The role of the educator in creating a language environment in teaching children the Tatar language. From work experience: "Educator - as the main factor in creating a language environment for teaching children the Tatar language
Cooperation between a speech therapist and an educator in teaching children the Tatar language
"In the meadow of childhood"
and Akhmetzyanova Rimma Zavdatovna
MADOU "Kindergarten No. 62 of the combined type" of the Kirovsky district of the city of Kazan
1. Introduction.
2. Relevance.
5. Used literature.
1. Introduction.
Parents and teachers are always concerned about the question of how to ensure the full development of the child in preschool age. How to prepare him for school. It is no coincidence that in the history of human development the role of hands is emphasized especially. It was the hands that made it possible to develop, through gestures, the primary language through which the communication of primitive people took place.
The relationship between general and speech motility has been studied and confirmed by the studies of many leading scientists, such as I.P. Pavlov, A.A. Leontiev, A.A. Luria. The higher physical activity child, the better his speech develops. When a child masters motor skills and abilities, coordination of movements develops. The formation of movements occurs with the participation of speech.
Usually a child with high level development fine motor skills, knows how to think logically, he has sufficiently developed memory, attention, coherent speech. The lack of development of the motor analyzer and fine motor skills in childhood is becoming more and more common.
The purpose of this work is to reveal the relevance of the use of innovative pedagogical technologies to improve finger motor skills in correctional and speech therapy work and presentation of the author's methodological development "The use of traditional and innovative pedagogical technologies in learning the poems of Tatar poets in the course of correctional work with speech pathologists" (Cooperation between a speech therapist and educator in teaching children the Tatar language within the framework of the Federal State Educational Standard).
2. Relevance.
Hand movements are always closely connected with speech and contribute to its development. V.M. Bekhterev
The problem of the development of fine motor skills in children preschool age has been relevant for the theory and practice of preschool education for many years.
T. V. Fadeeva, S. V. Chernykh, A. V. Melnikova, and many others were involved in the development of fine motor skills and the preparation of the hand for writing; analysis of children's graphic skills - D. Taylor. They prove that insufficient development of general and fine motor skills, visual perception, attention, can lead to a delay in the development of the child, problems in interaction with adults and peers and, as a result, to a negative attitude towards kindergarten, and then to school.
Fine motor skills are very important, because through it such higher properties of consciousness as attention, thinking, coordination, imagination, observation, visual and motor memory, and speech develop.
General and fine motor skills should be developed in parallel, offering the child exercises that are appropriate for his age and abilities. Using the example of simple exercises for the development of general motor skills - movements of the arms, legs, torso - you can teach him to listen and remember tasks, and then complete them.
Speech is one of the main elements in motor-spatial exercises. The rhythm of speech, especially the rhythm of poems, sayings, proverbs, contributes to the development of coordination, general and fine voluntary motor skills. Movements become smooth, expressive, rhythmic. With the help of poetic rhythmic speech, the correct tempo of speech, the rhythm of breathing are developed, speech hearing, speech memory are developed. The poetic form always attracts children with its liveliness, emotionality, setting children up for the game without special settings.
Usually a child with a high level of development of fine motor skills is able to reason logically, he has sufficiently developed memory, attention, and coherent speech. Teachers note that first-graders often experience serious difficulties in mastering the skill of writing. Writing is a complex skill involving fine coordinated hand movements. To master the skill of writing, a certain functional maturity of the cerebral cortex is necessary. Unpreparedness for writing, insufficient development of fine motor skills, visual perception, attention can lead to a negative attitude to learning, an anxious state of the child at school. Therefore, at preschool age, it is important to develop the mechanisms necessary for mastering writing, to create conditions for the accumulation of motor and practical experience by the child, and the development of manual skills.
But at preschool age, it is the preparation for writing that is important, and not the teaching of it. The ability to perform small movements with objects develops at the senior preschool age, it is by the age of 6-7 that the maturation of the corresponding areas of the brain, the development of the small muscles of the hand, basically ends. Therefore, work on the development of fine motor skills should begin long before entering school.
During normal development, the child acquires sound side speech simultaneously with the development of general motor skills and differentiated hand movements. Systematic exercises that train the movements of the fingers stimulate the development of speech and are a powerful means of increasing the efficiency of the cerebral cortex.
For the development of fine motor skills, teachers, as a rule, use Russian folklore and poems by Russian poets. In connection with the revival of national traditions, the national culture of the native language in the republic, the law “On the languages of the peoples of the Republic of Tatarstan” was adopted, a state program was developed and adopted for the preservation, study and development of the languages of the peoples of the republic.
In accordance with this program, the study of the Tatar language was introduced in all educational institutions (preschool educational institutions, schools, etc.). Since 2012 In our kindergarten, we are implementing the teaching materials “We speak Tatar”. Considering all of the above, the task was set: by developing fine and general motor skills of children, using traditional and innovative pedagogical technologies, to introduce speech pathologists to the verbal art of the Tatar people and Tatar poets. This is facilitated folklore works and poems by contemporary authors dedicated to the native land, its nature, seasons; literary works, revealing the beauty, diversity and mystery of the flora and fauna of the native land.
3. Analysis of the literature on the development of fine motor skills.
V.A. Sukhomlinsky argued that "the mind of a child is at the tips of his fingers." The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of fine (finger) motor skills, as it were, prepares the ground for the subsequent formation of speech.
I.G. Toporkova, N.L. Kutyavina, S.V. Shcherbinina, S.E. Gavrilina in the book “We develop hands to learn to write and draw beautifully” (Yaroslavl, 1997) write that the development of small muscles of the hands in children should be systematically started from the year before the school itself, and they recommend exercises for kids that are accessible to their age. A lot of attention in the book is paid to finger gymnastics, the implementation of which is accompanied by a poetic speech. Similar exercises for coordinating poetic speech with finger movements are also recommended by V.V. Tsvyntarny in the manual "Playing with fingers and developing speech" (St. Petersburg, 1996), indicating that such exercises activate the motor skills of the hands, develop dexterity, the ability to control one's movements, develop coordination and develop speech.
All these authors refer to the well-known studies of Professor M.M. Koltsova, who through experiments established that the formation speech areas the brain is made under the influence of impulses from the movements of the hands. Consequently, the level of speech development of children is always directly dependent on the degree of development of "fine" movements of the fingers. And when entering school, it is important that he not only have good developed speech, but also a trained hand, owned hand-eye coordination.
E.V. Vladimirova and R.D. The trigger in the manual “I am learning to write” (M., 1994) indicates that the preparation of a child for learning calligraphy must be carried out in several directions. They suggest doing exercises on orientation on a sheet of paper, developing graphic skills, etc., thus substantiating the approach to the development of the hand as a comprehensive and early one.
Thus, the role of the engine of development of the central nervous system, all mental processes and, in particular, speech is played by the formation and improvement of fine motor skills - the fingers.
4. Cooperation between a speech therapist teacher and an educator in teaching children the Tatar language within the framework of the Federal State Educational Standard.
The development of the child in all its manifestations is inextricably linked with speech. Therefore, if a child has speech disorders, he needs to be helped in a timely manner, to prevent negativism, and to give him the opportunity to master the program.
The standard of the new generation is characterized by a system-activity approach, in which the main development of the personality of the pupil. The development of speech is the most important component in the Federal State Educational Standard. If we help a preschooler to form communicative universal learning activities, then we will form in him the ability to self-control, to cognize the world around him.
It is important to note that speech development is singled out as a separate educational area. It is necessary to emphasize the following fact: in this educational area, the sixth point has appeared, which speaks of the formation of sound analytical and synthetic activity as a prerequisite for teaching literacy.
