Speech games are one of the most effective and accessible ways to develop the communicative competence of preschoolers with speech impairments.

Preschool education is the first stage of a person’s lifelong education, which is built in accordance with the general ideology of modernization of general education in Russia, where the main result of the activities of an educational organization is not the system of knowledge, abilities, skills in itself, but the child’s mastery of a set of competencies. At preschool age, key competencies begin to develop, the main of which is communication. The problem of developing communicative competence is in the center of attention of teachers due to its importance in all spheres of every person’s life.

The formation of communicative competence in children with speech impairments is difficult, because speech underdevelopment is primary in the structure of the defect in this category of children. Observations of pupils in kindergarten made it possible to discover that children’s relationships with each other do not always develop well. They do not know how to listen to another person, respect his opinion, and calmly defend their point of view. There is also a lack of general culture of behavior. Preschoolers cannot carry on a conversation with friends, enter into conflicts and find it difficult to resolve it peacefully and in a polite manner. Taking this into account, the relevance of the problem of developing communicative competence in preschoolers with speech disorders is obvious.

However, in pedagogical practice at the present stage of education, a number of contradictions have emerged:

• contradictions between traditional approaches to raising children with speech disorders and new requirements for the educational process set out in the Federal State Educational Standard for Education;
• the organization of the educational process presupposes the active inclusion of parents in the socio-communicative development of the child, however, the position modern parent demonstrates an indifferent attitude towards the educational process;
• the modern ideology of education, which orients the individual towards an independent search for new solutions, continuous education “throughout life”, and insufficiently developed motivation for communication, a low level of independent cognitive and speech activity in children with speech disorders.

Modern society places high demands on the communicative activity of an individual. Society needs creative personalities who can think outside the box, express their thoughts competently, and find solutions in any life situations.

The conditions necessary for the development of communicative competence of preschoolers with speech disorders are:

• social situation of child development;
• joint activity (leading gaming);
• training (based on play activity).

Based on the analysis, we can formulate the problem: children with speech impairments do not independently develop communicative competence Therefore, systematic work on mastering communicative universal educational actions is necessary. And given that play is a leading activity in preschool age, it has become one of the most effective and accessible ways to develop the communicative competence of preschoolers with speech impairments.

Thus, the goal of the activity of a teacher (speech therapist, educator) is to develop communicative competence in preschoolers with speech disorders in play.

This goal is achieved through the following tasks:

• the use of new forms of work to develop communicative competence;
• attracting the attention and active involvement of parents of preschoolers in the educational process;
• creating conditions for the implementation of communicative universal educational activities.

Communication competence– this is the ability to set and solve certain types of communication tasks: determine the goals of communication, assess the situation, take into account the intentions and methods of communication, be prepared to change the corresponding speech behavior.

In the process of joint educational activities, preschoolers with speech impairments need to develop the following: communicative universal learning activities:

• the ability to analyze a speech situation and predict the speech behavior of communication participants;
• the ability to formulate the communicative intention of a statement in accordance with a certain type of communication and speech genre;
• the ability to navigate the methods of dialogic communication, taking into account the norms of speech etiquette;
• the ability to respond positively, using means of nonverbal communication in a speech situation, to achieve a positive result;
• the ability to correct one’s own speech behavior.

Communicative activity is carried out in the process of using situations of real communication; when organizing active creative activities; in collective forms of work; in problematic situations; in speech games; in creative tasks involving the involvement of children in common activities, the result of which is communication.

Stages of work on developing communicative competence in preschool children with speech impairments.

The main task of the first stage is to evoke a communicative need. This task is implemented subject to the following conditions:

• changing the authoritarian style of communication to a democratic one;
• compliance with a certain system of rules gradually introduced into the educational process;
• active participation of children in the organization joint activities, choosing the type of activity;
• conducting reflection - discussing with children the main points of the activity, finding out their opinion.

The first stage of work includes:

• formation of a positive attitude towards joint activities;
• attracting attention to peers;
• learning to become aware of one’s own emotions and sensations;
• introduction of non-verbal means of communication.

The main task of the second stage is to form ideas about the rules and methods of effective communication.

The second stage of work includes:

• further development of non-verbal means of communication;
• enrichment of ways of emotional response;
• formation of ideas about the rules of social behavior and the ability to recognize and recreate Various types relationships.

The task of the third stage is the automation of developed skills in gaming and free activities.

Communication skills of the third stage of work:

• actively engage in dialogue;
• be able to ask questions, listen and understand speech;
• build communication taking into account the situation, make contact easily;
• express your thoughts clearly and consistently;
• use forms of speech etiquette;
• regulate your behavior in accordance with learned norms and rules.

In children preschool age with speech impairments, communicative competence has not been developed, and targets are not sufficiently defined. Therefore, the teacher needs new forms of work.

