The technique of using mnemonics in speech therapy. The use of mnemonics in the development of speech in preschoolers. Mnemonics helps in development
from work experience
Vereshchagina E.V. speech therapist
first qualification category
MDOU "Kindergarten No. 18
combined type "Buzuluk
Orenburg region
In our kindergarten, speech therapists use innovative technologies in corrective work with children. One of the techniques of the latest technology is mnemonics.
Mnemonics– it is a set of rules and techniques that facilitate the process of memorizing information.
Mnemonics helps in the development of:
related speech;
associative thinking;
visual and auditory memory;
visual and auditory attention;
imagination;
accelerating the process of automation and differentiation of the delivered sounds.
We begin to use the techniques of mnemonics in classes with young children. To develop certain skills and abilities in children, we introduce mnemonic tables of nursery rhymes into the learning process.
Learning to dress according to the mnemonic table
The essence of mnemonic diagrams is as follows: for each word or small phrase, a picture (image) is invented; thus, the entire text is sketched. Looking at these diagrams, the child can easily reproduce text information.
Gingerbread man ((l), (l,)) 
Two hands ((p), (p,)) 
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The MDOU has correctional and speech therapy groups. Children with speech pathology have the following problems: poor vocabulary, inability to coordinate words in a sentence, violations of sound pronunciation. Most children have impaired attention, imperfect logical thinking. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them, to automate and differentiate the sounds set. It is especially important to develop visual-figurative thinking.
KD 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 them on the fly." Since preschoolers master the visual material better, the use of mnemonic tables in the classroom for the development of coherent speech allows children to more effectively perceive and process visual information. The use of mnemonic diagrams helps the child to enrich a coherent statement.
To teach children to compose stories-descriptions in the work of speech therapists in kindergarten, the computer program "Learning to Speak Correctly" is used with the use of mnemonic diagrams. The use of the material of the program facilitates the perception of visual images, which are a tool for memorizing and reproducing text. The use of a computer program concentrates attention, captivating children, and turns the activity into a game.
At individual speech therapy lessons on the automation and differentiation of sounds, in working with children, it is noted that for an accurate repetition of a poetic text, tongue twisters, a schematic representation of individual parts is sufficient. As practice shows, the use of the mnemonic system allows you to speed up the process of automating and differentiating the sounds set, facilitates memorization and subsequent reproduction of a holistic image in rhymed form.
According to the results of speech therapy monitoring of groups in our kindergarten, children showed positive dynamics in mastering the correct sound pronunciation, accelerating the timing of the automation of sounds. The volume of visual and verbal memory increased noticeably, the distribution and stability of attention improved, and mental activity became more active.
Bolshova, T.V. Learning from a fairy tale. The development of thinking of preschoolers with the help of mnemonics. SPb., 2005.
2. Vakhrushev, A.A., Kochemasova, E.E., Akimova, Yu.A. Hello world! Moscow “Balass”, 2000. 3. Volkovskaya, T.N., Yusupova G.Kh. Psychological assistance to preschoolers with general speech underdevelopment. M., 2004. 4. Gromova, O.E., Solomatina, G.N., Savinova, N.P. Poems about the seasons and games. Didactic materials on the development of speech in children 5 - 6 years old. Moscow, 2005. 5. Gurieva N. A. A year before school. Develop memory: Workbook of exercises in mnemonics. SPb., 2000. 6. Kislova, T.R. On the way to the alphabet. Moscow “Balass”, 2002. 7. Maletina N.S., Ponomareva L.V. Modeling in descriptive speech of children with OHP / Preschool education. 2004. # 6. S. 64-68. 8. Omelchenko L.V. The use of mnemonic techniques in the development of coherent speech / Speech therapist. 2008. No. 4. Pp. 102-115. 9. Tkachenko T.A. Using Schemes in Composing Descriptive Stories / Preschool Education. 1990. No. 10. S.16-21. 10. Falkovich, T.A., Barylkina, L.P. Development of speech, preparation for mastering writing. Moscow "VAKO", 2005. 11. Shirokikh Etc. Learning poetry - developing memory / Child in kindergarten. 2004. No. 2. S.59-62. 12. Shorygina, T.A. Poems and fairy tales about native nature. Moscow, 2005.
The use of mnemonics in speech therapy workMnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and, of course, the development of speech.
The purpose of teaching mnemonics is the development of memory, thinking, imagination, attention, namely mental processes, since they are closely related to the full development of speech.
Mastering the techniques of working with mnemonic tables significantly reduces the training time and at the same time solves problems aimed at the development of basic mental processes: memory, attention, figurative thinking and speech; transcoding information, i.e. transformations from abstract symbols into images, as well as the development of fine motor skills of hands with partial or full graphic reproduction.
