The problem of the formation of communicative speech competence in preschoolers. Features of the development of the communicative competence of preschoolers. Duration of work on experience

Natalia Mikhailova
Formation of communication speech competence older preschoolers

« Formation communicative speech competence of senior preschoolers with the use of gaming technologies "

"The original 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 for effective communicative human-human interaction is currently necessary condition personality development already in the period preschool childhood ... The ability to enter into contacts with other people, to establish relationships "with them, to regulate their behavior largely determines the future in modern society. social status child.

So, under communicative competence of a number of researchers

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

Development goal communicative skills are development communicative competence , peer orientation, expansion and enrichment of experience joint activities and forms communication with peers.

From here we set tasks:

Develop a children's vocabulary by familiarizing children with the properties and qualities of objects, objects and materials and performing survey actions;

To develop the ability to express an emotionally positive attitude towards the interlocutor using the means of speech etiquette.

Develop skills in situational business communication;

Develop coherent dialogical and monologue speech.

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

1. The basis speech development includes the availability of game and didactic material aimed at development: 1.Articulatory gymnastics

Object pictures-support;

Articulation exercise schemes;

Articulatory gymnastics in albums;

Articulatory gymnastics in verses and pictures

2.Reinforcement of speech breathing and correct air flow

Multi-colored balls;

Sultans;

Paper snowflakes, leaves;

Flutes

Various turntables;

Tubules;

Inflation balloons;

Ready-made manuals

Respiratory gymnastics in verses and pictures

games: "Storm in a glass"; "Whose boat will get there faster"; "Get the ball into the goal", "Focus", Palm focus, "Sailboat"

3.development fine motor skills fingers

Dry pool;

Lacing

Mosaic, puzzles

Massage rollers, balls, clothespins

Su-jock balls

Stencils for shading, inner and outer strokes

Counting sticks, Kuisener sticks

Finger games (reminder schemes on lexical topics);

Shading games

Various compilation material letters: peas, threads of different colors, plasticine, multi-colored stones, buttons, etc.

4. shaping phonemic perception and hearing

Noise instruments;

Sound boxes;

Children's musical instruments: grand piano, accordion, drums, flute, tambourine, rattle, bells, rattles, etc.

Subject, subject pictures for expressing sounds and their automation;

Vowel and consonant sounds (houses for hard and soft sounds);

Individual textbooks for sound-letter analysis;

Word schemas;

Sound tracks, sound ladder;

Albums on the syllable structure of the word;

Games and tutorials for automating sounds

Small toys;

Subject pictures;

Subject pictures;

Various types of theaters;

Albums for each sound;

Speech therapy albums for the automation of various sounds;

Pure words, poems, nursery rhymes, tongue twisters;

Sound characteristics diagram;

Word schema

Material for activating the dictionary, generalizing concepts and lexical and grammatical categories

Pictures reflecting the studied lexical topic (plot and subject);

Pictures depicting animals and their babies;

Pictures for the selection of antonyms;

Pictures for exercises on the selection of related words;

Pictures for the game "The fourth extra";

Illustrations for mastering the semantic side of polysemantic words;

Pictures depicting objects, people, animals in motion;

Developing puzzles, lotto;

games: "Pick a pair", "Who will name more", "Part and Whole", "Big and Small","Whose tail?", "One - many", "Name it affectionately", "What is not?", "What is made of what"; "Weather forecast"; "Dress up the doll"; "In the animal world"; "Children's a computer» , "Multi-colored chest", « Wonderful pouch» and etc.

speeches:

Children's books library

Material for the development of a liaison speeches:

Sets of plot pictures for composing stories;

Series of plot pictures on various topics;

Expressive, vivid, imaginative learning toys for children

writing descriptive stories.

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

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

Children's books library

Related publications:

"Organization of work on the development of communicative-speech activity of preschoolers." The organization of work on the development of the communicative - speech activity of children is carried out at the preschool educational institution in all regime moments, in conditions of joint.

Formation of the 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 children preschool age.

Game didactics "Diversified development of the child in communicative 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 playing sports from an early age.

Consultation for parents "Formation and development of cognitive and communicative competence of preschoolers" Modern families are small, children spend most of the time in groups of the same age. Being predominantly among.

Work experience "Formation of speech culture in younger preschoolers" For several years of its teaching activities I worked as a speech therapist in kindergarten... He is currently an educator. Starting.

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

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Speech games are one of the most effective and affordable ways to form the communicative competence of preschoolers with speech disorders.