The standard of preschool education is, in a way, an indication of the rules of the game in which the child must win. These are the conditions for the development of the child, and not for his education. For the first time in the history of our country, pre-school education has become the first level of education. The main idea of the Federal State Educational Standard is to support the diversity of childhood through the creation of conditions for a social situation, the assistance of adults and children for the development of the abilities of each child. It sets out conditions and development programs that take into account the diversity of preschoolers. The DL standard gives each child the opportunity to develop at the pace that is characteristic of him, allows children to show their individuality. Modern children are different from us, therefore, it is more and more difficult to establish interaction between a child and a parent, a child with a teacher, a child with society.
One of the educational areas in the Federal State Educational Standard is speech development, which includes:
Possession of speech as a means of communication and culture;
Enrichment of the active dictionary;
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.
The stronger and more mobile the fingers of the child's hands, the more confidently he learns the world around him. The more perfectly he can perform fast rhythmic movements associated with the adoption and retention of a certain posture, the more the muscles of the body and limbs are involved in such work. Of course, strength, dexterity, activity do not come by themselves. This is the result of their systematic training.
Working with children with a variety of speech disorders, we encountered a problem that is very often observed in speech pathologists. This problem lies in the long period of automation and differentiation of the delivered sounds. When working with children with speech disorders, it was noticed that they are joyfully included in educational activities. As a rule, such children have memory impairments, reduced attention, mental processes are not so mobile, they do not show interest in search activities, are not ready to perform tasks, and do not have high working capacity.
For these and other reasons, children with speech disorders they do not like to learn poetry, retell texts, do not know the techniques and methods of memorization. Memorizing poems causes them great difficulties, rapid fatigue and negative emotions. At the stage of automation of sounds in poetic texts, children's self-control over speech decreases. It is very important to awaken interest in classes in children with such a pathology, to captivate them, to liberate them.
One of the effective means of enriching and activating the vocabulary of children is acquaintance with fiction, knowledge of the richness of the language through poetry, fairy tales, poetry and folklore.
The joint work of a speech therapist teacher and an educator in teaching children the Tatar language in a preschool educational institution consists in exemplary planning at the beginning of the school year for studying lexical topics. To do this, the general methods and techniques used in working with children were agreed with the speech therapist teacher: creating a game situation, visualization, using fiction (folklore, nursery rhymes, riddles, fairy tales) in GCD, using songs, music, physical education minutes. As a result, classes are conducted emotionally, which reveals the inner potential of the child.
For vocabulary work, we use games, fairy tales, we achieve accurate memorization of words and phrases from children. Dramatization games even more liberate children, help to better assimilate the material.
The games presented in the application can be used by a teacher-speech therapist and an educator for teaching children the Tatar language while studying lexical topics in parallel (during physical minutes in GCD, in sensitive moments), as well as a speech therapist teacher when automating and differentiating the delivered sounds.
Topics jointly studied by a speech therapist teacher and an educator for teaching children the Tatar language and an approximate list of used physical minutes and mnemonic tables:
An approximate list of physical minutes and mnemonic tables used by a teacher-speech therapist in corrective work according to sound pronunciation and vocabulary of speech pathologist children:
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Application No. |
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Sound pronunciation |
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7, 10, 21, 31, 42 |
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3, 6, 11, 17, 21, 56 |
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1, 6, 10, 11, 12, 17, 23, 24, 41, 42, 45, 46, 50, 55, 56 |
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16, 24, 26, 29, 46, 49, 59, 55 |
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6, 8, 9, 12, 25, 39, 43, 46, 49, 52 |
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2, 7, 19, 22, 39, 51 |
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17, 18, 21, 24, 29, 36, 38, 44 |
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5, 6, 8, 14, 19, 23, 25, 27, 28, 29, 30, 38, 39, 41, 43, 46, 54, 55, |
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1, 8, 11, 14, 23, 27, 38, 39, 46, 52, 54, 56 |
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9, 17, 23, 47, 52, 53 |
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23, 32, 33, 43, 48 |
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Lexical Topics |
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"Professions" |
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"Instruments" |
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"Where did the bread come from?" |
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"Days of the week" |
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"Road Safety" |
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"Insects" |
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"Harvest" |
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"Hats" |
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"Trees" |
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"Pets" |
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5. Used literature:
1. Volina V.V. Entertaining alphabet. - M .: Education, 1991.
2. Finger games. Publishing House "Karapuz", 2001
3. Kartushina M. Yu. Logorhythmic classes in kindergarten: Methodological guide. - M .: TC Sphere, 2004.
4. Lopukhina I. S. Speech therapy - speech, rhythm, movement: A guide for speech therapists and parents. - St. Petersburg: Delta, 1997.
5. Lopukhina I.S. speech therapy. 550 entertaining exercises for the development of speech. – M.: Enlightenment, 1995.
6. Maltseva I.V. Finger games for children. Three to seven years old. - St. Petersburg: Publishing group "Azbuka-classics", 2010.
7. In the glade of childhood: a reader for teachers of preschool educational institutions and parents. - Kazan: Editorial and Publishing Center, 2011.
8. Finger games for the development of speech of preschoolers: A guide for parents and teachers /A. E. Belaya, V. I. Miryasova. - M.: Astrel Publishing House LLC: ATS Publishing House LLC, 2003.
9. "We develop hands - to learn and write, and draw beautifully." A popular guide for parents and educators. Edited by S. E. Gavrin, N. L. Kutyavnin, I. G. Toporkov and others - Yaroslavl: Academy of Development, 2000.
10. "A child in kindergarten", an illustrated methodological magazine for preschool teachers. 2003, No. 4,5,6.
Articles: G. Lyubina, “The hand develops the brain” (No. 4)
G. Lyubina, O. Zhelonkin "The hand develops the brain" (No. 5)
G. Lyubina, O. Zhelonkin "The hand develops the brain" (No. 6)
11. Seliverstov V.I. games in speech therapy work with children, - M., 1981.
12. Uzorova O. V. Finger gymnastics\ O. V. Uzorova, E. A. Nefedova, -M .: Astrel Publishing House LLC: AST Publishing House LLC, 2003.
13. Tsvyntary, VV We play with fingers and develop speech. - St. Petersburg: Lan, 1996.
In the conditions of the new language situation in the republic, the formation of a person occurs under the influence of two national cultures, traditions, two systems of ethical norms of speech and non-speech behavior. Teaching children the Tatar language in kindergarten is one of the most difficult methodological tasks. The younger the child, the more chances he has to master the second language to the maximum extent possible and with natural pronunciation. Issues related to teaching the Tatar language to preschool children are quite controversial. On the one side - early childhood regarded by experts as the most favorable period for learning a second language. On the other hand, preschool children have certain difficulties in mastering a second language, since it is not sufficiently motivated. At preschool age, there are still no real motives for mastering a second language. In addition, for children, and for some children from Tatar families, the Tatar language is in fact.
Here, a properly organized language environment can come to the rescue. The natural language environment sufficiently stimulates the processes of mastering the native language
The goals that we set for the child are abstract for him, so we must build the learning process in order to meet the cognitive, gaming, personal needs of the child. Psychological barriers may arise in preschool children due to unusual sounds of Tatar speech, words and phrases unfamiliar and strange for children, arising from associations with their native speech.
To achieve success in teaching children allows, on the one hand, the use of a personality-oriented approach to the child, which involves individual work, the use of a reward system, attracting children to success in their activities; on the other hand, the creation of a Tatar-speaking developing environment.
My goal in the upbringing and development of the child's personality is a child successfully adapting to further educational activities, already in a school environment;
And the main thing in my work is the creation of conditions for free communication of preschool children in the Tatar language by means of effective educational technologies.
Educational tasks:
1. Arouse interest in learning the Tatar language through information and gaming technologies.
2. To form communication skills among themselves in the Tatar language.
3.Develop the perception, attention, memory of children; interest in various types of games, encourage vigorous activity.