A mnemonic table is a schema that contains certain information. Like any work, it is built from simple to complex. Starting with the simplest mnemonic squares, we sequentially move on to mnemonic tracks and later to mnemonic tables. What can be displayed in the mnemonic table? In the mnemonic table, a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions, i.e. you can draw what you see fit. But to portray in such a way that what is drawn is understandable to children.
Mnemonic tables-schemes serve as didactic material in our work on the development of coherent speech in children. We use them to solve the entire range of speech problems.
One of the main tasks of preschool educational institutions is the formation and development of coherent independent speech in preschoolers, i.e. the ability to clearly, logically, consistently talk about events and phenomena, easily combining individual elements of speech into a single semantic and structural whole. The most difficult type of such speech for a preschooler is a monologue statement.
The importance of coherent speech in the life of a preschooler is very great. The storytelling level determines the child's readiness for schooling. Without the ability to clearly formulate your thoughts, figuratively and logically to talk about your experiences, plans, full-fledged communication, creativity, and self-development of a person are impossible.
However, in addition to the normal development of speech, there are deviations in the development of speech. The most striking is general speech underdevelopment (OHP) - various complex speech disorders in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar). Unfortunately, the number of children with this disorder is growing from year to year. The OHR is characterized by a later onset of speech. Speech is agrammatical and phonetically insufficiently framed. The speech of children with OHP is difficult to understand. Most often, speaking about OHP, they mean speech disorders of children with normal intelligence and hearing. The fact is that with impaired hearing or intellect, speech underdevelopment, of course, occurs in most cases, but in this case, OHP already has the character of a secondary defect.
Questions of the formation of coherent speech were studied by A.M.Borodich, F.A.Sokhin, L.S.Vygotsky, A.A. , T. B. Filicheva, L. N. Efimenkova, T. A. Tkachenko, N. S. Zhukova and others.
An effective remedy for teaching coherent speech to preschoolers with general speech underdevelopment is mnemonic techniques. V.V. Kozarenko gives the following definition of mnemonics: "mnemonics" and "mnemonics" mean the same thing - memorization technique. They come from the Greek "mnemonikon" - the art of memorization, i.e. we are talking about a system of techniques that facilitate memorization and increase the amount of memory through the formation of additional associations. "
For preschoolers, mnemonics are of particular importance, because their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. The use of mnemonic tables in the classroom for the development of coherent speech allows children to more effectively perceive and process visual information, recode it, save and reproduce in accordance with the assigned educational tasks, in addition, the presence of a visual plan-scheme makes the stories (fairy tales) clear, coherent and consistent.
In preschool age, visual-figurative memory predominates, and memorization is mostly involuntary, in addition to this, it has an amazing property - exceptional photographic quality. In order for a memorized poem to be remembered for a long time, it must be repeated three times during the first five days. The visual image preserved by the child after listening, accompanied by viewing the drawings (the action of involuntary attention and involuntary visual memory), allows you to recall the poem much faster.
The study of the mnestic function in children with OHP showed that the volume of their visual memory practically does not differ from the norm, and the possibilities of semantic, logical memorization remain relatively intact. However, their auditory memory and memorization productivity are noticeably reduced in comparison with normally speaking children.
The theory of inventive problem solving (TRIZ), created in 1946 by Heinrich Altshuller, gave a powerful impetus to the development of technologies in pedagogy related to the development of creative processes of a growing person in various subject areas. A distinctive feature of this pedagogical system is that the child learns generalized algorithms for organizing his own creative activity. One of the methods of activating the child's creative thinking was a symbolic analogy.
Symbolic analogy included a generalized, abstract verbal or graphic image of an object.
A symbolic analogy might be:
Graphic , i.e. denoting a real image or images with any symbol, highlighting common features in them. It leads to the concept - the method of "folding" - the ability to highlight the most important thing in the image. This type is necessary in order to develop a child's thinking, a rich imagination, the ability to detect hidden dependencies and connections with non-standard images.
It is necessary to start with the simplest thing - to teach children the conventional image of any objects, the ability to classify them (any geometric figure can mean some object). Children should be given the opportunity to express their ideas. The main goal is to show that different objects can be denoted by the same geometric shapes. Then it is proposed to designate objects not by any figures, but by those that they resemble, reinforcing the ability to “see” the abstract image of an object.
Further, with the help of various lines, it is necessary to show the character, the image, i.e. learn to depict graphic characteristics-portraits of heroes. When children learn to depict objects, heroes of fairy tales, etc. with symbols, it is possible to suggest making models of fairy tales, in which, in addition to the images of heroes, their actions can be depicted.
Learning to "write down" a fairy tale, compose a model of it, children acquire a very important skill - the ability to highlight the most important thing in a work, to depict such reference signals by which one can reproduce a familiar fairy tale or come up with a new one. The ability to draw up models will allow children in the future to make a plan for a successful answer, write presentations, essays.
