TEACH COUNCIL #3 - BUSINESS GAME

« Speech development of preschoolers in accordance with the requirements of GEF DO "

senior caregiver

Target: improvement of work in the preschool educational institution on the speech development of preschool children.

Tasks:

To make teachers aware of the need to expand their knowledge in the field of the development of coherent speech in children;

To develop the ability to design, construct the processes of development of the speech of preschoolers;

To create in the team an atmosphere of creative search for the most effective forms and methods in working with children;

Monitor the observance by teachers of the rules of the culture of speech communication, tactful behavior.

Training.

1. Carrying out thematic control « The development of children's speech in the conditions of the preschool educational institution "the purpose of which is to trace the methodological literacy of the calendar and thematic planning by teachers of all age groups, to determine the effectiveness of educational work in the preschool educational institution for the development of speech in accordance with the Federal State Educational Standard, to find out the reasons and factors that determine the quality of pedagogical work on development children's speech.

2. Analytical report on the results of the methodological week (collective views of the activities of teachers in speech development, presentations of projects).

3. Parent survey analysis.

4. Development of a draft decision of the pedagogical council.

Agenda

1. Implementation of the decision of the pedagogical council No. 2.

manager

2. "Speech development of preschoolers in accordance with the requirements of the Federal State Educational Standard." Analytical reference on the results of thematic control to identify forms and methodological techniques aimed at the speech development of the child, based on the results of the methodological week.

senior caregiver

3. Business game "Development of speech in accordance with GEF DO"

Deputy Head

4. "The teacher through the eyes of children." Parent survey analysis

senior caregiver

5. The decision of the teachers' council.

manager

The course of the teachers' council.

1. The message of the head on the results of the implementation of the teachers' council No. 2.

2.1. Message from the senior educator about speech development.

Speech development is the main indicator of a child's mental development. The main goal of speech development is to bring it to the norm determined for each age stage, although individual differences in the speech level of children can be extremely large.

The main tasks of speech development - this is the education of orthoepic culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage. However, from age to age there is a gradual complication of each task, teaching methods change. the specific weight of a particular task also changes in the transition from group to group. the educator needs to be presented with the main lines of succession of tasks for the development of speech, which are solved in the previous and subsequent age groups, and the complex nature of the solution of each task. The development of speech and speech communication of preschoolers in kindergarten is carried out in all types of activities, in various forms, both in special speech GCD, and in partner and independent activities.

2.2. Analytical report on the results of thematic control « The development of children's speech in a preschool educational institution.

Analytical report on the results of the thematic control "Speech development of children in kindergarten", conducted in the period from 25.01 to 29.01.2016.

1. Assess the knowledge of teachers on the methodology for the development of speech of preschool children.

2. Analyze the level of work planning.

3. Assess the conditions for the speech development of children.

4. Establish the relationship between the work of educators and narrow specialists.

5. Analyze the ability of teachers to involve parents in work on this topic.

6. Assess and identify positive and negative trends in the work on the speech development of children.

Basic forms and methods of control

1. Analysis of the scheduling of educators.

2. View GCD.

3. Survey study of the developmental environment in groups

Assessment Toolkit

1. The level of mastering by teachers of theoretical and practical issues on the speech development of children.

2. Literacy in writing work plans.

3. Correspondence of the subject of GCD to the subject of control.

4. Literacy of the design and content of the developing environment.

5. Creative construction of work with parents.

Questions to be checked:

1. Competence of teachers in the speech development of children.

2. Checking the documentation of teaching staff.

3. Organization of a developing subject-spatial environment in groups.

6 groups took part in the thematic check:

Early age group

Junior group

middle group

Senior group

Preparatory group No. 1

Preparatory group №2

Thematic control aimed at studying the work of teachers with preschool children on the development of speech showed:

1. The competence of teachers in the speech development of children is insufficient for

formation of the child's personality without mastering literate speech. Without specially organized training, the development of speech will be spontaneous, poor. Targeted learning includes GCD, games, individual communication. It is important to remember that the word of the educator is the main thing: how competent, expressive, rich the speech of the educator, teacher will be, how much the child will imitate the speech of an adult.

2. Checking the documentation of teaching staff

An analysis of the scheduling of work on the development of speech indicates compliance with the requirements of the program, taking into account age characteristics, and the consistency of the material being studied. Teachers are ready for GCD, they conduct them regularly. But in the morning period of time, teachers do not plan articulation, finger, breathing exercises, lexical exercises, word games aimed at expanding and activating the vocabulary of children, do not plan and do not conduct thematic entertainment in the afternoon. For the manifestation of creativity by children, role-playing games, theatrical activities are not systematically planned, evenings of riddles, didactic games for the development of the imagination are not organized.

An analysis of planning in the senior and preparatory groups showed that traditional types of role-playing games are mainly planned, which are marked by an undeveloped plot, poor in content, and often have the character of a game for just one day.

The plans for working with the families of pupils do not include individual and group consultations, conversations, the design of visual information in the parent's corner, exhibitions of special literature on the speech development of children. The exception is the early age group.

When planning role-playing games, plan the previous and subsequent work (conversations, looking at paintings and pictures, etc.). To think over the planning of games of a new generation, connected with the phenomena of social life and bearing elements of novelty. Actively manage the role-playing game: teach role-playing actions, help carry out dialogues in the process of game development, etc.

It is necessary to talk with parents, explaining to them the importance of the speech development of children and find a timely solution to correct violations in speech. Organize thematic exhibitions for pupils and parents aimed at improving the speech of children. Show creative initiative in working with parents on the speech development of pupils.

Deadline - constantly, responsible - group educators.

3. Organization of a developing object-spatial environment in groups

In groups, a subject-developing environment for the speech development of children has been created. There are sets of plot pictures on the development of speech, a variety of didactic material, a library for children.

But the created subject-developing environment is not always correctly used by teachers for collective and individual work with children on the development of coherent speech.

Each age group has a book corner, where books are placed on the shelves according to the age of the children. The exception is the middle group. In all groups, there are not enough didactic, educational, desktop-printed and creative games, factory-made and hand-made.

In the areas of plot-role-playing games of almost all groups, there is a sufficient amount of gaming equipment and attributes. Group educators carried out work on the design of play areas, the manufacture of attributes, which are subdivided according to gender-role education. Attributes, aids for games are made of environmentally friendly materials. The safety regulations have been observed. Attributes, benefits exclude the possibility of child injury. Glass, sharp, cutting and other dangerous objects are absent. But in the zone of plot-role-playing games, the appropriate conditions are not created in time for the emergence and deployment of the plot of games. Violated the principle of dynamism, renewal.

Theatrical paraphernalia is not updated and not used by educators. None of the groups has a flannelgraph and a screen for playing and showing fairy tales.