One of these forms is speech games. Play is the leading activity of preschool children. The organization of gaming activities in the educational process is a requirement of the Federal State Educational Standard for Education. The use of speech games in correctional and developmental work has its own characteristics and advantages:

• compliance with didactic principles:
• developmental education;
• practical applicability;
• completeness, necessity and sufficiency (speech material is selected taking into account the age of the children);
• integration of educational areas;
• complex thematic construction of the educational process;
• clarity (pictures, presentations);
• effective use of acquired knowledge;
• the ability to hold the attention and interest of preschoolers;
• suitable for use in joint activities of adults and children;
• the ability to take into account the individual characteristics of children.

Speech games can be aimed at:

• developing the ability to establish contact with an interlocutor: “How can you call us differently?”, “Compliment”;
• timely use of words of gratitude: “Gift to a friend”;
• development of the ability to maintain distance in communication: “Standing and sitting”;
• developing the ability to understand the mood of others: “What can you do for a friend?”;
• developing the ability to listen to your interlocutor: “Broken phone”;
• regulation of one’s behavior: “A self-controlled person”;
• developing the ability to understand the emotional state of the interlocutor: talking on the phone with fairy-tale characters; pronounce a familiar quatrain - in a whisper, as loudly as possible, like a robot, at the speed of a machine-gun burst, sad, joyful, surprised, indifferent;
• developing the ability to notice the desires of another person: “Give a gift to a friend”
• developing the ability to conduct a dialogue with an adult or peer: dialogue with the duty officer, dialogue with the cook;
• developing the ability to obtain the necessary information in communication: “Make a story according to plan.”

It should be noted that the most effective activities will be those in which there is continuity between teachers and parents.

Thus, speech games should be included in the educational process, since they are a means of developing communicative competence. Communicative competence, the ability to communicate with other people is a necessary component of a person’s self-realization, his success in various types activities in society. The formation of these competencies is an important condition for normal mental development a child with speech impairment, as well as one of the main tasks of preparing him for later life.

Literature:

1. Arushanova A. Communication development: problems and prospects // Preschool education. 1998. No. 6, pp. 86 - 89.
2. Volkov B.S. Nurturing a child’s independence, determination and responsibility // Educator. 2011. No. 4, p. 114-120.
3. Voroshinina L.V. Improving the creative storytelling of children of the sixth year of life // Educator. 2011. No. 5, p. 73-76.
4. Gavrilushkina O. Development of communicative behavior of preschoolers in a kindergarten [Text] / O. Gavrilushkina // Child in kindergarten. 2003. No. 2, pp. 12-16.
5. Eltsova O. Children's speech creativity as a condition for full communication // Preschool education. 2009. No. 12, p. 21-24.
6. Emelyanova N.I. Nurturing a positive attitude of children towards school // Educator. 2010. No. 10, p. 61-67.
7. Kasatkina E.I. Game in the life of a preschooler. M.: Bustard, 2010.
8. Lopatina L.V. Speech therapy work with preschool children. – St. Petersburg, 2005.
9. Merkulova O.N. Game tasks for speech development and plane orientation // Child in kindergarten. 2012. No. 2, pp. 9-10.
10. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 “On approval of the federal state educational standard preschool education».
11. Sanitary and epidemiological requirements for the design, content and organization of the work regime in preschool organizations– SanPiN 2.4.1.3049-13.
12. Filicheva T.B., Tumanova T.V., Chirkina G.V. Raising and teaching preschool children with general underdevelopment speeches: Program and methodological recommendations. – M., 2009.
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14. Chaladze E.A. Formation of communicative competence in preschool children with speech impairments / intel. innovation in education /

Savachaeva A.A.,
teacher speech therapist

“Ability to communicate with other people, act together

With them, the ability to want, rejoice and be sad,

learn new things, albeit naively, but brightly and unconventionally,

to see and understand life in your own way - this and much more

preschool childhood carries something else” L.A. Wenger

The mental development of a child begins with communication. This is the first type of social activity that arises in ontogenesis and thanks to which the child receives the information necessary for his individual development.

Research by outstanding Russian psychologists has proven that the need for communication in children is the basis for the further development of the entire psyche and personality already in the early stages of ontogenesis (Wenger L.A., Vygotsky L.S., Lisina M.I., Mukhina V. S., Ruzskaya A.S., Boguslavskaya Z.M., Smirnova E.O., Galiguzova L.N., etc.). It is in the process of communicating with other people that the child learns human experience. Without communication, it is impossible to establish mental contact between people.

When studying the communication process in children great importance is given to the problem of psychological preparation of older preschoolers for school, in the solution of which communication with adults plays a leading role as the central link in the cognitive and volitional development of the child.