Verbal symbolic analogy allows words-symbols to concisely convey the content or meaning of the work. Instead of a long text, write a short one if each sentence or paragraph is marked with a verbal symbol.
In terms of speech, children are characterized by the desire to compose stories on a specific topic. This desire of children should be fully supported and their skills of coherent speech should be developed. And this is helped by mnemonics or mnemonics - a system of various techniques that facilitate memorization and increase the amount of memory through the formation of additional associations, the organization of the educational process in the form of a game.
The art of memorization is called the word "mnemonikon" after the ancient Greek goddess of memory Mnemosyne - the mother of nine muses.
The first surviving works on mnemonics date back to about 86-82. BC, and belong to the pen of Cicero and Quintilian.
P. Ramus can be considered the founder of pedagogical mnemonics. In the XVI century. both classical mnemonics (represented by Giordano Bruno) and pedagogical mnemonics promoted by Peter Ramus were taught at the University of Cambridge. It so happened that pedagogical mnemonics, not based on visual thinking, were more accessible and understandable to most people. And, most importantly, pedagogical mnemonics did not set such high standards as classical mnemonics did. Simply put, pedagogical mnemonics abandoned the direct use of visual images for memorization, and sharply reduced the requirements for students. Pedagogical mnemonics did not force one to memorize chronological tables, but focused on natural memorization with intensive “chewing” of the material being studied. This is the repetitive reading of a text known since school times; frank cramming, rewriting the material under study from a book into a notebook (drawing up notes), creating a large amount of auxiliary (didactic) material and many other methods.
In the XVI century. pedagogical mnemonics won a complete victory over the classical one. Classical mnemonics are undoubtedly more effective than pedagogical. However, pedagogical methods are simpler, clearer, and more accessible.
The use of mnemonics is currently becoming relevant. The main "secret" of mnemonics is very simple and well known. When a person connects several visual images in his imagination, the brain fixes this relationship, and upon further recall, one of the images of this association reproduces all the previously connected images. The essence of the work is as follows: for each word or small phrase, a picture (image) is invented; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the whole poem. At the initial stage, the adult offers a ready-made plan-scheme, and as he learns, the child is also actively involved in the process of creating his own scheme.
The memorization process is divided into 4 stages: coding of information elements into visual images, the memorization process itself, memorizing the sequence of information, fixing information in memory.
This technology is based on the idea of the complex and active nature of memorization processes; it opens up wide opportunities for more effective memorization of a poetic text by children, even children with developmental problems. It forms the imagination, the understanding of what you hear; the ability to keep the information received in the memory; develops imaginative thinking, creativity of children, visual memory.
Mnemonics in preschool pedagogy are called differently: sensory-graphic schemes (Vorobyova V.K.), subject-schematic models (Tkachenko T.A.), blocks-squares (Glukhov V.P.), collage (Bolsheva T.V. .), the scheme for composing the story (Efimenkova L.N.).
Mnemonic techniques are especially important for preschoolers, because their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. The use of mnemonic tables in the classroom for the development of coherent speech allows children to more effectively perceive and process visual information, save and reproduce it in accordance with the assigned educational tasks. A feature of the technique is the use of not images of objects, but symbols for indirect memorization. This makes it much easier for children to find and memorize words.
Mnemonic tables - diagrams in which certain information is laid down serve as didactic material. Mastering the techniques of working with mnemonic tables significantly reduces the training time and at the same time solves problems aimed at the development of basic mental processes; to transform abstract symbols into images; and the development of fine motor skills of hands with partial or full graphic reproduction.
It is important to note that the ability to memorize depends, first of all, not on memory, but on thinking and attention. Disturbances in the work of these mental processes make voluntary memorization practically impossible. The entire memorization system in mnemonics is based on visual thinking. It is with the help of mental operations that the process of memorizing, recalling and storing information in the brain is consciously controlled, where visual images are a tool for memorizing. In children with speech pathology, it is especially important to develop visual-figurative thinking, using symbols, substitutes, graphic analogies, schemes that underlie the formation of artificial associations that facilitate memorization and increase the amount of memory, which is the essence of mnemonics.
Currently, the techniques of mnemonics are the most relevant. The possibilities of mnemonics are expanding, they can be used to develop word formation skills in children with OHP (Rastorgueva N.I.). Barsukova L.I. when working on the automation of sounds, he proposes to use mnemonic tracks as unconventional correctional and developmental technologies, since they allow accelerating the process of automation and differentiation of the delivered sounds.
MKOU Toguchinsky district for children of preschool and primary school age Nechaevskaya NOSH - kindergartenMethodical development
Using elements of mnemonics
in speech therapy classes
Teacher - speech therapist: Krinichenko Elena Vladimirovna
Children with general speech underdevelopment have the following problems: poor vocabulary, inability to coordinate words into sentences, impaired pronunciation. Most children have impaired attention, imperfect logical thinking. Therefore, speech therapy influence in the elimination of the general underdevelopment of speech is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them.
