Project for children of the middle group of the preschool educational institution on the topic: Fairy tales. The project for the development of speech of children of the middle group in the game activity "It's fun to play together

I present to your attention the project: "The country of beautiful speech." The name of the project was not chosen by chance, only once in the country of beautiful speech - the child will confidently step into the country of knowledge. And we teachers should help him with this!

The Federal State Educational Standard, which came into force on January 1, 2014, contains five main areas. One of them is the speech development of children. Recently, the number of children with speech disorders has significantly increased, while quantitative and qualitative changes in their development are observed.

Speech disorders are increasingly associated with neurological, psychological and social problems, which significantly aggravates the speech symptoms of disorders.

Taking into account this provision, this project of the activity of a speech therapist teacher at the speech therapy center of the preschool educational institution was developed.

The project defines possible ways to include the activities of a speech therapist in the work of a preschool educational institution to implement the federal state educational standard.

"It's not easy to get into this country.
Literacy lives there
And along the path of beautiful speech
She will lead us.
All children need to learn
To speak correctly.
In this country that time we will rush
We will always live there.
Little country
Right country
They speak and write correctly
She calls us all!
There will be no place in this country
Rude and evil words
No Zvukovomor will take root there.
We must learn
Pronounce sounds
We need to learn urgently
Speak correctly"

Relevance:

The federal state educational standard for the content of the main general educational program of preschool education has determined new directions in the organization of the speech development of children aged 3–7 years. By the age of 7, the child's speech development should be characterized by the ability to ask questions to an adult, in cases of difficulty, turn to him for help, adequately use verbal means of communication, and also be able to speak dialogically.

The Federal State Educational Standard of preschool education defines targets - the social and psychological characteristics of the child's personality at the stage of completion of preschool education, among which speech occupies one of their central places as an independently formed function, namely: by the end of preschool education, the child understands oral speech well and can express his thoughts and desires.

Thus, according to the requirements of the Federal State Educational Standard, the speech development of children attending educational preschool educational institutions includes:

possession of speech as a means of communication and culture;
enrichment of the active vocabulary, development of coherent, grammatically correct dialogic and monologue speech;
development of speech creativity;
development of sound and intonation culture of speech, phonemic hearing, acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Speech is also included as an important component, as a means of communication, cognition, creativity in the following targets:

actively interacts with peers and adults, participates in joint games; able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;
can fantasize aloud, play with sounds and words;
shows curiosity, asks questions about near and distant objects and phenomena, is interested in causal relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions;
possesses initial knowledge about himself, about the objective, natural, social and cultural world in which he lives.

In fact, none of the targets of preschool education can be achieved without the development of speech culture.

To achieve the targets, it is necessary to systematically prevent speech disorders in children, since many of them have features that can disrupt the favorable course of speech ontogenesis, which is most clearly manifested by the age of five.

Recently, the number of children with speech disorders has significantly increased, while quantitative and qualitative changes in their development are observed. Speech disorders are increasingly associated with neurological, psychological and social problems, which significantly aggravates the speech symptoms of disorders.

In the modern practice of preschool education, a number of problems arise that need to be addressed.

First of all, children quite late enter the field of professional activity of a speech therapist.

Secondly, by this age, the child already acquires a number of secondary and tertiary developmental disorders, significantly reducing the level of his learning ability.

Thirdly, prevention and correction of speech disorders in preschoolers remains insufficiently effective if the speech disorder is not the subject of a complex impact of all preschool specialists.

Based on the following, I singled out the pedagogical problem:

Today, in front of a speech therapist teacher in a preschool speech therapy center, when we solve the maximum number of tasks in the shortest possible time of corrective work with a simultaneously increasing level of speech disorders, it is necessary to find forms of work aimed at preventing and correcting speech and personality disorders.

To find a way out of this situation, I, as a specialist working with children with speech impairment, developed the project “The country of beautiful speech - teach me to speak correctly”.

Target :

Organization and creation of conditions for the preventive work of a teacher-speech therapist in MBDOU "Fairy Tale" with children 5-6 years old.

Tasks:

detection and timely prevention of speech disorders;
development of all components of speech (articulatory motility; physiological breathing; development of tempo, rhythm of speech, coordination of speech with movement; development of auditory attention and phonemic perception; clarification, expansion and enrichment of the lexical side of speech; formation of the grammatical structure of speech; development of coherent speech of preschoolers 5-6 years);
implementation of continuity in work with the parents of pupils and employees of the preschool educational institution;
care for the health, emotional well-being and timely comprehensive development of each child;
creative organization of the educational process.

Achieving the set goal and solving problems is carried out taking into account the following principles:

the principle of a proactive approach, dictating the need to identify children with functional and organic developmental disabilities, on the one hand, and the development of an adequate speech therapy impact, on the other;
the principle of a developmental approach (based on the idea of L. S. Vygotsky about the "zone of proximal development"), which consists in the fact that learning should lead the development of the child;
the principle of consciousness and activity of children, which means that the teacher should provide in his work methods for activating the cognitive abilities of children. Before the child it is necessary to set cognitive tasks, in the solution of which he relies on his own experience. This principle contributes to a more intensive mental development of preschoolers and provides for the child's understanding of the material and its successful application in practical activities in the future;
the principle of accessibility and individualization, which provides for taking into account age, physiological characteristics and the nature of the pathological process;
the principle of gradual increase in requirements, which involves a gradual transition from simpler to more complex tasks as skills are mastered and consolidated;
the principle of visualization, which ensures close interconnection and wide interaction of all analyzer systems of the body in order to enrich the auditory, visual and motor images of children.

Taking into account these priority goals, objectives and principles, this project of the activity of a speech therapist at the speech therapy center of the MBDOU "Fairy Tale" was developed. The project defines possible ways to include the activities of a speech therapist MBDOU in the work of a preschool educational institution to implement the federal state educational standard to the content of the main general educational program of preschool education.

Methods:

verbal (individual conversations, consultations,);
practical (holding workshops);
visual (selection of speech material on lexical topics, display of multimedia presentations, demonstration of didactic material, memos for parents, magazine for parents "My talker");
game (games, physical education, articulation, breathing and finger gymnastics).

Logistics:

Computer, multimedia installation, didactic games for the development of speech, mirrors, toys for the development of breathing, musical instruments, audio recordings with various sounds, jars - "trinkets", lacing, puzzles, mosaics, etc.)

Staffing:

Teacher speech therapist;
educators MBDOU,
music worker,
head of physical education,
children and parents of the senior group.

Technology:

Technology of joint activity;
Technology of speech therapy examination;
Technologies for the formation of speech breathing;
Technologies for the development of the intonational side of speech;
Technologies for correcting the tempo-rhythmic organization of oral speech;
Computer techologies.