Since communication with an adult plays a decisive role in a child’s development, we begin the conversation with him (slide No. 2).

The development of different aspects of communication determines several stages or levels that naturally replace each other, at each of which communication appears in a holistic, qualitatively unique form.

M.I. Lisina identified four forms of communication (slide No. 3) that replace each other during the first 7 years of a child’s life:

Situational-personal;

Situational business;

Extra-situational-cognitive;

Extra-situational-personal.

Situational-personal communicationa child with an adult (first half of life) in its developed form has the appearance of a so-called complex - complex behavior, including concentration, looking into the face of another person, smiling, vocalization and motor animation. Communication between an infant and an adult occurs independently, outside of any other activity, and constitutes the leading activity of a child of a given age.

Situational business uniform communication (6 months - 2 years) occurs against the background of practical interaction between a child and an adult. In addition to attention and good desirability, the child early age begins to feel the need for adult cooperation. The latter is not limited to simple assistance; Children require the complicity of an adult and simultaneous practical activities next to them. Business motives of communication become the leading ones. The main means of communication are objective-effective operations. The most important acquisition for young children is understanding the speech of people around them and mastering active speech. The emergence of speech is closely related to the activity of communication: being the most perfect means of communication, it appears for the purposes of communication and in its context.

Extra-situational-cognitive communication(3-5 years) unfolds against the background of children’s cognitive activity aimed at establishing sensory, non-perceptible relationships in the physical world. With the expansion of their capabilities, children strive for a kind of theoretical cooperation with adults, consisting in a joint discussion of events, phenomena and relationships in the objective world. This form of communication is most typical for primary and secondary preschoolers. For many children, it remains the highest achievement until the end. preschool childhood.

An undoubted sign of the third form of communication can be the appearance of the child’s first questions about objects and their various relationships.

At first, the initiative in such a dialogue belongs to the adult: he talks, and the child listens, often not too carefully and, it seems, understanding little. But this only seems, because suddenly the baby begins to ask questions that not every adult will immediately find an answer to:

Why doesn't the moon fall to the earth?

Why does a dog have many legs, but I have two?

And if Pushkin died, why then Pushkin’s fairy tales?

Can a goat marry a hedgehog and what kind of children will they have - with horns or with needles?

Why doesn't the chicken fly, but does it have wings?

Why do girls wear dresses and boys don't?

At 4-5 years old, children literally bombard adults with similar questions. This age is sometimes called the “age of why”.

Extra-situational-personal form of communicationchildren with adults (6-7 years old) is the highest form of communicative activity of children in preschool childhood. Unlike the previous one, it serves the purpose of understanding the social, not the objective world, the world of people, not things. It is formed on the basis of personal motives that encourage children to interact, and against the background of various activities: play, work, cognitive. But now communication has independent meaning for the child and is not an aspect of his cooperation with an adult. The senior partner serves as a source of knowledge about social phenomena and at the same time becomes an object of knowledge as a member of society, as a special person. Thanks to the successes of children in the framework of extra-situational-personal communication, some achieve a state of readiness for schooling, an important part of which is the child’s ability to perceive an adult as a teacher and take the position of a student in relation to him.

However, in real life Quite often one can observe significant deviations from the indicated timing of the emergence of certain forms of communication. It happens that children remain at the level of situational business communication until the end of preschool age. For example, a preschooler strives only for physical contact with an adult - hugs, kisses him, freezes with pleasure when he is stroked on the head, etc. At the same time, any conversation or joint play causes him embarrassment, isolation and even refusal to communicate . The only thing a child needs from an adult is his attention and goodwill. This type of communication is normal for a 2-6 month old baby, but if it is the main one for a five year old child, this is an alarming symptom that indicates a serious delay in his development. Usually this lag is caused by the fact that the child at an early age did not receive the necessary personal, emotional communication with an adult; it is, as a rule, observed in children from orphanages.

Under normal conditions of upbringing, this phenomenon occurs quite rarely. But a delay at the level of situational and business communication until the end of preschool age is more typical: the child plays with pleasure with adults, but avoids any conversation on cognitive and personal topics. This is natural for a 2-4 year old child, but this should not happen to a five or six year old child. If, until the age of six, a child’s interests are limited to objective actions and games, and statements relate only to surrounding things and momentary desires, we can talk about a clear delay in his development.

In some fairly rare cases, the development of communication advances the child’s age. For example, a child already at 3-4 years old shows interest in personal problems, human relationships, loves and can talk about how to behave, and strives to act according to the rules. In such cases, we can talk about extra-situational-personal communication already in early preschool age.

It turns out that the age of a child does not always determine the form of his communication with an adult. Of course, the presence of a leading form of communication does not mean that all others are excluded and that a child who has achieved an extra-situational-personal form of communication must do nothing but talk with an adult on personal topics. In real life, there are a variety of forms of communication that are used depending on the situation.