4. Evaluation of the effectiveness of GCD for the development of speech.

The main purpose of visiting the NOD for the development of speech was to study the level of development of coherent monologue speech, the formation of a sound culture of speech, and the identification of methods and techniques for working with children.

Early age group. The program content corresponded to the age and knowledge of the children. GCD was aimed at enriching the children's vocabulary, activating coherent speech. The following methods and techniques were used in the lesson: a surprise moment, didactic game, performance of nursery rhymes. Basically, the children in the lesson were active, followed the instructions of the teacher. Children showed interest in the events taking place around and from joint activities, expressed verbal and non-verbal means: joy, delight, sadness.

In the 2nd junior group of GCD for the development of speech "Telling about toys." The program content corresponded to the age and knowledge of the children. GCD was aimed at enriching the children's vocabulary, activating coherent speech. The following methods and techniques were used: a story about a toy, work on the sound culture of speech.

The GCD was methodically not quite correctly built, there was no dynamic pause, the moment with the story about the toy was very long. There are few forms of organization of children's speech activity. Children have insufficient vocabulary, the sound side of speech is poorly developed. The speech of children is monotonous, weak skills of talking about the toy.

In the middle group, in conducting GCD for the set goals, the educator used only game methods and techniques. appropriate for the age of the children. The children were interested in changing activities.

In the senior group, GCD was carried out methodically correctly, the speech of the educator is clear, emotional. The program content corresponded to the age of the children, the GCD is aimed at enriching the vocabulary of children, activating coherent speech. The following methods and techniques were used: storytelling, viewing the picture, work on the sound culture of speech. .

In the preparatory group No. 1, the educator used the following mnemonic techniques to enrich the vocabulary of children, to activate coherent speech: story, retelling, question-answer. The children were active, followed the instructions of the teacher, showed interest in activities.

In the preparatory group No. 2, the GCD on teaching literacy was aimed at improving the skills of children in the sound analysis of words using schemes, highlighting stressed sounds in a word.

Thus, the thematic control showed that the speech development of children in the preschool educational institution corresponds to the average level of program requirements and the requirements of the Federal State Educational Standard. Many children have not formed coherent speech, the signs of which are content, logic, consistency. Most children have a problem with the development of the sound side of speech, which is not only a prerequisite for the formation of the grammatical structure of speech, literacy, but also an indicator of the speech development of the child as a whole. Therefore, some children experienced difficulties in presenting the material.

It is necessary to build a GCD on a game basis. The impact of this or that game on the children largely depends on the personality of the educator, on his interests and inclinations.

He said that the scope of one or another method of influence can increase to a maximum, or can be reduced to zero, depending on who uses this method and how. Only those educators who have mastered the methodology of the game can skillfully direct the playing activity of children.

Without an exciting game, there can be no country of childhood. The more diverse and interesting the games of kids, the richer and wider the world around them becomes, the brighter and happier their life is.

The certificate was compiled by: senior educator

Chairman of the Thematic Control Commission:

Head of MBDOU "CRR - d / s No. 2" Firefly "

Members of the Thematic Control Commission:

Deputy head according to NMR

Teacher speech therapist

Familiarized:

2.3 Business game for teachers of MBDOU for the study of GEF DO

Target:

To intensify the mental activity of teachers in the knowledge of the main provisions, concepts and principles of the Federal State Educational Standard;

To identify the level of professional readiness of teachers for the introduction of the Federal State Educational Standard;

Develop the ability to argue your point of view.

Equipment: cards with questions, signal cards for assessing the speaker: green – “you are well versed in the aspects of GEF”, red – “You need to pay attention to the main provisions of the document, to systematize some knowledge and skills in this area.

After that, the teachers are divided into 2 teams.

business game consists of five parts. Each stage is regulated. At the end, a summary is given. The winners are celebrated. The host reminds the rules of the game:

Be able to listen to others;

Develop a common solution to the issue;

Take an active part in the game;

Do not dispute the jury's assessment;

Observe the culture of speech and tact;

Stick to the rules.

Game progress.

Before the start of the game, the deputy head asks each participant a question. Time is given for preparation. The answer is evaluated by colleagues using signal cards. If the answer is correct, teachers raise a green card, if the answer is incomplete or incorrect - red.

1. How many educational areas does the Federal State Educational Standard provide?

2. Name the direction of development and education of children that is missing according to the Federal State Educational Standard:

b) speech development;

c) artistic and aesthetic development;

d) physical development.

(cognitive development)

3. What does not apply to the types of children's activities for children 3-8 years old?

a) manipulation with objects;

b) cognitive research;

c) perception of fiction and folklore.

4. Choose the correct ratio of the mandatory part of the Program and the Part formed by the participants in the process:

5. What is the main direction of the development of the child according to GEF DO:

a) subject development;

b) personal development;

6. Determine the time for the implementation of the OOP DO:

a) from 65% to 80% of the time spent by children in kindergarten;

b) only during classes;

c) can be implemented during the entire time the children stay in the organization.

7. What educational area does the development of communication and interaction of a child with an adult and peers belong to?

b) cognitive development;

c) speech development;

e) physical development.

8. What educational area does the acquaintance with the book cull belong to?

a) social and communicative development;

b) cognitive development;

c) speech development;

d) artistic and aesthetic development;

e) physical development.

9. What educational area does the perception of music, fiction, folklore belong to?

a) social and communicative development;

b) cognitive development;

c) speech development;

d) artistic and aesthetic development;

e) physical development.

10. Restore the correct structure of the document:

b) a program of psychological and pedagogical support for positive socialization and individualization;

c) a program for the upbringing and education of children.

12. Name what is not the main section of the Program:

a) target;

b) installation;

d) organizational.

13. What is the purpose of the DO Standard?

a) formation of knowledge, skills;

b) the formation of the integrative qualities of the individual;

c) targets for preschool education.

14. What is not a direction of correctional work and/or inclusive education?

a) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

b) qualified medical care;

c) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

15. What is pedagogical diagnostics (monitoring) not aimed at?

a) individualization of education;

b) final diagnosis for school;

c) optimization of work with a group of children.

16. Why is gaming activity not included in any of the educational areas in the current GEF DO?

(At preschool age, the game is the leading activity and should be present in all psychological and pedagogical work, and not just in one of the areas).

17. What educational area does the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (nutrition, hardening, forming good habits) belong to?

a) social and communicative development;

b) cognitive development;

c) speech development;

d) artistic and aesthetic development;

e) physical development.

18. What educational area does the development of imagination and creative activity belong to?

a) social and communicative development;

b) cognitive development;

c) speech development;

d) artistic and aesthetic development;

e) physical development.

II part.

"What, when and why?"

