Self-education project "The role of fairy tales in the moral education of preschool children." Self-education program "A fairy tale as a means of developing the speech of younger preschoolers" educational and methodological material for the development of speech (junior group) on the topic of Making

Yana Bilkins
Work plan for self-education on the topic "The role of a fairy tale in the moral and spiritual education of preschoolers"

Self-education work plan for 2018–2019. in the middle group topic« The role of fairy tales in the moral and spiritual education of preschoolers»

caregiver: Bilkins Ya. Yu.

Explanatory note

Currently fairy tale, like many other values of the traditional

culture, has noticeably lost its purpose. But exactly fairy tale

plays an important role in spiritual enrichment preschoolers, promotes

bookmark ethical and aesthetic feelings. In the same time fairy tale is Wednesday

for the development of emotional moral experience of the child helping not

only imagine the consequences of their actions, but also experience their meaning

for yourself and those around you.

Fairy tale enters the child's life the earliest age, accompanies to

throughout preschool childhood and stays with him for life. So

fairy tales begins his acquaintance with the world of literature, with the world

human relationships and the environment in general.

Fairy tales not only expand the child's ideas, enrich his knowledge of

reality, the main thing is that they introduce him to a special, exceptional world

feelings, deep feelings and emotional discoveries.

Relevance

Fairy tale, understandable preschooler. Her composition, bright

opposition of good and evil, fantastic and certain in their own way

moral essence images, expressive language, dynamics of events, special

cause-and-effect relationships and phenomena make it especially interesting and

exciting for children. Fairy tale is an indispensable tool

formation morally healthy personality of the child, helps to understand on

in a language accessible to him, the beauty of the world around him.

Currently, we are increasingly seeing examples of childish cruelty, aggressiveness towards each other, towards loved ones. Far from being influenced moral cartoons, children have distorted ideas about spiritual and moral character: about kindness, mercy, justice. From birth, the child is aimed at the ideal of good, therefore, already from most young age must be shown moral and the spiritual essence of each act. Such moral categories, as good and evil, good and bad, it is advisable to form both by example, as well as with the help of folk fairy tales, including about animals. Why fairy tale is so effective when working with children, especially in preschool age?

1. In preschool age perception of fairy tales becomes a specific activity of the child, which allows him to freely dream and fantasize.

2. Perceiving a fairy tale, the child, on the one hand, compares himself with fairytale hero, and this allows him to feel and understand that he is not alone in having such problems and experiences. On the other hand, through fabulous images, the child is offered ways out of various difficult situations, ways to resolve conflicts that have arisen, positive support for his abilities and self-confidence. In this case, the child identifies himself with a positive hero.

Target:

1. Creation of conditions for development and formation moral ideas and education of moral qualities of a person(sense of mercy, compassion, respect and obedience).

To achieve the goal, I have determined the following tasks:

1. To develop the ability of children to distinguish between good and evil, good from bad in fairy tale and life, ability to do moral choice.

2. Develop the ability to think, compare, analyze actions fairytale heroes to learn to evaluate the behavior of oneself and others.

3. Help parents understand the value fairy tales, her special role in education today and especially tomorrow.

Expected results:

Children's learning of norms moral and spiritual education, their openness to goodness, the positive attitude of children to the world around them, to other people and to myself;

Understanding the need to develop such strong-willed qualities as obedience, respect for parents and adults;

Knowledge of certain fairy tales, constituting the spiritual experience of mankind;

Formation of ideas about honesty, justice, kindness; negative attitude to cruelty, cunning, cowardice;

Feeling development self-respect self-esteem and the desire to be responsive to adults and children; the ability to pay attention to their state of mind, to rejoice at the success of their peers, to strive to come to the rescue in difficult times.

Perspective self-education plan for 2018-2019

September.

1. Selection of material required for work with children and parents topic: « Fairy tale as a means of spiritual moral education»: setting goals and objectives for this topic.

2. Consultation for parents: "To each age fairy tale» .

1. Studying the topic: « The role of the folk tale in the development of children's speech ".

Methodological techniques:

Reading fairy tales"The Cockerel and the Beanstalk", view illustrations

Reading Russian folk fairy tales in retelling. Dalia "Crane and Heron"

-Consultation for parents: « Fairy tale helps to speak correctly

2. Replenishment of the group's library with new colorful books with Russian folk fairy tales, discs.

1. Create a file cabinet fairy tales for children.

2. Apply quotes from fairy tales in regime moments.

Methodological techniques:

Reading and retelling fairy tales to children: "Zayushkina's hut".

Reading fairy tales Korney Chukovsky - Fedorino grief

- Didactic game: "Guess fairy tale» .

