draw up a story plan in the mnemonic table. Activate the speech of children.	Development of phonemic analysis and synthesis. Game-training "Colorful syllables".
	My street. SDA	Making up a story "Our street is visible from the window."	Purpose: the ability to compose stories on a given topic, draw up a retelling plan in the form of mnemonic tables.	Continue to work on the development of memory, auditory attention. Games-exercises with words. For example: memorize 15 words: magpie, book, bag, water, rocket, plane, mushrooms, thunderstorm, bread, window, hair, vase, needle, salt, fire, shadow. Then answer the questions: What was edible? What words start with S? What were the birds? What was common in the last 3 words?
May
	Children's theme	The story of the painting "Friends"	To learn to use pre-selected words and speech constructions in the story, to agree on the structure of the story (beginning, middle, end) based on the mnemonic table.	Development of logical thinking. Game exercises "5th extra". For example: book, napkin, newspaper, pencil, notebook?
	Victory Day	Making up stories based on a series of plot pictures	To learn to compose a collective descriptive story based on subject pictures - mnemonic squares.	Development of spatial orientation (with complication). The letter got lost (move the letter in an imaginary space).
	Hello summer!	Memorizing S. Yesenin's poem "Bird cherry"	Purpose: to help children memorize a poem based on a ready-made mnemonic table.	Continue working on mnemonic tables (with complication). Incomplete mnemotables (according to familiar mnemotables of fairy tales)
	Diagnostics	Drawing up a retelling of "Industrious bees" according to the text and a series of plot pictures	To consolidate the ability to retell with the help of an independent graphic image of the text (mnemonic tables).	Development of memory (auditory and visual). Generalization and testing of knowledge on the material covered. "Subject method of memorization" of words and postcards at least 20.

Bibliography:

1. Arushanova A.G. Speech and speech communication: A book for kindergarten teachers. M.:Mosaic-Sintez, 1999

2. Bolshova, T.V. We learn from the story. Development of thinking of preschoolers with the help
mnemonics T.V. Bolshova / St. Petersburg, 2005 - 71s.

3. Vorobieva V.K. Methods for the development of coherent speech in children with systemic underdevelopmentspeech /Vorobeva V.K. - M., 2005 - 114p.

4. Vygodsky L.S. Thinking and speech. 5th edition, revised. publishing house
"Labyrinth", M. 1999 S. 352

3. Glukhov V.P. The formation of coherent speech of preschool children with a general speechunderdevelopment // Glukhov V.P. Preschool education 2004 No. 6, p.6

4. Davyshkova T.G. Imported V.M. The use of reference schemes in working with children //
Davshkova T.G. Imported V.M. Handbook of the senior preschool teacher
institutions No. 1, 2008, p.16

5. Efimenkova L.N. Formation of speech in preschoolers / Efimenkova L.N. - M., 1985- p.92

6. Correction pedagogical work in preschool institutions for children with
speech disorders / Ed. Yu.F. Garkusha. - M., 2007 - p.18

7. Kudrova T.I. Modeling in teaching literacy to preschool children with speech underdevelopment// Kudrova T.I. Speech therapist in kindergarten 2007 No. 4 p. 51-54.

8. Limanskaya O.N. Abstracts speech therapy classes in the senior group. 2nd ed., add., Rev. - M .: TC Sphere, 2017. - 128s. - (Library of Speech Therapist).

9. Limanskaya O.N. Abstracts of speech therapy classes in the group preparatory to school. 2nd ed., add., Rev. - M .: TC Sphere, 2018. - 176s. - (Library of Speech Therapist).

10 Maletina, N. "Modeling in the descriptive speech of children with ONR", 2004.

11. Omelchenko L.V. The use of mnemonics in the development of coherent speech /Omelchenko L.V. Speech therapist. 2008. No. 4. - p.102 -115.

1 2 . Polyanskaya, T. B. Using the Method of Mnemonics in Teaching Storytellingpreschool children", 2009.

1 3 . Smyshlyaeva T.N. Korchuganova E.Yu. Using the Visual Modeling Methodin the correction of general underdevelopment of speech of preschoolers // Speech therapist. - 2005. - No. 1. - S. 7-12.

1 4 . Tkachenko T.A. Using diagrams in compiling descriptive stories / TkachenkoT.A. Preschool education. 1990. No. 10 - p. 16-21.

1 5 . Chokhonelidze, N. "Learn poems from pictures", 2006.

Modern conditions are characterized by the humanization of the educational process, the appeal to the personality of the child, the development of his best qualities.
and opportunities. The implementation of this task objectively requires a qualitatively new approach to teaching children, the organization of the entire educational process in preschools.

In federal state educational standards
to educational programs, a number of new educational areas appear,
including "Speech Development". This area includes mastery of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning
to diploma@.

“A connected speech is understood as a detailed statement, consisting
from several or even very many logically interconnected sentences, united by one theme and constituting a single semantic whole. “In the methodology, the term “coherent speech” is used in several meanings: 1) the process, the activity of the speaker; 2) product, result of this activity, text, statement; 3) the name of the section of work on the development of speech. The terms “statement”, “text” are used as synonyms. An utterance is both a speech activity and the result of this activity: a certain speech product, greater than a sentence. Meaning is its core
(T.A. Ladyzhenskaya, M.R. Lvov and others).

Speech is considered coherent if it is characterized by:

Accuracy (true image of the surrounding reality, selection of words and phrases that are most suitable for this content);

Logic (consistent presentation of thoughts);

Clarity (understandability for others);

Correctness, purity, wealth (variety).

The patterns of development of coherent speech of children from the moment of its occurrence are revealed in the studies of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, the change in its functions depends on the content, conditions, forms of communication of the child with others, is determined by the level of his intellectual development. The development of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova,
N.M. Krylova, V.V. Gerbovoy, G.M. Lyamina".

Mnemonics - translated from Greek - "the art of memorization." This is a system of methods and techniques that ensure successful memorization, preservation
and reproduction of information, knowledge about the features of natural objects,
about the world around, effective memorization of the structure of the story, and, of course, the development of speech. Mnemonics is a set of special techniques and methods that facilitate the memorization of the necessary information and increase the amount of memory by forming associations (connections). Replacing abstract objects and facts with concepts and representations that have a visual, auditory or kinesthetic representation, linking objects with already existing information in memory of various types to simplify memorization.

Like any work, mnemonics is built from simple to complex. Starting work with the simplest mnemonic squares, successively moving
to mnemonic tracks, and later - to mnemonic tables.

The work on mnemonic tables consists of the following steps:

1. Examining the table, analyzing what is shown on it.

2. Transformation from abstract symbols into images (transcoding of information).

3. Retelling a fairy tale or story based on symbols (images), i.e. memorization method is being developed.

4. A graphical sketch of the mimic table is made.

5. Each table can be reproduced by the child when it is shown to him. When playing a fairy tale, the main emphasis is on the image of the main characters.

The development of coherent speech through mnemonics should be aimed at creating best conditions to master the child as perfect forms of speech as possible. It involves the development of such speech skills:

fluency in vocabulary and grammatical structure language,

The ability to establish logical connections and relationships between linguistic forms, compliance with the necessary lexical accuracy,

The ability to highlight the main thing, compare, contrast, analyze.

Thus, the use of mnemotables in classes for the development of coherent speech allows children to more effectively perceive and process visual information, save and reproduce it. A feature of the technique is the use of symbols rather than images of objects. This technique makes it much easier for children to find and memorize words.

If the child is silent, show him the picture,

and he will speak. Ushinsky K.D.

Mnemonics translated from Greek- the art of memorization, the technology of memory development. This is a system of methods and techniques that ensures successful and effective memorization of information.

Idea: for each word or phrase, a picture is invented and the entire text is sketched schematically. Any story, fairy tale, proverb, poem can be "recorded" using pictures or symbolic signs. Looking at these diagrams, the child reproduces the information received. Diagrams serve as a visual blueprint to help the child recreate what they hear. Such support scheme cards are used very effectively by speech therapists.

Mnemonics and kinesiology(the science of the development of the brain through certain hand movements) was used by Aristotle and Hippocrates. Teachers and parents involved with children can also use the mnemonics method when teaching retelling and storytelling, when guessing riddles, when memorizing proverbs, sayings and poems by heart.

K.D. Ushinsky wrote: "Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly."

Memo table method helps to effectively perceive and reproduce the information received. As practice has shown, this technique greatly facilitates the search for and memorization of words, sentences and texts for children.

Mnemotables:- are didactic material for the development of speech;

They can be used to replenish vocabulary and develop speech;

Use when teaching retelling and compiling stories, memorizing.

With the help of mnemotables, you can solve such problems as:

Speech development and vocabulary replenishment.
Convert images to symbols.
Development of memory, attention and figurative thinking.
The development of fine motor skills.

