"Techniques for enriching the vocabulary of preschool children." Synopsis of a vocabulary enrichment lesson for preschool children

The goal is to practically use didactic games and game techniques during logocorrective work aimed at the most effective activation, clarification, enrichment of the vocabulary of middle preschool children suffering from motor alalia.

Tasks:

- enrichment, clarification and activation of word formation of children's vocabulary;

Enrichment, clarification and activation of the children's verbal vocabulary;

Enrichment, clarification and activation of the vocabulary of nouns in children;

Enrichment, clarification and activation of the vocabulary of adjectives in children;

Enrichment, clarification and activation of the numeral in children;

Learning to understand and use prepositions and particles in speech;

Specially selected and developed by us didactic games and game techniques meet the tasks that solve the previously indicated areas and methods of logo-correction work.

The complex of games presented below offers game techniques for practical acquaintance of children with the use of nouns in speech, introduces children to the concept of “word”, teaches children to distinguish between the concept of “living” and “non-living”. At the same time, the game gives the speech therapist the opportunity to set an additional goal for himself, for example, grouping objects according to their characteristics or purpose, working on different types of word meanings (conceptual, situational, emotional). These games teach children to use the plural of nouns, distinguish the gender of nouns, and are also aimed at creating and reinforcing generalizing concepts. Also, these games teach the use of case forms.

Who is it? What is it?

Purpose: clarification, enrichment of word formation of the dictionary of children, teaching children the correct use in speech of words denoting a living and inanimate object.

Equipment: living or inanimate objects (table, book, toys, birds, fish, etc.)

Game description: A speech therapist addresses the children: “There are many different objects around us. And we can ask about each of them. I will ask you, and you answer me with a question: What is this? The speech therapist points to various inanimate objects: books, toys, a table. “How can you ask about these items?” (What is it?).

The speech therapist says: “And now I will ask you differently: who is this?” The speech therapist points to living objects: a bird, a fish, a nanny, children - and asks the children: “How can I ask? (who is it?). I will name different objects for you, and you will ask me questions about these objects. The speech therapist names living objects, and the children ask the question "who?". Thus, the speech therapist gradually brings children to the concepts of "alive" - ​​"inanimate".

The speech therapist puts a girl and a doll next to each other and asks how the girl differs from the doll. Children name the difference and together come to the conclusion that the doll is inanimate, a toy, and the girl is a living being. Next, a toy bear is compared with a live bear drawn in the figure. It turns out that the bear toy is inanimate, and the drawing depicts a living bear. Summing up, the speech therapist concludes: all words denoting inanimate objects answer the question “what?”, And the words denoting living objects answer the question “who?”.

Consider the drawings.

Purpose: to consolidate in the speech of children words denoting living and inanimate objects.

Equipment: subject drawings depicting living and inanimate objects, flannelgraph.

Description of the game: The speech therapist puts all the subject pictures on the flannelograph and asks the children to carefully consider them. After that, the speech therapist gives tasks:

1) name pictures depicting living objects, put questions to them;

2) name pictures depicting inanimate objects, ask a question.

Complicating the game: the game is played without relying on drawings. The speech therapist selects different words (living and non-living) and calls them mixed up. Children should put a question to these words. The most active are marked at the end of the game.

What did they hide?

Purpose: enrichment, activation and clarification of the word formation of the children's vocabulary and the correct use of nouns in speech.

Equipment: models of vegetables, fruits, flowers.

Game description: Flowers, vegetables and fruits (2-3 pieces) are laid out on the table. Children are invited to carefully consider what is on the table, and remember what is where. Then the children turn away, and the speech therapist hides one object. The child must answer what is hidden. (you can answer in one word).

Name what I'm pointing to.

Purpose: enrichment and activation of word formation in children's vocabulary and teaching them the correct use of nouns.

Equipment: real and toy furniture.

Description of the game: the teacher seats the children so that they see individual pieces of furniture in front of them, and offers to name them. If this is difficult, the speech therapist himself names the object and invites one of the children to transfer, for example, a doll, to a sofa, etc. After that, you can offer a riddle: “A boy came to kindergarten, sat down and invited another boy to sit next to him. What were they sitting on? (on a bench, on a sofa).

Who will bring the items faster?

Purpose: clarification and activation of word formation in children. Development of skills for classifying lexical topics "Vegetables-Fruits".

Equipment: replicas of vegetables and fruits.

Description of the game: players sit on chairs, 2 chairs are placed opposite, 5-6 items from two different categories are placed on them: vegetables - carrots, cabbage, cucumber; fruits - apple, pear, cherry. Two empty chairs are placed at a distance. Two children from each team stand near the chairs with objects and on a signal: one, two, three - take the vegetables! - begin to transfer the necessary items to the empty chairs opposite. The winner is the one who more correctly and earlier transfers all the items that belong to the named category and names them.

How do we dress?

Purpose: activation of word formation with words on the lexical topic "Clothes". Teaching the correct use of nouns in speech.

Equipment: items of children's clothing.

Description of the game: each child thinks of some item of clothing, for example, a scarf, a skirt, panties, a T-shirt and quietly calls it to the speech therapist so that other children do not overhear (the teacher makes sure that the children do not choose the same thing). Then the teacher talks about something, for example: “Vasya was going to sled and put on himself ....” interrupting the story, he points to one of the participants in the game. He names the item of clothing that he conceived. Other children must judge whether the boy dressed correctly.

What's with what?

Purpose: clarifying the word formation of children and teaching the correct use of nouns in speech. Phrasal language development.

Equipment: Various household items. (key, plate, hammer, etc.)

Description of the game: the child is invited to find something from which they eat soup, how they open a lock, how they hammer nails, etc.

Children's speech pattern: Soup is eaten from a plate. The lock is opened with a key.

Pair drawings.

Purpose: activation of the dictionary, word formation in children.

Equipment: paired drawings of household items.

Description of the game: 1 option. The speech therapist shows the child a drawing, and the child must find the same one and name it correctly. The game continues until the child names and returns all the drawings.

Find what you need.

Purpose: activation of word formation, vocabulary of children.

Equipment: A set of subject drawings.

Game description: Distribute a set of pictures to the children: a basket, a spoon, a towel, a sled, etc. The speech therapist says: “Vova went for a ride down the mountain. What did he take with him? (Sled). The child who has the desired drawing must answer with a word or phrase.

Whose children?

Purpose: to fix nouns in the active dictionary of children

Didactic game

as a means of enriching the vocabulary of preschoolers.

At preschool age, one of the main tasks of upbringing and education is the teaching of the native language. Correct speech is the most important condition for the comprehensive development of the child. In the system of work of the preschool educational institution for the development of speech, the enrichment of the dictionary, its consolidation and activation occupy a large place. And this is natural. The word is the main means of communication and a form of self-expression of the child. It serves as a means of regulating his behavior. With the help of the word, the child learns the natural and objective environment. Improving verbal communication is impossible without expanding the child's vocabulary. For the development of the vocabulary, constant communication between adults and the child is important. The volume and quality of a preschooler's vocabulary depend on how complete his communication is. The active lifestyle of the child provides fertile material for expanding the vocabulary: excursions to the theater, circus, zoo, etc.

The development of speech in a child occurs with a certain gradualness. So the assimilation of parts of speech occurs with the following sequence: nouns are usually the first words, verbs appear almost simultaneously with nouns, adverbs - a little later. Some forms of pronouns appear very early and are firmly assimilated. Adjectives begin to be used in speech much later, then adverbs, numerals and function words. Participles and participles are learned only at school age.

Linguists divide children into age groups, highlighting the stages in the formation of vocabulary in children.

Second junior group. Three-year-old children are constantly in the process of increasing their vocabulary. If at two years old a child has a vocabulary of 250-300 words, then at three years old he usually has 800-1000 words.

middle group. By the age of four, the active vocabulary reaches 1900 - 2000 words.

older age. By the age of five, the vocabulary increases to 2500 - 3000 words. Generalizing words appear in the active vocabulary, children correctly name a wide range of household items.

preparatory group. Children of senior preschool age have a large vocabulary -3000 - 3500. These are mostly words that are most often used when communicating with others.

Thus, at preschool age, a child must master a vocabulary that would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, etc. Therefore, preschool pedagogy considers the development of a vocabulary in children as one of the important tasks of speech development.

At preschool age, play is of great importance in the speech development of children.