-Consultation: "Features of reading fairy tales about animals» .

1. Studying the topic: "Usage fairy tales with children.

Methodological techniques:

Reading Russian folk fairy tales"Snow Maiden"

Reading Russian folk fairy tales"Sister Chanterelle and the Gray Wolf",

- Didactic game: "Guess which fairy tales read an excerpt?»

"Composing fairy tale yourself»

3. Exhibition works(children and parents) "Winter fairy tales» .

1. Studying the topic: « Fairy tale as a means of spiritual moral development of the child's personality.

Methodological techniques:

Reading Russian folk fairy tales"The Fox and the Goat"»

Reading fairy tales"About Ivanushka - a fool"

2. Consultation for parents: "Read to me fairy tale» .

1. Studying the topic « The role of fairy tales in the upbringing of children» .

Methodological techniques:

Game - quiz « Tales of grandfather Korney»

Collective application "Wonder Tree".

Reading fairy tales"Wonder Tree". K. Chukovsky

1. Studying the topic: "Influence fairy tales on the psyche of the child» .

Methodological techniques:

Reading fairy tales"The war of mushrooms with berries"

Reading fairy tales"Sister Alyonushka and brother Ivanushka"

2. Finger game "Ryaba Hen"

3. Didactic game "Tell fairy tale by picture» .

4. Consultation for parents "Reality fabulous life»

1. Studying the topic “Theatricalization fairy tales as a means of spiritual moral education of children».

Methodological techniques:

Reading to children and fairy tale retelling: "Swan geese" looking at the illustration.

Puppet theater on the table "Swan geese"

Board - printed games based on fairy tales(cut pictures, loto).

2. Consultation for parents "Kindness has a face".

1. Self-analysis of the plan for self-education.

2. Exhibition work of children and parents: "Our beloved fairy tales» .

Literature:

1. V A. Sukhomlinsky "I give my heart to children"

2. Collection of scientific - methodological articles. Eagle 2015 Edited by O. V. Berezhnov

3. Ilyin I.: "Spiritual world fairy tales» .

4. Zinkevich - Evstigneeva: "Workshop on fairy tale therapy» .

5. E. I Ivanova: "Tell me fairy tale» . Literary fairy tales for children. Enlightenment 2001

Self-education work plan for 2016–2017 on the topic "The role of fairy tales in the spiritual and moral education of preschoolers"

Explanatory note.

Fairy tale enters the child's life the earliest age accompanies him throughout preschool childhood and stays with him for life. So fairy tales begins his acquaintance with the world of literature, with the world of human relationships and the whole world around him. Fairy tale is one of the most accessible means for spiritually - which has been used by both teachers and parents at all times. Thanks to fairy tale the child learns the world not only with the mind, but also with the heart. And not only cognizes and expresses his own attitude towards good and evil. Fairy tale presents children with a poetic and multifaceted image of their heroes, while leaving room for the imagination. Spiritually - moral concepts vividly presented in the images of heroes are fixed in real life and relationships with loved ones, turning into moral standards that regulate desires and actions Fairy tale in some way the poetry of life and the fantasy of the future, a fertile and irreplaceable source education of love for the motherland. These are the spiritual riches of folk culture, knowing which the child learns with his heart his native land and people.

Relevance

1. B becomes a specific activity of the child, which allows him to freely dream and fantasize.

Problem

Solving problems requires finding the most effective ways or rethinking what is already known. An effective tool in education moral qualities of a person preschooler is a fairy tale. Spiritual moral education is the formation of a value attitude to life that ensures sustainable, harmonious development of a person, including fostering a sense of duty, justice, responsibility. Any society is interested in preserving and transferring the accumulated experience. The preservation of this experience largely depends on the education system and has always been in the focus of attention of outstanding teachers, such as: V. A. Sukhomlinsky, N. S. Karpinskaya, L. N. Strelkova and others. They were looking for the most effective ways and means of implementing spiritually

In my opinion, one of the means of creating positive spiritual and, establishing closer contacts between adults and children in the family and in kindergarten is fairy tale. Period preschool childhood is most favorable for the spiritual and, because a person carries the impressions of childhood through his whole life.

Goals:

1. Develop and bring up there is a spiritual beginning in the soul of every child.

2. Identify and study educational features of Russian and Tatar folk fairy tales.

3. Shaping .

4. Formation of the habit of consulting with one's conscience in various life situations.

5. Ensuring the social adaptation of children by introducing them into the cultural tradition of folk fairy tales.

To achieve the goal, I have determined the following tasks:

1. Help children in mastering the spiritual moral values, formation moral qualities in the process of establishing positive interpersonal relationships.