Consultation:

"The use of mnemonics for the development of speech of children of senior preschool age."

Why do you think some children who have difficulty memorizing poems and rules memorize the plots of movies and cartoons so easily and quickly? Have you noticed that after explaining the material of the lesson, some children remember what was discussed, while others forgot? And listened, in general, attentively! And how to find something that looks like a hook that can hook knowledge and keep it in the child's memory? What can keep attention and make the process of memorization simple and effortless? Working with children suffering from various speech pathologies, I noticed that they are joyfully involved in educational activities and, as a rule, such children have insufficiently developed memory, reduced attention, and mental processes are not so mobile. Therefore, children do not show interest in search activities and hardly plan any of its types, are not ready to complete tasks, and are not distinguished by high efficiency. For these and other reasons, children with speech pathology do not like to learn poetry, retell texts, compose stories, do not know the techniques and methods of memorization. All this causes them great difficulties, rapid fatigue, negative emotions. Based on the foregoing, we can conclude that children with speech disorders need auxiliary means that facilitate and guide the process of developing a detailed speech statement in a child. One of these tools is visibility. The visual model of the utterance acts as a plan that ensures the coherence and sequence of the child's stories. The great teachers S. L. Rubinshtein, A. M. Leushina, L. V. Elkonin and others spoke about the need for visualization. Taking the opinion of great teachers as a basis and seeing the effectiveness of visual material in my practice, I began to use on teaching children coherent speech techniques of mnemonics.

What is mnemonics? mnemonics- this is a system of methods and techniques that ensure effective memorization, successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech. What does mnemonics provide? As a result of using algorithms, mnemotables, pictograms, collage:

Not only vocabulary is expanding, but also knowledge about the world around.
There is a desire to retell - the child understands that it is not at all difficult.
Memorizing poems turns into a game that children really like.
This is one of the most effective ways to develop the speech of preschoolers.
Fine motor skills develop.

Collages and mimic tables should be used in practical work with kids. With their help, the child can form ecological ideas, expand vocabulary, develop coherent speech, visual memory (this is very necessary for children with ONR). The main purpose of the collage is to combine all the objects depicted on it into a single plot that is interesting and educational for the child. The content of the collage can be varied: these are pictures, models, letters, geometric shapes, numbers. But they are all interconnected, united by one theme, and it is up to the little researcher to see and unravel this connection. Thus, independence of thinking and cognitive activity of the child develop.

The use of collages and mnemotables will be effective if you build work with children in the next sequences:

At the first stage, children are invited to carefully consider the collage or mnemonic table and guess why these pictures, numbers, letters are depicted here, to give concise information on the content of this collage or mnemonic table.

At the second stage, set additional questions and assignments.

At the third stage, children, using a collage and a mnemonic table, independently compose a descriptive story.

Mnemotables can be used in the independent activities of children in games: 1. Restore the sequence of pictures from memory.

Mix them with others and choose among several pictures those that relate to this topic.
Determine where the “dropped out” picture should be located among others.
Find an extra picture.
Find the mistake in the sequence of pictures after reading the text.
"Unravel" two events (two cut mimic tables are presented mixed). 7. The game "Do not yawn, raise the desired picture."

In addition to menemotables and collage, are used visual models - conditional schematic representations of natural phenomena, signs of the season. These models help to form in children a generalized idea of the main seasonal changes in nature.

An interesting technique of mnemonics is the pictogram- picture writing (used in work for memorizing poems and guessing riddles). Psychological studies have shown that the use of pictograms contributes to the development of auditory memory, makes the process of memorizing poems more meaningful and interesting.

The work is built according to the following algorithm:

A poem or a riddle is read;

The main keyword is highlighted in each line (we present it in the form of a symbol or a picture);

The poem is read again, but the pictogram is already used;

Children independently recite a poem or a riddle by heart with the help of a pictogram.

It is worth noting that with the use of the mnemonics technique, the coherent speech of children is significantly improved. Children coherently, consistently and expressively convey the finished text without the help of an adult; independently compose a descriptive or narrative story using mnemonics; develop the storyline, in accordance with the content, connect individual sentences and parts of the statement into a narrative text.

Thus, we can conclude that the use of mnemonics expands children's ideas about the world around them, develops mental processes, forms coherent speech, which further contributes to more effective learning at school.

Introduction
Chapter 1
1.1. Development of coherent speech of children as a scientific category, its types and mechanisms of formation
1.2. Features of the development of coherent speech in children of older preschool age
1.3. Pedagogical approaches to the development of coherent speech of older preschool children using mnemonic tables
Chapter 2
2.1. Diagnosis of the development of coherent speech in children of the senior group of MDOU d / s OV No. 7 "Sun", Tikhvin
2.2. Features of the development of speech in modern children (stating experiment)
2.3. The system of work on the development of speech in children of the senior group of MDOU d / s OV No. 7 "Sun" in Tikhvin with
using mnemotables 2.4. The effectiveness of the implementation of the system of work on the development of speech in children of senior preschool age through the use of mnemonic tables
Conclusion

Introduction

The relevance of research. The development of a culture of speech is becoming more and more topical issue in our society. The declining level of culture, the widespread dissemination of low-grade literature, poor, illiterate "speaking" from TV screens, aggressively primitive speech, implanted by television advertising, Western films and cartoons - all this contributes to the approach of a linguistic catastrophe, which is no less dangerous than ecological.

That is why a huge responsibility lies with the teachers involved in the development of the speech of the younger generation, and above all, the teachers of preschool education, who form and develop the coherent speech of the baby.

Connected speech is a detailed, complete, compositionally and grammatically designed, semantic and emotional statement, consisting of a number of logically connected sentences.

The development of coherent speech is the first and important condition full development child.

The speech of a small child is situational, expressive presentation prevails. The first coherent statements of three-year-old children consist of two or three phrases, but they must be considered precisely as a coherent presentation. Teaching colloquial speech at a younger preschool age and its further development is the basis for the formation of monologue speech.

In middle preschool age, vocabulary activation has a great influence on the development of coherent speech. Children's statements become more consistent and detailed, although the structure of speech is still imperfect. In older preschool children, coherent speech reaches a fairly high level. The child answers the questions with fairly accurate, short or detailed answers. The ability to evaluate the statements and answers of comrades, to supplement or correct them, develops. In the sixth year of life, a child can quite consistently and clearly compose descriptive and plot stories on a topic proposed to him. At senior preschool age, children master the main types of monologue and dialogic speech.

In order to achieve effective results, we decided to use an unconventional method of working with children of senior preschool age to develop coherent speech - mnemonics. Mnemonics is a set of rules and techniques that facilitate the process of memorizing verbal information. The problem of speech development in children of older preschool age is relevant in that the quality of this mental process can ensure the prevention of possible difficulties in assimilation of the necessary information. All of the above determined the choice of the topic of the diploma.

Purpose of the study: to develop and test a system of means for the development of coherent speech in children of senior preschool age through the use of mnemotables.

Object of study: the process of development of coherent speech in children of senior preschool age.

Subject of study: pedagogical conditions for the development of coherent speech of children of senior preschool age through mnemonics.

Research hypothesis: the development of coherent speech of older preschool children through mnemonics will be effective when creating the following pedagogical conditions:

- taking into account the individual characteristics of the child;

- the development of coherent speech takes place in the leading form of activity;

- visual material (mnemonic tables) should be interesting to the child (bright, colorful) and correspond to the presented topic.

Research objectives:

Study the scientific literature on the topic;
Consider the development of children's speech as a scientific, psychological and pedagogical category, its types and mechanisms of formation;
To highlight the age-related features of the development of coherent speech in children of older preschool age;
To generalize the pedagogical experience of the development of coherent speech through mnemonic tables;
To select methods for diagnosing the development of coherent speech in children of older preschool age;
To identify the features of the development of speech in modern children (stating experiment);
To develop a system of classes for the development of speech of children of senior preschool age using mnemonics;
Conduct a system of classes for the development of coherent speech of children of senior preschool age using mnemonics and investigate their effectiveness;

Research methods:

Theoretical:

generalization and systematization of information (theoretical, practical and methodological);
generalization of research results;

Empirical:

pedagogical experiment;
survey, conversation, observation;

Experimental research base: Children from which preschool

The experiment involved 17 children of senior preschool age (5-6 years old) with normal hearing and intelligence.

Chapter 1. Theoretical foundations for the development of coherent speech of preschool children

1.1. Development of coherent speech of children as a scientific category, its types and mechanisms of formation.

Speech is one of the types of human communicative activity, the use of language tools to communicate with other members of the language community. Speech is understood as both the process of speaking (speech activity) and its result (speech products fixed by memory or writing).