“The game is a fantasy world, freed from despotism and suppression of adults, the world of discovering repressed desires, the world of realizing the unrealizable” (A.S. Spivakovskaya). Game methods are quite diverse. The most common technique is the didactic game. These games contribute to the development of cognitive activity. Didactic game is a strong stimulator of mental and communicative activity of children. It allows you to consolidate the knowledge and skills of preschoolers, apply them in practice, teaches them to work independently, observe the norms of speech etiquette, and activates creative activity. Didactic games are characterized by the presence of an educational task. Adults are guided by it, using this or that didactic game, but they clothe it in a form that is entertaining for children.

I use didactic games to solve all the problems of speech development. They consolidate and refine the vocabulary, change and form words, exercise in making coherent statements, develop explanatory speech. In these games, the child finds himself in situations where he is forced to use the acquired speech knowledge and vocabulary in new conditions. They are manifested in the words and actions of the players. A didactic game is an effective means of consolidating grammatical skills, since, thanks to the emotionality of the conduct and the interest of children, they make it possible to exercise the child many times in repeating the necessary word forms.

Depending on the material, didactic games can be divided into three types: games with objects (toys, natural material, etc.), printed board games and word games. It should be noted that all these games can be successfully used to activate the vocabulary of preschoolers. Games with objects are most accessible to children of primary preschool age, since they are based on direct perception, correspond to the child’s desire to act with things and thus get to know them, in addition, the child names the objects he sees with desire. The child begins to play these games at an early age and does not lose his interest in them throughout the preschool childhood. At younger preschool age, many games with toys are accompanied by movements, which corresponds to the characteristics of the perception and thinking of the child.

Board printed games, as well as games with objects, are based on the principle of visibility, but in these games, children are not given the object itself, but its image. The content of board games is varied. Some types of lotos and paired pictures introduce children to individual items (transport, clothing), animals, birds, vegetables, fruits, their qualities and properties. Others clarify ideas about seasonal natural phenomena (lotto "Seasons"), about various professions (the game "What does anyone need?"). Like a didactic toy, a printed board game is good when it requires independent mental work.

Word games are the most complex: they are not connected with the direct perception of the subject, in which children must operate with ideas. These games are of great importance for the development of a child's thinking, since in them children learn to express independent judgments, draw conclusions and conclusions, not relying on the judgments of others, and notice logical errors. For example, “Finish the sentence”, “Say the opposite”, “Say it affectionately”.

Word games are held mainly in older groups and are very important for preparing children for school, as they require and, therefore, develop the ability to listen carefully, quickly find the right answer to the question posed, accurately and clearly articulate their thoughts, and apply knowledge.

Independent use of a diverse vocabulary obtained in the classroom and in didactic games is carried out in the everyday communication of preschoolers. The role of the educator here is to organize meaningful communication, to pay attention to the speech of children, to its vocabulary, to ensure that the child uses all the richness of the accumulated vocabulary.

In preschool educational institutions, teachers actively use various types of didactic games to develop the vocabulary of preschoolers. It should only be noted that teachers should select game material in accordance with the individual and age characteristics of children and the tasks of vocabulary work.

Thus, the use of didactic games contributes to the development of children's speech activity. The development of the speech of preschoolers during play activities is an attempt to teach children lightly, joyfully, without coercion.

Prepared by: teacher MBDOU kindergarten No. 65 "Pinocchio"

Goals:

Educational:

1. Formation and expansion of the semantic word "fish"

Correctional

2. Development of visual perception, phonemic hearing and perception of auditory memory.

Educational

3. To cultivate the ability to listen to the end of a comrade without interrupting him.

Equipment:

1. Sound doll.

2. Paintings depicting fish.

3. Volumetric fish.

4. Spiked ball

5. Object pictures depicting a mouse, a sparrow, an airplane, a comet.

6. Illustration depicting the proverb "Without labor, you can't even take a fish out of a pond."

I.Organizational moment.

Rules of conduct in the classroom. We pass the ball in a circle, we will name our rules.

listen carefully

Speak clearly, clearly

Don't interrupt each other

write neatly

speak expressively

Respect everyone's opinion.

II. Breathing exercises

1. Let's start the truck r - r - r

2. let's drive a passenger car r '- r '- r '

What kind of sound are we working with?

Show on the sound puppet.

Describe the sound.

III. Gymnastics for the mind

I made a word

Here is his diagram

Determine the word according to the scheme.

IV. Inflection. Fall structures. Development of visual attention

1. Who is in the picture? (answer in full)

2. Who is not in the second aquarium?

3. Find two identical fish. Whom did we find a match for?

4. Who did we see through the waves?

5. Look at the fish through the waves. Who do you admire?

6. Find out the subject by the contour. Who are we going to talk about?

Who or what can be called a fish?

Fish swim in the water

Constellation "Pisces"

A man can be called a fish

There is a domino position with this name.

V. Development of phonemic hearing.

Guys, you have sheets of cardboard and figurines of fish in front of you. Imagine that cardboard is an aquarium. Let's put as many fish in the aquarium as there are words with the sound "r" you will hear:

cancer, water, wave, shell, seaweed, seagull.

How many fish do you have in the aquarium? Why?

VI. Formation of related words.

What shall we name the little fish? (fish)

Name the fish affectionately (fish)

What do we call a big fish?

Rowan grew by the water

And the river flowed, rippled

In the middle - depth

Walked there ... (fish)

What is the fish soup called? (fish)

What about fish fat? (fishy)

What is the name of the person who fishes? (fisherman, angler, fisherwoman, fisherman)

Where did the fisherman go early in the morning? (fishing)

What kind of hook is needed to catch fish? (fishing)

What is the name of the village where the fish live? (fishing)

What does an angler do while fishing? (fishing)

We came up with the words - relatives.

Without which word would these words not exist? (without the word fish)

VII. The naming of words denoting the action of the subject.

What are the fish doing in the water?

They swim, dive, splash, frolic, play, hide, breathe, eat, breed.

You have come up with action words.

VIII. Gymnastics for the eyes.

• The fish are having fun

In clean warm water

(Children “draw” a wave on the wall with their eyes:

first one way, then the other)

• They will shrink, they will unclench

(frequent blinking of eyes)

• They will bury themselves in the sand

(rub hands and

close your eyes with warm hands

IX. Dynamic pause.

The opposite game

• I will tell you what to do, and you do the opposite.

Hands down!

Raise your right hand, your left hand.

Clap your hands (stomp your feet)

Stomp their feet (children clap their hands)

Climb up! (children squat down)

Hands back!

Raise your right hand, left!

Get off your chairs!

Get up!

X. The name of the words - signs of the subject. The words are the opposite.

We did everything the other way around, and now we will invent words - the other way around. All these words should contain the sounds r′-r.

Ball tossing game.

The fish is ugly, terrible - beautiful;

tiny - huge, huge;

slow - swift, fast;

quiet, calm - playful, frisky, nimble;

faded, inconspicuous - bright;

one-color - multi-colored;

cocky, fighting - cautious.

What words did you use? (these are signs of the subject)

XI. Agreement of an adjective with a noun. Phrase work.

Fish that live in an aquarium are called ... (aquarium)

What kind of fish live in the river? (river)

And in the lake? (lake)

And in the sea? (marine)

In the ocean (oceanic)

XII. Work on the polysemy of the word.

All fish are different, but they all have the same body parts.

What do all fish have? (body, head, gills, fins, scales, tail)

Not only fish have a tail (children are given pictures of a fish, a fox, an airplane, a girl, a bird, a comet).

XIII. Verbal logical tasks.

You have done well today. But after all, as you know, “Without labor, you can’t even catch a fish from a pond.”

• Reading a proverb
• Assemble a proverb from individual words.

Help me complete the proverbs and sayings that contain the word "fish":

Fight like a fish on ... ice.

Neither fish nor fowl.

Birds of a feather flock together.

It's like... a fish.

XIV. The development of connected speech.

I wonder what would happen if the fish suddenly started talking, what would they tell us?

Synopsis of the frontal lesson

Theme: "SPRING"

Softwarecontent

Target: enrichment of the dictionary on the topic "Spring".

Tasks:

Correctional and educational - to enrich the vocabulary of children, to consolidate children's knowledge about the signs of spring, about migratory birds, about the first spring flowers.

Correctional - developing - to develop the ability to hear the teacher, to form the ability to coordinate adjectives in gender, number and case, to develop speech hearing, to form a holistic impression of the image in the picture, to develop dialogical speech.

