The use of mnemonics in the development of the speech environment Teacher-speech therapist Klochneva S.S. K. D. Ushinsky wrote: K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn on the fly.” In order to create an effectively developing subject-spatial environment, I have accumulated and systematized a variety of practical material for organizing speech games and activities: manuals for articulation exercises, sets of finger games, physical exercises, manuals promoting the development of children: materials for storytelling, various didactic, desktop printed games, games for developing fine motor skills. Mnemonics is a set of rules and techniques that facilitate the process of memorizing information and increasing memory capacity. Mnemonics is a set of rules and techniques that facilitate the process of memorizing information and increasing memory capacity. An example is the familiar phrase “Every Hunter Wants to Know Where the Pheasant Sits,” which helps to remember the colors of the rainbow. Mnemonics serve as didactic material in the development of coherent speech in children and are used: Mnemonics serve as didactic material in the development of coherent speech in children and are used: - to enrich vocabulary; - when learning to compose stories; - when retelling works of fiction; - when guessing and making riddles; - when memorizing poetry. Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves the following: tasks: Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves the following tasks: 1. Development of memory, attention, imaginative thinking and speech. 2. Formation of information transcoding skills, that is, the transformation of abstract symbols into images. 3. Development of fine motor skills of the hands with partial or complete graphic reproduction. 4. Development of creative abilities and fantasies. 5. Improving the lexical and grammatical means of the language, the sound side of speech in the field of pronunciation, perception and expressiveness. Write a story - description on the topic "Fruit":
Write a story - description on the topic "Poultry":
Mnemonic tracks are used to compose a descriptive story about toys, vegetables, fruits, birds: Mnemonic tracks are used to compose a descriptive story about toys, vegetables, fruits, birds: Mnemonic tables for solving riddles: “Apple” “Tractor” “Tractor”
Use of prepositions (symbols)
Making sentences using prepositions
Retelling according to the scheme Retelling according to the scheme
Spring has come. Spring has three months: March, April, May. In spring, the sun shines brightly and warms up strongly. The snow is melting, there are puddles all around, streams are flowing. It's warm spring rain. The trees buds swell and sticky leaves bloom. The first grass appears. Snowdrops bloom right out from under the snow - the first harbingers of spring. Insects wake up. Migratory birds return from warm places.
Make up a descriptive story: Retelling the story “Winter” according to the scheme: -look at the picture; -look at the pictures-symbols; -listen to the story, and then retell it using the symbol pictures.
Memorizing poems:
ALICE IN THE GARDEN
Here comes Alice to the garden,
The leaves will fall soon.
There is a plum and an apricot,
There is a sleepy dog on the bench.
There is beauty and miracles:
Sun pussy and dew,
There is a table by the bench,
The samovar whistles on it.
There's sand in the sandbox,
There's a dump truck and a scoop,
There is a scooter next to them.
Oh, what a beautiful garden!
Practical task Practical task Make sketches for riddles: 1. “Without windows, without doors, the room is full of people.” 2. “Without hands, without an axe, the hut was built.” 3. “The grandfather is sitting, dressed in a hundred fur coats. Whoever undresses him sheds tears.” THANK YOU THANK YOU FOR YOUR ATTENTION!
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The use of mnemonics in the development of coherent speech of preschoolers Prepared by teacher of the 1st qualification category Guseva Natalya Anatolyevna MBDOU Ds No. 15, Kamyshin
What is mnemonics? Mnemonics is a technique for developing memory. The word comes from the Greek "mnemonikon" - the art of memorization. Mnemonics is a set of rules and techniques that facilitate memorization, preservation and reproduction of information.
Using mnemonics, you can solve the following problems: Develop coherent speech. To develop in children the ability to understand and tell familiar fairy tales and poems using graphic analogies. Teach children correct sound pronunciation. To develop in children intelligence, the ability to compare, to identify essential features.. To develop mental processes in children: thinking, attention, imagination, memory.
Mnemonics are built from simple to complex: mnemonic square mnemonic track mnemonic table
A mnemonic square is a single image that represents one word, phrase or simple sentence.
A mnemonic track is a series of pictures (3-5), from which you can compose a short story in 2-4 sentences.