K.D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Timely and correct mastery of speech by a child is the most important condition for full-fledged mental development and one of the directions in pedagogical work. preschool. Without well-developed speech, there is no real communication, no real progress in learning.

The development of speech is a complex, creative process, and therefore it is necessary that children master their native speech well as early as possible, speak correctly and beautifully. Therefore, the earlier (as age features) we will teach the child to speak correctly, the freer he will feel in the team.

The development of speech is a purposeful and consistent pedagogical work, involving the use of an arsenal of special pedagogical methods and the child's own speech exercises.

Connected speech is understood as a semantic detailed statement (a series of logically combined sentences) that provides communication and mutual understanding. Connectivity, S. L. Rubinshtein believed, is “the adequacy of the speech design of the speaker’s or writer’s thought from the point of view of its intelligibility for the listener or reader” . Therefore, the main characteristic of coherent speech is its intelligibility for the interlocutor.

Coherent speech is a speech that reflects all the essential aspects of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker's thoughts, or these connections are not properly identified in his speech.

In the methodology, the term "coherent speech" is used in several meanings: 1) the process, the activity of the speaker; 2) product, result of this activity, text, statement; 3) the name of the section of work on the development of speech. The terms “statement”, “text” are used as synonyms. An utterance is both a speech activity and the result of this activity: a certain speech product, greater than a sentence. Its core is the meaning (T.A. Ladyzhenskaya, M.R. Lvov and others). Connected speech is a single semantic and structural whole, including interconnected and thematically united, complete segments.

According to A. V. Tekuchev, a connected speech in the broad sense of the word should be understood as any unit of speech, the constituent language components of which (significant and functional words, phrases) are a single whole organized according to the laws of logic and grammatical structure of a given language. In accordance with this, each independent separate sentence can be considered as one of the varieties of coherent speech.

Connectivity of speech is the main condition for communication.

The following criteria for the coherence of an oral message are distinguished:

1) semantic connections between parts of the story;

2) logical and grammatical connections between sentences;

3) links between parts (members) of the proposal;

4) the completeness of the expression of the speaker's thought.

Other the most important characteristic extended statement - the sequence of presentation. The violation of the sequence always negatively affects the coherence of the message.

The logical-semantic organization of the statement includes the subject-semantic and logical organization. An adequate reflection of the objects of reality, their connections and relations is revealed in the subject-semantic organization of the statement; the reflection of the course of presentation of the thought itself is manifested in its logical organization.

Thus, summarizing the above, the term "coherent speech" is a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Connected speech is used in several meanings:

1) the process, activity of the speaker or writer;

2) product, result of this activity, text, statement;

3) the name of the section of work on the development of speech.

As a synonym, the term "statement" is used. Connected speech is understood as a semantic detailed statement (a series of logically combined sentences) that provides communication and mutual understanding. Therefore, the main characteristic of coherent speech is its intelligibility for the interlocutor, i.e. communication.

The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics that determine the nature of the methodology for their formation.

In linguistic and psychological literature, dialogical and monologue speech are considered in terms of their opposition. They differ in their communicative orientation, linguistic and psychological nature.

S. L. Rubinshtein, V. P. Glukhov believe that dialogic speech (dialogue) is a form of speech that is primary in origin, arising from direct communication between two or more interlocutors, and consists in the main exchange of remarks. This is the main feature of the dialogue. It is important that in a dialogue the interlocutors always know what is being discussed, and do not need to expand their thoughts and statements.

Distinctive features of dialogic speech are:

- emotional contact of the speakers, their influence on each other by facial expressions, gestures, intonation and timbre of the voice;

- situationality;

- colloquial vocabulary and phraseology;

- brevity, reticence, abruptness;

Simple and complex non-union sentences;

According to L.P. Yakubinsky, the use of patterns and clichés, speech stereotypes, stable formulas of communication, habitual, often used and, as it were, attached to certain everyday situations and topics of conversation, is typical for dialogue.

Dialogic speech is a particularly vivid manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication. The main feature of the dialogue is the alternation of the speaking of one interlocutor with listening and subsequent speaking of the other. It is important that in a dialogue the interlocutors always know what is being discussed, and do not need to expand their thoughts and statements. Oral dialogic speech takes place in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the language design of the dialogue. The coherence of the dialogue is provided by two interlocutors. Dialogic speech is characterized by involuntary, reactive.

In preschool childhood, the child masters, first of all, dialogical speech, which has its own specific features, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in the construction of a monologue, which is built according to the laws literary language. Only special speech education leads the child to mastering coherent speech, which is a detailed statement consisting of several or many sentences, divided according to the functional semantic type into description, narration, reasoning. The formation of the coherence of speech, the development of skills to meaningfully and logically build a statement is one of the main tasks of the speech education of a preschooler.

Compared with dialogic speech, monologue speech (monologue) is a coherent speech of one person. The communicative purpose of a monologue is a message about any facts, phenomena of reality, which proceeds for a relatively long time and is not designed for an immediate reaction of the audience. It has a more complex structure, expresses the thought of one person, which is unknown to the listeners. Therefore, the statement contains a more complete formulation of information.

Unlike dialogue, a monologue as a long-term form of influence on the listener was first identified by L.P. Yakubinsky. As differential features of this form of communication, the author names the connectedness, due to the duration of speaking, “the mood of the speech series; one-sided nature of the statement, not designed for an immediate replica of the partner; the presence of predetermined, preliminary thinking.

All subsequent researchers of connected monologue speech, referring to the selected L.P. Yakubinsky features, focus on either linguistic or psychological characteristics monologue. Taking the position of L.P. Yakubinsky about the monologue as a special form of communication, L.S. Vygotsky characterizes monologue speech as the highest form of speech, historically developing later than dialogue. The specifics of the monologue (both oral and written form) L.S. Vygotsky sees in its special structural organization, compositional complexity, the need for maximum mobilization of words.

Clarifying the thought of L.P. Yakubinsky about the presence of predetermination and preliminary thinking inherent in the monologue form of speech, L.S. Vygotsky especially emphasizes its consciousness and intentionality.

S.L. Rubinstein, developing the doctrine of monologue speech, first of all notes that it is built on the ability to reveal a thought in a coherent speech construction.

The complexity of monologue speech, noted by the researchers, the author explains by the need to "transfer to speech plan"a more or less extensive speech whole, intended for an outside listener and understandable to him."

Preferring the term "coherent speech" to the term "monologic speech", the author emphasizes that it is the consideration of the listener that organizes it in such a way that it becomes necessary to reflect all the essential connections of the subject content in the speech plan, since "... every speech speaks about something, t .e. has some object; all speech at the same time refers to someone - to a real or possible interlocutor or listener. The author calls the representation of semantic relations in speech design a speech context, and speech that has such a quality is contextual or connected.

Thus, S.L. Rubinshtein clearly distinguishes two interrelated plans in contextual speech: mental and speech, which allows us to approach the analysis of coherent speech as a special type of speech-thinking activity.

Analyzing the process of becoming a coherent speech, S.L. Rubinstein emphasizes the fact that "the development of a dictionary and the mastery of grammatical forms are included in it as private moments" and in no way determine its psychological essence.

Indicated in the works of S.L. Rubinshtein, the idea of the presence in contextual monologue speech of a cogitative (meaningful) and speech (structural) plan received its subsequent development in the works of modern psychologists.

S. L. Rubinshtein, A. A. Leontiev, the main properties of monologue speech include:

- literary vocabulary;

- expansion of the statement, completeness, logical completeness;

- the coherence of the monologue is provided by one speaker.

- the continuous nature of the statement, arbitrariness, expansion, the logical sequence of presentation, the conditionality of the content by the orientation towards the listener, the limited use of non-verbal means of transmitting information.

A. A. Leontiev also notes that, being a special type of speech activity, monologue speech is distinguished by the specifics of the performance of speech functions. It uses and generalizes such components of the language system as vocabulary, ways of expressing grammatical relations, formative and word-formative, as well as syntactic means. At the same time, in monologue speech, the idea of the statement is realized in a consistent, coherent, pre-planned presentation. The implementation of a coherent detailed statement involves keeping in memory the compiled program for the entire period of the speech message, the involvement of all types of control over the process of speech activity based on both auditory and visual perception. Compared to dialogue, monologue speech has more context and is presented in a more complete form, with a careful selection of adequate lexical means and the use of a variety of syntactic constructions.

OA Nechaeva identifies a number of varieties of oral monologue speech (functional-semantic types). At preschool age, the main types are description, narration and elementary reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization.

Along with the existing differences, researchers note a certain similarity and relationship between dialogic and monologic forms of speech. First of all, they are united by a common language system. In the process of communication, monologue speech is organically woven into dialogic speech, and monologue speech can acquire dialogic properties. This relationship between the two forms of speech is important to take into account in the method of teaching children connected speech.