Correctional - educating - to work on perseverance, attention, memory, the ability to work independently.

Equipment: demonstration material - a painting by A. K. Savrasov “The Rooks Have Arrived”, reference pictures about spring.

Lesson progress:

Organizational moment: Hello, children! For our lesson, I learned a very interesting poem. Now I will tell it, and you listen carefully and think - what is it about?

Spring has come in the snow

On wet carpet.

Scattered snowdrops,

She sowed grass.

Badger families by the deadline

Raised from the minks.

birch sap

I gave it to the guys.

I looked into the den:

Get up, bear!

Breathed on a branch -

Time to get green!

Now spring is beautiful

Calling from all over

Geese, swifts and storks,

Cuckoos and starlings!

Did you like the poem? What is it about? Now I will read it again, and you try to remember the signs of spring.

Now the child will sit down who will tell me one sign of spring.

1. Do you remember how it was in the poem:

Now spring is beautiful

Calling from all over

Geese, swifts and storks,

Cuckoos and starlings.

Guys, who are these - geese, swifts, storks, cuckoos, starlings? (birds)

What do we call these birds? (migratory)

What do you know about them? (they fly to warmer climes in the fall, and return in the spring, begin to build nests, breed chicks)

Right. And what migratory birds do you see in the painting by the Russian artist Alexei Kondratievich Savrasov? (rooks)

What are they doing? (they build nests, are going to breed chicks, fly, scream, carry twigs and blades of grass in their beaks)

What signs of spring do you see in the picture? (the sky is gray, covered with clouds, but blue gaps are visible among the clouds, the sun's rays break through them, the snow melts, it became loose, wet, dirty, streams ran, water stands among the trees, it's early spring).

and let's check - do you know any other signs of spring - I will call the sentence, and you will continue it, finish it. Whoever finishes the sentence must stand up.

Icicles under the sun (melting)

Snowdrifts from solar heat (settle)

Buds on trees (swell, burst)

In the spring, bird nests (build, twist)

Bear from hibernation (wakes up, wakes up)

Birds of chicks (bred, fed)

Ice on the river (melting, cracking, bursting)

Trees in the gardens (bloom) in spring

On the thawed patches the first flowers (bloom)

Insects after winter (come to life)

In the fields people rye (sow)

From under the ground the first grass (breaks through)

Well done boys! Tired a little? Let's warm up! Repeat after me!

Outside the window, the icicle is melting (4 jumps on toes, hands on the belt)

The wind tears the clouds to shreds (hands up, tilts left, right)

Unclenching, unclenching (hands in front, in front of the chest)

Maple tight fists (elbows down, clench, unclench fists)

He leaned against the window (4 jumps)

And the snow barely melted (tilts left - right)

I have a green palm (turn to each other)

Maple will stretch before anyone else! (shake hands)

Sit down. Tell me - what three spring months do you know? Now we learn something new about them! Listen to the poem carefully and think about what it is about:

March - the beginning of spring,

Awakening of nature

Drop ringing

And melting white snow.

Women's holiday is beautiful,

The smell of yellow mimosa

The chirping of birds in the trees

And streams the first call!

What is this poem about? I will now read it again, and you will listen to it and name the signs of March.

April breaks the ice

Ice drift rumbles

The flood will cover

Water meadows.

Primrose tender

Decorate the earth

Carry away

Cold, ice and snow!

What is this poem about? I will now read it again, and you will listen to it and name the signs of April.

May - with flowering gardens,

yellow dandelions,

With young grass

The first May thunderstorm

Happy Victory Day people,

May Day fireworks

With sowing on arable land

And soft foliage.

What is this poem about? I will now read it again, and you will listen to it and name the signs of May.

5. Let's solve riddles!

White peas on a green stem. (lily of the valley)

On a green fragile leg

The ball has grown by the track.

The breeze rustled

And dispelled this ball. (dandelion)

It grows under the snowdrift

Drinking snow water. (snowdrop)

He is both stepmother and mother,

What is the name of this flower? (coltsfoot)

What one word can we call riddles? (flowers)

What are these flowers if they appear in spring? (spring, first)

What color are the stems and leaves of all these flowers? (green)

What color is a lily of the valley flower? (white)

What color are coltsfoot and dandelion flowers? (yellow)

What good fellows you are! And now we need to rest a bit - we will get up from the tables, move to the carpet and stand in a circle.

1, 2, 3, 4 (4 steps back)

Widen the circle (widen the circle)

And now we are streams (running in circles)

Let's run a race.

We hurry straight to the lake, the lake will become large (spread the circle)

Get in the circle again (narrow the circle)

Let's play in the sun (running in a circle)

We are cheerful rays (stretch on toes, hands up)

We are frisky and hot (jump on toes, hands on the belt)

Have a rest? Now sit down at your desks.

What did we talk about today? (about spring)

And what happens in the spring?

The sun shines brightly

Snow is melting

streams run

The first flowers bloom

8. See how many new and interesting things we have learned! Do you think your parents know what you now know? Let's check! Tell your parents everything at home - everything you know about spring!

9. Homework in a notebook - learn a poem, shade spring flowers, name 5 signs of spring.

Appendix

Differentiation of sounds [d] - [g], [t] - [k].

Pronunciation of sounds [d] - [g], [t] - [k] in words:

G a d al to a G aze t a brie G a d a d ra G una G la d iolus G rani t g about d s d oro G a G lo shopping mall a G op d th d at G a G ra d sleep to

G lo t about to g oro d about to about t wa G a G RU dk a G ors t och to but by G about d a

G udo to ra d at G a G runes t g mustache t oh av G mustache t floor G about d a

I G about d a shopping mall Ah d about kt op

Pronunciation of sounds[d] - [g], [t] - [k] in phrases:

G lo t about to from with t a to ana

G olo d nye G dove

G ornaya d oro G a

about tg a d ah for G a d point

G a d ae t on the to ar t Oh

rass t e G well t and I to ur shopping mall a

on G well t th G WHO [t] b

pronunciationsounds[d] - [g], [t] - [k] in sentences:

On by d about to unnie to e s t oi t G orsho to with to a kt mustache.

T RU d but descent to a t go with to RU t oh G ora.

I G ryzu sla [t]k wow to aramel.

At To is he d ra t a to ur shopping mall a to oro shopping mall ova t a.

From G ib d oro G and - take G and but G and.

To he s t at to zero to ops t ohm y to stigmas.

To api t en to uvi ship d ate about G onet to May to a.

Sun to we are to a t we go to to he to ah on for to dug to a shopping mall e.

In av G mustache t e hour t oh I visit t G roses.

G blue G line d I visit t in to career for G oro d ohm.

G ruzovi to walked along G ornoy d oro G e.

My ba G up to dos t avili in wa G he drove d a.

G oro[ t] in the evenings G ori t about G yami.

I have G uara bys t rye d line paws.

To urn-autumn to ii E G op to and sun to Arab to rushed to G op to y.

pronunciationsounds[d] - [g], [t] - [k] in the texts:

Tk e t shopping mall Ah shopping mall ani

on the pla t OK T but not.

So to from birch t e to,

Ste to from birch to.

By d oro G her d at td ro G and,

D ro G and e d at t on d oro G e.

To a to ruby with t al G wound t,

To a to a G a t- wine G ra [t].

D RU [k] for d RU G ohm,

To RU [to] behind to RU G ohm.

If a where e- t oh no t to about G about- t about,

Mean t, kt about- t about where e- t about eu t b.

T ol to about where e or e t about t kt about- t about

And to at d and he mo [to] climbed t b?

smell tto is he d and t ep

Nut mus to a t nym,

D about kt op in challah t e -

Le to ars t vom priya t nym.

G rustic to lone be G emo t

G rustic G poe hair t

song G rustic pre G rustic:

I love la G eye in to oral.

On the very pen to res shopping mall e

visi t to ol d un t rex G lazy,

He neither to about where not smo t ri t

T time G eyes right away.

Otherwise there would be an eternal dispute -

To at d and the world is calling us t decoration

T at to, t at to, molo t about to,

Do not mind it G elevate to ov fr t about to.

T at to, t at to, t at to,

And in the d me shopping mall at and in to abl to.

G os t b one with t taught by to ryshe,

G os t b d RU G oh w oh to nose t taught,

But to about where but in d thief I went out

T about G os t she doesn't feel good t spoke.