In preschool age, visual - figurative memory prevails, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience. Studies have shown that the volume of visual memory and the possibility of semantic, logical memorization in children with OHP practically does not differ from the norm, but their auditory memory and memorization productivity are noticeably reduced.
In my work with children, I use innovative technologies and techniques. One of which is mnemonics.
Mnemonics Is a system of methods and techniques that ensure the successful mastering by children of knowledge about the features of natural objects, about the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.
The mnemonic technique helps in the development of:
Related speech
Associative thinking
Visual and auditory memory
Visual and auditory attention
Imagination
· Acceleration of the process of automation and differentiation of the delivered sounds.
From early childhood, we all get to know reception of repetition, when learning poetry. But this technique can become more effective if the child distributes repetition in time, makes it diverse, implements it not only externally (repeat aloud, in a whisper, soundlessly), but also internally (mentally, without any external manifestations) ... How do you distribute repetitions over time? Repetition is considered optimal after 15-20 minutes, after 8-9 hours and after 24 hours. It is very useful to do the repetition before going to bed for 15-20 minutes, as well as in the morning.
I used this technique with children based on the game "Remember the toys." She showed the child a number of familiar toys, and the first thing the child should do is to say aloud the name of each toy, i.e. encourage you to focus on these subjects. In addition to the name of the toy aloud, I suggested taking each of them in hand and examining it. The child names all the toys in a circle 2-3 times, while he can see all these objects. After that, the child is invited to name the objects again, but at the same time, each time he calls a certain toy, he must pay attention to some sign of this toy (the color of the cube, the dress of the doll). And the last step is a self-test. I invite the child to close his eyes and list all the memorable toys. If he makes mistakes, I invite the child to look at the toys again and determine which one he forgot, and then repeat everything again with his eyes closed. When familiarizing yourself with this technique, you can not skip a single step. Also, the child should not be limited to using the technique of "simple repetition" - this is a harbinger of cramming, which negatively affects memory.
Start learning mnemonic technique "Grouping" it is possible only when the child has mastered the technique of "generalization" and "classification". Generalization and classification are methods of logical thinking. In the game "One extra", the child finds among 4-5 pictures an extra one, depicting an object that does not belong to the semantic group, into which the remaining pictures are united. Children coped with the game easily, difficulties arose when I asked to prove why this picture was superfluous. It turns out that children mentally correctly combine objects into a group, but sometimes they find it difficult to find a verbal definition, a generalizing concept.
Another skill for mastering the generalization technique is the skill of grouping objects based on the found common features. For example, for the concepts "fox, swallow, frog", children found the following signs that united them into a group:
All words begin with the letter "l"
All words end with the letter "a"
All words refer to wildlife.
And children should have one more thinking skill before proceeding to acquaintance with the mnemonic technique "grouping" - this is the skill of distributing an object into classes (classification). So in the game "Shop" children learned first to carry out classification according to the principle of "vegetables", "fruits", "clothes", "shoes", and then according to the principle of "edible", "inedible". After the children had mastered the mental techniques of "generalization" and "classification", we proceeded to familiarize themselves with the mnemonic technique "grouping".
Also one of the important techniques in mnemonics is semantic correlations... To relate objects in meaning means to find some kind of connection between them. These connections are based on both essential and minor, less significant properties and characteristics. To find these connections, children learned to compare objects with each other, to pay attention to their functions, purpose, other internal properties and signs. To learn to highlight the semantic connections between objects, the children and I used the game "What's going on?" Among the many pictures, they found pairs of objects connected by various types of connection. So, for example, for the picture with the image of ice, they selected the following (explaining their choice):
Ice is glass (both transparent)
Ice is a mirror (both are smooth)
Ice - ice cream (both cold)
Ice - refrigerator (there is ice in the refrigerator).
Another mnemonic method that I introduced the children to was the method copying. Copying serves mainly to memorize verbal information. Words give birth to images in a child, first mental, then graphic. At the stage of forming a mental image, the child can "revive" it in a graphic form. Copying is a sketch of words, a sketch that does not have to be beautiful and similar to a real object, it is enough that the image is clear to the child himself. With this method, we memorize tongue twisters and phrases. First, we looked at the finished plot pictures, ordered their sequence and made a story based on them. Over time, I replaced bright, printed pictures with schematic (mnemonic tables), but also constituting the plot.
Mnemonic tables-schemes serve as didactic material in my work on the development of coherent speech in children. I use them for:
enrichment of vocabulary,
when teaching storytelling,
when retelling fiction,
when guessing and guessing riddles,
when memorizing poetry.