4. Raise interest and respect for the culture, traditions and customs of the Tatar people.
When teaching the Tatar language, children face an additional difficulty: decreased motivation and cognitive activity may be related to the difficulty of mastering the skills speech activity in a non-native language. For a specialist in the Tatar language, the use of such forms of visualization as cards, pictures, illustrations, toys, audio materials facilitates the educational process, but (multimedia presentations, project methods, electronic manuals, various software products that develop communicative-oriented game methods and techniques) contribute to an increase in cognitive activity of children and education of love for the second state language. The main typesused in preschool institutions:
Health saving technologies Project activity Developing technologies Correctional technologies Information technologies Person-oriented technologies Technology "Teacher's Portfolio" Game technology Technology for creating a subject-developing environment in a preschool educational institution. In my work, I rely on gaming and . My theme of self-education is “Using the Tatar language in teaching children” The use of ICT in classes in preschool institutions has a number of advantages over traditional forms of organizing classes. Methods of visual support of the material allow to achieve a long-term concentration of attention of pupils, as well as simultaneous impact on several sense organs of the child at once, which contributes to a more solid consolidation of new knowledge gained. Relevance of the use of ICT. Computer technologies are actively used in the educational process, opening up new opportunities for the education sector: the efficiency of searching, structuring information, formulating an educational problem in various information and communication ways, working with various information resources, ready-made software and methodological complexes that allow designing a solution to practical problems. Usage interactive games c makes it possible to expand the creative abilities of the teacher and has a positive impact on the upbringing, training and development of preschoolers. The use of ICT in teaching the Tatar language to preschoolers" involves: - the complexity and versatility of using interactive games in teaching in the classroom for teaching preschool children the Tatar language; - the adaptability of an electronic educational resource, the possibility of making changes and additions to it, depending on the program and the characteristics of a particular educational direction and the goals of teachers. Therefore, I am interested in creating electronic games to consolidate the material on the program. I can present my author's electronic games: "Salavat kupere (Rainbow)" for the senior, preparatory gr-fix colors in the Tatar language, "My first fairy tales" for 3-7 years old, (fairy tales from animated plots) can be used in the OOD "Tugan telda sөylәshәbez”, according to the projects “We speak Tatar”, “Koshlar” for 6-7 years old And the compilation of gaming technologies from individual games and elements is, I think, the concern of every educator.
Game technology: is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes sequentially: games and exercises that form the ability to highlight the main, characteristics objects, compare, contrast them; groups of games for the generalization of objects according to certain characteristics; groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones; groups of games that bring up the ability to control oneself, the speed of reaction to a word, the tic ear, ingenuity, etc. At present, our preschool educational institution is in the process of implementing teaching materials for teaching children the Tatar and native languages. The main goal of this process is effective organization work on the use of UMC.
Based on this goal, the following tasks have been identified that relate to all participants in the educational process: 1. To study the regulatory and legal documents on the introduction of a new teaching materials into the educational process 2. To develop a plan of work with teachers for teaching the Tatar language. 3. Contribute to the creation of a language environment in groups in order to assimilate the minimum vocabulary for children. 4. Develop didactic games and material for teaching children the Tatar language. How to consolidate with children the new vocabulary learned during the Tatar language school - vocabulary that is non-native for Russian-speaking children? Of course in the form of a game; we should not forget that in accordance with the Federal State Educational Standard, the educational process should be based on age-appropriate forms of work with children. And the game is the main form of work with preschool children and leading for them.
A hypothesis was put forward: Along with the systematic use of the new teaching materials in the classroom and in sensitive moments, the development of didactic games will contribute to the qualitative assimilation of the vocabulary minimum, the skills of mastering the vocabulary minimum in colloquial speech(dialogues) of teachers and pupils.
Thus, the most important task at the present time is:
Creating the conditions necessary for the wider introduction of author's games
in the educational process, in our case, in their free time.
In the classroom, in individual work, children gradually enter a foreign language environment, through the game. Therefore, the game, being the main activity of the child, allows to overcome most of the difficulties associated with the conditional nature of foreign language communication. For the positive impact of the Tatar language on the formation of a personality, the author's multifunctional didactic manuals "Field of Miracles", "Magic Flower" made by me significantly help; 4-7 years old), a didactic game made of felt "Matur bakcha" on the topics of vegetables, counting up to 10. The abundance of game situations, fairy tales creates an atmosphere of joy, creativity, and a favorable psychological climate in the classroom.
In the classes for teaching children the Tatar language, I encountered such a problem, there are very shy children who are hard to get in touch with, it is difficult to build a dialogue with them, especially in the Tatar language. Although the child quickly memorizes words, I can only find out in his actions (in games, assignments, didactic games). But there is one moment that could not be overlooked - these are finger games, finger theater, during which he repeated words with pleasure. (show finger theater) And I caught myself thinking about what to do, puppet theater, in order to arouse their active interest, to captivate them. At first, these heroes of fairy tales came to our classes as a surprise moment. And then, by the joint efforts of the team, they made heroes from the fairy tales “Shurale”, “Su Anasy”, “Gingerbread Man”, “Goat and Sheep”, “Three Bears”, so the work of the circle “Ekiyatler ilende” began, in my opinion this additional increases the preschooler’s interest in learning the second state language. (show puppets) Fairy tales enjoy great love among children. Through fairy tales, we can solve all the tasks assigned to us. The fairy tale has an advantage over other educational methods, it plays a crucial role in the development of imagination, the ability, without which the child's mental activity is impossible during preschool education.
If the game is the leading activity of children doshk. age, and the theater is one of the most democratic and accessible forms of art, which allows you to solve many actual problems pedagogy and psychology. By participating in the theatrical activities of the circle, children get acquainted with the world around them, in order to learn and consolidate the Tatar language, the child’s vocabulary is imperceptibly activated, because the children in roles open up, it is easier to build a dialogue with them, since teaching the Tatar language is the main task. Theatrical activity so activates children that the child automatically turns on the memory, he remembers everything. Playing a role, the child wants to portray his character, so attention switches to the image itself, and it is easier to memorize speech. In addition, theatrical activity allows the child to solve many problem situations indirectly on behalf of some character - this helps to overcome shyness, insecurity, and shyness. Of course, the creative process is a real miracle. I really like to watch how children reveal their unique abilities, you can see what they are interested in, and when it is interesting, everything is better remembered and consolidated. At this stage, according to the plan of the senior preschool age for teaching the Tatar language, we have such a topic “Och ayu”, and in circle work we consolidate all this, not only in the senior group, but also in the middle one.
For example: in the middle group with dolls, three bears are very willing to get used to the role: - Isenme, min zur ayu. _Isenme, min kechkene ayu. - Me, ayu, alma asha ... etc. Thus, they involuntarily improvise. Expected results: - Vocabulary, sound pronunciation is activated and improved - The ability to build a dialogue is formed, memory and thinking develop - behavior is corrected, the experience of moral behavior is formed. But we cannot do without the technology of creating a subject-developing environment in a preschool educational institution; without this environment, the child will not perceive the understanding of the material being taught. Conclusion. Informatization of the preschool educational institution is the process of its development; the sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or a whole program of work. - prospects for informatization of preschool educational institutions. - the possibility of informatization of preschool educational institutions as a means of increasing the effectiveness of upbringing and education; - the possibility of informatization of preschool educational institutions as a means of increasing the efficiency of the activities of educators, heads of preschool educational institutions; - problems of informatization of preschool educational institutions. A necessary condition for the implementation of all of these areas is to provide an appropriate material and technical base:
Installation and Maintenance computer equipment and in classrooms and groups;
Security specifications to access the Internet.