A mnemonic table is a whole diagram that contains text (story, poem, fairy tale, etc.)
Mnemonic tables serve as didactic material for the development of coherent speech and are used for the purpose of: Images of the sequence of washing, dressing, table setting, etc. Memorizing poems, nursery rhymes; When guessing and making riddles; When retelling texts; When writing descriptive stories
Mnemonic tables displaying the sequence of actions.
Guessing riddles
Pronouncing pure sayings SA-SA-SA - I was stung by a wasp, SO-SO-SO - my nose became like a wheel, SY-SY-SY - I’m not afraid of an evil wasp, SU-SU-SU - I carry a wasp in my hand!
Speaking tongue twisters, memorizing nursery rhymes.
Learning poems We take fruits in our hands and put them in a basket: Plum, peach, orange, pear, kiwi, tangerine.
Retelling of literary texts
Mnemonics in preschool pedagogy are called differently: Collage (Bolsheva T.V.) Subject-schematic model (Tkachenko T.A.) Sensory-graphic diagram (Vorobyova V.K.) Scheme for composing a story (Efimenkova L.N.) Block – square (Glukhov V.P.) (
A collage is a combination of pictures, letters, numbers, and figures on one sheet of paper (flannelograph), which should be connected by one theme and purpose.
Subject-schematic models Tkachenko T.A. toy description diagram
Schemes for composing stories
Sensory-graphic schemes of Vorobyova V.K.
On the topic: methodological developments, presentations and notes
Using mnemonics for the development of coherent speech in preschoolers
Working with mnemonics, like everything else, is built from simple to complex. It is necessary to start working with mnemonic squares, then mnemonic tracks and gradually move on to mnemonic tables. Moreover, when younger...
Mnemonics is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation...
The article describes the background to the appearance of mnemonics, as well as its modern techniques to facilitate the memorization of material and the development of coherent speech in preschoolers....
Consultation for speech therapists "Use of mnemonic techniques in the development of coherent speech of preschoolers with OHP"
Mnemonics, or mnemonics, is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Such techniques are especially important for preschoolers...
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USE OF MENEMOTECHNIQUES IN THE DEVELOPMENT OF SPEECH OF A PRESCHOOL CHILDREN Prepared by: Teacher of MBDOU “DSOV No. 75” A.V. Dubrovina Municipal budgetary preschool educational institution “General developmental kindergarten No. 75” Bratsk, 2017
In connection with the introduction of the Federal State Educational Standard for Education in preschool educational institutions, teachers of preschool institutions need to comply with modern trends in the development of educational processes. This also includes the speech development of children. The main tasks of work on the development of children's speech today are: - formation of oral speech and verbal communication skills with others based on mastering the literary language of their people, - development of children's vocabulary, - education of the sound culture of speech, - formation of its grammatical structure, - development of coherent communication. speech.
“Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly. K.D.Ushinsky
Mnemonics is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations, organizing the educational process in the form of a game. The use of mnemonics is currently becoming relevant.
Mnemonics in preschool pedagogy are called differently: this technique is called sensory-graphic diagrams, subject-schematic models, square blocks, collage, story composing scheme.
The work is built from simple to complex: from the simplest mnemonic squares, then we move on to mnemonic tracks and later to mnemonic tables.
The work on using mnemonic tables consists of three stages: Stage 1 - examining the table and analyzing what is depicted on it. Stage 2 - information is recoded, i.e. transformation from abstract symbols to images. Stage 3 - after recoding, a retelling of a fairy tale or a story on a given topic is carried out. Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves problems aimed at: developing basic mental processes - memory, attention, imaginative thinking and speech; recoding of information, i.e. transformations from abstract symbols to images; development of fine motor skills of the hands with partial or complete graphic reproduction. In my teaching activities, I use mnemonic tables: to enrich vocabulary; when learning to compose stories; when retelling fiction; when guessing and making riddles; when memorizing poetry.
Rules for using mnemonics: notes of educational work must be kept; work begins with simple mnemonic squares, then mnemonic chains are introduced; when the child understands the essence of the tasks, you can move on to mnemonic tables; all drawings must be colorful, clear and understandable; the number of squares in the table should not be more than nine. (this is the maximum allowable amount of visual information for a preschooler); no more than two mnemonic tables are used in one lesson; re-examination or work with them can only be done at the request of the child. It should be noted that mnemonics are multifunctional. Based on them, you can create a variety of educational games.