2. To develop the ability of children to distinguish between good and evil, good from bad in fairy tale and life, ability to do moral choice.

3. Contribute education obedience to parents based on love and respect for loved ones.

4. Promote the development of aesthetic taste, the ability to see, appreciate and cherish beauty.

5. Develop the ability to think, compare, analyze actions fairytale heroes to learn to evaluate the behavior of oneself and others.

6. Create the necessary conditions for children to get acquainted with Russian and Tatar folk fairy tales.

7. Select diagnostic materials aimed at monitoring the level moral education qualities of children on the example of the heroes of Russian and Tatar folk fairy tales.

8. Help parents understand the value fairy tales, her special role in education today and especially tomorrow.

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Self-education work plan for 2016–2017 on the topic “The role of fairy tales in the spiritual and moral education of preschoolers.

Sharipova G.S.
Self-education work plan for 2016–2017 on the topic "The role of fairy tales in the spiritual and moral education of preschoolers"

Explanatory note.

Fairy tale enters the child's lifethe earliest ageaccompanies him throughout preschool childhood and stays with him for life. So fairy tales begins his acquaintance with the world of literature, with the world of human relationships and the whole world around him. Fairy tale is one of the most accessible means for spiritually -moral development of the childwhich has been used by both teachers and parents at all times. Thanks to fairy tale the child learns the world not only with the mind, but also with the heart. And not only cognizes and expresses his own attitude towards good and evil. Fairy tale presents children with a poetic and multifaceted image of their heroes, while leaving room for the imagination. Spiritually - moral concepts vividly presented in the images of heroes are fixed in real life and relationships with loved ones, turning intomoral standardsthat regulate desires and actions Fairy tale in some way the poetry of life and the fantasy of the future, a fertile and irreplaceable sourceeducation of love for the motherland. These are the spiritual riches of folk culture, knowing which the child learns with his heart his native land and people.

Relevance

Currently, we are increasingly seeing examples of childish cruelty, aggressiveness towards each other, towards loved ones. Far from being influenced moral cartoons, children have distorted ideas about spiritual andmoral character: about kindness, mercy, justice. From birth, the child is aimed at the ideal of good, therefore, already from most young age must be shown moral and the spiritual essence of each act. Suchmoral categories, as good and evil, good and bad, it is advisable to form both by example, as well as with the help of folk fairy tales , including about animals. Whyfairy tale is so effective when working with children, especially in preschool age?

1. In preschool age perception of fairy talesbecomes a specific activity of the child, which allows him to freely dream and fantasize.

2. Perceiving a fairy tale, the child, on the one hand, compares himself withfairytale hero, and this allows him to feel and understand that he is not alone in having such problems and experiences. On the other hand, through fabulous images, the child is offered ways out of various difficult situations, ways to resolve conflicts that have arisen, positive support for his abilities and self-confidence. In this case, the child identifies himself with a positive hero.

Problem

Problem resolutionmoral and spiritual educationrequires finding the most effective ways or rethinking the already known ones. An effective tool in education moral qualities of a personpreschooler is a fairy tale. Spiritual moral educationis the formation of a value attitude to life that ensures sustainable, harmonious development of a person, includingfostering a sense of duty, justice, responsibility. Any society is interested in preserving and transferring the accumulated experience. The retention of this experience largely depends on the education system andeducation. Problems of spiritual and moral education of preschool childrenhave always been in the center of attention of outstanding teachers, such as: V. A. Sukhomlinsky, N. S. Karpinskaya, L. N. Strelkova and others. They were looking for the most effective ways and means of implementing spiritual andmoral education in the preschool educational institution.

In my opinion, one of the means of creating positive spiritual andmoral ideas of children, establishing closer contacts between adults and children in the family and in kindergarten is fairy tale . preschool period childhood is most favorable for the spiritual andmoral education of the childAfter all, a person carries the impressions of childhood through his whole life.

Goals :

1. Develop and educate there is a spiritual beginning in the soul of every child.

2. Identify and study educational features of Russian and Tatar folk fairy tales .

3. Shaping moral ideas and education of moral qualities of a person(sense of mercy, compassion, respect and obedience).

4. Formation of the habit of consulting with one's conscience in various life situations.

5. Ensuring the social adaptation of children by introducing them into the cultural tradition of folk fairy tales .

To achieve the goal, I have determined the following tasks :

1. Help children in mastering the spiritualmoral values, the formation of moral qualities in the process of establishing positive interpersonal relationships.

2. To develop the ability of children to distinguish between good and evil, good from bad in fairy tale and life, the ability to do moral choice.