Express survey "FSES DO"

PUT ON SLIDES

Questions:

1. What is the number and date of issue of the Order of the Ministry of Education "On approval of the federal state educational standard for preschool education" (October 17, 2013 N 1155)

2. What age children (subject to appropriate conditions) can attend pre-school educational organizations? (from 2 months - up to 8 years)

3. What is the difference between correctional work and inclusive education?

4. List 5 educational areas - directions for the development of the child according to the Federal State Educational Standard (social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development)

5. How do training and development correlate in accordance with GEF? (learning leads to development)

6. GEF assumes an activity approach. What is the structure of any activity, including children's? (motive - goal - means - action-result-reflection)

7. Basic requirements for RPPS? (saturation, transformability, multifunctionality, variability, accessibility and safety)

8. In what form are the requirements of the Standard to the results of the development of the Program presented? (targets)

9. What is the purpose of assessing the individual development of children? (to solve the following educational tasks: 1) individualization of education (including support for the child, building his educational trajectory or professional correction of the features of his development); 2) optimization of work with a group of children).

10. What are the main means of developing the speech of children in kindergarten (according to GEF DO)

11. What are the main areas of work on the development of children's speech in kindergarten (according to GEF DO)

III part.

Discussion with workshop elements

"Formulation of the rules for conducting speech-type classes with children"

The facilitator invites each group to read the handout

"Five rules for conducting GCD with children."

Subsequent tasks:

1) Number the rules according to their importance from 1 to 5. Justify your point of view.

2) Expand the memo by 1-2 positions. Justify your ideas.

Memo "Five rules for conducting classes with children"

1. GCD (Class) is a joint activity with a child, aimed at something interesting and useful for his development, not in the form of a school lesson.

2. The basis of individually oriented learning is a variety of activities for children.

3. At the end of the lesson, it is necessary not only to clarify what the children have learned, but also to find out what remains to be learned.

4. There is a need to connect classes with everyday life, with the subjective experience of children.

5. Cyclicity is important: a periodic return to the already passed, familiar.

The overall result is announced, the presenter thanks for participating.

Vpart.

The decision of the pedagogical council is discussed and approved:

4. The decision of the pedagogical council.

1. Use the creation of problem situations during the conduct of directly educational activities and in the independent activities of children, encouraging the activation of children's speech activity.

to all educators at all times

2.Summarize the experience of teachers of middle, senior, preparatory groups "The use of mnemonics in the development of speech"

to all educators at all times

3. Organize a permanent training seminar "Development of speech in accordance with GEF DO". senior educator from 01.02.2016

4. Create file cabinets for reading fiction.

to all educators by April 1, 2016.

5. In working with parents, use an individual approach, taking into account the personal characteristics of each family.

to all educators at all times.

Card of professional skills of the educator

No. p / p

Criteria for evaluation

FULL NAME. educator

Knowledge of program tasks for the development of coherent speech in children of their age group

Creation of a SPRS on speech development

The culture of speech of the educator

Planning, organizing and conducting GCD on the development of children's speech.

The level of interest of children;

MOTIVATION

The level of mastery of the teacher's methods and techniques for the development of coherent speech of children

Reflection GCD

Software Compliance

The teacher uses methods and techniques for the development of coherent speech of children

Knowledge of methods and techniques for the development of coherent monologue speech in children using visual modeling

Organization and conduct of organized educational activities for the development of monologue speech of children

Planning work with parents to solve the problems of the development of coherent speech of children

Forms of work with parents on speech development problems

Application of modern educational technologies

CONCLUSION

Literature:

1. Lopukhina, I. S. 550 exercises for the development of speech. St. Petersburg: KARO, 2004;

2. Omelchenko of mnemonics techniques in the development of coherent speech / Speech therapist. 2008. No. 4;

3. Polyanskaya T.: Using the method of mnemonics in teaching storytelling to preschool children - Publishing house: Detstvo-Press, 2010;

4., Khomenko for the development of coherent speech of preschoolers (a manual for teachers of preschool institutions), 2004;

5. Tkachenko schemes in compiling descriptive stories / Preschool education. 1990. No. 10. S.16-21;

6. theory and practice of speech development of a preschooler. - M .: TC Sphere, 2008.

Literature:

7. Lopukhina, I. S. 550 exercises for the development of speech. St. Petersburg: KARO, 2004;

8. Omelchenko methods of mnemonics in the development of coherent speech / Speech therapist. 2008. No. 4;

9. Polyanskaya T.: Using the method of mnemonics in teaching storytelling to preschool children - Publishing house: Detstvo-Press, 2010;

10., Khomenko for the development of coherent speech of preschoolers (a methodological guide for teachers of preschool institutions), 2004;

11. Tkachenko schemes in compiling descriptive stories / Preschool education. 1990. No. 10. S.16-21;

12. theory and practice of speech development of a preschooler. - M .: TC Sphere, 2008.

Senior teacher: Ptashkina O.N.,
MBDOU d / s No. 2 "Rainbow" Krasnoarmeysk
Thematic teachers' council of 05/06/2015
"Problems of the development of speech of preschoolers and ways to solve them."
Purpose: to improve the work on improving the educational process aimed at the formation of coherent speech of children, to outline ways for further effective activities in this direction. To systematize the knowledge of teachers on the problem of the formation of coherent speech of children.
Plan of the teachers' council.
1. Greetings from teachers.
2. On the implementation of the decision of the teachers' council "The use of health-saving technologies in a preschool educational institution."
3. Speech by the senior teacher Ptashkina O.N. "Actuality of the problem of speech development of preschool children" accompanied by a presentation.
4. Analytical report on the results of the thematic control "Speech development of children."
5. Methodical piggy bank (from the experience of educators):
5.1. I retell the training.
5.2. Learning to compose a story from a picture.
5.3. Method of visual modeling-mnemonic tables.
5.4. Learning poems with children.
5.5. Formation of sound culture of speech.
6. Practical part:
- Development of a memo "Factors of successful speech development"
- The game "Mysterious schemes".
7. Adoption of the decision of the teachers' council.
8. Reflection.
The course of the teachers' council
1. Greetings from teachers. Exercise "Gift" Senior educator.
Good afternoon, colleagues. I am glad to welcome you to our teachers' council, the theme of which is "Problems of speech development of preschoolers and ways to solve them."
Today, nature pleases us with good and warm weather, and I want to please everyone and set them up for productive work with a small but warm gift. I also want all of you to give each other warm gifts, and we will give them in turn by means of pantomime. We depict our gift and pass it on to our neighbor on the right (ice cream, flower, etc.).
On the implementation of the decision of the teachers' council "The use of health-saving technologies in a preschool educational institution." Head of d / s.
The relevance of the problem of speech development of preschool children. Senior educator.
"All the tasks of developing the speech of preschool children (enriching the vocabulary, forming the grammatical structure of speech, sound culture) will not achieve their goal if they do not find their final expression in the development of coherent speech." /Ushakova OS/ Almost everyone can speak, but only a few of us speak correctly. When talking to others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as a person. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most urgent. Today, figurative speech rich in synonyms, additions and descriptions in preschool children is a very rare phenomenon. There are many problems in the speech of children:
Monosyllabic speech consisting of only simple sentences. Inability to construct a common sentence grammatically correctly.
Poverty of speech. Insufficient vocabulary.
The use of non-literary words and expressions.
Poor dialogic speech: the inability to correctly and clearly formulate a question, 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, etc.
Bad diction.
The speech culture of the teacher also plays a very important role in the development of speech. Employees ask children examples of correct literary speech:
The speech of the teacher is clear, clear, complete, grammatically correct;
The speech includes a variety of samples of speech etiquette.
Parents do not understand their function - communication with the child should begin from birth and before his birth, in the prenatal period.
In African countries, up to three years old, children are ahead of European children in speech development, because they are behind their mother, attached to her - a comfortable stay contributes to successful development.
Goals and objectives of speech development of preschoolers. Viewing a presentation.