Thus, the work on the use of ICT, on teaching children the Tatar language, is relevant and requires further implementation. Games have a strong emotional impact on students, form many skills and abilities: primarily communicative, the ability to work in a team, make decisions, take responsibility. They develop organizational skills, foster a sense of empathy, stimulate mutual assistance in solving difficult problems. Thus, the use of game methods in the educational process allows solving a whole range of pedagogical problems. The use of gaming technologies in the process of teaching the Tatar language in combination with other pedagogical technologies increase the effectiveness of children's education. But we should not forget that even the best game cannot ensure the achievement of all educational goals, so gaming technologies must be considered in the system of all forms and methods used in education.
Together (playing, informational) new pedagogical technologies guarantee the achievements of a preschooler and further contribute to successful learning at school. The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the main guideline will always be the cognitive process in its developing state.
The use of innovative pedagogical technologies contributes to: improving the quality of education; advanced training of educators; application of pedagogical experience and its systematization; usage computer technology pupils; preservation and strengthening of the health of pupils; improving the quality of education and upbringing.
Bibliography
Computerization in the field of education: problems and prospects, M, Pedagogy, 1997.
Mashbits, - pedagogical problems of computerization of education, M, Pedagogy, 1998.
Informatization of education: directions, means, technologies, Manual for the system of advanced training, Under the general. ed. , M, MPEI, 2004.
On measures aimed at the introduction of modern educational technologies, Educational Issues, 3-2005.
New pedagogical and information technologies in the education system / Ed. , M., 2000.
Municipal budgetary preschool educational institution "Kindergarten of a general developmental type No. 5" Scarlet Flower"Chistopolsky, Republic
Report on the topic
"New approaches to teaching children the Tatar language"
Prepared by:
education educator
children to the Tatar language:
Chistopol, March 2016
website of the tutor for teaching the Tatar language
Profession: Tatar language teacher
Professional interests: teach children to communicate in Tatar
Hobbies: aquarium world
Region: Republic of Tatarstan
Locality: Nizhnekamsk
Place of work: MBDOU "Kindergarten No. 94 "Soenech"
About myself
She graduated from the Kazan State Pedagogical University with a degree in "Teacher of the Tatar language and literature". I worked at a school, but I decided to try to work with preschoolers .... and I was not disappointed. At first it was unusual that there were no habitual vowels - consonants, subject-predicates, nouns and adjectives. But burning eyes, genuine children's interest are worth a lot. I realized that even in kindergarten, albeit in a more simplified form, you can teach children about culture, introduce them to the traditions and customs of the Tatar people, and of course, teach simple speech constructions, and most importantly, love and respect the Tatar language. And we will leave the vowels-consonants (tartyklar-suzyklar) for school.
I have been working as a Tatar language teacher for about 4 years.
Books that shaped my inner world
I love Tatar literature, both Soviet and modern, in particular: Ayaz Gyylәҗev, Mөkhәmmәt Maһdiev, Labib Leron, Zifa Kadyrova, Fәuziya Bәiramova, Nәbirė Gyimatdinova. The interweaving of destinies, the intriguing plot, undoubtedly, have a great influence on the success of the book. But for me, the human qualities of the hero are important: in any situation, in any position, you must remain a Human. All people, all tend to make mistakes, but you should never step over the age-old human values. And the canons of Islam help people in this. Eternal canons that help, guide, make you think about how and why you live.
My portfolio
I. General information about the teacher
Mukhamedzyanova Gulshat Ildusovna
Education: higher, Kazan State Pedagogical University, teacher of the Tatar language and literature
Advanced training:1. "Theoretical and Applied Aspects of the Educational Process of a Preschool Educational Establishment in the Conditions of the Federal State Educational Standard", 72 hours, GAPOU "Nizhnekamsk Pedagogical College"
2."Modern educational technologies in the implementation of the main educational program of preschool education", 64 hours, Kazan Innovative University. V.G. Timiryaseva (IEPM)
II. Official documents
(see album official docs)
III. The work of a teacher to generalize and disseminate his own pedagogical experience
2015 - a series of interactive games for teaching the Tatar language to children of the preparatory group "Pearls of Tatarstan"
2015 - summary of the OOD for teaching the Tatar language to children middle group"Kunelle yal kone"
2015 - summary of the OOD for teaching the Tatar language for children senior group"Shaһәrdә yөribez"
2015 - abstract of KVN entertainment for children of the middle group "Uenchyklar"
2015 - summary of the OOD for teaching the Tatar language to children of the preparatory group "Nishli"
2015 - summary of the OOD for teaching the Tatar language to children of the senior group "Kibetta"
2015 - didactic manual for children 4-7 years old "Development books"
2015 - didactic manual for children 4-7 years old "Colorful family"
2016 - display of the open event "The specifics of teaching preschoolers the Tatar language" as part of the pedagogical practice of students of the branch of the Graduate School of Teacher Training at the University of Reims, Champagne-Ardenne in Chaumont, France on the basis of the MDEI "CRR - Kindergarten No. 91 "Belekech" , certificate;
2016 - showing a lesson in the Tatar language "Pearls of Tatarstan" for educators and teachers - students of the regional advanced training courses "Kazan (Volga) Federal University» on the basis of MBDOU No. 94 in Nizhnekamsk, feedback from teachers;
2016 - showing a lesson in the Tatar language "Savyt-saba" for educators and parents of pupils on the basis of MBDOU No. 94 in Nizhnekamsk, reviews of teachers and parents;
2017 - a master class for teachers on the topic “ICT in the implementation of the content of teaching materials for teaching children state languages RT” at the final pedagogical meeting of preschool workers of the Nizhnekamsk municipal district “Innovative technologies as a means of cognitive development of preschool children under the conditions of the Federal State Educational Standard of Education” on the basis of the MBDOU “Kindergarten No. 93 “Elluki”, certificate;
2017 - showing a lesson (educational activity) on the topic “Pearls of Tatarstan” within the framework of the regional seminar “Use of modern technologies in educational activities of the preschool educational institution”according to the work plan of the Regional Innovation Platform (order of the Federal State Budgetary Educational Institution of Higher Education NGPU No. 13 / 2-D 01.29.2016) based on MADOU No. 111 “Batyr”, Naberezhnye Chelny, certificate No. 815;
2017 - a master class for teachers "Electronic Guide" at the city methodological association of educators for teaching the Tatar (Russian) languages of the preschool educational institution of the Nizhnekamsk municipal district on the basis of the MADOU "CRR - kindergarten No. 92 "Ladushki", certificate;
IV. Participation in district, regional and all-Russian professional competitions
1. Participation in professional competitions in educational training
2015 Review competition "The best bilingual group of kindergarten - 2015" (letter of thanks)
2015 - preparation and organization of the municipal competition "Clever and clever" on the basis of the CRR "Kindergarten No. 91" (letter of thanks)
2. Participation in regional professional competitions
2015 - municipal competition of reciters of G. Tukay's poem among preschoolers "Yattan soyla Tukay shigyrlaren-shushi bulyr in zur bүlagen" (participant diploma)
2015 - competition of didactic games and teaching aids for teaching two state languages in the nomination "Didactic aid" (diploma of the 1st degree)
2016 - KMO in with. Big Afanasovo on the topic "ICT games in educational activities" (program)
2016 - municipal competition of reciters of G. Tukay's poem among preschoolers "Yattan soyla Tukay shigyrlaren-shushi bulyr in zur bүlagen" (participant diploma)
2017 - open regional festival-competition “Happy childhood. Bakhetle balachak” among pupils of preschool educational institutions on the basis of MADOU “CRR-kindergarten No. 92 “Ladushki”, nomination “Artistic word”, Bakhtieva Reseda, Mavleeva Samira, Sharifullin Danir, II degree diploma;
2018 - municipal competition "Alish and children" among pupils of preschool educational institutions, dedicated to the 110th anniversary of the birth of the writer A. Alish, Yapparov Samir, II degree diploma;