Expected Result:

The project is long term. Implementation period - 1 year.

Stage 1- preparatory (diagnostic; information-analytical).

Monitor the development of speech in children 5-6 years old.

Find out the educational needs of teachers and parents, their level of competence in matters of speech development, establish contact with them, and coordinate the educational impact on children.

Stage 2- basic (practical).

develop and test a system of methodological measures for teachers and parents on the speech development of preschoolers 5-6 years old through the organization and conduct of events.

Stage 3- final (control and diagnostic).

To analyze the effectiveness of the preventive work of a speech therapist with teachers and parents on the speech development of children 5-6 years old.

Diagnostic work is carried out in sections according to the methodology of N.V. Serebryakova includes a speech therapy examination of children of senior preschool age of preschool educational institutions (beginning and end of the year), in order to make speech therapy conclusions, as well as to determine priority areas for preventive work.

The system of the correctional and preventive process can be depicted as a circle of specialists: a speech therapist teacher, educators and parents. Moreover, parents should be on the same level with specialists. And this can be achieved only through educational activities about the development of the child in the norm and possible pathologies, because. this is one of the conditions for the full speech development of preschoolers.

The best results are noted where speech therapists, educators and parents act in concert. Within the framework of the project, in working with teachers and parents, it is important to form a multilateral interaction of all participants in the correctional and preventive process.

To achieve this goal, I have identified a range of tasks that need to be solved. To achieve this, educators and parents:

must clearly understand the purpose of their activities, which is the full development of the child and in harmonious interaction with each other.
should be armed with the necessary tools for work (special knowledge necessary to understand the importance and mechanism of influence on the development of the child's speech, practical skills to help the child in the correction and prevention of speech development).

Interaction between professionals and parents

Enlightenment block

Acquaintance with the age-related features of neuropsychic development, the stages of the formation of children's speech;
Acquaintance with the results of diagnosing the speech development of children;
Creation of five minutes with games, exercises;
Making stands with general recommendations;

Practice block

Demonstration of methods of work on the correction and development of speech during consultations;
Conducting thematic seminars - workshops, joint entertainment.

Forms of work of a speech therapist with educators in MBDOU for the prevention of speech deficiencies in children

consultations master classes;
seminars - workshops;
weekly provision of calendar planning on lexical topics;
organization of a mini-library "Correctional work on the speech development of preschoolers."

Forms of work of a speech therapist with parents

questioning;
parent meetings;
seminars - workshops;
consultations;
speech therapy five minutes on lexical topics;
Design of the informational and methodological stand "Tips of a speech therapist" ("Games in the kitchen", "On the way to kindergarten", etc.)
instructions for parents;
magazine "My talker";
individual consultations.

All this work allows you to create a positive emotional attitude of parents to work together on raising and educating children, as parents can clearly see the problems of their own children and methods for solving them.

Activity quality assessment

The effectiveness of the project can be seen in the following:

Improving the efficiency and quality of the provided corrective and preventive services.
Modernization of the correctional and preventive process through the introduction of computer technology, technology of joint activities. Project performance indicators.

An increase in the number of children with the norm of speech development and a decrease in the indicator with a low level of speech development in children aged 5-6 years.

Evaluation mechanism:

Diagnosis of speech development of older children;
Analysis of the speech development of children.

FORWARD PLANNING
PREVENTIVE WORK OF A SPEECH THERAPIST TEACHER
MBDOU "SKAZKA" IN THE SENIOR GROUP

Period

Note

September

1. Questioning of parents Application No. 1

2.Monitoring of the development of speech of children of the older group Application №2

3. Analysis of monitoring results and identification of priority areas for the development of children's speech

4. Parent meeting on the topic: "The development of the speech of children 5-6 years old"; Monitoring results Application №3

1. Conducted by a speech therapist

2. Teacher-speech therapist and educators

3. Teacher-speech therapist

4. Teacher-speech therapist and educators

October

1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning. Application No. 4

2. Workshop for parents of older children "Teach children to speak correctly" Application No. 5

3. Poster consultation for parents "Why do we need finger gymnastics" Appendix No. 6

4. Organization of a mini-library "Correctional work on the speech development of preschoolers"

2. Teacher-speech therapist

and parents

3. Teacher-speech therapist

4. Teacher-speech therapist

5. Educators

november

2. Issue of the magazine "My talker" 1#

3.Individual consultations

4. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech.

1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU

3. Teacher-speech therapist and educators

4.Educator

December

1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning.

2. Master class for teachers on the topic: "Articulation gymnastics"

3. Poster consultation for parents on the topic: “Why do we need articulation gymnastics” Application No. 7

4. Reminders for parents Application No. 8

5. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech.

1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU

2. Teacher-speech therapist

3. teacher-speech therapist

4. teacher-speech therapist

5.caregiver

January

1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning.

2.Individual consultations

1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU

2.speech therapist and educators

3.caregiver

February

1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning.

2. Issue of the magazine "My talker" 2#

3. Poster consultation for parents on the topic: “Why you need to be able to speak correctly and beautifully” Application No. 9

4. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech.

1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU

2. Jointly a speech therapist and educators

3. Teacher-speech therapist

4.caregiver

March

1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning.

2. Poster consultation for parents on the topic: "On the way to kindergarten"

3. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech.

1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU

2. Teacher-speech therapist

3.caregiver

April

1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning.

2. Poster consultation for parents on the topic: "Games in the kitchen"

3. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech.

4. Entertainment on the topic: "The holiday of a beautiful speech"

1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU

2.speech therapist teacher

3. caregiver

4. Together the teacher-speech therapist, educators,

music director children and their parents

May

1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning.

2. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech.

3. Issue of the magazine "My talker" 3 No.

4.Monitoring the development of speech in children of the older group

5. Analysis of speech monitoring and project implementation efficiency

1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU

2. caregiver

3.Shared

speech pathologist, educators and specialists

4. Teacher-speech therapist

5. Teacher-speech therapist, educators and specialists of MBDOU.

BLOCK PLANNING
WEEKLY PREVENTIVE WORK OF A SPEECH THERAPIST TEACHER
ON LEXICAL TOPICS IN THE SENIOR GROUP

OCTOBER
1 Week	"Autumn. Signs of Autumn”, “Trees in Autumn”
2 weeks	"Vegetables", "Garden"
3 week	"Fruit", "Garden"
4 week	"Mushrooms, berries, forest"
NOVEMBER
1 Week	"Clothing"
2week	"Shoes"
3 week	"Toys"
4 week	"Dishes"
DECEMBER
1 Week	"Winter", "Wintering Birds"
2 weeks	"Pets in Winter"
3 week	"Wild Animals in Winter"
4 week	"New Year"
JANUARY
2 weeks	"Furniture", "Parts of furniture"
3 week	"Cargo and Passenger Transport"
4 week	"Professions in transport"
FEBRUARY
1 Week	"Kindergarten. Professions. Labor actions.
2 weeks	"Studio. Seamstress. Cutter. Labor actions»
3 week	"Construction. Professions. Labor actions»
4 week	"Our army"
MARCH
1 Week	"Spring. Signs of spring. Arrival of birds»
2 weeks	"Houseplants"
3 week	"River, lake and aquarium fish"
4 week	"My small Motherland - Mezhdurechensky"
APRIL
1 Week	"Our home is Yugra"
2 weeks	"Space"
3 week	"Where did the bread come from?"
4 week	"Mail"