Results of thematic control.
Brief information on the results of the thematic control "Speech development of children".
Methodical piggy bank.
Speeches of educators from the experience of working with children:
"Learning retell."
"Learning to compose a story from a picture."
"Method of visual modeling-mnemonic table".
"Learning Poems with Children"
"Formation of sound culture of speech".
Practical part:
Development of a memo "Factors of successful speech development"
The participants are divided into two teams. The 1st team develops a memo for teachers, the 2nd - for parents.
Factors of successful speech development of children
Memo for teachers Memo for parents
1. Teachers to create pedagogical conditions for the development of speech. To develop and encourage all forms of speech activity of children both in the classroom and outside the classroom.
2. Apply special exercises and games to form the perception of the phonemic side of speech: learn to determine the place of sounds in a word, the place of stress, the distinguishing features of phonemes, the number and sequence of sounds and syllables.
3. Teachers model the correct speech pace by offering samples of pronunciation of colloquial speech, excerpts from literary works, fairy tales, poetic forms, proverbs, riddles, tongue twisters, tongue twisters, etc.
4. Stimulate the child's appeal to an adult, a peer with questions, messages, motives.
5. Work with works of art, teach children storytelling. Pay special attention to the development of creative storytelling.
6. To promote the development of speech in the game and the reflection of literary images in role-playing games for children.
7. To ensure the development of the most complex lexical meanings, conveying both the immediate state and shades of emotional states, in the process of dramatization of children's literary works.
Emotional communication with the child from the moment of birth.
Create conditions for communication with other children.
The speech of an adult is an example to follow.
Develop fine motor skills of the hand, this leads to the development of the child's speech.
Joint games of an adult and a child.
Reading fiction, learning poetry.
Satisfying the child's curiosity. Answers to all his whys.
Reciting poetry with hands. (finger games)
Game "Mysterious schemes"
What joke is encoded in this scheme?
"Water, water"

Divide the teachers into two teams.
task for each team:
Solve the riddle according to the scheme:
"Riddle (hedgehog)"

Under the pines, under the trees, a bag of needles runs.
"Cucumber (mystery)"

Without windows, without doors, the upper room is full of people.
4543425920752 task: Make a table for the poem "Summer":
Summer, letok has come to us.
It became dry and warm.
Straight down the track
walking barefoot.
Adoption of the decision of the teachers' council.
Approximate decision of the teachers' council:
1. Continue to create conditions in the preschool educational institution for the development of children's speech:
- replenish the groups with didactic games for the development of speech
(responsible group educators, term during the school year)
- arrange stands for parents "Development of coherent speech of a preschooler" (responsible group teachers term - May, June) .- Use models and schemes for the development of coherent speech of preschoolers in practice.
2. Reflect in the calendar plans individual work on the development of coherent speech of children. (responsible senior educator, analysis of calendar plans monthly)
3. To increase the level of development of coherent speech, use effective forms of work.
(responsible head of kindergarten, senior educator)
4. Recommend that educators, when holding parent meetings at the end of the year, reflect the problem of “Speech development of a preschooler”.
Reflection.

Attached files

Pedagogical Council Prepared and conducted by the senior educator of MBDOU No. 29 Vasilenko S.B.
Topic: The development of speech in preschool children.
Purpose: To identify the level of professional theoretical preparedness and practical activities of teachers in the development of children's speech in the conditions of modern requirements for the organization of the educational process.
Board plan:
1. Introduction
2. Discussion of the results of thematic control
3. Analysis of the questionnaires of the parents of pupils of the preschool educational institution
4. Organization of a developing speech environment in a preschool educational institution to improve the child's speech communications. (DOU teachers from work experience)
5. Business game "Speech"
6.Presentation of albums "Tell a story"
7. The decision of the teachers' council.
Opening speech of the senior teacher.

Today, figurative speech rich in synonyms, additions and descriptions in preschool children is a very rare phenomenon. There are many problems in the speech of children. 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.
Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech is, the easier it is for him to express his thoughts, the wider his ability to cognize the surrounding reality, the more meaningful and full his relationship with peers and adults, the more actively his mental development is carried out. Therefore, it is necessary to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted forms of the Russian language.
Any violation of speech to one degree or another can affect the activities and behavior of the child. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, indecisive. Of particular importance is the correct, clear pronunciation of sounds and words by children during the period of literacy training, since written speech is formed on the basis of oral speech and the shortcomings of oral speech can lead to academic failure.
Read More
Business game "Speech"
With the participation of a fairy-tale character
Task 1. "A game test to determine the knowledge, skills and abilities of educators.
Name the forms of speech. (dialogical and monologue)
What skills are developed in dialogue?
What forms of work are used in teaching children connected speech?
The speech of one interlocutor, addressed to the audience?
Task 2 "Draw a proverb using a diagram"
Task 3 "Say the proverb correctly"
The son of a leopard is also a leopard.
You can't hide a camel under a bridge.
Be afraid of a quiet river, not a noisy one.
Task 4. Selection of antonyms and synonyms.
Board decision:
Continue to create conditions in the preschool educational institution for the development of children's speech
Reflect in calendar plans individual work on the development of coherent speech.
To increase the level of development of coherent speech, use effective forms of work.

Municipal budgetary preschool educational institution

"Kindergarten "Fairy Tale"

Teachers Council on the topic

"The development of speech of preschoolers: problems, solutions"

Prepared and hosted:

senior educator

E.V. Demidova.