An interesting mnemonic method is the method transformations(transformation). At the preparatory stage, the children and I tried to transform not mental images, but plasticine figures. And then we tried the sculpting process in our imagination. So the children correlated letters and numbers with similar objects or parts of objects (the game "What does a letter look like?"
Method Cicero- its essence lies in the fact that memorizing the information series it is necessary to mentally arrange the images of objects, words, in some familiar room (along the road, which you use every day and know well all the objects along its length), i.e. we must "tie" the image of each information unit to a specific place, object. At the first stage of mastering this method, the children themselves walked through the group and placed different objects, stopping and pronouncing the place where they left the object. After going through it again and looking at where the items are, I remove all the items. And the child remembers what, where it lay. These games helped children learn to navigate in space, in a group, to consolidate the work on prepositions and verbs with prefixes.
All mnemonic methods and techniques that I introduced to children are accessible and most suitable for their age. All of them were selected taking into account the mental characteristics of preschool children. In addition, all the methods and techniques are interesting for children, they are perceived by them as a game rather than a developmental technique.
As practice shows, the use of the mnemonic system allows you to speed up the process of automating and differentiating the sounds set, to facilitate memorization and subsequent reproduction of a holistic image in a rhymed form. According to the results of a speech therapy examination, children with OHP showed positive dynamics in mastering the correct sound pronunciation, accelerating the timing of the automation of sounds. The volume of visual and verbal memory increased noticeably, the distribution and stability of attention improved, and mental activity became more active. Thus, this technique allows you to increase the interest of children in speech therapy classes, and, accordingly, their effectiveness increases.
From the experience of a speech therapist teacher at a preschool educational institution
Content1. Explanatory note
2. Relevance of the project
3. Goals and objectives of the project
4. The main part.
4.1. The concept of mnemonics, visual modeling, techniques of mnemonics methods
4.2. Stages of using mnemonic tables
4.3. Descriptive stories
4.4. Using mnemonic tables when learning a poem
4.5. Learning to retell
4.6. Drawing up stories based on a plot picture
4.7. Stages of working with a schematic model
4.8. Stages of work on mnemonic tables
5. Results
6. Application
7. Long-term plan
Introduction
“Teach your child with some unknownfive words to him - he will suffer for a long time and in vain,
but associate twenty such words with pictures,
and he will assimilate them on the fly. "
K. D. Ushinsky
1. Explanatory note
The main idea of the project is to use models-symbols, mnemonics that help speech therapists in their work in the formation of cognitive and speech development in children with severe speech impairments. The proposed material describes the main theoretical provisions on which the project is based.
In preschool childhood, the child has to solve more and more complex and varied problems that require the isolation and use of connections and relationships between objects, phenomena, actions.
With the development of curiosity, the cognitive interests of the thinking of children, their mastery of the world around us, we increasingly resort to using models, schemes, mnemonic tables, etc. The child sets himself cognitive tasks, seeks explanations for the phenomena noticed, discusses them and draws conclusions.
Today - figurative speech rich in synonyms, additions and descriptions in preschool children is a very rare phenomenon. There are many problems in the speech of children.
Therefore, pedagogical influence in the development of speech of preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them.
The modeling is based on factors that facilitate the process of becoming coherent speech.
One of these factors, according to S. L. Rubinstein, A. M. Leushina, L. V. Elkonin, and others, is clarity. Examination of objects, pictures helps children to name objects, their characteristic features, actions performed with them.
As a second auxiliary factor, we will single out the creation of a plan of the utterance, the importance of which was repeatedly pointed out by the famous psychologist L. S. Vygotsky. He noted the importance of sequential placement in the preliminary scheme of all specific elements of the utterance.
For many years of my work, I have been using modeling techniques in classes with middle and older children. age. This technique is effective in the formation of LGS, coherent speech, in the automation of sounds. The duration of the application depends on the topic and purpose of the lesson. For example, when developing coherent speech, you can build a lesson on only one modeling method. and with automatic sounds only partially. This develops not only the child's speech, but also ensures the successful mastering by children of knowledge about the features of natural objects, about the world around them. Here comes the effective memorization of the structure of the story, the preservation and reproduction of information.
2. Relevance of the selected project:
Over the past decades, the speech pathology of schoolchildren has sharply increased. The acuteness of the problem lies in the fact that children with insufficiently formed oral speech are not ready to start school.
One of the urgent tasks of preschool education is the development of children's speech competence, that is, the ability to solve problems associated with the use of speech as a means of communication. One of the means of forming speech competence is the method of modeling.
In preschool age, visual-figurative thinking prevails, and the replacement of verbal abstract images with visual ones greatly facilitates the teaching of fluency in the native language.
Mnemonics makes it easier for children to master coherent speech;
Applications of mnemonics - the use of generalizations allows the child to systematize his direct experience;
The child, relying on memory images, establishes cause-and-effect relationships, draws conclusions.