1 Week	"Traffic Laws"
2 weeks	"Insects"
3 week	"Summer is coming"

Used Books:

NOT. Veraksa, T.S. Komarova, M.A. Vasiliev.
Program "From birth to school" M.-MOSAIC-SYNTHESIS 2010
N.V. Nishcheva The program of corrective developmental work in the speech therapy group of a kindergarten for children with general underdevelopment of speech, St. Petersburg CHILDHOOD-PRESS, 2007
N.V. Nishchev "The system of correctional work in a speech therapy group for children with general underdevelopment of speech" SPb CHILDHOOD-PRESS, 2005

Nomination: short-term projects in kindergarten in the middle group, the project vegetables and fruits are healthy products.

Objective of the project: expanding the knowledge of children 4-5 years old about food (description of the product, its useful properties, method or place of obtaining it, cooking dishes from it).

Project objectives: develop children's oral coherent monologue and dialogic speech, expand and activate children's vocabulary, exercise children in project activities, teach children to protect their projects, encourage children and their parents to create a joint family project, develop children's creative imagination.

Relevance of the problem: insufficient development of oral coherent monologue speech of children 4-5 years old, insufficiently formed skills and abilities of children in project activities, insufficient level of knowledge about food products in children 4-5 years old.

Problem situation: the lack of sufficient information in the group about a variety of food products, the creation of a family project "Healthy Foods".

Planned result: protection (presentation) of their projects by children.

Complete set of pupils: subgroup, individual.

Number of participants: all children of the group.

Duration: 1 Week.

the date of the: September 2017.

Forms of joint activity:

Classes in the sections "Cognitive development" and "Speech development":

looking at food on posters and in children's encyclopedias;
conversations on the topic “What foods do we know?”, “Where can I find information about food?” (from books, from adults and more);
children's stories about favorite foods and dishes;
guessing riddles about food;
reading articles about food from children's encyclopedias.

Classes in the section "Social and communicative development":

Didactic games "Fruits and vegetables" (lotto), "Divide food into groups" (fruits, vegetables, meat, fish, bread, etc.).

Classes in the section "Artistic and aesthetic development" (consultation for parents):

design of the family project "Healthy Foods".

Protection (presentation) of their projects by children.

Project Implementation Plan

1 day.

The activity of the teacher: the formulation of the question "What foods do we know?" in front of children 4-5 years old, posing a problem, talking on the topic “Where can I find the necessary information about food? (sources); looking at food on posters and in children's encyclopedias.

Children's activities: answers to the question posed, entry into a problem situation, participation in a conversation, participation in viewing a poster and children's encyclopedias.

Day 2

Teacher activity: didactic game (lotto) "Fruits and vegetables".

Children's activities: participation in a didactic game.

Activities of parents: helping children in creating and designing projects, preparing children for the defense of projects.

Day 3

The teacher's activities: reading articles about food in the encyclopedia, a conversation on the topic "My favorite foods and dishes."

Children's activities: listening to articles, stories about their favorite foods and dishes.

Activities of parents: helping children in creating and designing projects, preparing children for the defense of projects.

Day 4.

Teacher's activity: didactic game "Divide food into groups" (fruits, vegetables, meat, fish, bread, etc.), riddles about food.

Children's activities: participation in a didactic game, guessing riddles.

Activities of parents: helping children in creating and designing projects, preparing children for the defense of projects.

Day 5.

The activities of the teacher: organizing the defense (presentation) of children's projects "Healthy Foods", helping children to defend projects.

Children's activities: protection (presentation) of their projects.

Activities of parents: helping children in creating and designing projects, preparing children for the defense of projects.

Results of the short-term project "Healthy Foods"

Expansion of knowledge about food in children of the middle group No. 3;
Formation of skills and abilities of children of the middle group No. 3 in project activities (development of oral coherent monologue and dialogic speech, development of the ability to speak to peers and listen to speakers);
Participation of 17 children in the presentation of their family projects on the topic "Healthy Foods" (17 projects).

Nomination: project activities in the preschool educational institution, ready-made projects in the middle group, a project of vegetables and fruits in kindergarten.

Position: teacher of the first qualification category
Place of work: MADOU "Kindergarten No. 278"
Location: Perm region, city of Perm

Project relevance:

Preschool children listen to poems with pleasure, sing songs, guess riddles, look at illustrations for books, admire genuine works of art and very often ask questions: how ?, why ?, but can I? And it's no secret that nowadays more and more children have speech problems. And why not combine the desire of the child to try to come up with something on his own, to do it with the desires of adults - to teach the child to speak beautifully and competently. And that is why the task of speech development of children and the development of their communicative abilities is so relevant today.

Problem:

Low level of active vocabulary of children.

Causes:

Insufficiently high level of use of various forms of work with children to expand the active vocabulary.
The lack of interest of parents in the initiative of children to engage in word creation.

Hypothesis:

As a result of the work, children's vocabulary will increase, speech will be enriched, expressiveness of speech will improve, children will learn to compose short poems, compose stories, and invent fairy tales.

Objective of the project:

To improve the active vocabulary of children by stimulating and developing preschoolers' skills in writing, in speech creativity.

Project objectives:

Develop children's active vocabulary.
To develop the ability of children to invent narratives, rhyming words, word formations, select synonyms, antonyms, homonyms.
Support the speech initiative and creativity of children in communication.

Project type: creative, group.

Project duration: medium term (January February)

Project participants: pupils of the middle group, educator, parents.

Resource support for the project: a laptop, a printer, a file of speech games, toys, paints, brushes, whatman paper, fairy tales, poems, illustrations for fairy tales, cartoon discs, children's song discs.

Project idea:

All activities and games according to the project "Little Dreamers" are interconnected, encourage inclusion in other types of activities - both independent and collective, so that the teacher, children, and parents retain a particle of joy, emotional charge, and most importantly - the desire to continue working on the implementation of this project.

Expected results:

Active vocabulary was 70% at a high level.
Various forms of work with children are used to expand the active vocabulary.
Parents have increased the level of knowledge on the development of speech creative abilities of children.