Art. Oblivskaya,

2017

Target: Increasing the competence and success of teachers in teaching the development of speech in preschool children.

Council agenda:

1 . "Speech development of preschool children»

2. Analytical report on the results of thematic control- art. teacher Demidova E.V.

3. Analytical information on the results of the competition "Speech corners" - art. educator E.V. Demidov

4. "The use of mnemonics, mnemotables in working with children" - educator E.V. Laschenkova

5. Mini-game "The teacher's speech is special" - speech therapist Okuneva N.S.

6. Business game "Speech development of preschoolers" - art. teacher Demidova E.V.

7. Internet games - educational psychologist M.N. Bognyukov.

8. The decision of the teachers' council.

The course of the teachers' council:

I would like to start the teachers' council with the words of L.S. Vygotsky.

"There are all the factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech."

1. "The development of speech of preschool children» - Art. teacher Demidova E.V.

Recently, the question of the use of innovative technologies in preschool educational institutions has been increasingly raised, since the introduction of innovations in the work of a kindergarten helps us to implement a personality-oriented approach to children, ensuring the individualization and differentiation of the pedagogical process, taking into account their abilities and level of development. Today the focus is on the child, his personality, unique inner world. Therefore, we set ourselves the goal of choosing the methods and forms of organization of the educational process that optimally correspond to the goal of personal development. The task of teachers is to create conditions for the practical mastery of colloquial speech for each child, to choose such teaching methods and techniques that would allow each pupil to show their speech activity, their word creation. The activities of the teaching staff of our kindergarten are aimed at developing communication skills in preschoolers, a culture of communication, the ability to briefly and easily formulate thoughts, obtain information from various sources, and create a language environment that contributes to the emergence of natural communication needs.

There is no need to talk about the importance of speech as one of the most important mental functions in human life. We all know how important the period of preschool childhood is for the development of children's speech. It is at preschool age that language becomes the main means of establishing contacts with others, and non-speech forms (gestures, facial expressions) begin to play a supporting role.

The main tasks of speech development - the education of a sound culture of speech, the enrichment and activation of the dictionary, the formation of the grammatical structure of speech, the teaching of coherent speech are solved throughout the preschool age.. The formation of coherent speech is one of the main tasks of the speech education of a preschooler. The development of a child's coherent speech occurs in close relationship with the development of the sound side, vocabulary, and grammatical structure of the language.

It is known that speech is a necessary component of communication, during which it is formed.

Coherent speech - the construction of coherent statements of various types - reasoning, narration; the ability to structurally build a text, develop a plot through a series of paintings, connect parts of an utterance in different ways of connections grammatically correctly and accurately.

The development of coherent speech: the solution of this problem is associated with the development of two forms of speech - dialogic and monologue. In the development of dialogic speech, special attention is paid to the formation of children's ability to build a dialogue (ask, answer, explain, etc.), while using a variety of linguistic means in accordance with the situation. For this, conversations are used on a wide variety of topics related to the life of a child in a family, in kindergarten, etc.

It is in the dialogue that the ability to listen to the interlocutor develops, to ask a question, to answer depending on the context. All these skills are also necessary for the development of monologue speech of children.

The central point in the development of such speech is teaching children the ability to build a detailed statement. This involves the formation of elementary knowledge about the structure of the text (beginning, middle, end), ideas about the relationship between sentences and structural links of the statement. The latter is an important condition for achieving the coherence of a speech statement.

Mastering monologue speech is a priority for the full preparation of the child for school and, as many scientists and teachers note, is possible only in conditions of purposeful learning.

Speech develops in different types of activities: in classes on familiarization with fiction, with the phenomena of the surrounding reality, in literacy, in all other classes, as well as outside of them - in gaming and artistic activities, in everyday life.
When using ICT in the classroom for the development of speech even for younger preschoolers, their interest increases significantly, and the level of cognitive abilities increases. Multimedia presentations make it possible to present educational and developmental material as a system of bright reference images. The Internet sites serve as an assistant for the development of the speech of preschoolers. Here you can find an illustrated dictionary for the development of children's speech and story albums, which are mainly intended to increase the vocabulary of children; didactic games and exercises, class notes, various illustrative material, both static and dynamic (animations, videos).

In order to implement the tasks of forming the components of oral speech, teachers need to actively use the project method with the use of fairy tale therapy technology in the development of speech and communication skills of pupils. During the project, in order to develop the oral speech of preschoolers in the classroom for retelling fairy tales, children are invited to look at a collage for a fairy tale, then work with an intermediate (lightweight) mnemonic table for compiling a retelling, and then with a mnemonic table with complications. As a result of using this technology, children do not experience difficulties in retelling works. The fairy tale therapeutic effect in the lesson is achieved by a combination of three components of the image of a fairy tale, a fairy tale atmosphere: the musical image of a fairy tale, the image of a fairy tale space (lighting effects), the actual telling of a fairy tale and the demonstration of fairy tale characters in a table theater. The latter is helped by the organization in groups of mini-museums "Visiting a Fairy Tale". The implementation of this project contributes not only to the development of oral speech of pupils, but also to a positive communicative experience of interaction with peers.

2. Analytical report on the results of thematic control
"The development of speech in children in a preschool educational institution"

The certificate was prepared by: senior teacher Demidova E.V.
In the MBDOU "Kindergarten" Skazka "in the period from February 20 to February 28, 2017, a thematic control was carried out on the topic: "The development of speech in children in a preschool educational institution", in order to determine the state of the speech environment in the preschool educational institution and the development of the speech of preschoolers in accordance with the Federal State Educational Standard preschool education. The check was carried out by: senior educator - Demidova E.V.
Thematic control was carried out in all groups of the kindergarten. The following questions were analyzed:

• the system and variability of planning work on the development of speech and the education of communication skills of preschoolers;
• the availability and variety of benefits for the development of speech and the education of communication skills of preschoolers;
• a system of work on the development of speech and the education of communication skills in preschool children, the ability to competently organize and conduct directly educational activities and joint activities with preschoolers.