3. Contribute education obedience to parents based on love and respect for loved ones.

4. Promote the development of aesthetic taste, the ability to see, appreciate and cherish beauty.

5. Develop the ability to think, compare, analyze actionsfairytale heroesto learn to evaluate the behavior of oneself and others.

6. Create the necessary conditions for children to get acquainted with Russian and Tatar folk fairy tales.

7. Select diagnostic materials aimed at monitoring the levelmoral educationqualities of children on the example of the heroes of Russian and Tatar folk fairy tales.

8. Help parents understand the value fairy tales, her special role in educationtoday and especially tomorrow.

Implementation of the program forself-educationcarried out on two directions :

1. Joint activities with children.

2. Interaction with parents.

Working with parents:

1. Holding parent meetings.

2. Individual consultations and conversations with parents.

3. Making a corner for parents on topic: " The role of a fairy tale in the spiritual and moral education of preschoolers».

4. Conducting master classes.

5. Participation of parents in entertainment and matinees.

6. Participation of parents in strengthening the material and technical base of the preschool educational institution.

Educational areas:

1. Cognitive development.

2. Speech development.

3. Artistic - aesthetic.

4. Physical development.

5. Socio-communicative.

Perspective work plan for self-education.

September.

1. Selection of material required for work with children and parents topic: "Fairy tale as a means of spiritualmoral education»; setting goals and objectives for this topic.

2. Parent meeting: " Fairy tale lies - yes, there is a hint in it ": (goal : introduce the subject-developing environment of the group, introduce entertainment, matinees, theatrical holidays held throughout the year).

3. Consultation for parents: .

October.

1. Studying the topic: " The role of the folk talein the development of children's speech ".

Methodological techniques:

Reading to children and retelling the tale: "Geese-swans" looking at illustrations.

Advice for parents: « The role of fairy tales in the development of children" , " Fairy tales help to cope with children's disobedience ".

2. Replenishment of the group's library with new colorful books with Russian and Tatar folk fairy tales, discs.

November.

1. Create a file cabinetfairy tales for children.

2. Apply quotes fromfairy tales in regime moments.

Methodological techniques:

Reading and retelling fairy tales to children: "Zayushkina's hut".

Didactic game: "Guess the tale".

Consultation : "Features of readingfairy tales about animals» .

3. Mother's Day : organizing a competition for moms"I love my mother very much".

December.

1. Studying the topic : "Usagefairy tales in work with children. Methodical methods:

Didactic game: "Guess whichfairy tales read an excerpt?»

Board - printed games based on fairy tales (cut pictures,lotto ) .

In the corner for parents, place a ruble of tips and suggestions on how to organize a child's reading at home. Themes : "Your child's personal library", "How and when tell tales"," Books and theater ".

2. Parent meeting: holding a master class on theme " Fairy tale book " .

3. Exhibition of works (children and parents)"Winter Tales".

January.

1. Studying the topic: "Fairy tale as a means of spiritual moral development of the child's personality.

Methodological techniques:

Reading Tatar folk to children fairy tales: "Three daughters".

Listening to an audio recording fairy tales .

Advice for parents: "Read me a fairy tale".

Individual interview with the child's parents subject : "How to make a child friends with a book"about the benefits of reading at home.

February.

1. The role of fairy tales in the upbringing of children.

Methodological techniques:

Set up a dressing area.

Advice for parents: « Education industriousness, obedience and responsibility through fairy tale."

2. Open lesson on topic: "Visiting a fairy tale".

March.

1. Studying the topic: “Influence fairy tales on the psyche of the child» .

Methodological techniques:

Didactic game: "From what fairy tale is the hero".

Buy a group of coloring by folk fairy tales.

Advice for parents: How to choose a usefulfairy tale for baby» .

Put a book in the corner for parents - layout : “What and how to talk with children after reading”.

April.

1. Theatricalization of fairy tales.

Methodological techniques:

Teaching children to play with friends fairy tales .

Add material to the theater corner.

2. Joint leisure of parents and children on subject : "In the Land of Good and Evil".

May.

1. Self-analysis of the plan for self-education.

Methodical methods:

Continue to teach children to beat acquaintances fairy tales .

Project presentation: "What a delight these fairy tales " at the final parent meeting.