Results:

Creation of a card file of games for the development of children's vocabulary.
Advice for parents "Speech games at home" .
Advice for parents “We read and compose together with the child. Word games and exercises» .
Create an album with parents "Our Children Speak" .
Create an album "Beautiful words" .
wall newspapers "We are dreamers" , "Composers" , "Our Kindergarten" .

Project presentation:

Exhibition of wall newspapers and albums on children's word creation.

Stages of project implementation:

Result Criteria:

Availability
Aesthetics.
Mobility.
Content.

Key competencies:

Ability to navigate in a new non-standard situation
Ability to think through ways of action and find new ways to solve problems
Ability to ask questions
Ability to interact in systems "child-child" , "adult child" .
Ability to obtain the necessary information in communication
Ability to communicate with adults and peers

Literature:

Streltsova L.E. "Literature and Fantasy"
Preschool Pedagogy No. 7/2012 p19.
Lombina T.N. Backpack with riddles: a good book on the development of speech. Rostov-on-Don 2006
Miklyaeva N.V. The development of language ability in children 3 - 7 years old M.2012
Sidorchuk T.A., Khomenko N.N. Technology for the development of coherent speech of preschoolers. Ulyanovsk 2005
FesyukovaL. B. Education with a fairy tale M.2000
Alyabyeva E.A. Poetic exercises for the development of speech of children 4 - 7 years old. M. 2011
Belousova L.E. Amazing stories. S-P "Childhood - press" . 2003
Meremyanina O.R. Development of social skills of children 4 - 7 years old Volgograd 2011

Relevance:

Download:

Preview:

Project for the development of speech of children of the middle group in the game

Activities "LEARN BY PLAY"

Relevance: In modern conditions, the main task of preschool education is to prepare for schooling. Children who have not received appropriate speech development at preschool age make up for lost time with great difficulty; in the future, this gap in development affects its further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and further successful schooling.

Objective of the project:

Develop children's speech, enrich vocabulary through play activities.

Project objectives:

Creation of conditions for the play activities of children in the group and on the site.

Formation of the grammatical structure of speech.

Vocabulary expansion.

The development of connected speech.

Project Manager: Kareva Olga Borisovna

Project participants:

Children of the middle group;

Educator;

Parents.

Project type: Educational, playful.

Project duration:1 year.

Material and technical resources:

Methodical and fiction;

Attributes for games;

illustration material;

TSO

Project Methods : Visual, verbal, practical, game

Estimated results:

With systematic work on this project, the vocabulary of children will increase significantly, speech will become the subject of children's activity, children will begin to actively accompany their activities with speech.

STAGE 1. PREPARATORY.

Creating a problem:

If the work plan for the project is implemented, is it possible to develop cognitive activity in children, form adequate self-esteem, increase their communication capabilities, develop activity, initiative, independence

Motivation:

When conducting role-playing games, I noticed that children do not have enough vocabulary, they do not know how to actively accompany their activities with speech. This was the reason for the development and implementation of this project.

Definition of the purpose and objectives of the project;

Studying the necessary literature;

Selection of methodological literature;

Development of a thematic plan for the implementation of the project;

Diagnosis of children.

STAGE 2. BASIC

The inclusion of each child in play activities to achieve a high level of knowledge, skills and abilities.

The project includes such types of gaming activities as:

didactic games,

Outdoor games,

theatrical games,

Story - role-playing games.

The implementation of this project is carried out through a cycle of games with children, creating conditions for the play activities of children in a group and on a site.

The implementation of the project involves various types of games with children: this is a cycle of didactic games with toys and objects, verbal, desktop-printed. Mobile games are included in the system of work. Theatrical games are also included, children listen to fairy tales, stage them. A significant place is given to role-playing games.

Project methods:

Visual, verbal, practical, game

September

Didactic games:

"What is he doing?"

"Pick a Pair"

"Say one word"

"Harvest"

Outdoor games:

"At the bear in the forest"

"Traps"

"On a flat path"

"My cheerful sonorous ball"

Theatrical games:

Game-dramatization "Turnip"

Role-playing games:

"Salon"

"Score"

October

Didactic games:

"Guess"

"What a sky"

"Hot - cold"

"Yesterday Today Tomorrow"

Outdoor games

"Sparrows and a cat"

"Birds in nests"

"Leaf fall"

"Day Night"

Theatrical games:

The game is a dramatization based on the Russian folk tale "The Mushroom War"

Role-playing games:

"Builders"

"Hospital"

November

Didactic games:

"What are dishes made of"

"Learn by description"

"Find the same"

Outdoor games:

"Serso"

"Ocean is shaking"

"Swan geese"

"Toss - Catch"

Theatrical games:

Role-playing games:

"Mail"

December

Didactic games:

"Find Your Color"

"Divide into groups"

"What season?"

"Finish the sentence"

Outdoor games:

"Traps with Ribbons"

"Turntables"

"Blizzard"

"Hit the target"

Theatrical games:

The game is a dramatization of the fairy tale "Spikelet"

Role-playing games:

"Family"

"Aibolit"

January

Didactic games:

"Listen carefully"

"What is missing"

"Who lives in the house"

"What's extra"

Outdoor games:

"Zhmurki"

"Find Your Place"

"Aircraft"

"White Bunny sits"

Theatrical games:

Game - dramatization of "Teremok"

Role-playing games:

"Sailors"

February

Didactic games:

"Who's doing what"

"Who is bigger"

"Divide Equally"

"What changed"

Outdoor games:

"Shaggy Dog"

"A train"

"Interceptors"

"Sly Fox"

Theatrical games:

Game - dramatization "Who said meow?"

Role-playing games:

"chauffeurs"

"Bus"

March

Didactic games:

"Score"

"Choose a picture"

"Who is first"

"Good bad"

Outdoor games:

"Mousetrap"

"Empty place"

"Partridges and hunters"

"Gray wolf"

Theatrical games:

Game-dramatization "Gingerbread Man"

Role-playing games:

"Studio"

April

Didactic games:

"Find an extra item"

"Which"

"Who looks like"

"What is the name of"

Outdoor games:

"ball in a circle"

"Homeless Bunny"

"Catch me"

"Hunters and Hares"

Theatrical games:

Game staging based on the story In Bianchi "The First Hunt"

Role-playing games:

"A toy shop"

"Beauty saloon"

May

Didactic games:

"Find in the picture"

"One is many"

"As much as"

"Compare"

Outdoor games:

"Corners"

"Make a Shape"

"Entertainers"

"Birds on the Branches"

Theatrical games:

Game - dramatization of "Cat's House"

Role-playing games:

"Firefighters"

3 Stage final.

The period of reflection on one's own results.

Diagnosis of children.

Project presentation.