Interest in peers manifests itself somewhat later than interest in adults (slide No. 4). Other children - peers - are firmly and forever included in the child's life. A complex and sometimes dramatic picture of relationships unfolds between preschoolers. They make friends, quarrel, make peace, get offended, are jealous, help each other, and sometimes do minor “dirty tricks.” All these relationships are acutely experienced and carry a lot of different emotions.

Emotional tension and conflict in the sphere of children's relationships are much higher than in the sphere of communication with adults. Adults are sometimes unaware of the wide range of feelings and relationships that children experience, and, naturally, do not attach much importance to children's friendships, quarrels, and insults. Meanwhile, the experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole.

Young children communicate with each other through various actions, the analysis of which allowed M.I. Lisina to identify four main categories (slide No. 5).

1. Treating a peer as an “interesting object.” The child examines his peer, his clothes, his face, and comes close to him. Such actions are manifested in relation to other children, and to adults, and even to inanimate objects. According to Lisina’s observations, this attitude is typical of children who came to kindergarten as soon as they turned one year old.

2. Actions with a peer as with a toy. Moreover, these actions are characterized by unceremoniousness. At the same time, the resistance of the “toy” does not interest the baby at all; the child can grab a peer by the hair, touch the nose, or slap the face. This form of interaction is no longer found in communication with adults.

3. Observing and imitating other children. This category of actions (characteristic of both communication with children and adults) includes looking eye to eye, smiling, and verbal forms of communication.

4. Emotionally charged actions, characteristic only for the interaction of children with each other. This category of actions is specific to children’s communication and, as a rule, is not used in adult-child contacts. The kids jump together, laugh, imitating each other, fall to the floor and make faces. Moreover, negative actions also fall into this category: children scare each other, fight, and quarrel.

Thus, if for children 1-1.5 years old it is more typical to relate to a peeras an object of action, then closer to 3 years one can increasingly observesubjective approachin relationships with peers. After 1.5 years, the child’s behavior becomes less unceremonious. More and more often, children exhibit behavior characteristic of categories 3 and 4.

Joint actions between children of the second year of life are not yet permanent; they arise spontaneously and quickly fade, since children do not yet know how to negotiate with each other and take into account mutual interests. Very often conflicts arise over toys. But, nevertheless, interest in my peer is gradually growing.

By the end of the second year of life, children are already engaging in joint play activities, which give them great pleasure. It should be noted that toys and objects located near communicating children distract them from communication and reduce the effectiveness of interaction with each other.

In the third year, communication between children intensifies. The peculiarity of this communication is “bright emotional coloring”, “special looseness, spontaneity”. Most joint games are based on the desire of children to imitate each other.

In early preschool age, the child expects his peers to participate in his fun and craves self-expression. It is necessary and sufficient for him that a peer join in his pranks and, acting together or alternately with him, support and enhance the general fun. Each participant in such communication is primarily concerned with attracting attention to himself and receiving an emotional response from his partner. Communication between babies depends entirely on the specific environment in which the interaction takes place, and on what the other child is doing and what he has in his hands.

At 3-4 years old, communication with peers brings mostly joyful emotions. In the middle of preschool age, a decisive change in attitude towards peers occurs. The picture of children's interactions is changing significantly. After four years, communication (especially for children attending kindergarten) with a peer becomes more attractive than communication with an adult and takes up an increasingly larger place in the child’s life. Preschoolers already quite consciously choose the company of their peers. They clearly prefer to play together (rather than alone), and other children make more attractive partners than adults.

Along with the need to play together, a 4-5 year old child usually has a need for peer recognition and respect. This natural need creates a lot of problems in children’s relationships and becomes the cause of many conflicts. The child strives with all his might to attract the attention of others, sensitively catches signs of attitude toward himself in their glances and facial expressions, and demonstrates resentment in response to inattention or reproaches from partners. Preschoolers see in others, first of all, themselves: a relationship to themselves and an object for comparison with themselves. And the peer himself, his desires, interests, actions, qualities are completely unimportant: they are simply not noticed and not perceived. It turns out that, feeling the need for recognition and admiration from others, the children themselves do not want and cannot express approval of another, their peer, they simply do not notice his merits. This is the first and main reason endless children's quarrels.

At the age of 4-5, children often ask adults about the successes of their comrades, demonstrate their advantages, and try to hide their mistakes and failures from their peers. In children's communication at this age, a competitive element appears. The successes and failures of others gain for the child special meaning. In any activity, children closely and jealously observe the actions of their peers, evaluate them and compare them with their own. Children's reactions to an adult's assessment also become more acute and emotional. At this age, difficult experiences such as envy, jealousy, and resentment against a peer arise. They, of course, complicate children’s relationships and become the reason for numerous children’s conflicts.