2. Exhibition work of children and parents: "Our favorite fairy tales".

When compiling plan for self-education in their worki used the following literature:

1. Collection of scientific - methodological articles. Eagle 2015 Edited by O. V. Berezhnov.

2. Ilyin I .: "The spiritual world of a fairy tale".

3. Zinkevich - Evstigneeva: "Workshop on fairy tale therapy".

4. E. And Ivanova: "Tell me a story". Literary fairy tales for children. Enlightenment 2001

5. Lancheeva - Repeva: "Another kingdom of Russians fairy tales ".

MBDOU "Lyambirsky Kindergarten No. 2" Rodnichok "

WORK PLAN FOR SELF-EDUCATION

TOPIC

Russian folk tale as a means of moral education of children of primary preschool age»

Compiled by:

Zanina N.A.

Target : to develop and educate in the soul of every child a spiritual principle, feelings, so that he does not grow up as a soulless, indifferent person.

Tasks:

1. Create the necessary conditions for children to get acquainted with Russian folk tales.

2. Encourage children's interest in Russian folk tales

3. To form an idea of good and evil, to show the beauty of good deeds and their necessity in people's lives.

4. To help parents understand the value of a fairy tale, its special role in the education of today's and especially tomorrow's person.

5. Develop the ability to think, compare, analyze the actions of fairy-tale characters, learn to evaluate the behavior of one's own and others.

6. Cultivate a careful attitude to the book, teach the rules for using the book.

Relevance : Currently, we are increasingly seeing examples of childish cruelty, aggressiveness towards each other, towards loved ones. Under the influence of far from moral cartoons, children's ideas about moral qualities are distorted: about kindness, mercy, justice. From birth, the child is aimed at the ideal of the good, so I think that from an early age it is necessary to show the child the moral essence of each act.

Implementation period: start of work on the topic ________________

Estimated completion date ______________________

Stages : preparatory, main and final

Expected results:

1. Children apply the accumulated practical skills of moral norms of behavior in society.

2. Children distinguish between the polar concepts of “good” - “bad”, “beautiful” - “ugly”, “truth” - “lie”, “good” - “evil”, etc. in a fairy tale and in life.

3. Children make independent moral choices.

4. Children recognize mood by facial expressions: joy, anger, surprise, sadness.

5. Children are able to express feelings and experiences in words.

6. Improving the state of educating the moral qualities of children of primary preschool age, tracking the growth dynamics of moral indicators.

Stages	Month	Forms of work			practical outputs
Stages	Month	The work of the educator	Work with children	Working with parents	practical outputs
	September	Selection and study of methodological literature. Selection of material necessary for working with children. Setting goals and objectives for this topic.	Reading and retelling the fairy tale "Ryaba the Hen"	Consultation "A fairy tale in the life of your child"
	October	Working with Internet resources to study the best practices of teachers in studying the problem of educating the moral qualities of preschoolers.	Acquaintance with the fairy tales "Kolobok", "Turnip", "Teremok";	Visual-informational cooperation "What and how to read at home to children."
	November	Studying the topic: "The use of fairy tales in working with children" Creation of a card index of fairy tales for work with children.	Listening to sound recordings of children's fairy tales. Examining illustrations for fairy tales.	Competition among children and their parents "My favorite fairy-tale hero"
	December	Replenishment of the group's library with new colorful books with Russian folk tales and CDs.	Reading the fairy tale "Teremok" and the didactic game "Find a familiar hero of the fairy tale"	Parent meeting: "The fairy tale is a lie - but there is a hint in it" Involve parents to replenish the library with “New books, CDs”.
	January	Studying the topic: "A fairy tale as a means of spiritual and moral development of a child's personality" Apply quotes from fairy tales in sensitive moments.	Display of a table theater based on the fairy tales "Turnip", "Gingerbread Man", Hen Ryaba".	Questioning of parents "The role of fairy tales in the upbringing of children."
	February	Production of a finger theater based on the fairy tales "Turnip", "Gingerbread Man", Hen Ryaba"	Board games based on fairy tales (lotto, split pictures) "Pair Pictures".	Involvement of parents in the manufacture of finger theater
	March	Set up a dressing area Production of desktop-printed games based on fairy tales.	Conversations "What fairy tales do I know"	Advice for parents: "How to choose a useful book"
	April	Studying the topic: "The role of fairy tales in the upbringing of children."	Examining illustrations for fairy tales. D / I "Call me"	Individual consultations and conversations with parents on the topics: "How to make a child friends with a book", "Peculiarities of reading fairy tales about animals."
	May	Self-analysis of the plan for self-education.	Playing the fairy tale "Turnip"	Presentation: "What a charm these fairy tales are"

Used Books:

Gritsenko Z. A. "Tell the children a fairy tale" M., 2003.
Gubanova N.F. Development of gaming activity. The system of work in the second junior, middle, senior, preparatory groups of kindergarten. - M. : Mosaic - Synthesis, 2012, 2013.
Gurovich L.M. Child and book. (Manual for a kindergarten teacher). From Pb.: Childhood - Press, 2000.