Beale by to ryshe d oh d and to re dk ii,

Pus t oh it was and t a little,

With t autumn elm shopping mall oh

me pos t at to willow in about to but.

Dale to oh left d RU [G],

G rustic with t hello all in to RU [to].

With to scientifically to a to without d RU G a,

Company to osh to om view G a.

On in to Pobe hall G y,

Behind to I speak on the b G at:

"Dru [to], it's time to come t b,

On the d sick with to teaching t b!”

Not t, in vain we decided

Pro to a t and t b to about t and in the car:

To about t to a t a t don't get used to to -

Opro to inul G ruzovi to.

References:

Gerasimova A.S., Zhukova O.S., Kuznetsova V.G. “Speech therapy encyclopedia of a preschooler. For children 1-6 years old. - St. Petersburg: Neva Publishing House. 2004.

Uspenskaya L.P., Uspensky M.B. “Learn to speak correctly. Book for students. At 2 o'clock. Part 2. - M .: Education: JSC "Tucheb. lit., 1995.

1. The methodological literature on the issue under consideration was studied and a catalog was compiled (attached)

2. Were compiled (made ) (Supplied)

Summaries of classes;

Perspective work plan;

Consultations for parents;

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The work on enrichment, consolidation and activation of the vocabulary occupies a significant place in the general system of speech development of children. Without expanding the vocabulary, it is impossible to improve their verbal communication.

Strengthening the principle of developmental education at school imposes certain requirements on preschool education.

For the successful education of a child at school, it is necessary that the system of the native language, its elements act as an object of his conscious activity. Therefore, one of the tasks of the development of speech in kindergarten is the formation in preschoolers of an initial, elementary knowledge of linguistic reality, on which teaching at school can rely.

In the development of the dictionary, a large place is occupied by classes on familiarization with the environment, with nature, various observations, excursions, conversations, during which knowledge and ideas are formed and refined in children.

Learning the world around, the child learns the exact names (designations) of objects and phenomena, their qualities and relationships. Thus, a feature of the speech and vocabulary development program is that it is essentially connected with all sections of the kindergarten education program and its implementation is provided for in various types of children's activities.

Work on a dictionary is closely connected with the development of cognitive activity, but it should be, first of all, a work of language. This means that when working on a word, it is necessary to take into account the actual linguistic characteristics of the word, namely polysemy (because most words in the Russian language have polysemy), as well as synonymous and antonymic relations.

The speech of preschool children differs from the speech of adults. Often the child tries to comprehend the words himself, giving them a different meaning, for example: “A loafer is a person who makes boats”, “A village is where there are a lot of trees”, etc.

Working with polysemantic words is part of dictionary (lexical) work. Its purpose is to ensure the actual language, speech development, improvement of language proficiency. In addition, the disclosure of the semantic richness of a polysemantic word plays an important role in the accuracy of word usage. The habit of correctly using words brought up in a child in kindergarten largely determines his culture of speech in the future.

The leading place in the assimilation of the polysemy of words is given to synonyms and antonyms.

Such methods of dictionary work as the selection of synonyms and antonyms in order to clarify the understanding of the meanings of words are not used enough.

It is necessary to pay attention to the qualitative side of the development of the dictionary from a young age, that is, to solve the following tasks:

1. work on the correct understanding of the meaning of words
2. expand the stock of synonyms and antonyms
3. to form the ability to use words, correctly combining them in meaning
4. to activate in the speech of children such parts of speech as adjectives and verbs.

Solving the problems of the qualitative development of children's vocabulary is impossible without simultaneously working to get acquainted with an ever-expanding range of objects and phenomena, to deepen knowledge about them.

In order to ensure the full development of the vocabulary, it is necessary, along with classes, to widely use the moments of everyday life, which provides great opportunities for consolidating and enhancing the speech skills acquired by children in the classroom.

Of course, all the tasks of vocabulary work (enrichment, consolidation, clarification, activation of the dictionary) are interconnected and are implemented in each age group.

So, in the second junior group, the main attention is paid to the task of accumulating, enriching the vocabulary, which is closely related to the expansion of knowledge and ideas about the environment.

At this age, a significant place is given to the use of visibility (toys, pictures), as well as the speech of the educator.

In the middle group, special attention should be paid to the correct understanding of words and their use, expanding the active vocabulary of children. In this group, work continues on the formation of generalizing concepts, much attention is paid to the isolation of qualities, properties and the correct designation of them with appropriate words.

The task of using words with opposite meanings (antonyms) is introduced. For this purpose, you can use a comparison of toys, objects.

At this age, all kinds of visualization still occupy a significant place, but lexical exercises and verbal didactic games should be used more.

For example, to activate verbs, an exercise is used to select actions for objects: “What is the iron for? What can be done with a broom? Why do you need a watering can? In the exercise "Who does what?" the child should name as many actions as possible: “What is the cat doing?” - "Meows, purrs, plays, laps milk."

To form the ability to isolate the qualities, properties of objects, toys, the method of comparison should be used more widely. So, for example, when comparing two dolls, the question is asked: “What do they have the same and what is different? How else do dolls differ from each other? Children consider and name the color of eyes, hair, details of clothing (for example, soft, fluffy, fur collar). When telling from pictures, in order to teach you how to choose definitions, they ask questions: “What kind of snow? (White, fluffy, cold.) And how can you say about winter, what is it like? (Snowy, frosty, cold.) Then you can read a poem.

At the next lesson, the teacher offers to consider the proposed toys (for example, a ball, a car, a doll, a nesting doll) and consistently asks questions: “What is this? What is she? What is it for? What can you do with it?" Such a preliminary vocabulary exercise prepares children for conducting the didactic game “Parsley, guess my toy” at the same lesson. Thinking of any toy, children must use all the words mentioned and draw up their coherent statement.

In the group of senior preschool age, the leading task in the development of the dictionary is to clarify the understanding of the meaning of words, to activate vocabulary. For these purposes, special lexical exercises and word games lasting 5-7 minutes are carried out. at every lesson.

The exercises were developed by E. I. Tikheeva, their goal is to develop children's attention to the word, to teach them to distinguish its shades, to accustom them to the exact use of words. When conducting these exercises, a large place is given to such a technique as a question. The direction and content of the mental activity of children depends on the wording of the question, the question should cause their mental activity. By asking questions, the educator not only achieves the reproduction of knowledge, but teaches children to generalize, highlight the main thing, compare, reason.

We need to ask questions more often: “Is it possible to say so? How to say better? Who will say otherwise? And so on. At the same time, one should not rush to evaluate the answer, let the children think, discuss which answer is more correct. As many children as possible should speak up, answering questions such as: “Why do you think you can say that? Tell the children how you understand it."

The following types of tasks are used to develop the vocabulary:

Selection of synonyms for phrases.

In the process of vocabulary work in the classroom, children encounter such a phenomenon as synonymy (words that are different in sound, but close in meaning), the understanding of which is already available to them. Working with synonyms helps to understand the different meanings of a polysemantic word, teaches to think about the meaning of the words used, helps to use the most appropriate words in statements, and avoid repetition.

To select synonyms, phrases and sentences should be offered, for example: “The river is running”, “The boy is running”.

The teacher asks: “What word is repeated? Let's try to replace it. “The river runs” - how to say it differently? (It flows, murmurs, pours.) To the second phrase, the following answers: “It rushes, hurries, flies.”

The ability to select synonyms will help children to more accurately formulate their statements.

Work on antonymsuseful in that it teaches to compare objects and phenomena of the surrounding world. Antonyms, in addition, are also a means of expressiveness of speech.

The selection of antonyms should first be made using visual material (objects, pictures). So, for example, you can offer pictures of a high and low house, a large and small apple, a short and long pencil, etc.

Exercises with a single word help to clarify its meaning, systematize the knowledge and ideas that children have.

At first, tasks for the selection of synonyms and antonyms are difficult for children. But this is until they have learned the meaning of the task.

To select synonyms, you can ask questions after the children retell a particular work.

To activate verbs (actions), similar questions are asked, for example: “Leaves are falling from trees. How else can you say it?" (They fly, spin, pour.) Or: “Seeing the hunters, the fox runs away. How else can you tell what she's doing?" (He runs away, takes off his legs, rushes, flies like an arrow.)

In the formation of the ability to select synonyms and antonyms, specialspeech situationswhen children are placed in conditions that require precise verbal designation.