Preschool education is the first stage of a person's lifelong education, which is built in accordance with the general ideology of modernizing general education in Russia, where the main result of activities educational organization it becomes not a system of knowledge, abilities, and skills in itself, but the child's mastery of a set of competencies. In preschool age, key competencies begin to be laid, the main of which is communicative. The problem of the formation of communicative competence is in the center of attention of teachers in connection with its importance in all spheres of life of every person.

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 the pupils in the kindergarten made it possible to discover that the relations of children with each other do not always develop well. They do not know how to listen to another person, respect his opinion, calmly defend their point of view. The lack of a general culture of behavior is also noted. Preschoolers cannot have 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 urgency of the problem of the formation of 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 the traditional approaches to the upbringing of children with speech disorders and the new requirements for the educational process set out in the FSES DO;
  • the organization of the educational process involves the active involvement of the parents in the social and communicative development of the child, however, the position modern parent demonstrates an indifferent attitude to the educational process;
  • modern ideology of education, orienting a person to an independent search for new solutions, lifelong education "throughout life", and insufficiently developed motivation for communication, a low level of independent cognitive, speech activity in children with speech impairments.

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

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

  • the social situation of the child's development;
  • joint activity (leading game);
  • training (based on play activities).

Based on the analysis carried out, it is possible to formulate the problem: independently, children with speech disorders do not form communicative competence, therefore, systematic work is necessary to master communicative universal educational actions. And given that play in preschool age is the leading type of activity, it was one of the most effective and affordable ways to form the communicative competence of preschoolers with speech disorders.

Thus, the goal of the teacher (speech therapist, educator) is the formation of communicative competence in preschoolers with speech disorders in the game.

This goal is realized in the following tasks:

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

Communicative competence Is the ability to set and solve certain types of communication tasks: to determine the goals of communication, to assess the situation, to take into account the intentions and methods of communication, to be ready to change the corresponding verbal behavior.

In the process of joint educational activities in preschoolers with speech impairments, it is necessary to form the following communicative universal learning activities:

  • the ability to analyze the speech situation and predict the speech behavior of participants in communication;
  • the ability to formulate the communicative intention of the statement in accordance with a certain type of communication and speech genre;
  • the ability to navigate in the methods of dialogical communication, taking into account the norms of speech etiquette;
  • the ability to respond positively, using the means of non-verbal communication in a speech situation, in order to achieve a positive result;
  • the ability to correct their own speech behavior.

Communicative activity is carried out in the process of using situations of real communication; when organizing an active creative activity; in collective forms of work; in problem 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 the formation of communicative competence in preschoolers with speech impairments.

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

  • change from an authoritarian style of communication to a democratic one;
  • compliance with a certain system of rules that are gradually introduced into the educational process;
  • active participation of children in organizing joint activities, choosing the type of activity;
  • carrying out reflection - discussion with children of the main points of the activity, ascertaining their opinion.

The first stage of work includes:

  • formation of a positive attitude towards joint activities;
  • drawing attention to peers;
  • learning to be aware of your own emotions and feelings;
  • introduction of non-verbal means of communication.

The main task of the second stage is the formation of 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;
  • the formation of ideas about the rules of social behavior and the ability to understand and recreate Various types relationships.

The task of the third stage is to automate the skills developed in play and free activity.

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, it is easy to get in touch;
  • express your thoughts clearly and consistently;
  • use forms of speech etiquette;
  • regulate their behavior in accordance with the learned norms and rules.

In preschool children with speech impairments, communicative competence is not formed, and target guidelines are not well defined. Therefore, the teacher needs new forms of work.

One of these forms are speech games... Play is the leading activity of preschool children. The organization of play activities in the educational process is a requirement of the Federal State Educational Standard of DO. 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;
  • visibility (pictures, presentations);
  • effective use of the knowledge gained;
  • the ability to keep the attention and interest of preschoolers;
  • suitable for use in joint activities of adults and children;
  • opportunity to take into account individual characteristics children.

Speech games can be aimed at:

  • development of the ability to establish contact with the interlocutor: "How can you call us differently?", "Compliment";
  • timely use of words of gratitude: "Gift to a friend";
  • development of the ability to maintain a distance in communication: "Standing and sitting";
  • developing the ability to understand the mood of others: “What can be done for a friend?”;
  • development of the ability to listen to the interlocutor: "Broken phone";
  • regulation of their behavior: "A seasoned 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, sadly, joyfully, surprised, indifferent;
  • development of the ability to notice the desires of another person: "Give a gift to a friend"
  • development of the ability to conduct a dialogue with an adult or a peer: dialogue with the attendant, dialogue with the chef;
  • development of the ability to obtain the necessary information in communication: "Make a story according to plan."

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

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

Literature:

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Savachaeva A.A.,
teacher speech therapist