Zimina I. Folk tale in the system of education of preschoolers / / Preschool education. 2005. - No. 1. - from. 18-28.
Karpinskaya N.S. Artistic word in the upbringing of children (early and preschool age). - M.: Pedagogy, 1999.
Moral education at the present stage. (Proceedings of the conference). - M.: MGPU, 2001.
From birth to school. Approximate general educational program of preschool education./Under the editorship of Veraks N.E. 2014 - 368s.
Petrova V.I., Stulnik T.D. Moral education in kindergarten. - M .: Mosaic-Synthesis, 2010.

Podlasy I.P. Pedagogy. - M., 1999

Self-education 2016-2017 academic year.

The goal is the development of children's speech.

educational - to teach children to perceive a literary work as a source of communicative knowledge; educational - to instill in children a love for the artistic word, respect for the book; developing - to develop verbal creativity, memory and imagination in children

Relevance - today the whole world is facing the problem of maintaining interest in the book, in reading as a process and leading human activity. Audio and video technology, which provides ready-made visual and auditory images, in a special way weakened the interest in the book and the desire to work with it. But fiction opens up to the child the world of human relationships, feelings, explains to the child the life of society and nature, develops thinking and imagination, enriches emotions, and provides excellent examples of the Russian literary language.

Age characteristics of children of the older group (5-6 years old) in the perception of literary works.

Dependence of understanding of the text on the personal experience of the child.

Establishing easily perceived connections when events follow one another (in this case, children most often do not understand the experiences and motives of the actions of the main character).

In children, speech is improved and enriched, becoming one of the necessary conditions for cognition; sensitivity to the semantic side of the language, speech hearing develop, sound - and word - pronunciation is formed, the grammatical side of speech is improved, dialogic speech is actively developing as a result of communication with other children.

Forms of work with children:

1. Familiarization with the concept of "book":

a) a conversation on the topic “Different books are needed, different books are important”

(focusing the attention of children on what the book is made of, its purpose, features, what books exist, who creates books, where they are stored);

b) a conversation on the topic “My books have their own home” (children's stories about where books “live” in their house).

2. The game "Book Hospital": what books do not like, how they should be stored.

3. Didactic games.

"Guess which fairy tale the illustration is for." “Recognize the hero by description” “What is superfluous in this fairy tale?” “Picture a Hero”: work on creating a verbal portrait of a hero in order to convey to children his demeanor, speech characteristics and psychological characteristics. "Tell me a word": restoration of passages from fairy tales well known and loved by children. “Tell what you see”: discussing with children various situations depicted in the illustrations in order to teach children the techniques of persuasion, proof and explanation.

4. Using the modeling method.

The “magic circles” model - after the teacher tells a fairy tale using a finger or table theater, the children are invited to repeat the fairy tale. After repeating the tale, the teacher invites the children to sit down at the table. Each child is given a sheet of paper with circles drawn according to the number of characters in the fairy tale. The teacher offers to consider and play wizards to turn mugs into fairy tale characters. The teacher reminds the children of the content of the fairy tale and its characters, discussing their images with the children. For example, let's turn the first circle into a turnip. What turnip? (large, yellow, round, leaves on top). Draw them with a pencil. The grandfather came to drag the turnip. And what is the grandfather? (old, mustachioed). Draw a mustache in the second circle. The work continues, the children select each hero according to his characteristic attribute. When the model is ready, the children, together with the teacher, name all the characters, pronouncing their features, showing each circle.

Children take models home and tell fairy tales to their parents. Thus, children are also attracted to artistic creativity. This allows you to increase the interest of children in the work, to understand the content, the sequence of events in fairy tales, to develop communication skills. Also, to model a fairy tale, you can use multi-colored geometric shapes. For example, a gingerbread man is a yellow circle, a bear is a brown square, a fox is an orange triangle, etc.

5. Work with small artistic texts:

An indicator of the richness of speech is not only a sufficient volume of the active vocabulary, but also the variety of phrases used, syntactic constructions, as well as the sound (expressive) design of a coherent statement. Proverbs, sayings, phraseological units, riddles, tongue twisters are the most important sources for the development of the expressiveness of children's speech. With the help of these small literary forms, constant work is carried out with children aimed at developing such characteristics of the sound culture of speech as the power of the voice (loudness and correctness of pronunciation), clear diction, and pace of speech.