2018 - municipal festival-competition of children's theaters "Theatrical Palette", nomination "Miniatures and excerpts" on the basis of "CRR-kindergarten No. 90" Sunflower ", Yapparova Samira, Hadiev Aigiz, Nafikov Niyaz, diploma of the I degree;
2018 - municipal festival-competition of children's theaters "Theatrical palette", on the basis of the "CRR-kindergarten No. 90 "Sunflower", theater group "Soenech", diploma of the II degree;
3. Participation in regional professional competitions
2015 - Republican tournament "Computer literacy" (II degree diploma)
2015 - regional competition "Fair of Pedagogical Ideas" (participant certificate)
2015 - regional seminar "The use of interactive equipment in the pedagogical space of the preschool educational institution" (participant certificate)
2015 - republican seminar on the topic: " Modern technologies as an organizational and methodological toolkit in the organization of the pedagogical process of a preschool educational institution "(participant certificate)
2015 - regional seminar - workshop " Interactive technologies in the work of the kindergarten" (certificate of participation)
2016 - a regional event on the basis of kindergarten No. 39, dedicated to the international day of the native language "Yoldyzdan sibelgan enҗelar" (participant certificate)
2016 - p regional event on the basis of kindergarten No. 39, dedicated to the international day of the native language "Yoldyzdan sibelgәn enҗelәr" (diploma of the participant of the pupil-Akhmetova Azalia)
2016 - a master class at the methodological association of educators for teaching the Tatar and Russian languages of preschool institutions of the NMR on the topic "ICT games in educational activities" on the basis of MBDOU "Rucheyek" in the village of Bolshoe Afanasovo, certificate;
2017 - a master class at the methodological association of educators for teaching the Tatar and Russian languages of preschool institutions NMR "Modern educational technologies in teaching preschoolers the state languages of the Republic of Tajikistan, taking into account the implementation of the Federal State Educational Standard for Education" on the topic "The role of ICT in teaching preschoolers two state languages" on the basis MADOU "CRR - Kindergarten No. 92 "Ladushki", certificate;
2017 - a master class at the methodological association of educators for teaching the Tatar and Russian languages of preschool institutions of the NMR "Balalarnyn soylam useshenda yanach tekhnologiyar" on the topic "Author's ICT development" Interactive store "on the basis of MADOU" Kindergarten of a general developmental type No. 74 ", certificate;
2017 - presentation didactic manual“Lap-book on the topic “Circus” at the methodological association of educators for teaching the Tatar and Russian languages of preschool institutions of the NMR “Balalarnyn soylam useshendә yanacha tekhnologiyar” on the basis of MADOU “Kindergarten of a general developmental type No. 74”, certificate.
2016 - participation in the regional seminar "Creating conditions for the development and implementation creativity children with the help of LEGO technologies and robotics "on the basis of MBDOU No. 2 in Almetyevsk with the support of the Department of Education of the Almetyevsk Municipal District, certificate;
2016 Presentation of the lap-book "Maktapka yul" at the regional workshop "The system of work of preschool educational institutions for the formation of practical skills in the Tatar language among preschoolers" on the basis of MADOU "Kindergarten of a general developmental type No. 43", certificate;
2017 - participation in the regional workshop "Interactive games of a new generation in the intellectual development of preschoolers" on the basis of the MBDOU "Kindergarten "Magic Fairy Tale", Zainsk, certificate;
2017 - presentation with a report “Using Lego blocks to reinforce Tatar words” at the regional workshop “Using quest technologies in educational activities in multilingual development with preschool children” on the basis of the MBDOU “Kindergarten “Magic Fairy Tale” in Kazan Zainsk, certificate;
2017 - master class "Introduction to the profession of a salesperson through ICT games" at the republican workshop "Early career guidance for preschoolers in the context of the implementation of GEF DO" on the basis of MBDOU No. 94 "Soenech", certificate of participation;
2017 - master class "Didactic support of the pedagogical process for the study of the Tatar language" for students of the National Philosophy Educational Institution of Higher Education "Kazan Innovative University. Timiryasov (IUEP) at the republican workshop "Innovative approaches to organizing a developing subject-spatial environment in a preschool educational institution in the context of the implementation of the Federal State Educational Standard of Education" on the basis of MBDOU No. 94 "Soenech", certificate of participation;
2018 - master class “Kibetkә sәyakhət” for students of the National Philosophy Educational Institution of Higher Education “Kazan Innovative University. Timiryasov (IUEP) at the republican workshop "Developing the subject-spatial environment in the preschool educational institution to familiarize children with professions" on the basis of MBDOU No. 94 "Soenech", certificate;
2018 - participation in the republican seminar of teachers of the Tatar language and literature “Application of the innovative system of V.N. Meshcheryakova in teaching the Tatar language to Russian-speaking students” on the basis of secondary school No. 27 with in-depth study individual items, certificate;
2018 - participation in the municipal seminar for teachers of the preschool educational institution “Organization gaming activity preschoolers in the context of the implementation of the Federal State Educational Standard”, certificate;
2018 - master class "The role of Lego blocks in the study of the Tatar language by preschoolers" at the regional seminar as part of the activities of the innovation platform "System-activity approach to building educational activities using Lego technologies and robotics aimed at developing the creativity of preschool children in conditions for the implementation of the Federal State Educational Standard of Preschool Education ”on the basis of the preschool educational institution of the Department of Education of the Almetyevsk Municipal District, certificate;
2018 - master class "Interactive store" at the municipal seminar for preschool teachers "Organization of play activities for preschoolers in the context of the implementation of the Federal State Educational Standard" on the basis of the MBU "Department of preschool education" Nizhnekamsk, certificate.
4. Participation in all-Russian professional competitions
2015 V all-Russian competition"Talents of Russia" (I degree diploma)
5. Participation in international professional competitions
2015 - International Scientific and Practical Conference "Education Quality Management in New Socio-Cultural Conditions: Experience, Problems, Prospects" (participant certificate)
2015 - IV international competition"Talents of Russia" in the nomination "Methodological development" (diploma of II degree)
2017 - international competition-festival within the framework of the project "On the Wings of Talent" on the basis of the Republican House folk art Izhevsk (Udmurtia), theater group "Soenech", 1st degree diploma winner;
2017 - international competition-festival within the framework of the project "When we are together" on the basis of the recreation center "Energetik", Naberezhnye Chelny, the theater group "Soenech", diploma of the laureate of the 1st degree;
2018 - international competition-festival within the framework of the Planet of Talents project on the basis of the Energetik Palace of Culture, Naberezhnye Chelny, the Soenech theater group, 2nd degree diploma winner;
V. Use of modern educational technologies, including information and communication, in the process of learning and in educational work
A series of interactive games for teaching the Tatar language to children of the preparatory group "Pearls of Tatarstan"
Electronic mobile video guide for children 4-7 years old on the topics: "Gailә, wenchyklar"
Electronic audio guide to the museum for children 4-7 years old
Since September 2012, the introduction of new educational and methodological kits for teaching children the native, Tatar and Russian languages has begun in preschool educational institutions.
On September 1, 2013, we began to work on the implementation of these educational and methodological kits.
The main task educational and methodological kits - the formation of initial skills and abilities of practical knowledge of the Tatar language in oral form.
The game is an effective and accessible form of activity in teaching Russian children the Tatar language. oral speech. Children do not even think that they are learning, without noticing it themselves, they learn Tatar words, phrases, sentences much better, and on this basis they work out correct pronunciation specific Tatar sounds.