For example, the following situation was given: “If it often rains, the sky is overcast, a cold wind blows, then what words can you say about autumn, what is it like?” (Cloudy, rainy, cold.) Then the opposite situation is given: “If the sky is blue in autumn, the sun is shining, it is still warm, the trees have not yet fallen leaves, then how can you say about autumn, what is it like?” (Sunny, warm, golden, clear.) Such tasks take a short time and can be used on a walk.

The performance of such tasks contributes to the formation of the accuracy of word usage, the ability to choose words that accurately designate an object, action, quality. For example, the following situation was given: “Dad began to make swings for children. Misha brought him a rope. Dad said: “No, this rope is not good, it will break,” and took another rope. “But this one won’t break for anything.” How can you say about such a rope? What rope did dad take? Choosing the right answer from the synonymous series "strong, strong." Any of these words will be appropriate in the corresponding phrase, that is, you can say both “strong rope” and “strong rope”.

To explain other meanings of the word “strong”, sentences were given: “Sasha grew up as a strong boy”, “Yura felt strong ice under his feet”. Questions to them: “What does “strong boy” mean, as you understand? How to say differently? (Strong, healthy.) And what does “strong ice” mean? How can you say it differently?" (Strong, solid.) The correct selection of synonymous words will indicate an understanding of the meanings of the word "strong".

To form the ability to use words, one should practice tasks for compiling sentences with a single word, and polysemantic words of different parts of speech are offered as initial ones: nouns, adjectives, verbs. Combining words into phrases and sentences, children thereby learn the meaningful use of words in various grammatical forms and meanings. At first, they make up two-word phrases and sentences, for example, with the word “light” - “Light wind”, “Light fluff”. Then common sentences appear with the same word: “A light leaf fell from the trees”, “There were light clouds during the day”, “A light butterfly circles over a flower”, etc.

Tasks for compiling sentences should be used more often because even with a correct understanding of the meaning of words, children are noted to be unable to compose a sentence, using them correctly in meaning.

To activate the dictionary, it is effectivemaking riddlesby the children themselves. It is very important that the child can not only name the object, but also correctly identify its qualities, actions with it. First, the teacher guesses the subject, and then the children. Here are some of the riddles invented by children: “A white canvas hangs in a dark room to watch movies”, “Rectangular and says”, “Piglet nose, she grunts”, etc.

The ability to identify and name signs, qualities must be developed using everyday observations and excursions. So, for example, when conducting a tour in autumn, the teacher pays attention to the color of the leaves, to the autumn sky, and asks questions: “What kind of sky? What leaves? And so on. In his speech, he should use more different kinds of definitions.

Lexical exercises, which are carried out as part of the lesson, perform, as it were, a dual function: they help develop vocabulary and prepare for tasks in coherent speech.

Thus, lexical work is important for the development of the arbitrariness of speech, the ability to consciously choose the most appropriate linguistic means for a given statement, that is, ultimately it serves to develop the coherence of speech.

Advice for parents

In children with speech disorders, the poverty of the vocabulary, both active and passive, is often noted, mainly subject-household vocabulary prevails. Children poorly classify objects into groups, confuse the names of vegetables and fruits. In their vocabulary there are few verbs denoting the state and experiences of people, nouns characterizing the moral character of a person, and a group of adverbs and adjectives that characterize actions and deeds is especially small. All this limits the speech communication of children.

To expand and activate the vocabulary in pedagogical practice, didactic games are used.

Didactic games are one of the main means of developing speech and thinking. The role of these games in enriching the vocabulary is especially great.

Since parents, one way or another, have to be the main teachers for their child, we suggest that you use the following speech games and exercises. Teaching does not mean sitting down at the table and behaving like in a lesson; it is about showing the child and doing with him what you do in everyday life.

Game exercise "Who? What?"

Show your child any illustration to the fairy tale. Let him name the words-objects that answer the question: “Who?” or "What?"

For example: Ch. Perro's fairy tale "Cinderella"

Who: girl, sisters, stepmother, fairy, prince, mice, horses, coachman, etc.

What: a house, a broom, a carriage, a shoe, etc.

Helpful advice:

Play with your child the game "Who is more?"

Name words for the sound (letter) M

Selects words on a given topic, for example "Furniture"

Game exercise "Riddles-riddles"

Recognize the subject by description - (Green, white-barreled, curly. What is it? - Birch)

Shaggy, clumsy….

Hungry, grey, angry….

Bright, warm...

Grey, small, prickly...

Game exercise "Who eats how?"

The cat is drinking milk. The dog chews on a bone. The cow chews hay. The chicken pecks at the grain. Etc.

Option: “Who or what is swimming? Flying?"

Fish, leaves, plane, butterfly, etc.

Game exercise "Confusion"

What words are formed from:

OGURBUZY - cucumbers and watermelons
TOMATOES - tomatoes and melons

REDISBEET - radish and beetroot
CHESLUK - garlic and onion

TURP - turnip and cabbage

Help me figure it out.

Game exercise "Words-enemies"

Practice choosing antonyms.

Day Night

Morning -…

Winter - …

Friend - …

Good-…

To come in -…

Lie down -…

Speak - …

Laugh - …

The elephant is big, but the mosquito...

The stone is heavy, and the fluff ...

Game exercise "Words - friends"

Exercise in the selection of words - synonyms

building - house

The horse is…

Buddy -…

Go -…

Look -…

Brave -…

Tiny -…

Game exercise "What does it look like?"

Invites children to pick up similar words (comparisons)

White snow looks like...

Blue ice is like...

Thick fog is like...

Pure rain is like...

Game exercise: Where and for what can the object that I name be used?

For example: button

1) for attaching paper to the board;

2) can be thrown out the window to give a signal;

3) to hand over in scrap metal;

4) draw a small circle

5) put on the table, etc.

Nail - ..., shoe - ..., lace - ...

Game exercise "Find an extra object"

Offer several pictures, among which one picture depicts an object that does not belong to the same thematic group as other objects

The child must show the “extra” picture and explain why it is superfluous.

Game exercise: Guess what the fourth word will be(semantic series)

A nail is a hammer, a screw is ...

The house is the roof, the book is ...

A bird is an egg, a plant is ...

Good - better, slowly - ...

School is teaching, hospital is…

Man is a child, dog is...

Coat - button, boot - ...

Game exercise "New words"

The fox has a long tail - how to say in one word? - long-tailed;

The boy has long legs

Game exercise "Finish the sentence"

Misha went for a walk (when?) ...

Misha felt sad (why?) ...

Misha was delighted (when?) ...

The game “Who will remember more what is made of what?

“children name metal, paper, plastic objects from memory. A chip is given for the correct answer. The one with the most circles wins.

All the proposed didactic games contribute to the formation of a dictionary, as well as the development of speech skills.

Enriching the vocabulary of preschoolers

With general underdevelopment of speech

The development of a child's speech in ontogeny is closely connected with the development of thinking and other mental functions. With the help of speech, the child denotes what is available to his understanding. In this regard, words of a specific meaning first appear in his dictionary, and only then - a generalizing one.

The zero degree of generalization are proper names and names of a single object. Then gradually the child begins to understand the generalizing meaning of the names of homogeneous objects, actions, qualities. By the age of three, children learn words denoting the simplest generic concepts (toys, dishes, clothes), conveying generalized namesobjects, signs, actions in the form of a noun (flight, swimming, purity). By the age of five, normal speech development, children learn words denoting more complex generic concepts (plants: trees, herbs, flowers; color: white, black; movement: running, swimming, flying). By adolescence, they are already able to assimilate and comprehend such words as state, sign, objectivity, etc.

The enrichment of the child's life experience leads to the growth of his vocabulary. The vocabulary of an older preschooler can be considered as a national language model. During this period, the core of the child's vocabulary is formed.

Analyzing the vocabulary of colloquial speech of children aged 5-6 years, it is possible to single out the most common words: nouns, adjectives, verbs. There is also a gradual expansion of the semantic field of the meaning of the word.

Thus, with the development of mental processes (thinking, perception, ideas, memory), enrichment of sensory experience, changes in activity, the child's vocabulary is formed in quantitative and qualitative aspects.

Dictionary principles:

1. the development of vocabulary should be inextricably linked with the expansion of the child's ideas about the surrounding reality;
2. work on vocabulary should be inseparable from work on other components of the speech-language system;
3. the child's vocabulary should develop in parallel with the development of mental operations;
4. when working on vocabulary, special attention should be paid to the relationship between the lexical and grammatical meanings of the word;
5. the main task when working on vocabulary is the formation of full-fledged semantic fields.