6. Work with poetic texts.

Younger preschoolers are especially attracted to poems that are distinguished by clear rhyme, rhythm, and musicality. With repeated reading, children begin to memorize the text, assimilate the meaning of the poem and become established in the sense of rhyme and rhythm. The child's speech is enriched by the words and expressions he remembers. The teacher develops in children the ability to notice the beauty and richness of the Russian language.

Interaction with other educational areas.

"Artistic and aesthetic"

A) Making bookmarks for books;

B) drawing “Who ran away from Grandma Fedora?” (intersection with the project "Dining etiquette of a preschooler);

C) creating an illustration for the fairy tale "Gingerbread Man";

D) drawing “Who lives in the Russian forest?”;

E) drawing “In the clearing, by the path, blades of grass break through ...” (based on a poem by B. Zakhoder).

Listening to audio recordings on the subject of the studied poems (voices of birds, Russian forest, stream, spring has come); This category includes excerpts from cartoons (screen adaptations of Russian folk tales and fairy tales by V. Suteev). Electronic presentations - “Who lives in the forest?”, “Guess the fairy tale”.

"Physical Development"

Outdoor games:

"Confusion" "Under the mushroom" "Spider web" "Ship" "Catch a mosquito" Finger gymnastics "Pigs", physical education finger gymnastics "Pigs", physical education "Bears rode ...". Discussing the rules of safe behavior with children using the example of fairy tales (“The Wolf and the Seven Kids”, “Geese-Swans”, “Barmaley”, “Hurrying: Rules of the Road”).

Working with parents - conducting a survey "Organization of home reading in the family."

Results: Most of them read several poems aloud on their own, build their speech grammatically correctly and intonation without losing consistency, but cannot draw a conclusion on the content of a literary work, can give a short description of a literary hero in a few words, rely more on the help of an educator when telling fairy tales. A small number of children remain who do not show interest in reading fiction, do not know the poem, and cannot follow the sequence in the story.

Parent survey results.

12 families took part in the survey 1 question “Do you have a library at home, what is it?”: - several bookshelves - 10 people; - bookcase - 0 people - shelves with books - 1 person - no books - 1 person 2 question "Does your child have his own bookshelf?": - yes - 12 people; - no - 0 people. Question 3 "Do you visit the children's library with your child?": - yes, often - 3 people; - no - 9 people indicating various reasons: “there is an Internet resource and a library, it’s still early, there is enough of our own literature, for family reasons, we’ll sign up soon, everyone works, there was no need.” 4 question "Do you often read books to your child?": - every day - 3 people; - every day before going to bed - 3 people;

When asked - 5 people

5 question "Name your child's favorite fairy tales": Russian folk, children's poems, "The Wizard of the Emerald City", Lady and the Tramp", "Turnip", "Gingerbread Man", "ABC", poems by Y. Moritz, "Tales of the little fox", fairy tales by K. Chukovsky, “Humpbacked Horse”, “Sunny Hare and Bear Cub”. Question 6 “Name a few works you recently read to your child”: “How a lion and a turtle sang a song”, “Hedgehog in the Fog”, “Semi-flower”, “The Tale of the Sleeping Princess”, “Turnip”, “Gingerbread Man”. 7 question "Do you talk with your child about what you have read?": - yes - 11 people; - no - 0 people; - sometimes - 1 person. 8 question "Can your child name the books recently read with you?": - yes - 5 people; - no - 0 people; - I don't know - 7 people. Question 9 “Which poets and writers does your child know?”: -1 person knows A. Barto; - does not know - 11 people. Question 10 "Can your child retell an excerpt from his favorite book?": - yes - 11 people; - I don't know - 1 person. Question 11 “Do you subscribe to children's magazines?”: - yes -4 people; - no - 6 persons; - we buy magazines at retail - 2 people. 12 question "What do you think, at what age should a child learn to read?": 4 years old - 1 person; 5-6 years - 8 people; 7 years - 3 people.

Self-education 2017-2018 academic year.

Topic: Reading fiction as a means of developing speech in preschoolers.

The goal is the development of children's speech.

1. Educational - continue to teach children to perceive a work of art as a source of communicative knowledge and as an example of the Russian literary language.

2. Educational - to continue to instill in children a love for the word of art, respect for the book, to educate children in positive moral qualities using the example of the images and actions of literary heroes.

3. Developing - continue to develop in children memory, imagination, the ability to analyze, the ability to notice not only the content (plot) side of the work, but also its literary form, as well as means of artistic expression.

Peculiarities of children's perception of literary texts.