Thus, in the middle of preschool age, a deep qualitative restructuring of the child’s relationship with his peers occurs. The other child becomes the subject of constant comparison with himself. This comparison is not aimed at discovering commonality (as with three-year-olds), but at contrasting oneself and another. Such a comparison primarily reflects changes in the child’s self-awareness. Through comparison with a peer, he evaluates and affirms himself as the owner of certain merits, which are important not in themselves, but “in the eyes of another.” For a 4-5 year old child, this other person becomes a peer.

The difficulty is that many features of human perception in children are associated with the fact that the child sees and feels only what is in front of his eyes, that is, the external behavior of another (and the troubles that this behavior can bring him). And it is difficult for them to imagine that behind this behavior there are the desires and moods of another. Adults should help children with this. It is necessary to expand the child’s ideas about a person, take them beyond the perceived situation, show another child from his “invisible”, inner side: what he loves, “why he acts this way and not otherwise. The child himself, no matter how much he is in society of peers, will never open their inner life, but will see in them only an opportunity for self-affirmation or a condition for their play.

But he will not be able to understand the inner life of another until he understands himself. This understanding of oneself can only come through an adult. By telling a child about other people, about their doubts, thoughts, decisions, reading books to him or discussing films, an adult opens little man the fact that behind every external action there is a decision or mood, that each person has his own inner life, that individual actions of people are interconnected. It is very useful to ask questions about the child himself and his motives and intentions: “Why did you do that?”, “How will you play?”, “Why do you need blocks?” etc. Even if the child cannot answer anything, it is very useful for him to think about it, connect his actions with the people around him, try to look into himself and explain his behavior. And when he feels that it is difficult, fun or anxious for him, he will be able to understand that the children around him are just like him, that they too are hurt, offended, they also want to be loved and taken care of. And maybe Seryozha will stop being “greedy” because he wants a truck, and Marinka will no longer be “nasty” because she wants to play in her own way.

By older preschool age, the attitude towards peers again changes significantly. By the age of 6-7 years, preschool children’s friendliness towards peers and the ability to help each other significantly increases. Of course, the competitive nature remains for life. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations: what he has and what he does, but also some psychological aspects of the partner’s existence: his desires, preferences, moods is gradually revealed.

By the age of 6, many children have a direct and selfless desire to help a peer, give him something or give in to something. During this period, emotional involvement in the activities and experiences of a peer also increases significantly.

Many children are already able to empathize with both the successes and failures of their peers. A peer becomes for a child not only a means of self-affirmation and a subject of comparison with oneself, not only a preferred partner, but also a self-valued personality, important and interesting. In older preschool age, attitudes towards peers become more stable, independent of the specific circumstances of interaction.

By the end of preschool age, strong selective attachments arise between children, the first shoots appear true friendship. Preschoolers gather in small groups (2-3 people each) and show a clear preference for their friends. They care most about their friends, prefer to play with them, sit next to them at the table, go for a walk, etc.

However, it is important to emphasize that the sequence presented above in the development of communication and relationships with peers in preschool age is not always realized in the development of specific children. It is widely known that there are significant individual differences in a child’s attitude towards his peers, which largely determine his well-being, position among others and, ultimately, the characteristics of his personality development.

The communication process is not easy. Watching him, we see only the external, superficial picture of the interaction. But behind the external lies an internal, invisible, but very important layer of communication: needs and motives, that is, what prompts one person to reach out to another and what he wants from him. Behind this or that statement or action addressed to the interlocutor, there is a special need for communication. Only knowing and understanding your interlocutor well can you build true communication with him, otherwise only the appearance of it is created.

Take, for example, children's questions, whims or complaints. It would seem that everything is clear here: questions need to be answered, and whims and complaints should not be allowed. But careful observation shows that each of these phenomena is caused by different reasons. A child may ask a question out of curiosity, but sometimes he just wants to attract the attention of an adult, which is much more important to him than the answer. The baby is capricious because he is tired or does not know what to do with himself, or perhaps because the adult is too restrictive of his desire for independence. A child complains about a peer not always because he is harmful, but often because through such tricky move hopes to receive praise from an adult, which he so lacks. If an adult does not learn to recognize the internal need that prompts the child to enter into communication, he will not be able to understand it and respond correctly to it.

The same applies to children’s communication with each other. Many peer conflicts are associated, first of all, with the inability to take the point of view of another, to see in him a person with his own desires and needs. Failure in one area of ​​communication may lead to failure in another. After all, both of them are interconnected, although they develop according to their own laws. The adult's task is to guide their development in the right direction. And for this it is necessary to know both the general patterns of communication development and their specificity in different areas.