The specific content and structure of speech therapy work on the formation of systemic lexical representations in children with ONR is determined by the time of appearance of various language units in ontogenesis, the specifics of the speech defect, the characteristics of the general mental status of the child and other factors. Proceeding from this, it is methodologically expedient to carry out correctional and developmental work in two stages.

At the first stage, the main attention should be paid to the accumulation of lexical units, at the second stage, it is necessary to carry out work related to the ordering of lexical units in the mind of the child. However, it should be remembered that in ontogenesis such a clear division during the formation of the lexical system is not observed. Language signs are not acquired linearly. Actively expanding his vocabulary, the child immediately begins to establish the simplest semantic relations between words: antonymic relations, generic relations, relations between an object and its part, etc. Therefore, at the first stage, in addition to actively expanding the child’s vocabulary, attention must be paid to both the simplest and most obvious semantic connections between words.

The expansion of the nominative and predicative vocabulary in children is carried out according to the thematic principle. It is this principle of organizing corrective action that makes it possible, from a methodological point of view, to optimally solve the problem of the formation of semantic fields in children with ONR. The introduction of words united by the same topic into the lexicon makes it possible to group in the child's linguistic consciousness words-centers, or semantic dominants (the core of the semantic field), and words with more or less pronounced thematic attachment to them (the periphery of the semantic field). The range of vocabulary from various thematic groups is determined by the age of children and the level of their ideas about the world around them. Considering the poverty of visual and auditory representations of children with ONR, the difficulty in identifying the most significant differential features of objects, in speech therapy work it is necessary to pay attention to distinguishing words denoting situationally or visually similar objects (cup - glass - mug, shower - watering can, peach - apricot, sugar - sugar bowl, fluffy - soft, sew - knit, sew - sew).

The possibility of conscious distribution and ordering of lexical units on the basis of various semantic relationships, the child acquires only at a certain level of his speech and cognitive development (approximately by 5-6 years). Therefore, at the second stage of correctional and developmental training, the main attention should be paid to the purposeful formation of the ability to establish more complex types of semantic relationships between words: synonymy, homonymy, relationships between related words, polysemantic words, and much more.

Directions of speech therapy work

The work on enrichment and activation of the vocabulary in children with general underdevelopment of speech includes the following tasks:

1. familiarization with objects and phenomena of the surrounding reality, the formation of concepts;
2. disclosure of the ambiguity of the word;
3. expanding the stock of synonyms and antonyms;
4. formation of the correct use of the word in connected speech.

Work on mastering the word is carried out according to the following algorithm:

1. clarification of the pronunciation of the word;
2. demonstration of samples of the use of the word (in phrases, in a sentence);
3. development of the ability to select a synonym, antonym for the word;
4. fixing the word in the active dictionary. Selection of own examples illustrating the use of the word.

Synonymous and antonymic comparisons help to reveal the semantics of a polysemantic word to preschoolers. Consider an example with the adjective "fresh" (Novikov L.A. Antonymia in Russian. 1973).

Synonymy

Fresh evening - cool evening.

Fresh air is clean air.

Fresh collar - clean collar.

Fresh magazine - new magazine.

Fresh bread is soft bread.

Antonymy

Cool evening - warm evening.

Clean air is stale air.

A clean collar is a dirty collar.

New magazine - old magazine.

Soft bread is stale bread.

This example shows that in the work on the semantic side of a polysemantic word, both synonyms and antonyms can be used simultaneously. Using them, we teach children to distinguish and refine their understanding of the different meanings of words.

A necessary condition for clarifying and expanding the vocabulary of children is the practical assimilation of the most common cases of polysemy of words. The work begins with nouns whose hyphenation is based onspecific, visual signs (door handle, ballpoint pen, girl's pen). Children's attention is drawn to a common feature that unites objects. Further, classes are held to isolate different meanings in polysemantic verbs (mother is coming, it is snowing, a train is coming).

Tasks for enriching the lexicon with ambiguous words, phraseological units must be included in classes in accordance with the lexical topic. For example, when studying the topic “Animals of hot countries”, at the same time replenishing the stock of knowledge and ideas about animals, acquaint children with phraseological units that are accessible to their understanding. Tell the children that, for example, a crocodile is not afraid of a toothache, it has an additional row of teeth: a new one grows as soon as the old one collapses. Then ask the children to name which objects have teeth, but they don’t know toothache (saw, comb, rake, fork). On this material, children practically learn the ambiguity of the word. Riddles to be solved:

He tries everything on the tooth: pine, flax, and oak. (Saw).

Toothy rather than biting, they rake leaves and hay. (rake), etc.

To clarify the idea of ​​children about the word in an accessible form, in some cases, a certificate of the origin of the word is given (summary of the lesson "Sewing Accessories").

Such work on each word of the text clarifies, expands, deepens the stock of information and ideas of children, teaches to listen and think, develops figurative speech.

The disclosure of the semantic richness of a polysemantic word for children with general underdevelopment of speech is important in preparing for school, since in the primary school curriculum, great importance is given to the practical familiarization of students with the lexical meaning of the word, polysemy, antonymy, synonymy.

The words of antonyms, due to the polarity of their meanings, are more easily understood by children, so work on them begins earlier.

To develop the ability to select and use words - antonyms, different techniques are used:

Selection of antonyms with the exception of "conflict" words. Children were asked to find words - enemies and name the "extra" word: thin, long, thick, red, short;

Finding antonyms in riddles, proverbs, poems. children
it was proposed to listen to the riddle, guess it and name antonyms.

It is bitter in haymaking, and sweet in frost, what kind of berry?

Find the words - enemies in the poem:

We had a fight with a friend

and sat in the corners.

Very boring without each other!

We need to reconcile.

In a proverb:

Don't be afraid of a smart enemy, be afraid of a stupid friend. Know more and say less. Put it farther, take it closer.

Complementing the sentence with an antonym:

In winter the days are short, in summer...

Selection of antonyms for polysemantic words. Speech material - phrases:

fresh bread -... stale bread;

fresh newspaper - ... old newspaper;

fresh apples - ... dried apples.

After listening to the phrases, the children select words that are opposite in meaning to them.

Selection of synonyms for phrases

Children are called a phrase, for example:spring is coming, snow is coming, man is coming.Their attention should be drawn to the fact that it is not interesting to listen when the same word is repeated. Offer to replace it. "Spring is coming. How can you say it differently? Children choose words that are close in meaning(comes, moves, steps).Preschoolers come to the conclusion that the same word "goes" has a different meaning.

You can give tasks to compose sentences with words of different parts of speech (nouns, adjectives, etc.) andwith synonymic words(big, big, big).These exercises, aimed at developing the ability to use a given word in combination with others, often cause difficulties. But they are necessary. After all, the main indicator that the word is understood and included in the dictionary is the ability to use it correctly in speech.

Preschoolers with normal speech development can pick up several synonyms for one word(house - hut, hut; soldier- warrior, knight). This indicates the beginning of the development of the polysemy of words. Children with general underdevelopment of speech either select one synonym for a word, or refuse to answer at all.

In order to teach them to compare, i.e. to select antonyms, first pairs of objects with pronounced contrasting features are selected. When shown, the speech therapist with intonation emphasizes their qualitative opposite. For example: wide - narrow ribbon, long - short pencil. Then the children are warned that two words will be named, denoting opposite signs of a certain pair of objects (new - old, large - small), and they must show and name these objects. Tasks may vary. For example, preschoolers are invited to distribute a number of objects into pairs themselves, guided by antonyms that the speech therapist will call (dry - wet sponge, clean - dirty glass, deep - small plate).

To improve understanding of the meanings of these words, you can do the following exercises:

1. Complete the phrase of the speech therapist with words that are opposite in meaning.("River - deep, the stream is shallow. In winter the day is short, in summer it is long. Swallows come in spring and fly away in autumn.
2. Highlight and name words of opposite meaning in sentences.(“The shirt is new, and the T-shirt is old." "The blue pencil is sharp and the red one is blunt."Then the children independently make sentences with two words, which the speech therapist calls.