Literature:

G.S. Shvaiko "Games and game exercises for the development of speech";
A.K. Bondarenko "Word games in kindergarten";
L.V. Artemova "Theatrical games for preschoolers";
V.V.Konovalenko, S.V.Konovalenko "Development of coherent speech";
E.V. Zvorygina "The first plot games of kids";
E.A. Timofeeva "Mobile games";
A.E. Antipina "Theatrical activity in kindergarten";
M. Koltsova "A child learns to speak";
A.K. Bondarenko "Didactic games in kindergarten"
M.A.Vasilyeva "Guiding the games of children in kindergarten";
Z.M. Boguslavskaya, E.O. Smirnov "Developing games for children of primary preschool age";
"Game of a preschooler" ed. S.L. Novoselova;

Passport of the pedagogical project

Long-term planning for the development of speech in the middle group of kindergarten

Nasybullina Natalia Talitovna , caregiver

Sections: Working with preschoolers

Course objective: development of speaking and listening skills, enrichment of the active, passive and potential vocabulary of the child, development of the grammatical structure of speech, coherent speech skills based on the speech experience of the child - a native speaker.

Course objectives:

development of interest and attention to the word, to one's own speech and the speech of others.
development of the ability to operate with language units: sound, syllable, word, phrase, sentence.
expansion of ideas about the world around, the phenomena of reality based on the life experience of the child.
development of communication skills with adults, with peers, the ability to see the world through the eyes of another person;
formation of learning motivation and interest in the learning process itself;
the development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, justify one's judgments;
formation of methods of mental actions: analysis, synthesis, comparison, generalization, exclusion, modeling, design;
development of memory, attention, creativity, imagination, variability of thinking.

Month	Subject	Target
September	Getting to know our heroes. "Toys"	Teach children to write descriptions of toys. Develop cultural communication skills, activate vocabulary; use antonyms, the plural form of the genitive case of nouns.
	"Composing stories about toys" (Cat, dog, fox)	To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story about toys together with the teacher. Fix the rules for handling toys. Develop concentration.
	Learning by heart: "The ball" S.Ya.Marshak	Help children memorize and expressively read a poem; work out speech breathing (pronouncing the sound sh on one exhalation); develop dramatization skills. Exercise children in the use of verbs with prefixes.
	"Retelling of the tale" Turnip "	To form an idea of what a folk tale is. To form the ability to retell a familiar fairy tale together, along the “chain”. Develop attention, memory. Cultivate the ability to listen to each other, carefully follow the story.
October	"Autumn"	To consolidate knowledge about the autumn months, about the signs of autumn. Develop attention, creativity, the ability to guess riddles; develop correct speech.
	The story of the painting "Autumn Day"	Exercise in a purposeful examination of the plot picture, in answering questions about its content;
	"Vegetables"	To acquaint with the name of vegetables, with the place of their cultivation; learn to describe vegetables; solve riddles; exercise in the use of diminutive affectionate words, as well as in the use of plural nouns.
	Fruits"	to introduce children to the name of fruits, to teach how to describe fruits, to compare; guess riddles, agree on definitions and nouns; develop speech
	"Fruits vegetables	To replenish the knowledge of children about how people store the harvest of fruits and vegetables, how they prepare food for the winter; activate dictionary; develop communication skills.
	"Change in Nature in October"	Learn to talk about changes in nature in October, describe nature in October; agree on nouns and definitions.
	"Forest in autumn" Did. Exercise "How many words in a sentence"	Help children perceive the poetic description of autumn nature; form an elementary idea of the proposal; activate dictionary.
	Learning by heart: A. Pleshcheev "Autumn"	To learn to characterize the signs of late autumn when looking at paintings and illustrations, to recognize these signs in poems; help memorize the poem by A. Pleshcheev, expressively read it.
November	"Riddle-Description"	To teach children to compose and guess riddles-descriptions; to cultivate the ability to compare, argue; develop creative imagination; improve communication skills.
	How the mouse outwitted the cat. Storytelling through a series of pictures with a common plot	Learn to compose a story based on a plot picture, answer questions about its content. Enrichment of the active vocabulary.
	"Late fall"	Learn to describe nature in November, build complex sentences with the word because
	"House"	Introduce different houses, learn to describe houses; Practice using plural nouns.
	"Furniture"	Exercise in the use of the pronouns MY, MY, as well as words in the plural; introduce the name of the furniture and its components; learn to compare individual pieces of furniture, describe furniture
	"Family"	Introduce different houses, learn to describe houses; Practice using plural nouns.
	"Dishes"	Expand the vocabulary on the topic "Dishes"; to get acquainted with the constituent parts of objects; learn to use objects in the singular and plural in the nominative and genitive cases, describe the object
	Fairy tale "Rukovichka" retelling	Repeat a fairy tale already familiar to children, improve the ability to answer questions from the teacher; tell a story by roles.
December	"Hats"	Introduce the name of clothing items, hats; to teach to compare objects, to acquaint with the constituent parts of objects; develop speech.
	"Clothing"	Learn to describe items of clothing, select clothes for the season. Improve verbal communication skills; enrich your understanding of the environment
	"Compilation of a story based on the painting "Dog with puppies"	To form the ability to carefully consider the characters in the picture, answer questions about its content. Encourage creativity when trying to understand the content of the picture. To form the ability to be included in a joint storytelling with the educator. Develop memory, attention. Cultivate the ability to listen to each other without interrupting.
	Learning by heart: I. Surikov “Winter	Help to feel the beauty and lyricism of the work of I. Surikov. Learn to expressively read a poem by heart.
	"Compilation of the narrative story" Masha's Adventure in the Forest ".	To form the ability to compose a joint narrative story using the utterance scheme set by the educator. To form the ability to adhere to the storyline when compiling a story. Exercise in the selection of signs for an animal, as well as select verbs denoting the characteristic actions of animals. Develop a sense of humor.