Currently, the problem of the development of speech is becoming especially relevant. The main and distinctive feature of modern society is the replacement of live human communication with dependence on a computer. Lack of communication between parents and their children, ignorance of speech difficulties, only increases the number of preschoolers with speech impairments. There are many problems in the speech of children.
Currently, there are various techniques and methods for the development of speech-thinking activity of children.
3. Realizing this topic, I set myself the tasks of the project:
Help children in organizing and organizing cognitive information about the environment;
Enrich the vocabulary of children, develop coherent speech;
to teach consistency, consistency, completeness and coherence of presentation;
Remove speech negativism, educate children in the need for verbal communication for better adaptation in modern society;
Develop fine motor skills in children.
To develop children's skills with the help of a graphic analogy, as well as with the help of substitutes, to understand and tell familiar fairy tales using a mnemonic table and collage;
Develop higher mental functions in children: thinking, attention, imagination, memory (various types);
To develop in children mental activity, ingenuity, observation, the ability to compare, highlight essential features;
To assist preschoolers in solving inventive problems of a fabulous, playful, ecological, ethical nature, etc.;
Teach children the correct pronunciation.
Vospitovat u detei lyubov k narodnymi i avtorskikh proizvodstve ..
4. Main part
4.1. I use mnemonic techniques in corrective work with children with severe speech impairments.
Mnemonics Is a system of methods and techniques that ensure the successful mastering by children of knowledge about the features of natural objects, about the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.
- Mnemonics helps to develop:
- Associative thinking,
- Visual and auditory memory,
- Visual and auditory attention,
- Imagination.
In modern conditions of a rapidly changing life, a person is required not only to possess knowledge, but also, first of all, the ability to obtain this knowledge himself and operate with it. The use of mnemonics for preschoolers is now becoming more and more relevant.
In the use of mnemonic tables, there are two factors that are actively involved in the formation of coherent speech:
- clarity - examining objects, pictures helps children name objects and their characteristic features, actions performed with them.
- the creation of an utterance plan, he noted the importance of sequential placement in the scheme of all specific elements of the utterance, as well as the fact that each link of the utterance should be replaced in time by the next one (Vygotsky repeatedly pointed out the importance of this factor).
The content of the mnemonic table is a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions, etc. by highlighting the main semantic links of the story plot. The main thing is that you need to convey a conventionally visual scheme, to depict so that what is drawn is understandable to children.
Like any work, mnemonics is built from simple to complex. It is necessary to start work with the simplest mnemonic squares, sequentially go to mnemonic tracks, and later to mnemonic tables.
Like any work, mnemonics is built from simple to complex.
I start working with the simplest mnemonic squares, consistently move on to mnemonic tables.
The child begins to get acquainted with fiction in early childhood. But not everyone can understand the author's idea and answer questions about the content of the read work.
I use mnemonic squares to help children. These schemes help children independently determine the main properties and attributes of the object in question, and enrich their vocabulary. I take into account how much the child has mastered the principle of substitution. Children remember images easier if the color matched the hero: red fox, red berry. Later, we complicate or replace it with another screensaver: they depicted the character in a graphic form: the fox consisted of orange geometric shapes (a triangle and a circle, a bear - a large brown circle, etc.).
In order to understand the basic sequence and coherence of the text, to keep it in memory, I introduce children to the mnemonic track. This is didactic material, a diagram in which certain information is entered. Since it is initially unfamiliar to children, the adult takes on a teaching role, that is, he brings to the children the content that is embedded in the mnemonic path.
Having understood the algorithm for working with the mnemonic track, children easily master the training mnemonic tables. Mnemonic tables - diagrams serve as didactic material for the development of coherent speech in children.
4.2 The technique of visual modeling can be used in working on all types of coherent monologue statements:
retelling;
drawing up stories based on a picture and a series of pictures;
descriptive story;
creative story.
Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it. The method of visual modeling helps the child to visualize abstract concepts (sound, word, sentence, text), to learn how to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. In the classroom in kindergarten, only one type of memory is mainly involved - verbal. After all, children are still deprived of the opportunity to note or write something to themselves.
Support schemes are an attempt to use visual, motor, associative memory to solve cognitive tasks.
Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children. Scientists also note that the use of proxies and visual models improves the mental abilities of preschoolers.
The advantages of using visual modeling with preschoolers are that:
- the preschooler is very flexible and easy to learn, but children with speech disorders are characterized by rapid fatigue and loss of interest in the lesson, this method arouses interest and helps to solve this problem;
- the use of symbolic analogy facilitates and accelerates the process of memorizing and assimilating material, forms methods of working with memory. After all, one of the rules for strengthening memory says: "When you learn - write down, draw diagrams, diagrams, devils graphics";
- using a graphic analogy, we teach children to see the main thing, to systematize the knowledge gained.