When explaining antonym words, children with general underdevelopment of speech should be shown objects and pictures. Learn to compare their size, shape, color. Various parts of speech can be opposed: nouns, the meaning of which includes a quality or relation(friend - enemy; grief - joy);quality adjectives with spatial, temporal, evaluative features of objects(high - low; late - early); verbs, adverbs, prepositions, pronouns.

The child must be given the opportunity to tactilely feel the difference in the characteristics of the properties of objects(fluffy - smooth; elastic- brittle). Learn to listen, compare by feeling(loud - quiet; sweet - salty, etc.) in order to enrich the vocabulary with verbal vocabulary. Children with general underdevelopment of speech are taught to compare actions, depict them on demand(poured - poured; stuck - cut off; stop - go, etc.).Need to include adverbs in class(funny - sad; good bad).Teaching children to use prepositional constructions in speech(over the table - under the table; in the forest- from the forest, etc.), pronouns (our - your; my yours; he she)- they; me - you), etc.

Children with normal speech development, performing tasks on the selection of antonyms and synonymsBy the way, they only have difficulty with certain words. And preschool children with general underdevelopment of speech make mistakes in the selection of synonyms and antonyms for most words. These errors are related:

1. with difficulties in isolating the essential features of words;
2. with underdevelopment of mental operations of comparison and generalization;
3. with insufficient word search activity;
4. with unformed semantic fields within the lexical system of the language;
5. with the instability of connections within the lexical system of the language;
6. with a limited vocabulary, which makes it difficult to choose the right word.

A characteristic mistake of children with general underdevelopment of speech is the reproduction of words of a different grammatical category. On a noun, they often reproduce an adjective, on an adjective - an adverb, etc.

Thus, the work on the selection of synonyms and antonyms for a word is characterized by relationships within the semantic field, the expansion of the field of the word.

The didactic games and tasks presented by me for the development of vocabulary in preschoolers with general underdevelopment of speech can be used not only in speech therapy classes, but also in modeling, drawing, music, etc.

The main goal of lexical exercises for the selection of synonyms, antonyms for a word is to teach children to use words correctly and meaningfully in spontaneous speech. Practicing in compiling phrases and sentences, which include the words being worked out, first according to the models of a speech therapist, and then on their own, kids improve the skill of using a simple common sentence in speech.

For speech therapy classes, those words and syntactic constructions should be selected, in the formation of which children often make mistakes.

Tasks for enriching the dictionary, expanding the semantic field of the word can be useful and interesting for both preschoolers with speech disorders and children with normal speech development.

Literature

1. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and learning
   native language of preschoolers. - M: Academy, 2000. - 400 p.
2. Antipova Zh. What? Where? When?: On the work on the formation of vocabulary in children with OHP // Preschool education. - 1995. - No. 9. - with. 36–38
3. Borodich A.M. Methods for the development of children's speech. - M .: Education, 1981. - 255 p.
4. Vygotsky L.S. Thinking and speech. – M., 1996. -415 p.
5. Efimenkova L.N. Formation of speech in preschoolers. – M.: Enlightenment, 1981. – 112 p.
6. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the general underdevelopment of speech in preschool children. - Yekaterinburg: Litur, 2006. - 320 p.
7. Koltsova M.M. The child is learning to speak. - M., 1979
8. Levina R.E. Education of correct speech in children. - M: Enlightenment, 1980.-32 p.
9. Filicheva, T.B. Children with general underdevelopment of speech: Educational and methodological manual for speech therapists and educators / T.B. Filicheva, T.V. Tumanov. - M.: "Gnome-Press", 1999.-80s.
10. Filicheva, T.B. etc. Fundamentals of speech therapy: Proc. allowance for students ped. in-t on spec. "Pedagogy and psychology (preschool)" / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. - M .: Education, 1989. - 223 p., ill.
11. Filicheva, T. B., Soboleva A. V. Development of speech of a preschooler: a manual with illustrations. - Yekaterinburg: Publishing house "ARGO", 1997. - 80 p.
12. Nishcheva NV The system of correctional work in a speech therapy group for children with general underdevelopment of speech. - St. Petersburg: CHILDHOOD-PRESS, 2004. - 528 p.

Games to enrich and activate vocabulary

"It's the other way around"

Purpose of the game: teach children to form verbs-antonyms, using prefixes.

Material. Two monkeys (toys).

Game progress.

Today we will play stubborn and obedient children. Listen to my story. The monkey mother had two daughters. The eldest was called Novice, the youngest was Stubborn. Stubborn liked to do everything in reverse. The Novice will collect the toys, the Stubborn will scatter them. If the sister closes the door, Stubborn ..... (with the intonation of incompleteness, the teacher encourages the children to answer: she will open it). If he brings ... (takes away), sews ... (tear off), cleans ... (soils), shuts up ... (talks), hangs ... (takes off), etc.

"Speak the other way around"

Target: development of thinking, activation of vocabulary.

Game progress.

The host throws the ball to the child, calls the word, and the child throws the ball back and calls the word with the opposite meaning:

cheerful - sad

fast - slow

beautiful - ugly

empty - full

thin - fat

smart - stupid

industrious - lazy

heavy - light

cowardly - brave

hard - soft

light dark

long short

high Low

sharp - blunt

hot Cold

sick - healthy

wide narrow

"I will start and you will finish"

Target : teach children to make sentences using prefixed verbs with the opposite meaning; develop the ability to quickly find the exact word.

The teacher starts the sentence using a prefixed verb. Children complete the sentence by using a single-root verb with a prefix of the opposite meaning.

The boy first approached the house, and then ... (walked away). In the morning the guys came to kindergarten, and in the evening ... (left). The boy entered the room, soon he ... (left). The guys ran on the right side, and then ... (ran) to the left. The children played hide and seek. They ran behind the house, hid, but soon they ... (ran out).

" funny cars".

(Mobile game with words).

Target: activation of verbs of motion in speech.

Leaving, on a signal, each "car" must say the verb of movement (eg left, left, drove, drove off, rolled, rushed, etc.).

Arriving at the garage, say: arrived, drove up, drove in, arrived, rushed, etc.).

" Native nature in verses and riddles"

Target: to develop the ability to find antonyms in poems, to select synonyms for certain words.

Game progress.

1. The teacher invites the children to guess riddles about nature and find antonyms in them.

Round and bright

Gives warmth to everyone.

Got up early in the morning

It went across the sky.

Sunset in the evening

For the wood.

Guess the kids

Who am I talking about? (The sun)

Curls like a ribbon

In a blue haze

Can be calm

Can be hit by a wave

Dark and deep

That you can't see the bottom.

Fine and transparent

Maybe she

And bathes in the heat

Us in your wave.

What it is,

Tell me. (River)

What kind of bird?

Black, big.

hung above the ground,

Sun closing.

Big tears

This bird is crying

Mom hides her daughter.

How will she rush

Everything around is getting dark

To not get wet

I'll run away soon. (Cloud)

And choose the word (antonym) opposite in meaning to the words:

black....

big....

getting dark....

quicker....

3. Find synonyms:

Aspen chills,

Trembling in the wind

Freezes in the sun

Freezes in the heat.

Oak is not afraid of rain and wind

Who said that the oak is afraid to catch a cold

After all, until late autumn, the oak stands green

So the oak is hardy, it means hardened.

"Say Like"

Target: to teach children to select synonyms with additional semantic shades for verbs and adjectives.

Game progress.

1. The teacher passes the handkerchief to the child, naming the verb, the child gives the handkerchief back, naming a synonym for the verb.

Think - .... (think), open - ..... (open), find - ... (find), chill - ... (freeze), hit - ... (surprise), play pranks - ... (indulge), amuse - .... (entertain), forgive - ... (excuse), call - ... (invite), roar - ... (cry), rush - ... ( rush), spin - ... (spin), be afraid - ... (be afraid), throw - .... (throw).

2. Then the children can practice choosing synonyms with additional semantic shades for adjectives.

This house is big, and this one .... (huge). These clothes are old, and this dress is completely .... (worn). This dress is a little wet, but this one is completely ..... (wet). The boy is silent, and the girl ..... (taciturn). Yesterday was a warm day, and today ..... (hot).

"Choose the Right Word"

Target: learn to select antonyms for polysemantic adjectives and for phrases with polysemantic verbs and adjectives; develop the ability to understand the direct and figurative meaning of words.

Game progress.

Children are offered polysemantic adjectives that change their meaning depending on the context. You need to find antonyms for them.