	"Winter"	Clarify and summarize children's ideas about winter, about the winter months. To consolidate knowledge about the signs of winter. Improve verbal communication skills
	The story of the painting "Winter entertainment"	Learn coherent speech, use complex sentences, describe changes in nature in winter.
	"New Year"	Learn to describe a picture, fantasize, make a sentence using key words.
January	"Christmas tree" K. Chukovsky	Help comprehend and memorize a new poem; to develop intonation expressiveness of speech.
	"Beasts"	Enrich children's knowledge about wild animals. To consolidate knowledge about the habitat of wild animals;
	Fairy tale "Spikelet" Retelling (excerpt)	To teach children to retell the text without gaps and long pauses, to convey direct speech; improve the intonational expressiveness of speech; develop a sense of language.
	"Pets"	Exercise in the use of plural nouns, learn to compare animals, describe them; develop children's speech
	The story of the painting "Cat with kittens"	To form the ability to carefully consider the characters in the picture, answer questions about its content. To promote the manifestation of elements of creativity when trying to understand the content of the picture. Fix in speech the names of animals and their cubs. Activate in speech the words denoting the actions of the animal. Cultivate a desire to help each other in case of difficulties; follow the rules of the game.
	"Animals of hot countries"	Give an idea of the animals of hot countries. Activate children's vocabulary.
	Birds"	Learn to describe poultry; introduce antonyms; to activate children's knowledge about the appearance of poultry, their habits. Cultivate interest and love for birds
	Drawing up stories from the picture on the topic "New Girl"	Exercise children in examining and describing individual pictures of a set and then compiling a holistic story; develop speech.
February	"Fish"	Introduce children to fish and their habitat; learn to guess riddles; Practice using plural nouns.
	"bread products"	Introduce children to products made from flour; learn to describe one product; develop speech
	"Milk products"	To acquaint with dairy products, their benefits for the body; Practice using plural nouns.
	Retelling of the fairy tale "Teremok"	To form an idea of such a feature of folk tales as observation. To form the ability to retell a familiar fairy tale with the help of models. To form the ability to select substitute items based on a distinctive feature (value) characteristic of the character's appearance. Exercise in the ability to guess riddles, based on the visual image of animals, to argue your answer.
	"Ground transport"	Clarify children's knowledge of vehicles, replenish the dictionary with the names of vehicles. Get to know common words.
	"Composing stories about toys" (car and truck).	To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story about toys together with the teacher. Exercise in the use of prepositions, their agreement with the noun. Develop memory, auditory attention. Fix the rules for handling toys. Cultivate respect for toys.
	"Water transport"	Introduce children to water transport, activate the appropriate words in speech. To consolidate the ability to combine objects in pairs according to the material.
	"Air Transport"	To acquaint with air transport, their components, describe them; exercise in the use of plural nouns, develop speech.
March	"City"	To acquaint children with the city, with city buildings; find the difference between the city and the village; learn to describe the city
	"My city is Kazan"	Learn to talk about your city, introduce the history of the country; Practice using plural nouns.
	"Traffic Laws. Traffic lights"	To acquaint with the designation of road signs, traffic signals; develop speech; activate children's vocabulary.
	"Theatre, musical instruments"	Introduction to theater and musical instruments. Continue to teach children to divide words into parts.
	"Sport"	Introduce different kinds of sports; develop the speech of children; Continue to acquaint with single-root words; activate children's vocabulary.
	"Spring"	Learn to describe spring, give knowledge about seasonal changes associated with the first months of spring; Practice using plural nouns.
	"Let's sit in silence" memorization	Exercise children in differentiating sounds ch-sh; learn to divide words into syllables. Sounds, improve expressive reading skills.
	"Professions"	Teach children to answer the teacher's questions with a full answer; to enrich and clarify children's ideas about the professions of adults; learn to guess riddles about professions; educate respect for the work of adults; activate children's vocabulary.
April	Kindergarten"	Form the idea of children about the employees of the kindergarten; labor processes performed by each of them; educate respect for the work of adults; exercise in the use of plural nouns, develop speech
	"Migratory birds" Making up a story from a picture.	Learn to describe birds, compose a story from a picture; develop speech; clarify children's ideas about seasonal changes in the life of birds.
	"Forest. Trees"	Introduce the name of some trees, the components of the tree, the benefits of trees; solve riddles; activate children's vocabulary.
	"Fruits, Seeds"	learn to describe the fruits of berries; introduce the fruits of trees and shrubs;
	"Mushrooms"	Learn to describe mushrooms; exercise in the use of prepositions in speech; develop attention, logic; learn to classify into edible and inedible.
	"Houseplants" "Violet"	Introduce the name of indoor plants, how to care for them; learn to describe houseplants
	"Description of Trees"	To learn to compare trees, describing them, conveying the characteristic features of the external structure of different types of trees; activate children's vocabulary.
	"Favorite fairy tale character"	To develop attention, thinking, memory, the ability to convey the characteristic features of a fairy-tale hero.
May	"Turtle"	Give an idea of the appearance of the turtle; learn to describe a turtle, clearly pronounce words; activate children's vocabulary.
	"Victory Day. Military equipment"	Give an idea about the holiday Victory Day; learn to tell, answer questions; develop children's speech.
	"Garden Flowers"	Introduce the name of garden flowers, their structure; Practice using plural nouns.
	"Wildflowers"	Introduce the name of wild flowers, their structure; exercise in the use of plural nouns; learn to describe flowers
	"Insects"	Introduce the name of insects, their features; use plural nouns.
	"Summer"	To acquaint with seasonal changes in nature in summer. Learn to describe a summer day; activate children's vocabulary.
	"Berries"	Introduce the name of the berries; learn to compare berries by color, size; Practice using plural nouns.
	"Letter to Friends" Composing stories.	To teach children to compose interesting stories about group mates (descriptions of appearance and character, some cases that are interesting and typical of a child’s behavior); cultivate interest and kindness towards each other.