Connected speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect thoughts in speech forms. It is understandable only when taking into account the situation that is being described. In contextual speech, unlike situational speech, its content is clear from the context itself. The complexity of the context context lies in the fact that it requires the construction of an utterance without taking into account a specific situation, relying only on language tools.

Connected statements of children can be characterized with different points view :

by function (purpose);
the source of the statement;
the leading mental process on which the child relies;

Depending on the function (purpose), four types of monologues are distinguished: description, narration, reasoning and contamination (mixed texts). At preschool age, predominantly contaminated (mixed) statements are observed, in which elements of all types can be used with a predominance of one of them. Therefore, it is necessary to know well the features of each type of texts: their purpose, structure, language means characteristic of them, as well as typical interphrase connections.

Depending on the source of the statement, monologues can be distinguished:

1) for toys and objects;

2) according to the picture;

3) from personal experience;

4) creative stories;

Depending on the leading mental process on which children's storytelling is based, it is customary to single out stories according to perception, memory, and imagination.

All researchers studying the problem of the development of coherent speech turn to the description given to it by S. L. Rubinshtein.

The development of a child's coherent speech occurs in close relationship with the development sound side, vocabulary, grammatical structure of the language. An important component of the work on the development of speech is the development of figurative speech. Raising interest in the artistic word, the ability to use the means artistic expressiveness in independent utterance leads to the development of a poetic ear in children, and on this basis his ability to verbal creativity develops.

According to the definition of S. L. Rubinshtein, a connected person calls such speech that can be understood on the basis of its own subject content. In mastering speech, according to L. S. Vygotsky, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is a coherent speech, consisting of a series of detailed sentences. The grammatical connections in a sentence and the connections of sentences in the text are a reflection of the connections and relations that exist in reality. By creating a text, the child models this reality by grammatical means.

The patterns of development of coherent speech of children from the moment of its occurrence are revealed in the studies of A. M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, the change in its functions depends on the content, conditions, forms of communication of the child with others, is determined by the level of his intellectual development. The development of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbovoy, G.M. Lyamina.

Clarify and supplement the methodology of teaching monologue speech research N.G. Smolnikova on the development of the structure of a coherent statement in older preschoolers, research by E. P. Korotkova on the features of mastering various functional types of texts by preschoolers. Possession of coherent monologue speech is one of the central tasks of the speech development of preschoolers. Its successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality traits, cognitive activity of the child, etc.), which must and can be taken into account in the process. educational work, purposeful speech education. Methods and techniques for teaching coherent speech to preschoolers are also studied in a variety of ways: E.A. Smirnova and O.S. Ushakova reveal the possibility of using a series of plot pictures in the development of coherent speech, V.V. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.

Coherent speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of raising and educating children, because. it acts as a means of obtaining knowledge and a means of controlling this knowledge.

In modern psychological and methodological studies, it is noted that the skills and abilities of coherent speech with their spontaneous development do not reach the level that is necessary for the full-fledged education of a child at school. These skills and abilities need to be trained specifically. However, the ways of such learning are not clear enough, since the scientifically based theory of speech development, according to T.A. Ladyzhenskaya, is just beginning to take shape, fundamental categories and concepts have not yet been sufficiently developed in it, such as sections of work on the development of coherent speech, content, teaching aids, criteria for assessing the level of development of this type of communication.

Coherent monologue speech, representing a multifaceted problem, is the subject of study different sciences- psychology, linguistics, psycholinguistics, social psychology, general and special methods.

At the same time, in psychological and psycholinguistic literature, connected (or monologue, or contextual) speech is considered as a complex type of verbal communication, as a special type of speech-thinking activity that has a more complex structure than a sentence or dialogical speech. This is what determines the fact that even a well-formed phrase skill does not fully provide the ability to create coherent messages.

The development of coherent speech, namely monologue and dialogic, depends on how the child masters word formation and grammatical structure. If the child makes mistakes in word formation, the teacher should fix his attention on them in order to correct them later in a suitable environment.

Work on the development of coherent speech is built taking into account the age characteristics of children, while it is important to take into account the individual characteristics of the speech development of each child (emotionality, immediacy and at the same time the accuracy and correctness of the sound and grammatical design of the text).

1.2. Features of the development of coherent speech in children of senior preschool age

In children of senior preschool age, the development of speech reaches a high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of the voice, the pace of speech, the intonation of the question, joy, surprise. By the senior preschool age, the child accumulates a significant vocabulary. The enrichment of vocabulary (the vocabulary of the language, the totality of words used by the child) continues, the stock of words that are similar (synonyms) or opposite (antonyms) in meaning, polysemantic words is increasing. Thus, the development of the dictionary is characterized not only by an increase in the number of words used, but also by the child's understanding of the different meanings of the same word (multi-valued). Movement in this regard is extremely important, since it is associated with an increasingly complete awareness of the semantics of the words that they already use. At the senior preschool age, it mostly ends milestone speech development of children - the assimilation of the grammatical system of the language. The proportion of simple common sentences, compound and complex sentences is increasing. Children develop a critical attitude to grammatical errors, the ability to control their speech. The most striking characteristic of the speech of older preschool children is the active development or construction of different types of texts (description, narration, reasoning). In the process of mastering coherent speech, children begin to actively use different types of word connections within a sentence, between sentences and between parts of a statement, observing its structure (beginning, middle, end).

At the same time, such features can be noted in the speech of older preschoolers. Some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation means of expression, adjust the speed and volume of speech depending on the situation. Children also make mistakes in the formation of different grammatical forms (this is the genitive case of the plural of nouns, their coordination with adjectives, different ways word formation). And, of course, the correct construction of complex syntactic constructions is difficult, which leads to an incorrect combination of words in a sentence and the connection of sentences with each other when compiling a coherent statement.

At older preschool age, children are able to actively participate in a conversation, answer questions fully and accurately, supplement and correct the answers of others, give appropriate remarks, and formulate questions. The nature of the dialogue of children depends on the complexity of the tasks solved in joint activities. Monologue speech is also being improved: children master different types of coherent statements (description, narration, partly reasoning) based on visual material and without support. The syntactic structure of children's stories becomes more complicated, the number of complex and complex sentences increases. At the same time, these skills are unstable in a significant part of children. Children find it difficult to select facts for their stories, to arrange them logically, in structuring statements, in their language design. Knowledge of the specifics of coherent speech and the characteristics of its development in children makes it possible to determine the tasks and content of education. And, as we managed to find out from all of the above, at the senior preschool age, some children still have sound pronunciation disorders, errors in the formation of grammatical forms, and other speech disorders, however, we will dwell in more detail on the development of coherent speech of children.

Purposeful development of coherent speech of children of senior preschool age.

The most important in the work is the principle of a communicative approach to the formation of oral coherent speech of children. At the same time, special attention is paid to teaching those types of connected statements that are primarily used in the process of mastering knowledge in the period of preparation for school and at the initial stages of schooling (detailed answers, retelling of the text, compiling a story based on visual support, statements by analogy). The communicative approach involves the widespread use of forms and methods of learning (including games), which contribute to the activation of a variety of speech manifestations in the child.

Work on the formation of coherent speech is also built in accordance with general didactic principles (systematicity and consistency in teaching, taking into account age and individual psychological features children, the focus of education on the development of their activity and independence).

The kindergarten program provides for the teaching of dialogic and monologue speech. Work on the development of dialogic speech is aimed at developing the skills necessary for communication. Dialogue - complex shape social interaction. Participating in a dialogue is sometimes more difficult than building a monologue. Thinking over their own remarks, questions occurs simultaneously with the perception of someone else's speech. Participation in a dialogue requires complex skills: listening and correctly understanding the thought expressed by the interlocutor; to formulate in response one's own judgment, to express it correctly by means of the language; change the topic of speech interaction following the thoughts of the interlocutor; maintain a certain emotional tone; monitor the correctness of the linguistic form in which thoughts are clothed; listen to your speech in order to control its normativity and, if necessary, make appropriate changes and amendments. In older groups, one should learn to answer questions more accurately, combine the remarks of comrades in a common answer, and answer the same question differently, short and broad. To consolidate the ability to participate in a general conversation, listen carefully to the interlocutor, do not interrupt him, do not be distracted. Particular attention should be paid to the ability to formulate and ask questions, in accordance with what they hear, build an answer, supplement, correct the interlocutor, compare their point of view with the point of view of other people. Conversations should be encouraged about things that are not in the child's field of vision, meaningful verbal communication of children about games, books read, movies watched.