The stream is shallow, and the river ..... (deep). Currant berries are small, and strawberries ..... (large).

Porridge is boiled thick, and soup .... (liquid). The forest is sometimes dense, but sometimes... (rare).

After the rain, the earth is damp, and in sunny weather .... (dry). We buy raw potatoes, and eat .... (boiled).

As a speech material, phrases can be used:

Thin bucket, thin dress, thin person.

The boy is running, the horse is running, the water is running, time is running, streams are running.

A flower grows, a child grows, a house grows.

Hot day, hot weather, hot argument.

"It Should Be Said Differently"

Target : to teach children to select words that are close in meaning to the phrase.

Listen to the poem:

"The Snow Maiden cried, seeing off the winter,

Sadness followed her, a stranger to everyone in the forest.

Where she walked and cried, touching the birches,

Snowdrops have grown - Snow Maiden's tears.

T. Belozerova "Snowdrops".

These are the kind words the poet found to talk about snowdrops and spring. And what was the Snow Maiden like, seeing off the winter? (sad)

By the way sad choose words that are similar in meaningsad, sad)

If the Snow Maiden is sad, then what is her mood? (Bad)

Listen to what I will name sentences: "It's raining. The Snow Maiden is coming."

What word was repeated? (Goes.) Try to replace the word goes. It's raining .... (it's pouring). The Snow Maiden is coming...( walks). Spring is coming - how else can you say it? ( Coming.) The car is coming ... (driving).

Similarly, tasks are given with the following phrases:

clean air (fresh), clean water (clear), clean dishes (washed); the plane sat down (landed), the sun set (set); the river is running (flowing, flowing), the boy is running (rushing, rushing).

"Find Another Word"

Target: to develop in children the ability to select the most accurate designation for a given situation; learn to choose synonyms and antonyms for adjectives.

Dad began to make swings for the children. Misha brought him a rope. Dad said, "No, this rope is no good, it will break." Dad took another rope: "But this one will never break." What rope did dad take? How can you say about her?

Listen to two sentences: "Vova grew up as a strong boy. He felt strong ice under his feet."

What does the word mean strong ? How can you say these sentences differently? Make up your own sentence with the word strong .

Similarly, sentences are considered: "Boy trembles by cold. Bunny trembling with fear."

"Ball Game"

I will throw a ball to everyone, naming the word. You will return the ball to me, saying the opposite.

Long - ..... short, deep - ...... shallow, soft - ....... hard, light - ..... heavy, thin - .... thick, thick - . .... rare, liquid, strong - ...... weak.

Speak - ...... be silent, make laugh - ..... bring to tears, allow - ..... prohibit, fall - ..... get up, laugh - .... cry, light up - . ... put out, help - ..... hinder

"Find the opposite word"

Target: to develop in children the ability to select words that are opposite in meaning.

Sugar is sweet, but lemon... sour ). The moon is visible at night, and the sun .... ( afternoon ). Fire is hot, but ice... cold ). The poplar is tall, and the wild rose ..... ( short ). The river is wide, but the stream .... ( narrow ). The stone is heavy, but fluff ..... ( easy ). The radish is bitter, but the pear ..... ( sweet ).

If the soup is not hot, then what is it? ( Cold. ) If the room is not light, then in it ... ( dark ). If the bag is not heavy, then it .... ( light ). If the knife is not dull, then it .... ( spicy ).

Recently, an increasing percentage in preschool institutions is occupied by children with general speech underdevelopment (OHP). In this contingent of children, the level of vocabulary development does not correspond to age indicators, and its mastery is an important condition for mental development.

Children with general underdevelopment of speech cannot spontaneously take the ontogenetic path of speech development that is characteristic of normal children. To overcome, special corrective measures are needed.

Everyone knows very well that at preschool age the leading activity is play, that the child develops most fully in activity. The greatest effect of corrective work on the development of the vocabulary of a preschooler with a general underdevelopment of speech will be obtained if it is carried out through a variety of games. One of the types is a verbal didactic game. The use of an interesting game encourages the child to free speech communication, learning the correct grammatical forms of the language, using words known to him in phrases and sentences, and activates his existing vocabulary. The enrichment of the child's life experience, the complication of his activities and the development of communication lead to a gradual quantitative growth of the vocabulary.

Starting from a very early age, the child actively explores the world, exploring everything that happens around. Therefore, developing didactic games occupy an important place in the life of a child. They expand the baby's understanding of the world around them, teach the child to observe and highlight the characteristic features of objects (size, shape, color), distinguish them, and also establish the simplest relationships.

Educational games-activities will help the child prepare for school, as didactic games for preschoolers allow not only to learn something new, but also to apply the acquired knowledge in practice. Undoubtedly, such skills will form the basis of further successful education. Solving simple developing game tasks, each child will enjoy their results and achievements. A good mood is the key to successful development!

Target: activation and expansion of children's vocabulary through the ambiguity of words. Write a simple description of the subject. Understanding the construction of complex sentences.

The development of verbal-logical thinking through riddles.

Game description:

Option 1:

Guys, Dunno came to class today. He loves to travel in a hot air balloon. The ball is different. Balloon - it is made of rubber. So what is he? - ..... This is a toy, children play with it. What other ball do you know? The window will open only when you guess what else the ball could be, denoting another object. What is the name of our planet? - (Earth). How can you call the planet where people live - ... EARTH. The solar planet can be called ... - SOLAR BALL. Athletes play tennis. What are they playing? … TENNIS BALL. How to decorate the Christmas tree for the New Year? … CHRISTMAS BALL. A beautiful flower bloomed in the flower bed, it is yellow and it is called .... GOLDEN BALL

Option 2: Riddles. The window will open if you correctly guess the riddle. What words helped you to guess it?

No beginning, no end No back of the head, no face. Everyone knows, both young and old, That she is a huge ball. No matter how much you drive, or walk, You won't find the end here. (Earth )

You warm up the whole world You don't know fatigue Smiling at the window And everyone calls you (Sun or sun ball) On a green fragile leg The ball has grown by the track. The breeze rustled And dispelled this ball. (Dandelion )

Lily of the valley blooms in May Astra blooms in autumn. And in winter I bloom I'm at the tree every year. Been on the shelf for a whole year Everyone forgot about me. And now I'm hanging on the tree, Slowly calling.(Ball)

Target: activation and expansion of children's vocabulary on the topics: "Migratory birds", "Wintering birds". Formation of nouns with diminutive suffixes. Consolidation of the skill of forming relative adjectives. Write a simple description of the subject.

Assimilation of some forms of inflection: the endings of nouns in the genitive case, in the singular and plural, present tense and past tense verbs.

Game description: Option 1.

Clever bird, please come down.
You have lost your pen.

On the yellow alley, where the maples turn red

A find awaits you in the Bureau.

Let's take a look at the Lost and Found and see whose feathers ended up in the Lost and Found. Sparrow Feather - .... Whose feather got into the bureau? - (sparrow feather). Nightingale feather .... Whose pen? - (nightingale). Feather of a crow... whose feather? - (crow). Crane feather ... whose feather? - crane, etc.

Option 2.

1. Name the birds affectionately. The nightingale is a nightingale, a sparrow is a sparrow, a crow is a funnel, a crane is a crane, a crane, etc.
2. Let's name the birds when she is alone and when there are many of them.

One nightingale - many nightingales, one crow - many crows, one crane - many cranes, etc.

3. Let's play with the birds.What is the bird doing?- ... (a bird flies - a bird flew away - a bird will fly in the spring, etc.)

Option 3.

Lost and found children came to Lost and Found, who had lost their mittens, socks, and hats. Help them find their mitten, their sock, their hat….

"LOST AND FOUND "

Target: activating and expanding the vocabulary of children on the topic “Food. Consolidation of the skill of forming relative adjectives. Write a simple description of the subject.

Game description:

Option 1: Mom cooked breakfast. She cooked her favorite porridge for her daughter (son). The porridge was very tasty.

“Mom cooked porridge

Daughter listened

And all the porridge ... ate!

Guess what cereal mom cooked porridge from? What kind of porridge did it turn out if it was made from semolina, buckwheat, rice, millet, etc.

Option 2: Mom came home from work and was very tired. Dad and daughter (son) decided to cook dinner. Boiled milk and put the cereal. The porridge turned out delicious. What kind of porridge will mom and the whole family eat? - ... Semolina porridge - semolina; from rice - rice, from buckwheat - ....; from millet - ....