I implement my educational activities using the following methods and techniques:
1. To improve the efficiency of the educational process, I use information and communication technologies. For example, with the help of a computer, I give children new information (slides), consolidate the material covered with the help of various didactic games. For example, “Who is not there”, “Guess and name”, “Who is superfluous?”, “Count”, “Treat hares”, “Make a salad” and many others. With the help of a tape recorder, children, for example, listen to an audio recording and sing along:
Kisher, kisher
Tamle kisher.
Zur kisher,
Kisher points.
The computer helps to raise the level of teaching, providing visibility, control, a large amount of information, being a stimulus in learning. The development of computer technologies allows you to really individualize the educational process, enhance the positive motivation for learning, activate cognitive activity, to strengthen the creative component of the work of both the child and the educator. The computer also helps me organize watching cartoons.
2. In the classroom, to develop full-fledged gaming communication, I use game situations, which the character gets into (Akbay, Miyau). Through the game plot, you can play out the process of a character's acquaintance with a new object, consider it in detail, study, examine it. The game character provides the teacher with the opportunity to put the child in the position of the subject of cognitive activity. For older children, game problem situations are most effective. In these situations, an adult draws the child's attention to his emotional state and the state of other characters. Actively participating in situations-problems, the child finds an outlet for his feelings and experiences, learns to recognize and accept them.
To achieve effectiveness in communicating with children in the Tatar language, I have prepared didactic material. Since all classes take place in the form of a game, the best way to consolidate topics is didactic games. Didactic games made by me - “Nәrsә artyk?”, “Kem yuk?”, “Bu nәrsә, niche?”, “Dores sana”, “Kunak syylau”, “Uenchyk sorap al”, “Ber-kүp”, “What color no?”, “Gifts of a bear”, “Find a couple”, “Magic bag”, “Show me right” and others.
The purpose of these didactic games: development sound culture speech, activation and enrichment vocabulary children, coordination of parts of speech, development of fine motor skills of hands.
In order to develop and strengthen memory, I use word games, such as “Who is, who is not?”, “Take a vegetable”, “Call a cat”, “Deaf phone”, “What, what, how much?” and others.
I spend on the development of fine motor skills finger games. For example,
Bu barmak - babay,
Bu barmak - әbi,
Bu barmak - ati,
Bu barmak - ani,
Bu barmak - Malay (kyz)
In order to develop imagination, thinking, creativity, I use educational games. For example, “How many, name” or the game “What did I think (a)?”
Also in my work I use outdoor games, relay race games and many others.
3. In the classroom I also use visual methods. These include:
Observation;
Examination of paintings, natural objects;
Display of cartoons such as "Three Bears", "Funny Toys", "Who Loves What".
I also use visual methods for a secondary acquaintance with the object, consolidating the knowledge gained during observations, and forming coherent speech. To this end, I use methods such as:
Examination of pictures with familiar content to children;
looking at toys
4. I give a huge role in the classroom articulation method. It is very important that the child correctly pronounce sounds and words. For example,
Bu kurchak kechkenә.
Poppy poppy
Bir Mathur Shakmak.
Also, children complete tasks in workbooks.
The workbook is one of the main components of the UMK “We speak Tatar. A creative notebook helps a child to learn the vocabulary of the Tatar language, to consolidate speech material, attract parents to actively engage in the development of their baby. The workbook contains tasks for naming, summarizing and comparing objects to determine their size, size, quantity. For example, “Offer the dishes to the bears”, “Find a tea pair”, “Paint the clothes” and others.
In my work, I actively use folklore. Through folk nursery rhymes, songs, fairy tales, finger games, I quickly manage to achieve contact with children in order to more successfully instill skills in them, and organize game activities more interestingly.
Implementation in studying proccess health-saving technologies allows to achieve positive changes in the health status of children. With them I spend physical education, outdoor and educational games. Carrying out such games helps to improve the health of children. The rhymes of the song with movements are interesting. Quatrains about animals, nature, children are easy to remember and make physical education fun and useful. The texts that sound at physical education sessions are accompanied by movements of the arms and torso. I also do exercises for the eyes.
For convenient use, I prepared the UMK for work in the following way: after laminating, distributing the games, demonstration and handouts into envelopes, files, folders, indicating the name and purpose, and placed them in tight boxes.
Thus, the EMC ensures the unity of educational, teaching and developing goals and objectives in the process of educating preschool children. It is built on age-appropriate activities and forms of work with children. It is also aimed at mutual understanding with the family in order to implement the speech development of children. In this training set, game, information, dialogue technology and technology of problem-based learning are widely used. The use of non-standard methodological techniques contributes to the development of curiosity, activity and creative abilities of each child. Audio and video applications, aesthetically designed visual and demonstration materials and handouts provide the maximum variety of children's activities.
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1 Municipal autonomous preschool educational institution "Kindergarten of a general developmental type with priority implementation of activities in the cognitive and speech direction of development of pupils" on teaching children the Tatar language) Halimova G.S. Naberezhnye Chelny 2017
2 In the academic year for teaching children the state languages of the Republic of Tatarstan, the following goals and objectives were set: Purpose: to continue work on the implementation of the Law of the Republic of Tatarstan "On the state languages of the Republic of Tatarstan and other languages in the Republic of Tatarstan", improving the quality of children's knowledge through the implementation of the educational and methodological package ; use the most effective and acceptable forms and methods of working with children, including the use of multimedia resources. Tasks: 1. Improving the quality of children's knowledge through the use of modern developing technologies. 2. Improve work with parents, children and teachers aimed at enriching the language environment in groups and increasing its effectiveness in accordance with the EMC. 2. Form a tolerant relationship between children and adults. 3. Spiritual and moral education of children through acquaintance with the culture, traditions of the Tatar people and the peoples of the Volga region. To implement these tasks in the preschool educational institution, the following are planned and carried out: methodological measures: City workshop for educators on teaching children the Tatar language at KMO-6: "The use of ICT - technologies in teaching children the Tatar language"; - study of guidelines on the use of UMK; - requirements for the use of ICT in preschool educational institutions; - study of workbooks; - acquaintance with the audio-video sets of teaching materials for newly arrived educators; - the role of the educator in creating a language environment in the preschool educational institution; - what recommendations can be given to parents on creating a language environment at home. Open types of organized educational activities: “the use of the Tatarcha Soylashabez UMC in the educational activities of different age groups to consolidate the material covered (Kurkina E.V., Webber M.M., Vychuzhina L.V. “At the Zoo”, “Colors”, "Shop", Halimova G.S. "Kazangabarabyz". Presentation of the UMC "Tatarcha soylashabez" at the parent meeting. A review competition was held at the preschool educational institution for the best design of the stand "We speak Tatar", a competition of outdoor games of the peoples of the Volga region, a festival of games for the UMK , a quiz among educators on viewed cartoons, business game, lapbook competition for teaching materials, quest game for educators. A pedagogical council was held: “Enriching the language environment in groups and increasing efficiency in accordance with the teaching materials”. Having studied the subject-developing environment of the preschool educational institution, we can conclude that satisfactory conditions have been created in preschool educational institution 97 for learning the Tatar language: there is a room for learning languages. The educational and methodical set of the cabinet for different age groups includes: teaching aids, visual and handouts, audio-video discs, notebooks for individual work. There are ICT - games, board-printed, didactic games, puppet theater, soft toys and other aids. Watching cartoons is organized in the Tatar language classroom, in the music hall, in groups. The office is equipped with multimedia equipment. In preschool educational institutions, groups have a screen and a laptop, which are used by all group teachers, but not all teachers pedagogically competently use them in working with children in the teaching and learning department. It is recommended that groups 5, 11, 7 use ICT games to reinforce the material covered. All children of middle, senior and preparatory groups. Children actively and with great desire completed tasks on workbooks. The workbook is one of the main components of the UMK Speak Tatar, designed for children taking their first steps into the world of the Tatar language. A creative notebook helps a child: to learn the vocabulary of the Tatar language, to consolidate the speech material, attracts parents to actively engage in