Indicators of assimilation of social norms and rules (slide No. 6)

Numerous studies indicate the importance of developing the ability to communicate, especially in preschool age (E.V. Bondarevskaya, T.A. Repina, E.O. Smirnova)

The need for early development of positive communication experience in children is due to the fact that its absence leads to the spontaneous emergence of negative forms of behavior in them and to unnecessary conflicts.

Development communicative competence for the children in my group I started with 2 junior group and this work continues to this day(slide number 7).

A kindergarten group is the first social association of children in which they occupy different positions. Various relationships are clearly manifested here - friendly and conflicting; children who have communication difficulties are identified. After spending in senior group A diagnostic examination of children revealed that many children experience serious difficulties in communication, namely in communicative competence.And my task as a teacher is to provide every child with qualified assistance in the complex process of entering the human world.

To do this, in accordance with the age and content of the educational program implemented in our preschool educational institution (MBDOU No. 15), I developed an adapted program “The ABC of Communication” based on literature:Galiguzova L.N., Smipnova E.O. "Stages of communication: from one to seven years,” Lisina M.I. “Problems of ontogeny of communication”, Chistyakova M.I. " Psycho-gymnastics",Shpitsyna L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. "The ABCs of Communication: Development of a child’s personality, communication skills with adults and peers.”

Program goals: (slide No. 8)

Formation of emotional and motivational attitudes in children towards themselves, others, peers and adults;

Acquiring the skills, abilities and experience necessary for adequate behavior in society, contributing to the best development of the child’s personality and preparing him for life.

This program is designed for children of senior preschool age 6 - 7 years old. The duration of the program is 1 year. Working hours: 4 classes per month; 36 lessons in total. Classes include both theoretical and practical parts.

In my work I used various shapes and conditions for children to learn norms and rules of behavior (slide No. 9).

A child in senior preschool age strives to be good, to do everything correctly: to behave, evaluate the actions of his peers, and build his relationships with adults and children. This desire, of course, should be supported by adults.Therefore, as the main method, I used the method of the theory of developmental learning - the method of empathizing with the situation.

Development workcommunicative competence for children of senior preschool age, I divided it into 7 blocks (slide No. 10).

By communicating with adults and peers, the child learns to live close to others, take into account their interests, rules and norms of behavior in society, i.e. becomes socially competent. This problem cannot be solved only within the kindergarten, so it is important to ensure continuity between the kindergarten and the family. For this purpose, I used various forms of work with parents (slide No. 11).

After conducting a diagnostic examination of children, I came to the conclusion that children (slide No. 12)

1. know about various means and methods of communication with the outside world
2. I am able to adequately assess and analyze my own behavior and the actions of those around me
3. at are able to control their behavior and manage it, taking into account the moral standards of communication between people
4. know the basic rules of etiquette (greeting, thanking, how to listen to your interlocutor and behave during a conversation, rules of communication on the phone, rules good manners at the table)

Conclusions :

Systematic and systematic work in this direction has allowed us to achieve positive results - my children know how to communicate, are attentive and polite to each other, to others, compliance with the rules of behavior is the norm for them. They not only know how to behave, but also behave as the rule says: treat people the way you would like to be treated.

Formation of communicative competence in preschool children.

Communicative competence belongs to the group of key ones, i.e. having special significance in a person’s life, therefore, close attention should be paid to its formation.

In a scientific context, the combination of terms “communicative competence” was first used in the context of social psychology ( from lat. competens – “capable”)– the ability to establish and maintain effective contacts with other people in the presence of internal resources (knowledge and skills)

The essence of the concept of “communication” is defined by psychological dictionaries (A.V. Petrovsky, M.G. Yaroshevsky, R.S. Nemov, V.A. Mizherikov) in the meaning, first of all, of communication between people and their generalization of knowledge.

There are several formulations for defining communicative competencies. Communicative competence
is a combination of linguistic, speech and sociocultural components (as defined by methodologist V.V. Safonova). According to another interpretation, communicative competencies are:

Mastery of all types of speech activity and speech culture;

The ability of students to solve certain communicative tasks using linguistic means in different areas and communication situations;

A set of knowledge in the field of verbal and non-verbal means for adequate perception and reflection of reality in various communication situations.

Communicative competence is understood as an integral system of mental and behavioral characteristics of a person that contribute to successful communication, i.e. achieving the goal (effective) and emotionally favorable (psychologically comfortable) for the parties involved.

Communicative competence is considered as a basic characteristic of a preschooler’s personality, as the most important prerequisite for well-being in social and intellectual development, in the development of specifically children’s activities - group games, construction, children’s artistic creativity, etc.