PROJECT "Visiting a fairy tale"

Compiled by: Votintseva Lyudmila Iosifovna, teacher of the MDOU "Kindergarten "Ladushki", the highest qualification category.
The project "Visiting a fairy tale" is intended for kindergarten teachers to work with children of middle preschool age. The aim of the project is to create conditions for the development of cognitive and speech abilities in preschool children using mnemonics. The project is built taking into account the age characteristics of children of middle preschool age. For the development of cognitive and speech abilities, a variety of activities are involved: gaming, motor, visual, musical, cognitive research, design.
Content
1. Introduction.
2. Relevance of the project.
3. Content of the project.
4. Stages of project implementation.
5. Entry into the project.
6. Action plan.
7. Work with parents.
8.Expected result.
9. List of references.
Introduction.
Project characteristics
Project type: informational and creative.
By timing: long-term - 9 months
In composition: group
Project participants: children of the middle group, parents of pupils, educators of the group, music director.
Theme origin: In the group appeared mnemonic tables with graphic images of fairy tales and a number of illustrations from books of Russian folk tales. The children became interested in what they mean, how it is displayed in the picture.
Concepts that can be learned during the implementation of the project: theater, screen, theatrical performance, stage, auditorium, scenery, poster, bibabo theatre, life-size puppets, puppet show.
Motivation: Do you want to turn into heroes of fairy tales and get into them?
Object of study: cognitive-speech development of children of middle preschool age.
Subject of study: the process of memorizing and telling Russian folk tales using mnemonics.
Objective of the project:
To create conditions for the development of cognitive and speech abilities in preschool children using mnemonics.
Project objectives:
Tutorials:
-Create conditions for increasing the circle of children's knowledge about the world around them. Exercise in the ability to dramatize small fairy tales.
- Encourage them to get involved in the game image and take on the role.
- Create conditions for the development of skills to memorize and retell small works using mnemonics techniques.
Developing:
Continue to develop the articulatory apparatus, work on diction, improve the distinct pronunciation of words and phrases, intonation expressiveness of speech.
- Develop independence skills to overcome shyness, shyness, insecurity in children.
- Continue work on the formation of interest in Russian folk tales, contribute to the accumulation of aesthetic experience, discussing literary works.
- To develop productive visual activity of children.
Educational:
-To form the skills of cooperation, cultivate a sense of friendship and collectivism.
-To educate the culture of speech, enrich and expand the vocabulary of children.
Working with parents:
- Increasing the competence of parents on the cognitive and speech development of children of middle preschool age.
- Active involvement of parents in the educational process.
Equipment and materials: Illustrations for fairy tales, different types of theater, mnemotables for fairy tales, attributes for musical and didactic games, musical accompaniment to dramatizations of fairy tales, costume elements for dramatization games based on the plots of fairy tales, materials for productive activities.
Intended product of the project:
Holiday "Visiting the Fairy of Fairy Tales", presentation on the results of the project.
The relevance of the project.
Currently, one of the main directions of the Federal State Educational Standard is to improve the quality of preschool education, the use of an effective activity approach in working with children, the use of effective technologies aimed at developing the cognitive and speech activity of preschool children.
The development of cognitive-speech activity of a preschool child develops children's curiosity, inquisitiveness of the mind, forms stable cognitive interests on their basis. The child, as early as possible, should get a positive social experience in the implementation of their own plans, because. the increasing dynamism of social relations requires the search for new, non-standard actions in a variety of circumstances.
The problem of increasing the cognitive-speech activity of preschoolers was widely studied in psychology by Vygotsky, Leontiev, Ananiev, Belyaev, in the pedagogical literature by Shchukina, Morozova and others.
The cognitive and speech development of a child is one of the main factors in the formation of a personality in preschool childhood, which determines the level of social and cognitive achievements of a preschooler - needs and interests, knowledge, skills and abilities, as well as other mental qualities. In preschool pedagogy, mnemonics can become a tool for cognition. Mnemonics helps to develop associative thinking, visual and auditory memory, visual and auditory attention, imagination
The relevance of the use of mnemonics in the development of cognitive and speech activity of preschool children is that:
firstly, a preschool child is very plastic and easy to learn, but most preschool children are characterized by rapid fatigue and loss of interest in the lesson, which are easily overcome by increasing interest through the use of mnemonics;
secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and mastering the material, and also forms the skill of practical use of memory techniques;
thirdly, using a graphical analogy, we teach children to highlight the main thing, to systematize, analyze and synthesize the knowledge gained. In the studies of many psychologists (L.A. Wenger, D.B. Elkonin, etc.), the accessibility of mnemonic techniques to preschool children is noted. It is determined by the fact that it is based on the principle of substitution - a real object can be replaced in the activities of children by another sign, object, image. Preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols and signs (first of all, these are various visual models, diagrams, tables, etc.).
For a child, a fairy tale has always been and remains not only the first and most accessible means of cognition, but also a way of cognizing social relations, behavior in situations of his daily life. The fairy tale satisfies the child's craving for actions, for the unusual, forms and develops fantasy.
When working with children, teachers noticed that children without joy are included in developmental activities. Children have poor memory, attention is reduced, mental processes are not so mobile, they do not show interest in search activities and hardly plan any of its types, they are not ready to complete tasks, they are not distinguished by high efficiency.
It is very important to arouse interest, captivate them, liberate and turn overwork into a favorite and most accessible type of activity - GAME.
Our kindergarten works according to the program “From Birth to School”. ” allows you to develop visually - figurative thinking and imagination, curiosity and cognitive-speech activity. The child develops an interest in experimenting, solving various creative problems. But in this program there is no system of using mnemonics for the development of cognitive and speech abilities of preschool children.
Given the relevance and practical significance of the use of mnemonics in the development of cognitive speech activity of preschool children, we have compiled the "Visiting a fairy tale" project for the development of cognitive speech activity of preschool children using mnemonic techniques.
Content of the project.
For the development of cognitive and speech abilities, the project involves a variety of activities: gaming, motor, visual, musical, cognitive research, design. The work takes place throughout the entire educational process of finding a child in kindergarten. During the month, the content may change and be supplemented depending on the game situations.
In the middle group, we took fairy tales as a basis.
I start teaching the retelling of literary works with familiar fairy tales: “Turnip”, “Gingerbread Man”, “Ryaba Hen”, while using the method of a joint story.
The scheme of teaching the retelling of a fairy tale:
1. Telling a fairy tale with a simultaneous display of a table theater.
2. Repeated story of the teacher with the children. The teacher starts the phrase, the children continue. For example, Once upon a time there was a grandfather ... (and a woman) They had ... (pockmarked chicken) Children find subject pictures or me-squares with a color image of the heroes of a fairy tale on the table, lay them out in the correct sequence.
3. Showing illustrations, the teacher draws attention to the heroes of the fairy tale and the children learn to describe their appearance, actions. The technique of the artistic word is used: nursery rhymes, songs on the theme of a fairy tale are read.
4. Involving children in playing out a fairy tale
The work on the use of mnemonic tables consists of 3 stages:
Stage 1: Examining the table and analyzing what is shown on it.
Stage 2: Information is being recoded: symbols into images.
Stage 3: After coding, the fairy tale is re-told with the help of an adult ...
For children of middle preschool age, we give colored mnemonic tables, because children retain separate images in their memory: the chicken is yellow, the mouse is gray, the Christmas tree is green.
Stages of project implementation.
Preparatory stage.
1. Setting goals, determining the relevance and significance of the project.
2. Selection of methodological literature for the implementation of the project (magazines, articles, abstracts, etc.).
3. Selection of visual and didactic material.
4. Organization of the developing environment in the group.
5. Creation of conditions for productive activity.
6. Development of the script for the literary and musical festival "Visiting the Fairy of Fairy Tales"
Main stage.
Implementation of the action plan:
1. Work according to the action plan
2. Create a presentation.
3. Work with parents (active involvement of parents in the implementation of the project, individual and group counseling on the use of mnemonics techniques in working with preschool children).
The final stage.
1. Analysis of the results of the project, conclusions and additions to the project.
2. Plans to expand the project on the use of mnemonics techniques in working with children in the senior group.
Entry into the project.
The subject-developing environment is changing. There are mnemonic tables with a graphic image, illustrations with fairy tales familiar to children, different types of theater, attributes for dramatization of fairy tales.
Children are interested in what is shown on the mnemonic tables.
Conversation with children: What do we know about fairy tales and mnemonic tables?
What do we want to know? How can you portray a story?
What will we do to learn how to portray fairy tales in different ways?
Action plan.
September.
1. Telling the Russian folk tale "Ryaba the Hen".
2. Display of the table theater "Ryaba Hen".
3. Listening to the audio recording "Ryaba Hen".
4. Modeling of the fairy tale "Rocked Hen".
Visual activity: Drawing "Golden Egg" (finger painting).
Motor activity: Mobile relay race "Who is faster to the chicken", "Transfer the testicle"
Musical activity: Playing the elements of dramatization of a fairy tale to music.
October.
1. Telling the Russian folk tale "Teremok".