Thus, with the help of mnemonic tables and diagrams-models, it is possible to achieve the following results: children’s range of knowledge about the world around them increases; there is a desire to retell texts and come up with interesting stories; there is an interest in learning poems and nursery rhymes; vocabulary reaches a higher level; children overcome timidity and shyness, children’s communication skills develop.
THANK YOU FOR YOUR ATTENTION!
On the topic: methodological developments, presentations and notes
Using mnemonics to teach children with special needs to memorize poems.
The article discusses the difficulties experienced by children with special needs in mastering tasks for speech development and memorizing poems. And mnemonic techniques are an effective correctional tool...
Master class "Modeling coherent speech in children with general speech underdevelopment using mnemonic techniques"
In this material you can get acquainted with the structure of the master class, the activities of the master (in this case, a speech therapist) and the necessary equipment. And also excerpts from the master...
“The use of mnemonic techniques in the development of speech in older preschool children.” “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky 2 slide. The urgency of the problem lies in the search and implementation of new optimal methods for the formation of coherent speech in preschool children, which contribute to the most effective results in the development of speech in preschool children. 3 slide. Project goal: Changing the system of teaching children coherent speech. 4 slide. Objectives of the project activity: 1. To study methods of effectively teaching children coherent speech. 2. Test the methods of mnemonics in organized educational activities in the educational field of “Communication”. 3. Develop a long-term plan for the development of coherent speech in preschoolers. 4. Organize training for parents. 5 slide. Stages of project implementation: Stage I - preparatory 1. Carry out a theoretical analysis of the literature on the problem of the formation of coherent speech in preschoolers. 2. To study the criteria and levels of development of coherent speech in children of senior preschool age. 3. Study of methodological developments on the use of the mnemonic method in teaching storytelling to preschool children. Stage II is the main one. 1. Drawing up a long-term work plan for the development of coherent speech using mnemonics. 2.Development of a series of technological maps in accordance with lexical topics. 3.Organization of consultations for parents. Stage III is the final stage. Presentation of project results. Project product: 1. Card index of games and exercises for speech development using mnemonic methods. 2. Long-term planning for speech development for older preschoolers. 6 slide. Istomina Z.I. in his study devoted to the study of the influence of a verbal model and visual material on the development of speech of preschool children, he comes to the conclusion that the verbal model has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. At the same time, she points out that relying on a visual example enhances situational aspects in children’s speech and reduces elements of coherence. Therefore, when forming coherent speech, it is more necessary to use speech patterns. Mnemonics is translated from Greek as “the art of memorization.” This is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech. In children of senior preschool age, it is especially important to develop visual and figurative thinking, using symbols and diagrams, which underlie the formation of artificial associations that facilitate memorization and increase memory capacity, which is the essence of mnemonics. 7 slide - 8 slide. Mnemonics are built from simple to complex. Starting with the simplest mnemonic squares, successively moving to mnemonic tracks, and later to mnemonic tables. Slide 9 Mnemonic tables - diagrams serve as didactic material in the development of coherent speech in children for: enriching vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry. 10 slide. Work in classes using mnemonic tables is built in three stages. Stage 1: Examination of the table and analysis of what is shown on it. Stage 2: The information is recoded, i.e. transformation from abstract symbols of words into images. Stage 3: After recoding, a fairy tale or story is retold on a given topic. 11 slide. Expected results 1. Increasing your own professional competence; formation of practical skills in using the mnemonic method in teaching storytelling to preschool children. 2. Tracking the dynamics of speech development: determining the level of development of coherent speech, its compliance with the age norm. 3. Information readiness of teachers and parents for correctional work with children. 4. Availability of a variety of visual material for the development of coherent speech. 