Peer dialogue is of particular importance in the speech development of preschool children. It is here that children truly feel equal, free, and relaxed. Here they learn self-organization, initiative, and self-control. In dialogue, content is born that neither of the partners possesses individually; it is born only in interaction. In a dialogue with a peer, you have to focus to the greatest extent on the characteristics of your partner, take into account his capabilities (often limited) and therefore arbitrarily construct your statement using contextual speech.

The following components can be distinguished in the structure of communicative competence:

Cognitive,

Value-semantic,

Personal,

Emotional,

Behavioral.

They are not parts of the whole, but they imply mutual influence, interpenetration and the existence of each in the others, which means the following:

All components (directions) must be included in the work;

An activity that ensures the child’s development in all or many of the designated areas is considered more effective.

By revealing the meaning of each component, we can identify its significance in communicative competence and the desired level for a preschooler

The cognitive component forms knowledge about the value-semantic side of communication, about personal qualities that promote and hinder communication, about emotions and feelings that always accompany it

The value-semantic component is the values ​​that are activated in communication. For example, when asking someone for something, it is important for yourself what meaning it makes for the person asking. If, in his opinion, asking means showing his dependence or weakness, which is unacceptable, then he will not do it. Or, for example, if a person believes that “no one owes anyone anything,” and therefore is afraid of being refused, then he cannot ask either. Therefore, starting from the preschool period, moral values ​​and basic attitudes towards oneself (self-acceptance, self-respect) should be formed. and other people (acceptance of them, respect for them).

The personal component is formed by the characteristics of the individual entering into communication, which naturally influence the content, process and essence of communication. Shyness, shamelessness, aloofness, selfishness, arrogance, anxiety, aggressiveness, conflict, and authoritarianism negatively affect communication. The communicative competence of a preschooler should be based on self-confidence, optimism, goodwill (friendliness) and respect for people, justice, altruism, honesty, stress resistance, emotional stability, non-aggression, and non-conflict. The preschool period is the most favorable for the development of personality traits, many of them are already laid down, but changes (development and correction) are quite possible. In older children, correction will require significant effort.

The emotional component of communicative competence is associated, first of all, with the creation and maintenance of positive emotional contact with the interlocutor, self-regulation, and the ability not only to respond to a change in a partner’s state, but also to anticipate it

The behavioral component is formed by communication skills (greeting, farewell, appeal, request, refusal, ability to listen to others, speak in front of others, cooperate).
Thus, the communicative competence of a preschool child is understood as his ability to establish and maintain the necessary contacts with people.

To develop communicative competence, the following are highlighted: two groups of methods education: methods of accumulating the content of children's speech and methods aimed at consolidating and activating the vocabulary, developing its semantic side.

First group includes methods:

a) direct familiarization with the environment and enrichment of the vocabulary: examination and examination of objects, observation, inspections of the kindergarten premises, targeted walks and excursions;

b) indirect acquaintance with the environment and enrichment of the vocabulary: viewing paintings with unfamiliar content, reading works of art, showing films and videos, watching television programs.

Second group methods are used to consolidate and activate vocabulary: looking at toys, looking at paintings with familiar content, didactic games and exercises

Among the means that contribute to the formation of communicative competence in the preschool period of a child’s development in a learning environment can be noted:

Dialogue

Creating story situations

Didactic games,

Lexical exercises.

One of the means of developing communicative competence is role-playing game. Play is the main activity of a preschool child. For children, play activity retains its importance as a necessary condition for the development of intelligence, mental processes, personality in general. The closest and most understandable thing for a preschooler is a game, a fairy tale, a toy. Through this, the child learns about the surrounding reality and builds a model of life for himself. Sometimes the most seemingly intractable issues in communication with a child are easily resolved through a game or a toy.

An important area of ​​developing communicative competence is also targeted work with teachers and parents to develop the communicative competence of older preschoolers, which includes the following stages of work:

Study of children's families;

Involving parents in active participation in developmental activities of the preschool institution,

Studying family experience in the development of children’s communicative competence,

Education of parents in the field of organizing communicative activities of preschool children,

So, the communicative competence of preschoolers is a set of knowledge, skills and abilities that ensure the effectiveness of communication processes (mastering verbal communication skills, perception, evaluation and interpretation of communicative actions, planning a communication situation).

Natalia Mikhailova
Formation of communicative speech competence older preschoolers

« Formation communicative-speech competencies of older preschoolers using gaming technologies"

"The primary function of speech is communicative. Speech is, first of all, a means of social communication, a means of expression and understanding.” L. S. Vygotsky (Soviet psychologist)

Ready to be effective communicative human interaction with people is currently a necessary condition personality development already during the period preschool childhood. The ability to come into contact with other people, establish relationships with them, and regulate one’s behavior largely determines the future in modern society. social status child.

Yes, under communicative competence a number of researchers

(N. A. Vinogradova, N. V. Miklyaeva) understand a certain level of development of skills to communicate and establish contacts with peers and adults.