The tasks and content of teaching monologue speech are determined by the characteristics of the development of coherent speech of children and the features of a monologue statement. Any coherent monologue statement is characterized by a number of features. The following main features are distinguished: integrity (the unity of the theme, the correspondence of all micro-themes of the main idea); structural design (beginning, middle, end); connectivity (logical connections between sentences and parts of a monologue); the volume of the statement; smoothness (lack of long pauses in the process of storytelling). To achieve the coherence of speech, a number of skills are needed, namely: the ability to understand and comprehend the topic, to determine its boundaries; select necessary material; arrange the material in the correct sequence; use the means of the language in accordance with the literary norms and tasks of the utterance; construct speech intentionally and arbitrarily. In the modern methodology, the program for the development of coherent monologue speech has been significantly refined and supplemented. It provides for the formation of such skills as the ability to select content for their stories, arrange it in a certain sequence. In addition, it is important to inform children of elementary knowledge about the construction of a text and how sentences are connected.

Coherent utterances of children can be characterized from different points of view: according to the function (purpose), the source of the utterance, the leading mental process on which the child relies. Depending on the function (purpose), four types of monologues are distinguished: description, narration, reasoning and contamination (mixed texts). At preschool age, predominantly contaminated (mixed) statements are observed, in which elements of all types can be used with a predominance of one of them. The educator should know well the features of each type of text: their purpose, structure, language means, typical for them, as well as typical interphrase connections. Description is a characteristic of an object in statics. Narration is a coherent story about some events. Its basis is a story that unfolds over time. Reasoning is a logical presentation of the material in the form of evidence. The reasoning contains an explanation of a fact, a certain point of view is argued, causal relationships and relationships are revealed. Retelling is a meaningful reproduction of a literary sample in oral speech. When retelling, the child conveys ready-made author's content and borrows ready-made speech forms (dictionary, grammatical constructions, intratextual connections). A story is an independent detailed presentation by a child of a certain content. In the methodology, the term “story” is traditionally used to denote various types of monologues independently created by children (description, narration, reasoning or contamination). A terminological inaccuracy is allowed here (from a linguistic point of view), since we can only call a story a story.

Depending on the source of the statement, monologues can be distinguished: 1) on toys and objects, 2) on the picture, 3) from experience, 4) creative stories. Creative stories are stories about fictional events. Creative storytelling in the methodology is understood as an activity, the result of which is the invention of fairy tales by children, realistic stories with independently created images, situations, logically constructed, clothed in a certain verbal form. In retelling literary works (a fairy tale or a story), children learn to coherently, consistently and expressively state the finished text without the help of an adult, conveying intonation the dialogue of the characters and characterization of the characters. In storytelling based on a picture, the ability to independently compose a descriptive or narrative story based on its content involves indicating the place and time of the action, inventing events that precede and follow the depicted one. Storytelling through a series of plot pictures forms in children the ability to develop a storyline, come up with a name for a story in accordance with the content, combine individual sentences and parts of a statement into a narrative text. In talking about toys (or a set of toys), children are taught to compose stories and fairy tales, observing the composition and expressive presentation of the text. Choosing the appropriate characters for storytelling, children give their description and characteristics. In the older group, teaching continues on telling from personal experience, and these can be statements of various types - descriptive, narrative, contaminated. Children develop elementary knowledge about the structure of a narrative text and the ability to use a variety of means of communication that ensure the integrity and coherence of the text. It is necessary to teach them to understand the topic of the statement, to use various beginnings of the narrative, to develop the plot in a logical sequence, to be able to complete it and title it. To consolidate ideas about the structure of the story, you can use a model: a circle divided into three parts - green (beginning), red (middle) and blue (end), according to which the children compose the text on their own. In the process of working on the text as a whole, special attention should be paid to the formation of control through listening to speech recorded on a tape recorder.

1.3. Pedagogical approaches to the development of coherent speech of children of senior preschool age using mnemonic tables

Mnemonics - translated from Greek - "the art of memorization." This is a system of methods and techniques that ensure the successful memorization, preservation and reproduction of information, knowledge about the features of natural objects, about the world around us, effective memorization of the structure of the story, and, of course, the development of speech.

With the help of mnemonics, you can solve the following tasks:

Develop coherent and dialogic speech.
To develop in children the ability with the help of graphic analogy, as well as with the help of substitutes, to understand and tell familiar fairy tales, poems using a mnemonic table and a collage.
Teach children the correct pronunciation. Get to know letters.
To develop in children mental activity, ingenuity, observation, the ability to compare, highlight significant features.
To develop mental processes in children: thinking, attention, imagination, memory (various types).

Like any work, mnemonics is built from simple to complex. I started working with the simplest mnemonic squares, successively moved to mnemonic tracks, and later to mnemonic tables

Schemes serve as a kind of visual plan for creating monologues, helping children build:

- structure of the story

- story sequence

- lexical and grammatical content of the story.

Mnemotables-schemes serve as didactic material for the development of coherent speech of children. They can be used for:

- vocabulary enrichment

- teaching storytelling

- when retelling fiction,

- when guessing and guessing riddles,

- when memorizing poetry.

For example, to systematize children's knowledge about seasonal changes, you can use model diagrams, mnemonic tables for the blocks "Winter", "Spring", "Summer", "Autumn" (Appendix N1)

Mnemotables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture (image) is thought up; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the entire poem. At the initial stage, I offer a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.

Descriptive story

This is the most difficult type in monologue speech. The description involves all mental functions (perception, attention, memory, thinking). Children do not have the knowledge that they acquire throughout life. To describe an object, it must be realized, and awareness is analysis. Which is very difficult for a child. It is important to teach the child to first highlight the signs of the subject.

Creative stories.

The offer to come up with a story or a fairy tale is usually met by children with joy. But so that the children's stories are not monotonous, logically constructed, mnemonic tables will provide significant assistance.

Retelling.

He has a special role in the formation of coherent speech. Here the structure of speech, its expressiveness, the ability to build sentences are improved. And if you retell with the help of mnemonic tables, when the children see all the characters, then the child already concentrates his attention on the correct construction of sentences, on the reproduction of the necessary expressions in his speech.

Work in the classroom on mnemonic tables is built in three stages.

Stage 1: Examining the table and analyzing what is shown on it.

Stage 2: Information is recoded, i.e. transformation from abstract symbols of words into images.

Stage 3: After recoding, a retelling of a fairy tale or story on a given topic is carried out. In younger groups, with the help of an adult, in older groups, children should be able to do it on their own.

Mnemonics is multifunctional. Thinking through a variety of models with children, you only need to adhere to the following requirements:

- the model should display a generalized image of the object;

- reveal the essential in the object;

- the idea of creating a model should be discussed with the children so that it is clear to them.

Thus, the ability to speak coherently develops only with the targeted guidance of the teacher and through systematic training in the classroom. Summing up, the following can be stated:

phased work is needed to teach children storytelling in the classroom and in free activities in accordance with age characteristics;
tasks and content of work on teaching children of senior preschool age to storytelling;
the use of a variety of teaching methods and techniques by the educator allows teachers to improve and qualitatively improve coherent speech in older children.

Chapter 2

2.1. Diagnosis of the development of coherent speech in children of the senior group of MDOU d / s OV No. 7 "Sun", Tikhvin

After studying the theoretical experience on the problem of the development of coherent speech in children of senior preschool age, research work was carried out.

The purpose of this work: to identify the features of the development of coherent speech in modern children (stating experiment), as well as to develop and conduct a system of classes for the development of coherent speech in children of senior preschool age using mnemonics.

The study was conducted on the basis of MDOU d / s OV No. 7 "Solnyshko" in the city of Tikhvin.

The experiment involved a group of children of senior preschool age (5-6 years old) in the amount of 17 people.

The experimental study consisted of three stages: ascertaining, forming and final.

At the ascertaining stage of the experiment, a survey of coherent speech of children was carried out in order to identify the level of its development.

During the formative stage of the experiment, on the basis of the data obtained during the survey, the direction of work on the development of coherent speech of children in the older group was determined, and a system of classes for the development of coherent speech using mnemonic tables was developed and carried out.

The final stage of the experiment involved the analysis of the results of a system of work on the development of coherent speech in children of senior preschool age using mnemonics.

At the ascertaining stage of the experiment, we used a series of tasks to study the coherent speech of children according to the examination method of O.S. Ushakova, E.M. Strunina.

This technique is designed to identify the level of development of coherent speech of children of senior preschool age. To assess the performance of tasks, a point-level system is used.

Coherent speech examination technique (older age - 5-6 years)

Purpose: the ability to describe an object (picture, toy) is revealed, to make a description without visualization. To do this, the child is first offered a doll.

Exercise 1. Describe the doll. Tell me what she is, what can be done with her, how they play with her.

Possible options for the child's story: The doll's name is Katya. She is wearing a beautiful blue dress. Her hair is blond, her eyes are blue. Red lips. You can play mother-daughter with the doll. She may be a daughter. She is small, funny and very funny. Katya loves to play with me.