12 slide. Diagnostics of the level of development of coherent speech in older preschoolers. The indicator of speech coherence is the use of linguistic means of communication; The consistency indicator is the correspondence of the order of sentences in the text to the sequence of events in reality; Logicality - correspondence of the text to the topic, correct compositional structure, corresponding to the laws of constructing a correct judgment. Diagnostics at the beginning of the school year revealed 20% of children with I (low) level of development of coherent speech, 20% - with III (medium) level, 60% - with IV ( above average) level of development of coherent speech. Slide 13 By the end of the school year, no children were identified with I-II levels of development of coherent speech, 10% with III level of development of coherent speech (average), 20% with IV level of development of coherent speech (above average), 70% with V (high ) level of development of coherent speech. Slide 14 Thus, we have proven the effectiveness of using mnemonics in classes on speech development for children of senior preschool age. When analyzing the data, significant changes in the formation of coherent speech in children who were trained using a method in which the main aspect is the use of mnemonic techniques are obvious. Slide 15 Thus, with the help of mnemonic tables, it is possible to achieve the following results: Children’s range of knowledge about the world around them increases. There is a desire to retell texts and come up with interesting stories. in front of the audience Thus, with the help of mnemonic tables, it is possible to achieve the following results: Children's knowledge about the world around them increases; There is a desire to retell texts, come up with interesting stories; There is an interest in learning poems and nursery rhymes; Vocabulary reaches a higher level; Children overcome timidity, shyness, learn speak freely in front of an audience
Presentation mnemonics.ppt
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Project on the topic “Using preschoolers’ techniques” of mnemonics in the development of speech of elders “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky
Relevance of the problem Consists in the search and implementation of new optimal methods for the formation of coherent speech in preschool children, contributing to the most effective results in the development of speech in preschool children
Goal of the project Changing the system of teaching children coherent speech Goal of the project
Objectives To study methods of effectively teaching children coherent speech To test the methods of mnemonics in organized educational activities in the educational field of “Communication” To develop a long-term plan for the development of coherent speech of preschoolers To organize training for parents
Stages of project implementation: Stage I preparatory 1. Carry out a theoretical analysis of the literature on the problem of the formation of coherent speech in preschoolers. 2. To study the criteria and levels of development of coherent speech in children of senior preschool age 3. To study methodological developments on the use of the mnemonic method in teaching storytelling to preschool children Stage II main. 1. Drawing up a long-term work plan for the development of coherent speech using mnemonics. 2.Development of a series of technological maps in accordance with lexical topics. 3.Organization of consultations for parents Stage III, final. Registration of project results Project product: 1. Card index of games and exercises for speech development using mnemonic methods. 2. Long-term planning for speech development for older preschoolers Project implementation stages:
Istomina Z.I. in his study devoted to the study of the influence of a verbal model and visual material on the development of speech of preschool children, he comes to the conclusion that the verbal model has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. At the same time, she points out that relying on a visual example enhances situational aspects in children’s speech and reduces elements of coherence. Consequently, when forming coherent speech, it is more necessary to use speech patterns. In children of older preschool age, it is especially important to develop visual imaginative thinking, using symbols and diagrams, which underlie the formation of artificial associations that facilitate memorization and increase memory capacity, which is the essence of mnemonics. Mnemonics is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Such techniques are especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, and visual material is absorbed better than verbal material. The peculiarity of the technique is the use not of images of objects, but of symbols for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic ones.
Structure of mnemonics
Mnemonics are built from simple to complex. Starting with the simplest mnemonic squares, successively moving to mnemonic tracks, and later - to mnemonic tables
Mnemonic diagram tables serve as didactic material in the development of children's speech Enrichment of vocabulary Mnemonic diagram tables Teaching writing stories Retelling fiction Guessing and making riddles Memorizing poems Enriching vocabulary Teaching writing stories Retelling fiction Guessing and making riddles Learning poems
LEARNING POEMS We take vegetables in our hands, put vegetables on the table. Onion, carrot, zucchini, tomato, peas, onion.
DESCRIPTIVE STORIES ON LEXICAL TOPICS
RETELLING A TALE
COMPILING A STORY ABOUT WINTER In winter, there is snow everywhere. The trees seemed to be dressed in white fur coats. The sun is shining, but it does not warm. Frosty! The stoves are heated in the houses. In winter, people feed birds and take care of domestic animals. Children enjoy winter activities: sledding, skiing, ice skating, playing hockey, snowballs. Children love to sculpt snowmen and build snow forts.