4.3 Teaching preschool children to write descriptive stories is a very important aspect of their development. In the process of teaching coherent descriptive speech, modeling serves as a means of planning an utterance.
Support schemes make the statements of children clear, coherent and consistent, they act as a plan - a hint. This means that the kid can build his story on them.
I use mnemonic tables to write descriptive stories about toys, dishes, clothes, vegetables and fruits, birds, animals, insects. These schemes help children to independently determine the main properties and characteristics of the subject under consideration, to establish the sequence of presentation of the identified characteristics; enrich the vocabulary of children.
When compiling a descriptive story, models help children independently determine the main features of an object, establish a sequence of presentation, and keep it in memory. With the help of models, these tasks can be easily solved. Pictures - helpers form an idea of the object. Children themselves select significant facts for the story, mentally imagine their relationship. So that in retelling the children do not allow monosyllabic answers, I teach them to tell the meaning of the model in different ways, to select vivid speech characteristics of objects.
It should be noted that preschoolers experience some difficulties in the selection of language means, so often the first stories based on models are very schematic. To make these difficulties as small as possible, I introduce tasks to activate and enrich the vocabulary.
Descriptive stories are created by children at the beginning of the session or at the end of it. To consolidate the knowledge gained, you can make albums with the children on the topic covered with stories and drawings of children. The most amazing thing is that children are able to come up with their own model schemes and mnemonic tables, using the information coding symbols they know.
4.4. Mnemonic tables are especially effective when learning poems.
The use of reference pictures for learning to memorize poems captivates children, turns the lesson into a game. In preschool age, visual-figurative memory prevails, and memorization is mostly involuntary. The visual image preserved in the child after listening, accompanied by viewing the drawings, makes it possible to memorize the text much faster.
Stages of work on a poem:
Expressive reading of a poem.
The message that children will learn this poem by heart. Then one more time reading the poem based on the mnemonic table.
Questions about the content of the poem, helping the children understand the main point.
Find out which words are incomprehensible to children, explain their meaning in a form accessible to children.
Reading each line of the poem separately. Children repeat it based on the mnemonic table.
Children recite a poem based on a mnemonic table.
Children sketch a mnemonic table from memory.
To systematize the knowledge of children about seasonal changes, there are model schemes proposed by Voronkevich O.A., which I successfully use in the classroom of ecological content.
These schemes serve as a kind of visual plan for creating monologues, help children build:
- the structure of the story,
- the sequence of the story,
- lexical and grammatical filling of the story.
Thus, the independence of thinking and the cognitive activity of the child develop.
4.5. Learning to retell.
The proposed model of teaching paraphrase using mnemonic tables is based on an integrated approach, including:
Using the mnemonic table as a symbolic-symbolic system, a universal means for stimulating and organizing, various symbolic-modeling activities in the structure of special classes;
The solution in the unity of correctional and developmental tasks that ensure the social and personal, communicative, speech, aesthetic, motor and emotional development of the child,
Special organization of the spatial development environment,
Development of the motivational - need-based sphere of speech activity
An effective means of teaching children the coherent reproduction of the read text is the use of an illustrative panel in the classroom with a colorful image of the general situation and the main details that are associated with the development of the entire plot action of the story. It is advisable to place such reference objects in the picture-panel in a linear row, in accordance with the sequence of fragments. The illustration is carried out with the help of plane figures of characters and objects that are moved on the panel. The panel can be laid out on a flannelgraph, a magnetic board. The demonstration panel can be used in many ways: for the teacher to illustrate the text when reading and parsing the work, for the child to illustrate the retelling of a friend or his own retelling, etc.
This contributes to the activation of visual and auditory perception, children's attention, the formation of control skills and self-control over the construction of statements; helps to more accurately reproduce the sequence of events.
Pictures - panels can also be used when teaching children to plan a compiled retelling (highlighting the main plot links of the story; modeling the actions of characters, preceding the retelling, etc.).
The technique of using a child's drawing can be considered very effective in teaching retelling.
We use this technique in individual lessons in different forms: drawing on paper and drawing on a computer. The child is invited to sketch (you can schematically) a separate fragment of the story (this can be the beginning, ending, or the most difficult part of the text). Then, using his drawing, the child reproduces either
Stage 1: Examination of the table and analysis of what is shown on it.
Stage 2: Transcoding of information is carried out, i.e. transformation from abstract symbols into images.
Stage 3: After transcoding, a fairy tale or story is retelling on a given topic.
Retelling is an easier type of monologue speech, since it adheres to the author's position of the work, it uses a ready-made author's plot and ready-made speech forms and techniques. This is to some extent reflected speech with a certain degree of independence. The picture-graphic plan in the form of pictograms acts here as a means of mnemonics.
Stages of work on the text when retelling:
The teacher explains to the child the meaning of difficult words. The child repeats them.
Reading the text with a demonstration of the plot picture.