2. Display of the Teremok table theater.
3. Show flat theater "Teremok" on the carpet.

5. Telling children the fairy tale "Teremok" using a mnemonic table.
Productive activity: Drawing "Who lives in the little house?" (foam drawing.
Motor activity: Outdoor game "Who is faster to the tower?".
Musical activity: Staging based on the plot of a fairy tale.
November.
1. Reading the Russian folk tale "Turnip".

2. Display of the flat theater "Turnip" on the carpet.
3. N / printed game "Turnip".
4. Let's remember the fairy tale from the collage.
5. Telling children the fairy tale "Turnip" using a mnemonic table.
Productive activity: Modeling "Turnip big and small."
Motor activity: Outdoor game "Pull out the turnip".
Musical activity: Music. did.game "Harvest".
December.
1. Reading the Russian folk tale "Gingerbread Man".

2. Display of the table theater "Kolobok".
3. Puzzle game "Kolobok".
4. Let's remember the fairy tale from the collage.
5. Telling children the fairy tale "Gingerbread Man" using a mnemonic table.
Productive activity: Collective work on drawing "I left my grandmother."
Motor activity: Outdoor game "Cunning Fox".
Musical activity: Musical and theatrical performance based on the fairy tale "Gingerbread Man".
January.
1. Reading the Russian folk tale "Masha and the Bear".

2. Display of the table theater "Masha and the Bear".
3. "Guess the riddle" (guessing riddles about the heroes of a fairy tale).
4. Listening to an audio recording of the fairy tale "Masha and the Bear".
5. Modeling of the fairy tale "Masha and the Bear".
Productive activity: Drawing "Masha and the Bear" (stencil drawings) drawing up the plots of a fairy tale.
Motor activity: Outdoor game "Bear and bees".
Musical activity: Viewing and musical theatrical performance based on the plots of the cartoon "Masha and the Bear".
February.
1. Reading the Russian folk tale "Zayushkina's hut".

2. Display of the finger theater "Zayushkina hut".
3. N / printed game "Collect the figurine".
4. Let's remember the fairy tale from the collage.
5. Telling children the fairy tale "Zayushkina's hut" using a mnemonic table.
Productive activity: Drawing "Fox hut" (salty drawing).
Motor activity: Outdoor game "Fox and roosters".
Musical activity: Learning songs about a fox and a hare.
March.
1. Reading the Russian folk tale "The Cockerel and the Bean Seed".

2. Display of a finger theater based on the fairy tale "The Cockerel and the Bean Seed".
3. Familiarization with small folklore forms: nursery rhymes about animals.
4. Let's remember the fairy tale from the collage.
5. Telling children the tale "The Cockerel and the Bean Seed" using a mnemonic table.
Productive activity: Spray and palm drawing “The cockerel and hens peck at the grains.
Motor activity: Relay "Petushki".
Musical activity: Singing about a cockerel.
April.
1. Reading the Russian folk tale "The Wolf and the Goats".

2. Display of the table theater "The Wolf and the Goats".
3. N / printed game "Collect the picture."
4. Imitation games "Wolf", "Kids".
5. Telling the fairy tale "The Wolf and the Goats" using modeling.
Productive activity: Drawing "Confusion for the wolf" (mysterious thread drawings)
Motor activity: Competition of kids with a wolf.
Musical activity: Musical performance based on the fairy tale "The Wolf and the Seven Kids"
May.
Holiday "Visiting the Fairy of Fairy Tales".
Solving riddles from fairy tales.
Didactic game "Our fairy tales".
Let's remember the collage story.
Staging fairy tales by children using a mnemonic table.
Presentation of the results of the project: Show the dramatization of the fairy tales “The Cockerel and the Bean Seed”, “The Wolf and the Seven Kids” to the children of the younger group.
Working with parents.
September: Information screen "Mnemonics for children of middle preschool age"
October: Seminar-workshop "How to work with mnemotables".
November: Folder-movement with samples of mnemonic tables compiled according to fairy tales.
February: Compilation at home by children together with their parents of a mnemonic table based on fairy tales.
March: Making crafts and drawings with children for the exhibition “Oh, these fairy tales!”.
April: Involving parents in the manufacture of costumes for the presentation of fairy tales "The Cockerel and the Bean Seed", "The Wolf and the Seven Kids".
May: Preparation for the holiday "Visiting the Fairy of Fairy Tales".
Expected Result.
In the process of implementing the project "Visiting a fairy tale":
- the interest of children in cognitive activity will increase, children will be willingly included in the educational process;
- the creative activity of children will increase: they will be happy to participate in the dramatization of fairy tales;
-children will increase the circle of knowledge about the world around them;
- there will be a desire to retell fairy tales, invent their own stories;
- children will watch theatrical performances of others with interest and will reproduce them with pleasure in their play activities;
-parents will be actively involved in the educational activities of the group, will be interested in developing technologies for working with children of preschool age.
Literature.
1. Bolsheva T. V. Learning from a fairy tale, ed. "Childhood - PRESS", 2001.
2. Veraksy N. E., Komarova T. S., Vasilyeva M. A. Program "From birth to school" - M .: mosaic synthesis, 2014.
3. Preschool Education Teaching Creative Storytelling 2-4/1991.
4. Poddyakova N. N., Sokhin F. A. Mental education of preschool children - 2nd ed., dorab. – M.: Enlightenment, 1998.
5. Rubinshtein S. L. Fundamentals of General Psychology - St. Petersburg, 2000
6. Smolnikova N. G., Smirnova E. A. Methods for identifying the features of the development of coherent speech in preschoolers.
7. Tkachenko T. A. Formation and development of coherent speech LLC "Publishing House GNOM and D", 2001.
8. Ushakova O. S., Sokhin F. A. Classes on the development of speech in kindergarten M .: Education, 1993.
9. Fomicheva G. A. Methods of speech development for preschool children. allowance 2nd ed., revised. – M.: Enlightenment, 1984.
10. Chernobay T. A., Rogacheva L. V., Gavrilova E. N. Assessment of the success of speech and physical development of preschoolers: method. Recommendations for kindergarten teachers; Ed. V. L. Malashenkova. - Omsk: OOIPKRO, 2001.