1) The child independently describes the toy: This is a doll; She is beautiful, her name is Katya. You can play with Katya;

2) talks about the questions of the teacher;

3) names individual words without linking them into a sentence.

Task 2. Make a description of the ball: what is it, what is it for, what can be done with it?

Possible options for the child's story: This is a ball. He is big. Green. You can play different games with the ball. It can be thrown, caught, rolled on the floor. We play with the ball on the street and in physical education classes.

1) Child describes: This is a ball. It is round, red, rubber. It can be thrown, caught. They play with the ball;

2) lists signs (red, rubber);

3) names individual words.

Task 3. Describe the dog to me, what it is, or think up a story about it.

Possible options for the child's story: A dog is an animal. She has 4 legs, ears, tail. Likes to play. Eats bones, drinks water. I have a dog. I love her.

1) The child makes a description (story);

2) lists qualities and actions;

3) names 2-3 words.

Exercise 4. The child is offered to compose a story on any of the proposed topics: “How I play”, “My family”, “My friends”.

Possible options for the child's story: My family consists of 4 people: mom, dad, brother and me. Our family is very friendly, we often spend time together. We love to go outdoors in the summer. Walk into the forest. I love my family.

1) Compose a story on their own;

2) tells with the help of an adult;

3) answers questions in monosyllables.

Exercise 5. An adult reads the text of a story or fairy tale to the child (see the book “Speech Development Classes in Kindergarten”) and offers to retell.

Possible options for the child's story: For this, we used a fairy tale familiar to children: "Geese-swans." The text of the work was read twice, before re-reading it was set to compose a retelling. When analyzing the compiled retellings, special attention was paid to the completeness of the transfer of the content of the text, the presence of semantic omissions, repetitions, compliance with the logical sequence of presentation, as well as the presence of a semantic and syntactic connection between sentences, parts of the story.

1) The child retells independently;

2) retells with suggesting words to adults;

3) speaks single words.

Responses are evaluated as follows. If the child's answers fit #1, they get three points; if the answers correspond to No. 2 - 2 points; if the answers match #3, the child gets 1 point.

In general, if 2/3 of the children's answers are rated at 3 points, this is a high level. If 2/3 of the answers are rated at 2 points, this is a good level. If 2/3 of the answers of children receive 1 point each, this is an average (or below average) level.

Ushakova O.S., Strunina E.M. 3 levels of development of connected descriptive statements of children are distinguished:

I level - high. The child is active in communication, clearly and consistently expresses his thoughts, the description is complete, logical, without missing essential features, repetitions. Uses figurative speech, the accuracy of the language, develops the plot, respects the composition. The ability to express one's attitude to what is perceived. The lexical stock of the dictionary is sufficient for a given age, the coherence of a descriptive story is formed.

II level - medium. The child is able to listen and understand speech, participates in communication more often on the initiative of others, makes mistakes and slight pauses in the description, has a low lexical stock of the dictionary, more often uses unrelated phrases, trying to describe what they saw in the picture in a word, resort to learned formulas suggested by the teacher

III level - low. The child is inactive and not talkative in communication with children and the teacher, is inattentive, does not know how to consistently express his thoughts according to what has been taken away and perceived, to accurately convey their content, the child’s vocabulary is poor, they resort to learned formulas, schematic and curtailed statements.

The final evaluation of the results involves both quantitative and qualitative generalization. Quantitative analysis allowed us to identify three levels of summary indicators:

15 - 12 points - a high level of development of coherent speech

11 - 8 points - average level development of coherent speech

less than 7 points - a low level of development of coherent speech.

2.2. Features of the development of speech in modern children (stating experiment)

As a general criterion, the children understood the instructions, the integrity of their perception, and the performance of tasks according to the instructions.

The results of the ascertaining experiment, obtained by us in the process of quantitative and qualitative analysis in the experimental group, are reflected in Table 1.

Table 1. Results of the ascertaining study

№	Child's name	1st task	2nd task	3rd task	4th task	5th task	Total points	State of the art
1	Andrew B.	2	2	2	2	1	9	Average level
2	Snezhanna B.	3	3	3	3	3	15	High level
3	Violetta M.	3	3	2	3	3	14	High level
4	Sergey D.	3	2	2	2	2	11	Average level
5	Sasha S.	2	1	2	2	1	8	Average level
6	Dasha D.	1	1	1	1	1	5	Low level
7	Arseny E.	2	2	2	1	2	9	Average level
8	Katya J.	3	3	3	2	3	14	High level
9	Sonya I.	2	3	3	2	2	12	Average level
10	Karina K.	1	1	1	1	1	5	Low level
11	Vova K.	2	2	1	2	2	9	Average level
12	Masha E.	3	3	2	2	3	13	High level
13	Vika N.	3	2	2	2	2	11	Average level
14	Vanya S.	2	2	3	3	2	12	High level
15	Katya L.	2	2	2	2	1	9	Average level
16	Egor G.	3	2	3	3	3	14	High level
17	Kolya Sh.	2	1	1	1	2	7	Low level

As can be seen from the table, the average level of coherent speech development prevails in children - 8 children (46%), in 6 children - a high level (35%) and in 3 - a low level (19%).

We summarized the results of our study as follows:

The qualitative assessment obtained in the course of the ascertaining experiment showed the following results.

Task 1 was aimed at how the child can describe the doll, how complete his phrases are. Some children found it difficult to compose a descriptive story. They could not logically build a sentence, did not respect the word order in the sentence. Some children needed help, leading questions. Children who showed a high level were able to logically build sentences that were grammatically correct, quite informative statements. The children immediately caught the logic of the construction of the sentence, cause-and-effect relationships.

Task 2 involved writing a description of the ball. It was difficult for children with a low level to cope with this task, since they could not find the right words for the word “ball” and make at least a couple of sentences, most often these were separate words. The description was compiled mainly with the help of separate motivating and leading questions, the story turned out to be insufficiently informative, it did not reflect the essential features of the subject. No logically determined sequence of the story-description was noted. Children who showed a high and average level were able to reflect both the characteristics of the ball and the main actions with it, in general, the description was successful.

Task 3 involved writing a story about a dog. Purpose: to identify the ability of children to compose a coherent story. To facilitate the task, the children were offered a picture of "dogs". For children who found it difficult to complete the task, the teacher pointed to the picture in order to somehow help the child, asked leading questions, prompted. Connectivity was sharply broken, there were omissions of essential moments of action. Despite the active manifestation of interest, children with a low level coped with this task very difficult. Children with a high level and an average - coped with this task.

In task 4, it was required to write a story on one of the proposed topics. All topics were close to each child. Therefore, for the most part, the children chose the topic “My Family” and successfully composed stories. Some children have had grammatical errors, but the story as a whole turned out. Among the grammatical errors in compiling the story, we identified: a) incorrect agreement of adjectives with nouns in gender, number, case; b) incorrect agreement of numerals with nouns; c) errors in the use of prepositions - omissions, substitutions, understatement; d) errors in the use of plural case forms.

Task 5 assumed a retelling of the text, based on the fairy tale "Geese-swans". Purpose: to reveal the ability of children to reproduce a literary text that is small in volume and simple in structure. Children could not build sentences without repetitions, omissions, cause-and-effect relationships were violated during retelling. The text turned out to be crumpled, incomplete in most children, there was a mismatch between the parts of the story, errors in the semantic and syntactic connection between objects.

Thus, the ascertaining experiment conducted to study the features of coherent speech in children made it possible to single out the following:

- children with a low level find it difficult to build sentences, the order of words in a sentence is violated;

- find it difficult to establish a logical - semantic relationship between the objects depicted in the pictures;

- a large number of grammatical errors were noted when compiling the story:

a) incorrect agreement of adjectives with nouns in gender, number, case;

b) incorrect agreement of numerals with nouns;

c) errors in the use of prepositions - omissions, substitutions, understatement;

d) errors in the use of plural case forms;

e) compose a story on their own - they cannot describe, mainly with the help of separate motivating and leading questions, the story does not reflect the essential features of the subject.

Thus, the data obtained during the study indicate:

A high level was shown by 35% of children.

The average level was found in 46% of children. In most cases, the content and richness of coherent speech suffered in children. The sentences used were simple but grammatically correct.

A low level was found in 19% of children. They had difficulties in retelling, while observing a logical sequence. The correctness of coherent speech suffered to a greater extent, grammatical errors were noted.

The data obtained on the state of coherent speech in children indicate the need for corrective work.

2.3. The system of work on the development of speech in children of the senior group of MDOU d / s OV No. 7 "Sun" in Tikhvin using mnemotables

Examination of children revealed a lack of independence in compiling stories, violations of the logical sequence of presentation, difficulties in the lexical and grammatical structuring of statements, and semantic omissions. The diagnostic data helped us to decide on the development of a system of work on the development of speech using mnemotables.