3 developmental process of your baby. The workbook contains tasks for naming, summarizing and comparing objects, for determining their size, size, quantity. In all groups of preschool educational institution 97, a developing subject environment has been created that contributes to the development of children's interest in their native land, in learning the state languages of the Republic of Tatarstan. In the national corners of "Tuganirem - Tatarstan" groups, visual materials about the history and culture of the native land are presented: books by writers and poets of the Republic of Tatarstan, sets of postcards and albums with sights of the cities of the Republic of Tatarstan, products of arts and crafts. There are dolls in national costumes in all groups, but in some groups there are no dolls in national costumes. men's suit. It is recommended to replenish the developing environment with dolls in a male Tatar and Russian costume: groups 10, 3, dolls in a female Russian costume of groups 8, 9. All groups have didactic games to get acquainted with the culture of their native land, but it is necessary to expand the didactic tasks of the games by including vocabulary work , I agree with the UMK projects for different age groups: 4, 3. The groups have albums on acquaintance with the culture of the peoples of the Volga region, it is recommended to replenish the corners of groups 2 and 4 with similar albums. In all groups, there is enough material about the wildlife of the native land, it is recommended to purchase visual and didactic materials on this topic. In addition, it is necessary to replenish the centers of local history in groups of senior preschool age with portraits of famous fellow countrymen writers, poets, composers, and scientists. All groups have audio recordings of songs in the Tatar language. It is recommended that all groups have ICT - games on the teaching materials: groups 4, 3. Planning for teaching children the Tatar language is based on the educational program of preschool educational institution 97. According to the schedule of organized educational activities, the Tatar language is taught starting from the middle group 3 times a week . I plan direct educational activities in accordance with the projects of the EMC for each age group. The plan provides for the use of visual, audio and video materials of the UMK. All training is based on game techniques elements of dramatization are used. I work closely with narrow specialists and group educators. In the plans of educational - educational work in groups, the work on the implementation of the teaching materials is reflected: vocabulary work is planned daily, a list of games for repeating and consolidating the material covered. The active vocabulary of children is fixed during the OD, in regime moments, when organizing mobile, plot and didactic games, leisure and entertainment. Educators maintain relationship notebooks for the implementation of teaching materials, which reflect the topic being studied, a dictionary, recommendations for individual and group work with children to consolidate the skills of Tatar speech. It is recommended (for Tatar-speaking children) to plan more speech games, physical education sessions in the Tatar language, to introduce them to rhymes, sayings and tongue twisters of the Tatar people, to encourage children to use Tatar speech daily during routine moments (washing, dressing, table setting, etc.). The level of proficiency of Russian-speaking teachers in the Tatar language in the amount provided for by the TMC: All Russian-speaking teachers of preschool educational institution 97 were trained in the basics of the Tatar language in the amount provided for by the TMC "Tatarcha soylashabez", successfully passed the tests in the amount provided for by the Training Program of the Ministry of Defense and N of the Republic of Tatarstan, certificates are available. To consolidate knowledge, work is carried out to repeat and consolidate the material. After the classes, the teachers were asked to pass a test for knowledge of the Tatar language. All educators coped with the proposed tasks satisfactorily. A total of 14 teachers participated. Typical errors are incorrect declension of verbs, errors in the use of noun endings in the plural. To consolidate and repeat the vocabulary of the teaching staff, a dictionary of words and expressions of the Tatar language frequently used in regime moments was developed and distributed to educators. It is recommended that educators improve their knowledge of the Tatar language, use the Tatar speech when organizing regime moments. For teachers of the preschool educational institution, Tatar language courses were organized as part of the teaching materials during the academic year. 14 teachers successfully completed training on the basis of the preschool educational institution, passed the test. Educators use their knowledge in their work: they fix the material covered with the children in sensitive moments, on walks, in role-playing games. For group teachers, thematic dictionaries, plans for individual correctional work on teaching children the Tatar language in secondary, senior and
4 preparatory groups, different types of material were distributed: audio-video discs, as needed, teachers used demonstration and handout material from the Tatar language classroom, which helped to increase the level of mastering the Tatar language by children. This is reflected in the register of the issuance of CMD. According to the preschool educational institution, competitions were held Didactic games for teaching materials, Abstracts for teaching materials, Drawings for fairy tales. In all age groups, open events were shown to teachers, parents preschool . Language teaching was carried out not only in organizational forms of education, but also during walks, regime moments, in individual and correctional work, during holidays and entertainment dedicated to the Tatar writers G. Tukay and M. Jalil. At the same time, the main attention was paid not only to the memorization of individual words and grammatical structures, but also to the activation of the vocabulary in the children's colloquial speech. For this purpose, the following entertainments were held with the children: Sombely, Native Language Day, Navruz, Without Tukay onyklary, Sabantuy. Children actively participated in city competitions: Tatar kyzy, Tatar malae, Young readers (based on the works of G. Tukay). At the beginning of the school year, a survey was conducted with newly arrived Tatar-speaking parents, and during the year with all parents in middle, senior, preparatory groups, in order to identify weak links in familiarization with the Tatar culture and language. According to the results of the survey, it turned out that the parents themselves do not know their native language and culture of Tatarstan well. To solve this problem and in order to show the importance of the native language in the personal development of children for parents, consultations were held on the following topics: The use of teaching materials in teaching the Tatar language to preschool children, The use of animation plots, multimedia technologies in teaching the Tatar language to preschool children. In the academic year, kindergarten educators were trained in the Tatar language on-line Ana TV. 14 teachers received certificates of all nine levels, and newly arrived 3 teachers pass these levels, 1 teacher is waiting for registration. In order to comply with the law of the Republic of Tatarstan “On the state languages of the Republic of Tatarstan and other languages in the Republic of Tatarstan”, the educational process, registration in the halls and groups of preschool educational institutions is modern, relevant, carried out in two state languages in equal volume. There are 11 groups in the preschool educational institution, of which one group is with the upbringing and education of children in the Tatar language. It organizes the teaching of children to the native language according to the new teaching and learning method “Tuganteldäsöyläshäbez” by Khazratova F.V., Zaripova Z.M. Information 2014/ / /17 1. Number of children of Tatar nationality in preschool institutions Number of Tatar groups Number of children in Tatar groups Number of Tatar preparatory groups Number of children in Tatar preparatory groups 6. Number of Tatar groups staffed in the new academic year 7. Number of children in them Coverage of upbringing and teaching children of Tatar nationality in their native language 34% 40% 23% The teaching staff seeks to synthesize the main areas of education that are significant for the entire republic, focuses on historical, national, labor traditions . The upbringing process is built on scientific foundations and the creative approach of teachers to instill in children love for their people, their culture, their native land, and family. The tasks of national education are being solved: feelings of pride, love for the native language, the region, spiritual and moral values. In all groups of preschool educational institutions there are Tatar corners, which are decorated in a modern style, in accordance with the age of the children and the requirements for the content of the national corners "Tuganirem Tatarstan". Consultations for teachers and parents of the kindergarten of the city and region:
5 - "TCM: equipping the subject-developing environment"; - "Balalarny dәүlәt tellәrenә өyrәtkәndә ICT uennary kullanu"; - "Bilingualism in preschool childhood"; - “Learning the Tatar language by innovative technologies»; - "Creating a speech environment for teaching children the state languages", Performances at regional seminars in Nizhnekamsk: - Participation in the exhibition of didactic games on teaching materials; - printed material in the collection "The system of work of the preschool educational institution on the formation of practical skills in the Tatar language among preschoolers"; - "Role-playing game as a way to expand the social and communicative development of children"; - printed material in the collection "Introduction of preschoolers to fiction"; - "Ecology, health-saving technologies"; - "Using the materials of the teaching materials at music lessons"; - “Mәktәpkәchә yashtәge balalarny halyk pedagogikasy nigezendә tәrbiyalәү”. There were educators of our preschool educational institution, the city of Almetyevsk, Mamadysh, Nizhnekamsk, Menzelinsk, Zainsky district for educators of the preschool educational institution of the city in preschool 12. The Tatar language classroom is decorated in the national style with a rich subject-developing environment, visual demonstration, handouts, equipped with a laptop and a screen for implementation of the WMC. A cycle of didactic, educational games, GCD plans, abstracts, development of activities with teachers, children, parents have been developed, presentations are being made to present work experience in teaching materials. The implementation of the teaching materials is reflected on the website of the preschool educational institution. In general education preschool program included a program for the UMK "Tatarchasөylәshәbez". During the year, competitions of drawings, crafts based on watched cartoons, poems, and fairy tales were held with children and parents. The results of using UMK in preschool educational institutions Children use the amount of vocabulary of Tatar words according to UMK in communication with peers and adults. Teachers in the educational process create a language environment for communication, use Internet resources in their work, including multimedia materials. Parents were actively involved in the development of their child through the use of workbooks, which make it possible to learn the vocabulary of the Tatar language, to consolidate speech material in game form to maintain interest in the language. The results of diagnosing the level of assimilation of program material by children according to the teaching and learning materials "Tatarchasoylashabez" at the end of the academic year. Preparatory groups: 5.11. Examined: 34 Levels Russian groups 6.9 Tatar mother tongue Number of children: 38 4 High 17-57% 2-50% Average 13-43% 2-50% Below average - - Senior groups: (4.7) Surveyed: 40 Russian groups 4.7 Tatar language Native language Number of children: 38 2 High 19-50% 1-50% Average 19-50% 1-50% Below average - -
6 Middle groups: 3.10 Examined: 48 Levels Russian groups 3, 10 Tatar language Mother tongue Number of children: 44 4 High 20-45.5% 2-50% Average 22-50% 2-50% Below average 2-4 ,5% - Collaboration with parents in teaching children languages In the preschool educational institution, purposeful work is being carried out to involve parents in the pedagogical process. The presentation of the UMC "Tatarcha soylashabez" was presented at parent meetings. On group parent meetings questions of studying the Tatar language were also raised. In groups, stands and folders for parents were arranged, containing information about learning the Tatar language: addresses of Internet resources for teaching children and adults the language, information about the new teaching materials, (what is included in the kit, on which site you can download cartoons in the Tatar language), a dictionary of Tatar words for each age group, an exhibition of children's drawings based on cartoons in the Tatar language (group 8,6,11), photographic materials (group 5,8). A review of stands for parents was held, as a result of which it turned out that the level of design of stands in all groups is approximately the same. It is recommended to continue replenishing the stand for parents on learning the Tatar language with recommendations for parents on teaching children the language, photographic materials, products of children's creativity. A survey was conducted among parents of senior and preparatory groups about their attitude to the Tatar language. A total of 65 parents participated in the survey. Russian-speaking families made up 51 families, Tatar families 2, mixed 12 families. 4 families communicate in the Tatar language at home, 6 families communicate in two languages. The rest are in Russian. Most parents are interested in learning the Tatar language for their children. Absolutely all parents consider it necessary for a child to learn the Tatar language. 65 people know well what kind of work is done in kindergarten, 52 people fix the learned words and phrases at home. 58 people are fully satisfied with the work of the kindergarten for teaching children the Tatar language, 7 people are partially satisfied. Conclusions and recommendations: In preschool educational institution 97, satisfactory conditions have been created for teaching children the Tatar language, implementing the teaching materials “Tatarcha soylashabez”, getting acquainted with the culture of the peoples of the Volga region: In groups and the Tatar language classroom, there is a subject-developing environment for consolidating Tatar speech, developing interest in the culture of the native region, but it is necessary to continue work to enrich the environment: - to expand the didactic tasks of the games, including vocabulary work according to the projects of the teaching materials for different age groups - in all groups; - It is recommended that all groups have ICT games for teaching materials. until June 30, 2017. Responsible group educators. When planning the educational process, it is recommended to pay more attention to the activation of Tatar speech in regime moments: to plan more speech games, physical education sessions in the Tatar language, to introduce Tatar-speaking children to rhymes, sayings and tongue twisters of the Tatar people, to encourage children to use Tatar speech daily during regime moments (washing, dressing, table setting, etc. ). term constantly, responsible group educators. It is recommended that educators improve their knowledge of the Tatar language, use Tatar speech when organizing regime moments, and, if necessary, seek advice from the educator (on teaching children the Tatar language) Halimova G.S. term constantly, responsible group educators. It is recommended to continue work on teaching materials for teaching children the Tatar language. Wider use of audio recordings, video materials, both for performing tasks with children and when working
7 with parents. Expand the use of notebooks from the teaching materials kit to increase interest in the study of Tatar speech. term permanently, responsible educator (for teaching children the Tatar language Halimova G.S. and group educators. Raise the level of proficiency in Tatar speech to the minimum provided for by the TMC program for teaching the state languages of the Republic of Tatarstan. Based on the obtained diagnostic data, adjust work plans. school, responsible educators, educator (on teaching children the Tatar language Halimova G.S. Fill up stands for parents in groups: consultations on multicultural education, photographic materials from the life of the language learning group, children's drawings based on cartoons watched. To increase the level of assimilation of state languages For the new academic year of the Republic of Tatarstan, we set ourselves the following tasks: - to continue work on the implementation of the law on the state languages of the Republic of Tajikistan and other languages in the Republic of Tajikistan; - to improve the quality of preparing children for school in the context of the implementation of the Federal State Educational Standard; - to use teaching materials for teaching children the Tatar language These tasks push us to be in the constant search for new forms of work in order to form in children a steady interest in learning the state languages of the Republic of Tatarstan. Good results in teaching two state languages will appear only when the efforts of teachers and parents are coordinated. I would like to hope that soon all children will be able to communicate easily in both official languages. We will be confident in the success of our children. Conclusion: The preschool educational institution conducts systematic and high-quality work on the implementation of the Law on the State Languages of the Republic of Tatarstan and other languages of the peoples of the Republic of Tatarstan Problems, difficulties, ways to solve them: day. 2. Lack of support from parents in joint work in the formation of Tatar language skills in children. 3. To identify the best work experience of preschool teachers in teaching materials. 4. Take an active part in the competitions of the Republic of Tatarstan for the implementation of teaching materials. 5. Facilitate the dissemination of peer-reviewed author's developments to group teachers. 6. Develop new forms of work with parents to jointly teach children the Tatar language, actively use the site of the preschool educational institution to promote the teaching of children in the Tatar language. Tasks for the next academic year: 1. Creation of conditions for the conscious attitude of teachers to the language as a national cultural value through the subject-developing and language environment based on the use of teaching materials. 2. Implementation and use of educational and methodological kits in all areas to improve the quality of teaching children the state languages of the Republic of Tatarstan. 3. Ensuring the quality of work on the continuity of national education and upbringing of children on the basis of the system "Kindergarten, family and school continuity and continuity in the upbringing and education of children in their native language." Tasks: 1. To improve the system of teaching preschoolers to their native, Tatar languages, by increasing the speech development of children, the competence of leaders and teachers of preschool educational institutions. 2. The use of educational and methodological kits, ICT - technologies in all areas to improve the quality of teaching children the state languages of the Republic of Tatarstan. 3. Use teaching materials in the formation of ideas about the professions of adults in children of senior preschool age.
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