The following forms and methods of control were used:

• analysis of calendar plans with children;
• analysis of documentation management in groups in this area (long-term planning, planning of individual work with preschoolers, planning of work on additional education and work with parents of pupils in this area);
• organization of a developing environment in accordance with the requirements of the Federal State Educational Standard;
• analysis of directly educational activities and joint activities with preschoolers;

The thematic review revealed the following. The tone of communication among children is friendly and calm. In children, restraint in gestures and facial expressions is observed in communicating with each other, they try to listen to the teacher, or without interrupting the children, waiting in line. Although there are cases of inattention, inability to listen. Children observe speech etiquette from their personal experience, or at the prompt of the teacher (in all groups). These are words of greeting, gratitude, requests, apologies.
Children communicate in different ways: mainly for any activity. They are able to communicate with a subgroup of children on the organization of play activities.
There are cases of a disciplinary reason for communication (conflicts among themselves about physical interventions, the division of toys or other material).
Children are very trusting, they have no secrets from their peers and educators, so they willingly tell about themselves and their families.
The topics of conversations in subgroups of children are about books, games and joint activities, about toys (in all groups). About life in kindergarten, about life around, about objects, it is most often observed in the conversations of a group of children with a teacher.
An analysis of the characteristics of children's communicative skills showed that children have a command of speech patterns to establish contact, there is initiative and targeting of speech.
Along with the results of the examination of children, it is necessary to note the professionalism of educators.
The tone of communication of educators is dominated by benevolent, calm. Teachers are attentive to children's questions. They use speech etiquette in communication, thereby setting a positive example for children. When children speak, educators give children the opportunity to speak without interrupting them. At the same time, in rare cases, there is strictness in posture, facial expressions and gestures.
After analyzing the results of the reasons for the communication of educators with children, we can conclude that the organizational one is most often used (in order to organize a group of children for educational activities, conducting regime moments); and for any activity (for a game, work assignments, individual work with children). These two occasions of communication are very closely intertwined.
The disciplinary reason for communication is also present in all groups, but less often (with regard to the discipline of individual children). The positive experience of teachers in using a disciplinary reason in a benevolent, restrained form, using successful methods (involvement in labor activity, assignment, individual conversation, explanation, joint activity with the educator) was noted.
An analysis of the interaction of teachers with children during GCD showed that the speech activity of the teacher is predominant. The cognitive and speech activity of the children themselves during educational situations is insufficient. This means that teachers have not fully created the conditions for children's initiative, curiosity, interest and activity.
Educators use different topics of conversation both with one child and with a subgroup of children: about the child himself, his family, about objects and toys, about life in kindergarten, about life around him.

It is planned to develop dialogical speech through the examination of paintings and illustrations, familiarization with the subject environment, familiarization with nature. The dialogue goes through role-playing games, speech games, dramatization games, theatrical activities, tasks are planned for the culture of communication.
At the same time, individual work (indicating the last name and first name of the child) on the development of speech and the formation of communication skills of preschoolers (younger, older groups) is not planned enough; work in the book corner - book repair, exhibition design (junior, middle, senior, preparatory groups); individual and group conversations with children (senior group); acquaintance with fiction (senior, preparatory groups).
The planning of work with parents in the younger, middle and older groups is traced: consultations, conversations, advice to parents.

Conclusion on thematic control.
The thematic control carried out showed that the problem of the development of speech and communication of preschoolers is relevant and it is solved in the preschool educational institution: through GCD, free activities of children, through regime moments, during walks.
In groups, conditions have been created for the speech activity of children: didactic and role-playing games, theatrical activities, group and individual conversations are organized. Accumulated illustrative visual material.
However, it is necessary: ​​to pay attention to the system of planning work with children and parents in groups, the use in practice of models and schemes for the development of coherent speech of preschoolers, the development of a culture of communication with adults and peers, the creation of optimal conditions in the classroom for the manifestation of cognitive and speech activity of children .
Offers:

1. Use in practice the models and schemes for the development of coherent speech of preschoolers.

2. Plan in calendar plans and carry out individual work (indicating the name and surname of the child) on the development of speech and the formation of communication skills for preschoolers (younger, older groups); work in the book corner - book repair, exhibition design (junior, middle, senior, preparatory groups); individual and group conversations with children (senior group); acquaintance with fiction (senior, preparatory groups).

3. Include in the plan of work with parents measures to expand their pedagogical experience in the development of communicative competence among preschoolers.

4. Mini-game “The speech of the teacher is special” - speech therapist Okuneva N.S.

Every adult and his speech behavior is a role model. Do not forget that there are children next to us, watch your speech and help your child master the culture of their native language. We must not allow the children to hear from you and me, and then they themselves say "my last name, ten chickens, I undressed my boots, go ahead of me." Adults using the conversational style are not aware of their phonetic sloppiness. Meanwhile, they must take care of the correct speech environment from which the child absorbs pronunciation patterns,

occupies a special place in the Russian language stress . It is like the beating of a heart. We don’t remember it until someone distorts the word with the wrong placement of stress - it immediately loses its rhythmic pulse, and sometimes even its meaning.

Very often there are doubts about the placement of stress. In this case, a dictionary is invaluable help.

Game - training "Accent"- write words under dictation, place stress. (Catalog, prettier, loop, beet, orphans, cement, call, start, started, sheet, call, alphabet, argument, contract, leisure, ring, catalog, quarter, start, loop, percentage, dancer, belt, pamper).

Game - contest "Correct mistakes".

“Children run to the kindergarten. You run after them. Get out of the house. Ride on a fox. See how I drive. Take care of me. Let's play together. You need to put the spatula here, put it down. I'm cleaning my coat. How many times do I have to tell you to wait for me.

Blitz - quiz "Feel the difference".

“I woke up early in the morning and started getting ready for work. First, she began to dress (to put on or put on), she began to ..... she began to wear a hat .... And then she began to son (to put on or put on). What can you wear? What about dressing up? (someone: child, brother, doll).Wear something, dress someone.

Let's talk about intonation expressiveness. Once a man was brought to the ancient Greek philosopher and sage Socrates, about whom he had to express his opinion. But the visitor was silent all the time. Socrates exclaimed: “Speak so that I can see you!” Indeed, very often the first impressions of a person are formed under the influence of his voice. The voice is a mirror of a person, a powerful means of influence. The tone of voice has an exceptional role in oral speech, especially when working with children.

5. Business game for educators "Speech development of preschoolers" - art. educator E.V. Demidov

Description of work: D spruce game is aimed at increasing the professional competence, pedagogical skills of educators in the implementation of the tasks of speech development of preschool children.
Target
Improving work on the speech development of preschoolers in the Establishment.
Tasks:
To increase knowledge, professional competence, pedagogical skills of educators in the implementation of the tasks of speech development.
Develop the ability to discuss and agree on the proposed issues, tasks. To develop the creative activity of the participants.
Game Attributes : Team emblems, badges of captains, crossword puzzles, black box, reproductions of paintings (I.I. Levitan "Golden Autumn", V.M. Vasnetsov "Alenushka", A.K. Savrasov "The Rooks Have Arrived", K.S. Petrov- Vodkin "Morning Still Life"), cards for working with proverbs and sayings, protocol forms for the jury.
Rules of the game: Know how to listen to others.
Develop a common solution to the problem.
Take an active part in the game.
Do not dispute the jury's assessment.
Observe the culture of speech and tact.