Conversation on the content of the text.
Repeated reading of the text by adults with an attitude to retelling based on a mnemonic table.
Retelling of a story by a child based on a mnemonic table, or the story as a whole.
4.6. Composing stories based on the plot picture
Significant difficulties arise in children when composing stories based on a plot picture.
The storytelling of the picture consists of 3 stages:
highlighting fragments of the picture that are significant for the development of the plot;
determining the relationship between them;
combining fragments into a single plot.
When children master the skill of building a coherent statement, creative elements are included in the model of retellings and stories - the child is invited to come up with the beginning or end of the story, unusual heroes are included in the fairy tale or plot of the picture, the characters are assigned unusual qualities, etc., and then compose a story with taking into account these changes.
A special type of coherent statement is the description of a landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and composing a story based on a plot picture, the main elements of a visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.
In this case, objects of nature act as elements of the story model. Since they are usually static in nature, special attention is paid to describing the qualities of these objects.
Work on such pictures is built in several stages:
highlighting significant objects of the picture;
examining them and a detailed description of the appearance and properties of each object;
determination of the relationship between the individual objects of the painting;
combining mini-stories into a single plot.
To increase the efficiency of work on the development of the skill of composing stories from landscape paintings, the technique of fragmentary storytelling is used, which consists in the fact that the picture proposed for composing a story was divided into four parts, which are covered with cardboard rectangles of different colors. The child, gradually opening each of the four parts of the picture, tells about each fragment, combining them into one plot.
4.7. The use of mnemonics in the development of speech has two aspects:
serves as a certain method of cognition;
is a program for the analysis of new phenomena.
The mnemonics method includes different techniques:
models (conditionally schematic, motor-serial, temporal-spatial, schematic, silhouette images, symbolic);
kartography;
collages;
plans-schemes;
mnemonic tables.
To stimulate imagination and creative speech actions, it is necessary at the initial stage of work to form sign-symbolic functions in children. Symbols of a various nature can act as conditional substitutes:
geometric figures;
symbolic images of objects (symbols, silhouettes, contours, pictograms);
plans and symbols;
contrasting frames; and etc.
4.8. Stages of working with a schematic model:
- Teach children to replace keywords in sentences with symbolic icons; to teach to sketch objects and natural phenomena not only with symbols, but also with letters, as well as with simple words (mother, house, food) - if children can read and write;
- independently, with the help of signs-symbols, fill in the scheme-model. Use the schema model as a plan for retelling;
- to consolidate the studied material by repeated repetition of the story based on the previously drawn up diagram-model
4.9. Stages of using mnemonic tables:
- Examining the table and parsing that
what is shown on it.
- Recoding of information, i.e. conversion from abstract symbols to images.
- Retelling of information (fairy tales, stories) is carried out based on symbols (images), that is, the memorization method is being worked out
- A graphic sketch of the mnemonic table is made.
5. Results of work
It is possible to apply model schemes not only in speech therapy classes, but also in direct educational activities in other educational areas, as well as in joint activities of the educator with children.
Mnemonics are multifunctional. On the basis of them, you can create a variety of didactic games. Thinking over various models with children, you only need to adhere to the following requirements:
the model should display a generalized image of the subject;
disclose the essential in the object;
the idea of creating a model should be discussed with children so that they can understand it.
Thus, with the help of mnemonic tables, schemes - models, it is possible to achieve the following results:
- children's circle of knowledge about the world around them increases;
- there is a desire to retell texts, come up with interesting stories;
- there is an interest in memorizing poetry and nursery rhymes;
- vocabulary goes to a higher level;
- children overcome shyness, shyness, learn to freely stand in front of the audience.
I believe that the sooner we teach children to tell or retell using the method of mnemonics, the better we will prepare them for school, since coherent speech is an important indicator of a child's mental abilities and his readiness for schooling.
By the end of the preparatory group, children with severe speech impairments confidently use schemes, independently sketch experiments and observation results, and draw up visual story plans.
Pictureography helps children solve difficulties in writing descriptive, narrative, and creative stories. To complicate the story with common sentences, the model “beautiful words” was introduced - the use of high-quality adjectives by children; "Words - actions" - the use of verbs. The presence of a visual plan makes the stories clear, coherent, complete, consistent. The fundamentals of the methodology for using mnemonic tables in the compilation of descriptive stories were developed by L.N. Efimenkova ("Formation of speech among preschoolers", 1985) and T.A.
To develop the skill of creative storytelling, we use a silhouette image. As elements of the model, the child is presented with silhouettes of animals, plants, people or natural phenomena (snow, rain, fog, etc.).
I prepared two speeches for parents:
"Mnemonics in the development of speech in preschool children";
"Using mnemonic tables to compose descriptive stories in speech development classes" with showing a fragment of the lesson on the topic "Wild animals".