Relevance selected topic:

Mnemonics makes it easier for children to master coherent speech;
The use of mnemonics, the use of generalizations allows the child to systematize his direct experience;
Mnemonics techniques use the natural memory mechanisms of the brain and allow you to fully control the process
memorization, preservation and recall of information;
The child, relying on memory images, establishes causal relationships, draws conclusions;
Children who own the means of visual modeling are later able to independently develop speech in the process of communication and learning.

Target – Create conditions for increasing speech activity older preschool children.

Tasks :

Arouse the desire in children to enrich vocabulary, develop coherent speech;
to consolidate the ability of children to work based on a mnemonic table when compiling descriptive stories, memorizing poems, etc.
Develop thinking, attention, imagination, verbal and auditory and visual memory;
Remove verbal negativism, educate children in the need for verbal communication for better adaptation in modern society;
Develop fine motor skills children's hands.

Novelty The presented topic is that I have developed calendar-prospective work plans using mnemonic tables for the senior group. This allows you to optimize the process of cognitive-speech development of preschoolers.

Research stages:

Stage I - ascertaining: the study and analysis of methodological literature on this topic. Determination of the purpose, tasks, methods of experimental and search work.

Stage II - formative: development and implementation of forms and methods of working with children. At the second stage, the content material was selected and assembled; at this stage, teaching aids and a system of exercises were developed that included children in active cognitive and speech activities.

Stage III - practical: consisted in practical application selected material. At this stage, we carried out the task of speech development of children using mnemonic tables through the educational areas: cognition, communication, reading fiction, the material for which I select and systematize on my own (in the form of specially designed tasks containing cognitive and speech mnemonic tables);

Stage IV - generalizing: includes the processing and systematization of the material, the results obtained, the design of a generalization of work experience.

Expected results.

replenishment and activation of children's vocabulary;
development of logical and figurative thinking, improvement of coherent speech
the ability to negotiate and work in a coordinated manner;
the ability to address an adult with a question;
the child's ability to answer questions in a full sentence;
the ability to search for information, illustrations, materials necessary for research on a specific topic;
ability to process the collected material;

One of the means in teaching children these skills is classes on the development of coherent speech using visual models and graphic schemes.

The visual modeling technique can be used in working on all types of connected monologue statements:

- retelling;

- compiling stories based on a painting and a series of paintings;

- descriptive story

- creative story

It can be difficult for children to build a coherent story, even just to retell the text, although retelling is considered the simplest of the types of coherent utterance. They are distracted by minor details, they can confuse the sequence of events. The task of adults is to teach children to highlight the most important thing in the story, to consistently state the main actions.

Modeling and graphic schemes are very helpful in this, they make it possible to highlight the most significant aspects of the object.

Work on the use of graphic schemes and models is carried out in stages:

1. Familiarization with models:

Visual object model

Subject-schematic

Schematic

The ability to recognize the artistic image
Formation of ideas about the structure of the text (teaching "reading models")
Self-compilation of stories based on the model

In the course of using the visual modeling technique, children get acquainted with a graphical way of presenting information - a model.

As models can be used:

Geometric figures

Silhouettes, contours of objects

Action Conventions

Contrasting frame, etc.

The visual model of the utterance acts as a plan that ensures the coherence and consistency of the child's stories.

The work on developing the skill of retelling is carried out in stages:

To teach children the ability to identify the main characters and designate them with graphic substitutes.
To form the ability to transmit events using schemes - substitutes.
Transmit the sequence of episodes, correctly arranging schemes - deputies.

Graphic schemes act as a plan that children adhere to when retelling. It is more difficult for children to compose stories from a picture and a series of pictures. Children are required to: the ability to identify the main active objects, to trace their relationship, to think out the reasons for the occurrence of events, the ability to combine fragments into a single plot. As model schemes, you can use pictures - fragments, silhouette images of significant objects in the picture.

When children have mastered the skill of building a coherent statement in retelling and storytelling from pictures, you can add elements of creativity - invite the child to come up with the beginning and end of the story, add new qualities to the characters, etc.

Preliminary drafting of description schemes is of great help in developing the skills to write descriptive stories about objects.

The basis of the descriptive story is the concrete knowledge of the child about the subject. The elements of the story model are the qualitative and external characteristics of the object:

magnitude
form
details
material
how are used
what you like, etc.

The most difficult for children are creative stories. But here, too, visual models provide indispensable assistance.

The child is offered a model of the story, and he must endow the elements of the model with his own qualities, make a coherent statement. The sequence of work on teaching creative storytelling is as follows:

The child is given a character and is asked to come up with a situation that could happen to him.
Specific characters are replaced by silhouette images, which allows the child to be creative in thinking through their character and appearance.
The child is simply given the topic of the story.
The child himself chooses the topic and characters of his story.

When offering help to children in the form of symbols-schemes, one should not be afraid that such help will make their thought processes “lazy” and their speech “stamped”. On the contrary, it will contribute to the child's assimilation of various structures of the language.

Gradually mastering all types of coherent statements with the help of modeling, children will learn to plan their speech.

At different age stages and depending on the individual abilities of children, various visual modeling techniques are used: pictograms, substitutes, mnemotables.

One of the methods of work is the use of pictograms. Pictogram - a symbolic image that replaces words. Pictograms are non-verbal means of communication and can be used in the following ways:

- as a means of temporary communication, when the child does not yet speak, but in the future he can master sound speech;
- as a means of constant communication for a child unable to speak in the future;
- as a means of facilitating the development of communication, speech, cognitive functions;
- as a preparatory stage for the development of writing and reading by children with developmental problems.

Thus, the system of non-verbal means of communication provides for the formation of a logical chain: the initial concept of a “sign” (pictogram) - a generalizing concept - consolidating the skill of independent actions with pictograms - independent orientation in the system of signs.

Games with the use of pictograms on the example of the fairy tale “Under the Mushroom” by V. Suteeva.

The game includes icons with the image:

words-objects: mushroom, rain, sun, ant, butterfly, mouse, sparrow, hare, fox, frog;

action words: crawls, jumps, flies, walks, runs, grows, shines, show;

sign words: big, small, sad, cheerful;

preposition characters: under, behind, over, on, about, to;

Pictures with realistic images of heroes.

Game options:

Pictograms of words-objects are arranged in a circle.

In the center is a picture depicting the hero of a fairy tale.
Exercise: match the pictogram and the picture.
In the center is the "Show" icon.
Exercise: select and show only the icon named by the adult.
In the center is one of the pictograms - actions.
Exercise: name and show who (what) is walking (rain, fox);
who is jumping, etc.;
Similar tasks with words - features.

The number of pictograms, their location, tasks are determined at the request of the teacher and depend on the level of preparedness of the child.

Make a pair of pictograms.

An adult offers to find two pictograms for a sentence:
"The sun is shining" or "The butterfly is flying" or "The merry frog"...
The adult offers two pictograms, and the child makes up a sentence.

Correct mistake.

An adult offers two pictograms "sparrow" and "creeps".
The child is asked to correct the mistake and pronounce the correct sentence.

Compose a spoken phrase from the pictograms.

“A frog is on the mushroom”, “An ant is crawling towards the mushroom”, “A butterfly is flying over the mushroom”, etc.

substitution

- this is a type of modeling in which some objects are replaced by others, real-conditional. It is convenient to use paper squares, circles, ovals, which differ in color and size, as substitutes. substitution is based on some difference between the characters.

In the first lessons, the number of deputies should match the number of characters, then you can enter extra circles or squares so that the child can choose the right ones.

It is better to start playing with the help of substitutes with Russian folk tales, because. stable stereotypes of familiar characters (an orange fox, a big and brown bear, etc.) are easily transferred to the models. Consider the option of substitutes for the fairy tale "Under the Mushroom".

At first, it is enough for the child to raise the corresponding symbol in the course of telling the fairy tale to adults, then you can proceed to acting out the fairy tale.

The technique is worked out as a result of repetitive tasks, the content of which is gradually expanding, enriched with new connections. In the future, you can come up with new fairy tales with children, using ready-made substitutes or playing everyday stories. This modeling technique ensures the unity of speech and mental activity. Mnesis in Latin means memory. So the tricks mnemonics iki are designed to facilitate memorization and increase memory capacity by forming additional associations. The peculiarity of the reception is the use of not images of objects, but symbols.

Symbolism is typical for children's drawings at preschool age and does not cause difficulties in the perception of mnemotables. Mnemotables serve as didactic material in the development of coherent speech:

- memorization of poems, riddles, proverbs, tongue twisters;

- retelling of texts;

- Writing descriptive stories.