Development Goal communicative skills is development communicative competence, peer-oriented, expanding and enriching the experience of joint activities and forms communication with peers.

From here we set tasks:

Develop children's vocabulary by introducing children to the properties and qualities of objects, items and materials and performing research activities;

Develop the ability to express an emotionally positive attitude towards an interlocutor using speech etiquette.

Develop situational business communication skills;

Develop coherent dialogic and monologue speech.

The game, as is known, is the leading activity preschooler, so why not use this circumstance to, through unobtrusive play, instill in the child all the knowledge, skills, and abilities he needs, including communication skills, the ability to correctly express your thoughts, feelings, etc.

1. The basis of speech development is the presence of gaming and didactic material aimed at development: 1. articulation gymnastics

Subject pictures-supports;

Schemes of articulation exercises;

Articulation gymnastics in albums;

Articulation gymnastics in poems and pictures

2. strengthening speech breathing and proper air flow

Multi-colored balls;

Sultans;

Paper snowflakes, leaves;

Pipes

Various turntables;

Tubes;

Balloons for inflation;

Ready-made manuals

Breathing exercises in verses and pictures

games: "Storm in a Teacup"; “Whose boat will get there faster?”; "Put the ball into the goal", "Focus", "Palm Focus", "Sailboat"

3. development fine motor skills fingers

Dry pool;

Laces

Mosaic, puzzles

Massage rollers, balls, clothespins

Su-jock balls

Stencils for shading, internal and external strokes

Counting sticks, Cuisenaire sticks

Finger games (schemes-memos on lexical topics);

Hatching games

Various materials to compose letters: peas, threads of different colors, plasticine, multi-colored pebbles, buttons, etc.

4. formation phonemic awareness and hearing

Noise instruments;

Sound boxes;

Children's musical tools: piano, harmonica, drums, pipe, tambourine, rattle, bells, rattles, etc.

Subject, plot pictures for expressing sounds and their automation;

Sounds of vowels and consonants (houses for hard and soft sounds);

Individual aids for sound-letter analysis;

Word schemes;

Sound tracks, sound ladder;

Albums based on the syllabic structure of words;

Games and tutorials for automating sounds

Small toys;

Subject pictures;

Scene pictures;

Various types of theaters;

Albums for every sound;

Speech therapy albums for automating various sounds;

Pure twisters, poems, nursery rhymes, tongue twisters;

Sound characteristics diagram;

Word scheme

Material for activating vocabulary, general concepts and lexical and grammatical categories

Pictures reflecting what is being studied lexical topic (plot and subject);

Pictures depicting animals and their young;

Pictures for choosing antonyms;

Pictures for exercises on selecting related words;

Pictures for the game "The Fourth Wheel";

Illustrations on mastering the semantic side of polysemantic words;

Pictures that depict objects, people, animals in motion;

Educational puzzles, lotto;

games: "Pick a Pair", "Who can name more", "Part and Whole", "Big and Small",“Whose tail?”, "One is many", "Call me kindly", “What’s missing?”, "What is made of what"; "Weather forecast"; "Dress the doll"; "In the animal world"; "Children's computer» , "Multi-colored chest", « Wonderful pouch» and etc.

speeches:

Children's Book Library

Material for the development of communication speeches:

Sets of plot pictures for composing stories;

A series of narrative pictures on various topics;

Expressive, bright, imaginative toys for children's learning

writing descriptive stories.

Schemes are supports for composing descriptive stories about objects, animals, birds.

Masks, costume elements, figures from the plane theater, dolls - toys from Kinder - surprises, dolls for dramatizing excerpts from fairy tales and works of art.

Children's Book Library

Publications on the topic:

“Organization of work on the development of communicative and speech activity of preschool children.” Organization of work on the development of communicative and speech activity of children is carried out in preschool educational institutions in all regime moments, in a joint environment.

Formation of language competence of future medical workers One of the important components of any professional activity is linguistic and communicative competence. Modern Russian.

Formation of mathematical abilities in older preschoolers Consultation for parents Formation of mathematical abilities in older preschoolers Mathematical development preschool children.

Game didactics “Various development of the child in communicative and speech activity” A person must be strong, healthy and beautiful. It is no secret that the most correct and shortest path to this ideal is to play sports from an early age.

Consultation for parents “Formation and development of cognitive and communicative competence of preschool children” Modern families are small, children most of the time are in children's groups of the same age. Being predominantly among.

Work experience “Formation of speech culture in younger preschool children” Over the course of several years pedagogical activity I worked as a speech therapist in a kindergarten. Currently a teacher. Having started.

Organization of work on the development of communicative and speech activity of younger preschoolers Early age - important stage in child development. At this time, an important place is occupied by emotional communication between the baby and the adult, which...