Stroke:
Team distribution. The choice of captains. Presentation of the jury, presenter.

1 task.

In 1 minute, come up with a team name and motto.

2 task. Theoretical part.

Balloons with questions hang on a tree. Four people from each team come up to the tree and take question balls and answer them. The jury evaluates the correctness of the answer and the time.

Questions:

1. List the tasks for the development of speech of preschool children.

• Vocabulary Development
• formation of the grammatical structure of speech
• education of sound culture of speech
• development of coherent speech
• preparing children for literacy
• development of speech breathing, expressiveness

2. What do we mean by the development of the speech of a preschooler?

• The development of the speech of a preschooler is work on all aspects of speech.

3. What is a dialogue?

• Dialogue is a conversation between two or more people. A dialogue is also called a literary work in the form of a conversation.

4. What is a monologue?

• Monologue - (from the Greek monos - one and logos - speech) - the speech of the character, mainly in a dramatic work, turned off from the conversational communication of the characters and does not imply a direct response, unlike dialogue; speech addressed to the audience or to oneself.

5. What is the name of a figurative, short saying that aptly defines a phenomenon (saying)

6. What is the name of a short story, most often poetic, allegorical content with a moral conclusion (fable)

7. What is the name of the main type of oral folk art, artistic narrative of a fantastic, adventure or everyday nature (fairy tale)

8. what is the name of oral folk art, folk wisdom (folklore)

2 task "Black box"

Leading: The role of working with works of fine art in the development of such a quality of coherent speech as figurativeness is great. Since the formation of the aesthetic perception of works of art affects the use of means of artistic expression in different types of expression - description, narration, reasoning. The ability to connect, interestingly, in an accessible form to convey to children the content of the picture is a necessary quality of the teacher's speech.
The black box contains reproductions of paintings, which are used to compose a descriptive story. The team needs to guess the name of the picture and its author.

Exemplary stories of educators
1. The canvas depicts a characteristic Russian landscape. A calm day in the middle of autumn. The sun is shining, but not so bright. A Russian expanse opens up before your eyes: fields, groves, a river. The artist depicted the forest, “like a painted tower, lilac, gold, crimson ...”, and found an expressive multicolor of colors to describe the charming autumn season. The gold of the foliage beautifully sets off the clear water of the river and the blue of the sky. The smooth surface of a slowly flowing river is not yet disturbed by a gusty cold wind. In the river, as if in a mirror, coastal trees, bushes and the high sky are reflected. The picture captures a warm, windless day. Everything breathes silence and autumn peace.

2. The plot of the picture is inspired by the theme of orphanhood, the suffering of children, a Russian folk tale. Before us is a girl who ran away from home into a thicket to a deep pool in order to cry out the insult inflicted by evil people, to grieve about her hard life. Evening. The dawn is fading. Twilight descends on the young pines, on the darkened water. A girl sits alone on a rock. In her drooping figure, in her swarthy sad face, grief and suffering are expressed. Dark, wide-open eyes are covered with tears, the look is motionless, silky brown hair scattered in tangled strands over the shoulders, fingers tightly clenched around the knees. She is poorly dressed. She is wearing an old, torn caftan, a faded blue jacket, her feet are bare, and it is already autumn outside. Nature is in tune with the mood of the girl. Silenced sadly, young birches and aspens froze around. Early autumn. The first time of the withering of nature. Yellowed leaves fall on the mirror surface of the water. Swallows chirp softly over the girl's head, as if trying to calm her down and dispel her sadness. Peaked young pines, sharp sedge stems, as it were, guard the girl, protect her from evil people. The general tone of the picture is not bright, it is dominated by dark green and red-brown colors. The picture is very poetic.

3. The picture makes a special, sincere impression. Emanates from her with something close and dear. Before us is a modest rural landscape. In the foreground, on the shore of a pond covered with melting porous snow, old crooked birch trees lined up in a row. Rook nests are located on their bare branches, and the owners of these bird houses are fussing around. In the background, a log fence illuminated by the spring sun is visible, and behind it rises the bell tower of the village church. And further, to the very forest, there were brownish fields with sweets of unmelted snow. This modest landscape is filled with transparent spring air ringing from the rook's hubbub. It is felt in high, gently blue clouds, and in the dim light of the sun. The air smells of spring.

4. Before us is a wooden table, cleanly scraped by someone's caring hand, a pink table. It exudes a subtle smell of wood. On the table is a small samovar, a glass on a saucer, eggs, a bouquet of wildflowers, a flashlight and a box of matches. Objects lie in front of us at a glance. The facets of a samovar polished to a shine sparkle merrily. In its mirror surface you can see the reflection of the table. Sun glare plays on a glass of tea, on eggs, on a flashlight, on a vase. In a transparent glass vase - a bouquet of wild flowers: blue, as if bowing before us, bluebells and yellow daisies, like small suns. In the upper corner, the artist placed a large, red, lop-eared dog. A smart dog is patiently waiting for his master, who is invisibly present in the picture. It seems that he is somewhere nearby. The whole picture shines like a transparent sunny morning. It is full of bright light, peace and purity. Why the feeling of joy becomes even stronger.

Answers

1.I.I. Levitan "Golden Autumn"

2.V.M. Vasnetsov "Alyonushka"

3.A.K. Savrasov "The Rooks Have Arrived"

4.K.S. Petrov-Vodkin "Morning Still Life"

3 task. dramatization

Leading: A fairy tale is a powerful tool for the speech, cognitive, artistic and aesthetic development of a child. The fairy tale helps children to understand what is good and evil, courage and cowardice, mercy and cruelty, perseverance and cowardice. Children easily recognize fairy tales by characters, passages, illustrations. Your task will be more difficult. One team needs to show a staging of a fairy tale using non-verbal means of communication (gestures, pantomime, facial expressions); the other must guess its name. Then the teams change places.
Such tasks develop creativity and imagination in children. Children become more free, liberated.

4 task. Crosswords on the topic "Speech development of preschoolers"

Crossword number 1
1. Speech, the story of one person.
2. Horizontally. Creating a new word based on another single-root word using a prefix, suffix.
2.Vertical. Part of speech denoting an object, object, phenomenon.
3. Type of story, which begins with a general definition and name of an object or object, then comes a list of features, properties, qualities, ends with a final phrase that evaluates the subject or expresses an attitude towards it.
4. A small literary work in prose, description, narration, history.
5. The method used by the teacher in the classroom for the development of speech, which uses questions, explanation, conversation, the story of the teacher.
6. Words that are different in sound, but close in meaning.

Answers: 1. Monologue. 2 horizontally. Word formation. 2 vertically. Noun. 3.Description. 4. Story. 5. Verbal. 6. Synonyms.