The sequence of work with mnemonic tables:

- viewing the table;

– recoding of information, transformation of the proposed material from symbols into images;

- retelling or memorization of the text.

The criteria for assimilation are: the correct reproduction of the material, the ability to independently decipher the symbols.

We want to present to you our experience of working with a fairy tale through the use of mnemonics.

Retell the story.
Which of the symbols are suitable for a sparrow, and which for a hare?
Tell me how a fox and a hare are similar?
Puzzles:

Task options:

Guess a riddle, choose a riddle;

Learn a riddle using a mnemonic track;

Come up with a riddle, depict it on the track

Long-tailed babies are afraid of cats

Drawing up a descriptive story by the characters of the fairy tale.

Walk along the bridge into the forest, to the fungus, tell about yourself.

Poetry memorization:

Sparrow in a puddle
Jumping and spinning.
He ruffled his feathers
The tail fluffed up.
Good weather!
Chil, chiv, chil!
A. Barto

tricky fungus

Tricky little fungus
In a round, red hat.
He does not want to box
He plays hide and seek.
Hiding near the stump -
Call me to play!

Formation of related words.
Noun and numeral agreement.

Agreement in gender, number and case.

I see who	I sing about whom	I will give to someone	I'm friends with whom

Formation of verbs.

Formation of compound words.

Formation of possessive adjectives. Who did the ant want to photograph?

Calendar - thematic planning (5-6 years)

January

Guessing mnemonic riddles.
The game "Live words".
Retelling of the fairy tale "Rooster and dog."

February

Compilation of proposals for winter according to mnemonic paths.
Compilation of a descriptive story about animals in winter using a mnemonic table.
Final lesson on the topic "Winter".

March

Working with a mnemonic table on the topic "Birds in spring".
Retelling of the fairy tale "The Fox and the Jug" (mnemonics).
Memorizing the poem "Spring is coming to us ...".

(Assignments for parents - draw a mnemonic table for memorizing a verse.)

April

Guessing mnemonic riddles.
Retelling of the fairy tale by V. Suteev "Ship"
Game of explanations.

May

Drawing up proposals for spring according to mnemonic tracks.
Memorizing tongue twisters using a mnemonic table.
Final lesson on the topic "I love nature."

Topics of conversation with problem situations:

- Kolobok goes to the forest;

- Preparation of vinaigrette;

– Chippolino helps to grow onions;

– Experiments with onions;

- The heroes of the fairy tale by J. Rodari talk about vegetables and fruits;

What do we know about autumn (winter, spring)

- Thumbelina talks about the basic rules for planting indoor plants;

- Pinocchio talks with children about trees;

– Visit to a livestock farm;

- Visit to the zoo.

The final stage

Monitoring.
Photo collage "We study nature" (May).
Exhibition of children's drawings.
Collective work on the release of a series of books by children using mnemonic tables "Seasons".
Final event: entertainment "Four Seasons".

2.4. The effectiveness of the implementation of the system of work on the development of speech in children of senior preschool age through the use of mnemonic tables

We checked the effectiveness of the implementation of the work system using the same methods as in the ascertaining stage. After the correction work carried out, we obtained the following results, which are reflected in Table 2.

Table 2. Results of the control experiment of children of senior preschool age

№	Child's name	1st task	2nd task	3rd task	4th task	5th task	Total points	State of the art
1	Andrew B.	2	2	2	2	1	9	Average level
2	Snezhanna B.	3	3	3	3	3	15	High level
3	Violetta M.	3	3	2	3	3	14	High level
4	Sergey D.	3	2	2	2	2	11	Average level
5	Sasha S.	2	1	2	2	1	8	Average level
6	Dasha D.	1	2	2	2	2	9	Average level
7	Arseny E.	3	2	3	2	2	12	High level
8	Katya J.	3	3	3	2	3	14	High level
9	Sonya I.	2	3	3	2	2	12	Average level
10	Karina K.	2	2	2	2	2	10	Average level
11	Vova K.	2	2	1	2	2	9	Average level
12	Masha E.	3	3	2	2	3	13	High level
13	Vika N.	3	2	2	2	2	11	Average level
14	Vanya S.	2	2	3	3	2	12	High level
15	Katya L.	3	2	2	3	2	12	High level
16	Egor G.	3	2	3	3	3	14	High level
17	Kolya Sh.	2	2	2	2	2	10	Average level

As can be seen from the table, the average level of coherent speech development prevails in children - 11 children (54%) and 8 children showed a high level (46%). The low level was not detected.

With task 1, all the children did well, they were able to logically build sentences that were grammatically correct. Children who showed a low level at the ascertaining stage already made fewer mistakes when compiling a sentence, they needed less time to compose sentences. But they still needed leading questions and help in drafting proposals.

Task 2 involved writing a description of the ball. The children were able to make a couple of simple sentences, were able to reflect the characteristics of the ball, the main actions with it. Description - the story turned out to be complete, logical for most children.

Task 3 involved writing a story about a dog. When completing this task, the teacher did not present a picture of a dog, the children, without relying on visualization, were able to compose a story about a dog and cope with this task in a fairly short period of time.

In task 4, it was required to write a story on one of the proposed topics. The children completed this task. Their story was complete, filled with different parts of speech, all sentences were logically built. For the most part, children used simple sentences, rarely complex ones. When performing the task, the sentences of the children differed in consistency and logic.

Task 5 assumed a retelling of the text, based on the fairy tale "Geese-swans". Children could build sentences without repetitions, omissions, causal relationships were not violated during retelling. The text turned out to be complete for most of the children, consistency was noted between parts of the story, errors in the semantic and syntactic connection between objects were not observed.

So, as a result of the study of coherent speech of children of senior preschool age, we received the following data:

– With a high level of development of coherent speech in a subgroup of 8 children (46%).

– With an average level of development of coherent speech in the subgroup of 11 children (54%).

Consequently, the group is dominated by children with an average level of development of coherent speech.

Thus, at primary processing results showed a high level - 35% of children, an average level in 46% of children and a low level in 19% of children. The parameters were formed at an insufficient level: accuracy, logical consistency, richness of speech suffered, grammatical errors were present; children could logically build a sentence, causal relationships were violated during retelling, storytelling.

The control experiment showed the following dynamics in the development of coherent speech:

Much better than steel parameters for all children. They learned to convey the content of the finished literary text and their own story; logically build your statement; not only nouns and verbs, but also adjectives and adverbs were used in speech.
Thus, the control experiment conducted to study the features of coherent speech in children made it possible to identify the following:

Conclusion

In the course of the work, an analysis of the psychological and methodological literature on this topic was made, a characteristic of coherent speech was given and the possibilities of developing coherent speech of preschool children through mnemotables were studied, a study was conducted and the choice of methods was justified, the results of the study were analyzed and conclusions were drawn.

results pilot study showed that in the majority of the examined children the development of coherent speech is at an average level, which is characterized by the presence of errors and difficulties in compiling a story - a description, an independent retelling.

Based on the results of the study, we developed a system for the development of coherent speech through mnemonics. At the end of its implementation, we repeated the methods, as a result, we revealed in the control experiment:

A high level was shown by 46% of children. In these children, all the parameters of coherent speech are on the high level. They express their thoughts meaningfully, logically, accurately and consistently, using both simple and complex sentences in speech. The speech is grammatically correct.

The average level was found in 54% of children. In most cases, the content and richness of coherent speech suffered in children. The sentence used was simple, but grammatically correct.

Low levels have not been found in children.

The parameters are formed at an average level: work should continue on the correctness and richness of speech.

The result was the identification of the features of coherent speech in children with ONR:

- children can build sentences logically, but some children still have a broken sequence of words;

- children can establish logically - semantic relationships between objects depicted in the pictures;

When retelling, they establish causal relationships and make sentences quite well;

– there are practically no grammatical errors;

- independently compose a story - a description.

The purpose of our study: to identify the features of the formation of coherent speech in children of middle preschool age with general underdevelopment was achieved, since all the tasks set were solved. Namely:

– the features of the development of coherent speech in ontogenesis were studied;

– the features of coherent speech in children were revealed by means of mnemonic tables;

– experimental work was carried out to identify the features of coherent speech of preschool children;

– a system of work on the development of coherent speech through mnemonic tables has been developed.

– analyzed the results experimental work to identify the features of coherent speech in children of middle preschool age with OHP; given quantitatively - qualitative analysis of the data obtained.

Thus, we were convinced that the topic is relevant, the tasks are completed, the goal is achieved.

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Thesis on the topic “The development of coherent speech in children of senior preschool age through mnemotables” updated: July 31, 2017 by: Scientific Articles.Ru

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2. Theme and purpose of the experience.

3. Description of experience

3.1 Theoretical base of experience.

3.2. content of experience.

4. Performance

5. Prospects for the development of experience

6. List of references

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