Sequence of working with mnemonic tables: Stage 1: Examination of the table and analysis of what is depicted on it. Stage 2: The information is recoded, i.e. transformation from abstract symbols of words into images. Stage 3: After recoding, a fairy tale is retold, a story on a given topic or a poem is read based on symbols (images), i.e. the memorization method is being developed.
Expected results 1. Increasing your own professional competence; formation of practical skills in using the mnemonic method in teaching storytelling to preschool children. 2. Tracking the dynamics of speech development: determining the level of development of coherent speech, its compliance with the age norm. 3. Information readiness of teachers and parents for correctional work with children. 4. Availability of a variety of visual material for the development of coherent speech.
Diagnostics of the level of development of coherent speech of older preschool children As an assessment of the effectiveness of speech development of children of senior preschool age at the beginning of the year, the following criteria were taken: 1. Indicator of speech coherence, use of language means of communication; 2. Sequence indicator: correspondence of the order of sentences in the text to the sequence of events in reality; 3. Logical correspondence of the text to the topic, correct compositional structure, corresponding to the laws of constructing a correct judgment. Diagnostics at the beginning of the school year revealed 20% of children with I (low) level of development of coherent speech, 20% with III (average) level, 60% with IV (above average) level of development of coherent speech.
Elena Kopeikina
Speech and presentation “Mnemonics is one of the effective methods and techniques in the speech development of children”
« Mnemonics
V development coherent speech in preschoolers"
Speech problems children preschool age:
Monosyllabic speech consisting only of simple sentences. Inability to construct a sentence grammatically correctly.
Poverty of speech. Insufficient vocabulary.
Use of non-literary words and expressions.
Poor dialogical speech: inability to formulate a question competently and clearly, to construct a short or detailed response.
Failure to build monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.
Lack of logical justification for your statements and conclusions.
Lack of cultural skills speeches: inability to use intonation, regulate voice volume and speech rate, etc.
Poor diction.
Today, speech is figurative, rich in synonyms, additions and descriptions. children preschool age is a very rare phenomenon. In speech children there are many problems:...Therefore, the pedagogical impact when development speech of preschoolers is a very complex matter. Needs to be taught children coherently, consistently, grammatically correctly express your thoughts, talk about various events from the surrounding life. With my experience in development coherent speech will be shared by Kim L.I. PAUSE.
Question for teachers:
What difficulties and why does a child experience when constructing a coherent story?
The child must learn to highlight the most important thing in the story, to consistently present the main actions and events.
We all know how difficult it can be for a child to construct a coherent story, even just to retell a familiar text. Question.
It's not just a matter of level speech development. Children They often confuse the details of the work that in their opinion seemed most important, and they can repeat them several times. For example: “And the wolf had big teeth”, “He had a terrible mouth” etc., forgetting about the future developments. But the main thing for a storyteller is to convey the plot of the work, to be understood by another person, and not just to express feelings. Monologue speech is psychologically more complex than dialogical: children miss semantic links, the logical sequence of the story, and make mistakes in constructing sentences.
K. D. Ushinsky wrote:
“Teach a child some five words unknown to him, he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn on the fly.”
Since visual material is better absorbed by preschoolers, the use of mnemonic tables for classes on the development of coherent speech, allows children more efficient perceive and process visual information. Application mnemonic diagrams, helps the child enrich a coherent statement.
Mnemonics - translated from Greek -"the art of memorization". This is the system methods and techniques, ensuring successful memorization, preservation and reproduction of information, knowledge about the characteristics of natural objects, about the surrounding world, efficient remembering the structure of the story, and, of course, speech development.
The essence mnemonic diagrams is next (image); thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.
To help children master coherent speech and facilitate this process, it is used mnemonics technique. Mnemonics in preschool pedagogy they call it differently: Vorobyova Valentina Konstantinovna calls this methodology sensory-graphic diagrams, Tkachenko, Tatyana Aleksandrovna - subject-schematic models, Glukhov V.P. - blocks-squares Bolsheva T.V. - collage, Efimenkova L.N - scheme for composing a story.