Crossword number 2
1. Words that are opposite in meaning.
2. A type of story in which children must develop a plot that unfolds in time and in a logical sequence.
3. A person who writes books creates some kind of work.
4. Part of speech, which denotes the action of the subject.
5. The method used by the teacher in the speech development classes, in which children are shown toys, objects, pictures, photographs, drawings, slides, etc.
6. Conversation between two people.
7. Type of oral folk art, a question or task that needs to be addressed.

Answers: 1. Antonyms. 2. Narration. 3.Author. 4.Verb. 5. Visual. 6. Dialogue. 7. Riddle.

5 task. A game

Team captains are invited to conduct a word game, finger gymnastics.
Game options
Word game "Finish the word"
Children sit in a circle. The leader throws a ball to someone and says the first syllable of a word, for example: "Ma ...". The child to whom the ball is thrown catches it and adds to the syllable such an ending that in the aggregate would make up a whole word. For example: the leader says: “Ma ...”, the catcher answers: “... ma” (Mom) - and throws the ball to the leader. The words must be chosen short and familiar to the children, at the beginning of the game the presenter can say that these will be the names of those who are standing in the circle. Di-ma, Mi-sha, Sve-ta, Le-na, etc. Gradually, over and over again, the game can be complicated by introducing words of three syllables. For example: the leader says: “Ma ...” and throws the ball to the child, the one who catches it answers: “shi” and throws the ball to another player. He finishes the word: “on” (Ma-shi-na) and throws the ball to the leader, etc.

6 task. Working with proverbs

Leading: In the speech development of children, a large place is given to proverbs and sayings. Proverbs and sayings have ample opportunities for developing a child's conscious attitude to the semantic side of the word. Understanding and using proverbs and sayings involves mastering the figurative meaning of words, understanding the possibility of their application to various situations. It is in proverbs and sayings that a huge moral and aesthetic potential is laid. They are not large in volume, but capacious in meaning. Using proverbs and sayings in their speech, children learn to express their thoughts and feelings clearly and eloquently.
The facilitator invites team representatives to choose cards with tasks
Card number 1

1. Happiness is not in gold. (Hen Ryaba)
2. Whose mansions, that and bread. (Three Bears)
3. Do not believe the speeches, where there is too much honey, do not be too self-confident. (Kolobok)

1. The son of a leopard is also a leopard (Africa) -The apple never falls far from the tree
2. You can’t hide a camel under a bridge (Afghanistan) -Murder will out
3. Be afraid of a quiet river, not a noisy one (Greece) -Still waters run deep

Card number 2
Choose a fairy tale for the saying that fits it in meaning.
1. Together twice, any business, friends argue. (Turnip)
2. In tight quarters, but not offended. (Mitten)
3. I wanted to be a wolf in sheep's clothing, but it didn't work out. (The wolf and the seven Young goats)
"Translate" proverbs into Russian.
1. Silent mouth - golden mouth (Germany) -The word is silver - silence is gold
2. He who asks will not get lost (Ireland) -Language will bring to Kyiv
3. A scalded rooster runs away from the rain (France) -Burnt in milk, blowing on the water

7 task. Bank of ideas

All participants are invited to replenish the Bank of Ideas by answering the question: How to build partnerships with parents of pupils on the speech development of children, what activities can you offer? (Discussion)

Summing up the business game
The jury discusses the answers and evaluates them. Not only their correctness is taken into account, but also the behavior of team members during the discussion, correctness, clarity, literacy and expressiveness of speech.
The host announces the overall result (according to the jury), gives small souvenirs, thanks for participating.

Bibliography
1. Development of speech and creativity of preschoolers: Games, exercises, lesson notes / Ed. O.S. Ushakova. - M .: TC Sphere, 2001.
2. Reference book of the senior educator / ed.-comp. ON THE. Kochetov. - Volgograd: Teacher, 2013.
3.Ushakova O.S. Methodology for the development of speech in preschool children / O.S. Ushakova, E.M. Strunina. – M.: Humanitarian. ed. center VLADOS, 2004.

The decision of the pedagogical council:

1. To create conditions in MBDOU for the development of speech activity of children, encouraging them to verbal communication with adults and among themselves.

1. Teachers should continue to work on the formation of communicative and speech activity in preschoolers through the use of a variety of methods and techniques, to involve parents in the work.

/ term: constantly, otv: tutors /

1. Use tables of mnemonics in the development of children's speech in the educational process, and in sensitive moments.

/ term: constantly, answer: educators /

municipal preschool educational institution

Krasnogorsk kindergarten "Skazka"

PEDAGOGICAL COUNCIL

Improving the speech development of children's speech through gaming technologies in the context of the implementation of the Federal State Educational Standard

Purpose: improvement of work in the preschool educational institution on the speech development of preschool children.

Tasks of the pedagogical council:

Activation of forms of advanced training for preschool teachers.

To analyze the state of work on the speech development of children in preschool educational institutions, to outline ways to improve in this direction

Systematization of teachers' knowledge about the features of modern forms and methods of work on the development of speech of preschoolers

develop the ability to design, construct the processes of speech development of preschoolers;

5. to create in the team an atmosphere of creative search for the most effective forms and methods in working with children;

6. monitor the observance by teachers of the rules of the culture of speech communication, tactful behavior.

Preparing for the teachers' council

1. Preliminary work:

Seminar - workshop: "Organization of work with a picture with children of preschool age.

Thematic control "Speech development of a preschool child in a preschool educational institution in the context of the implementation of the Federal State Educational Standard"

Visiting the educational process for the development of speech.

The study of methodological literature on this issue

Conducting the competition "Best Book Corner"

2. Homework

Recall the tasks for the development of speech in each age group, methods and techniques for familiarizing preschoolers with fiction

Prepare a didactic manual or a didactic game in one of the areas of speech development

Agenda:

1.Theoretical part:

1. The relevance of the problem of speech development of preschool children

2. An analytical report on the results of a thematic check to identify forms and methodological techniques aimed at the speech development of the child.

3. Parent survey analysis.

4. Summing up the results of the competition - teacher-speech therapist Zateeva G.F.

2.Practical part:

Business game "Speech is getting poorer - that's the question - GEF will help us."

Responsible: Art. teacher Motorina N.V.

6. The decision of the pedagogical council

The course of the teachers' council:

1. The relevance of the problem of speech development of preschool children

The problem of the development of speech of preschool children at the present stage of development of society is especially significant.

The demand of the current century is the availability of certain technical skills, the need to know the language of machines.

Our speech every decade becomes drier, more boring, poorer, more monotonous and reduced to the use of a minimum vocabulary. An avalanche of technical innovations hastened this sad process of impoverishment and distortion of speech. Question: how not to lose the beauty and imagery of speech? is key in this case.