The diagrams serve as a kind of visual plan for creating monologues and help children line up:
The structure of the story
The sequence of the story
Lexical and grammatical content of the story.
Question for teachers:
Where can I use cards-schemes?
to enrich vocabulary,
when learning to write stories,
when retelling fiction,
when guessing and making riddles,
when memorizing poetry.
Mnemotables- diagrams serve as didactic material in work on development of children's coherent speech. Their use:….
For children primary and secondary preschool age children should be given colored mnemonic tables. For children For older children, it is advisable to draw diagrams in one color.
Like any job, mnemonics builds from simple to complex. It is necessary to start working with the simplest mnemonic squares, go sequentially to mnemonic tracks, and later - to mnemonic tables., because children separate ones remain in memory images: Christmas tree - green, berry - red. Later - complicate it or replace it with another screensaver - depict the character in graphic form. For example: fox - consists of orange geometric shapes (triangle and circle, bear - large brown circle, etc. For children For older children, it is advisable to draw diagrams in one color so as not to draw attention to the brightness of symbolic images.
Mnemonic tables are especially effective when learning poems: for each word or small phrase a picture is created (image); Thus, the entire poem is sketched schematically. After this, the child reproduces the entire poem from memory, using a graphic image. At the initial stage, the adult offers a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.
Another variety mnemonics are a collage. A collage is a sheet of cardboard that depicts letters, numbers, geometric shapes, and various pictures, but they are all connected to each other by one purpose. The purpose of the collage is to expand vocabulary, figurative perception, development of oral speech, ability to speak coherently, tell stories.
Question for teachers:
What do you think are the stages of using mnemonic table?
Stage 1: Looking at the table and analyzing what is shown on it.
Stage 2: Information is recoded, i.e., converted from abstract symbols to images.
Stage 3: After recoding, a retelling of a fairy tale or a story on a given topic is carried out.
In younger groups, with the help of a teacher, in older groups, children should be able to independently (described in more detail by I. I. Nazarova).
Sequence of work with mnemonic tables:
1. Introduction of character elements (forms, sizes, actions).
2. Use of support diagrams in all types of classes, various types of activities (to develop the child’s habituation and understanding that the symbol is universal).
3. Introduction of negatives.
4. Combination of symbols, reading their chain.
5. Children’s independent search for images symbolizing some quality. (The task of this stage is an active search for images, the ability to justify your choice.)
6. Children’s creative creation of support patterns.
To Work with mnemonic tables It's better to start with the middle group. Although already at a young age we use the simplest schemes for dressing, washing, building a pyramid, etc. All work is built, as we have already said, from simple to complex. (Learning algorithm children) But it should be noted that preschoolers begin to experience some difficulties, since it is difficult to follow the proposed model plan. Very often, the first stories based on models turn out to be very sketchy. To ensure that these difficulties are as few as possible, the software content of each mnemonic tables It is necessary to introduce tasks to activate and enrich the vocabulary.
results
at children the range of knowledge about the world around us increases;
there is a desire to retell texts and come up with interesting stories;
there is an interest in learning poems and nursery rhymes;
vocabulary reaches a higher level;
children overcome timidity and shyness, learn to behave freely in front of an audience.
Therefore, the sooner we teach children tell or retell using mnemonic method, the better we prepare them for school, since coherent speech is an important indicator of a child’s mental abilities and his readiness for school.
In parallel with this work, it is necessary speech games, it is mandatory to use printed board games that help children learn to classify objects, develop speech, visual perception, imaginative and logical thinking, attention, observation, interest in the world around us, self-test skills.
For what age can this scheme be used?
One day the goat went for a walk in the forest. And in the forest at the edge of the forest there lived a bear cub. He saw a goat, and how growls: “E-E-E!” The goat got scared and screamed: “ME – E – E!” The little bear was also scared and again growled: “E-E-E!” At this time they appeared at the edge of the forest children: girl Emma and boy Edik. They approached the goat and calmed her down. Everyone was having fun.
Let's solve the riddles
Under my feet
Wooden friends.
I fly at them with an arrow,
But not in summer, but in winter.
She has all the branches
Festive
colors.
The ball grew white,
The wind blew
The ball flew away.
Thank you for your attention!