Continued familiarization of children with fiction. The teacher fixes the attention of children not only on the content of a literary work, but also on some features of the language (figurative words and expressions, some epithets and comparisons). Children establish simple causal relationships in the plot, in general, correctly assess the actions of the characters. In the sixth or seventh year there is a reaction to the word, interest in it, the desire to repeatedly reproduce it, beat it, comprehend it. After reading, children can answer the questions posed, think, reflect, analyze, come to the right conclusions and at the same time notice and feel the artistic form of the work. At this age, children are able to notice the beauty and richness of the Russian language.

The main methods of organizing the reproduction of literary works:

1. Listening and memorizing fairy tales.

2. Retelling a fairy tale by one child or one by one (in phrases) by a group of children.

3. Inventing a sequel to a well-known fairy tale or another end to a fairy tale.
4. Inventing fairy tales (group or individual).

5. Playing out fairy tales with the help of dramatization ("Zayushkina's hut", "Fox-sister and gray wolf", "Three little pigs", various types of theater)

6. Educational games based on fairy-tale images and stories related to nature and animals “Where the sparrow dined”, “Guess what fairy tale the animal is from”, “Unusual animal” (children are given the image of an unusual animal, the guys must come up with a story about this unusual animal).
7. Plastic improvisations on the theme of fairy tales: showing literary characters with the help of facial expressions and gestures.

8. Conversations with children on the topics: “The importance of books in a person’s life”, “What is in the library”, “My favorite fairy tales”, “Which of the fairy-tale characters do I want to be like”.

9. Word didactic games:

Selection of epithets for a fairy-tale character. Recognition by the epithets of a fairy-tale character. Selection of actions (verbs) for the hero. Selection of circumstances Inserting missing words by children. The teacher reads excerpts from literary works to the children, the children insert the subject, predicate, explanatory words, etc. “How is it right?”: A game aimed at developing the logic of children. The teacher reads the fairy tale to the children in an abridged version, while the sequence of events is incorrect, and the children must recognize the mistakes and correct them. “Explain the word”: the teacher reads to the children words that are rarely found in everyday speech, but often found in a fairy tale, for example, eyes, barrels, barns, yoke, etc., the task of the children is to explain the meaning of words. The game "Wonderful bag": the teacher has figures of fairy-tale characters in the bag, the children take turns taking out the figures from the bag, while the task of the child is to tell in which fairy tale this hero is found, what he is (here we mean appearance, character, description his actions). The game "Remember who said the magic phrases" Working with literary forms - the game "Guess where the prose is, where the poem is, where the riddle is, where the proverb is, where the counting rhyme is."

10.Organization of the corner of the book, work in the corner of the book (caring for books).

11. Action "Bring your favorite book to read in the garden"

12. Replenishment of the library for reading with the help of parents.

13. The use of visual material, folk art and musical instruments, including Russian folk ones.

14. After reading the literary text, creating conditions for a variety of creative activities (drawing fairy tales “My favorite fairy-tale hero”, modeling classes “Animals from the fairy tale “Goby-tar barrel”, applications “Cover for a book of fairy tales”)

15. Literary meetings (reading of poems).

16. Literary quizzes.

17. Evening of fairy tales.

Working with audio and video material.

Listening to audio fairy tales Listening to background music and selecting it for a particular work of art or its passage. Conversation with children on the topic "Who are animators?" (viewing excerpts from cartoons by V. Suteev, looking at books with illustrations by Suteev).

Non-traditional working method:

1. Fairy tale therapy: drawing up a fairy tale together with “difficult” children, in which there is a hero who does negative deeds, discussing his behavior, drawing parallels with the child. This work is carried out individually!

Tasks of fairy tale therapy: reducing the level of anxiety and aggressiveness in children; development of the ability to overcome difficulties and fears; identification and support of creative abilities; formation of skills of constructive expression of emotions; development of abilities for emotional regulation and natural communication.

2. Reading a fairy tale as a means of teaching children the basics of safety.

Working with parents:

1. Informing parents about what works are included in the circle of reading in each age group.

2. Placement in a corner for parents of advice and suggestions on how to organize a child's reading at home:

- "A fairy tale in the life of a child";

- "How and when to tell fairy tales";

- “What and how to talk with children after reading a book”;

- "Your child's personal library."

3. Conducting individual consultations and conversations with parents on specific topics that are important for a particular family (how to get a child to listen to books, what literary places in the city can be shown to children on a day off, how to use a book to develop coherent speech, etc. ).

4. Thematic consultations: “Features and problems of speech development in middle-aged children. Development of figurative speech”; "But somehow he speaks, as if a river murmurs."

6. Organization of a mini-library by parents.

Tips for parents "Yes" and "No":

Read to your children as often as possible (a bedtime story or a story in the evening)

Read with your child for ten minutes every day

Read for yourself, setting an example for your child

Let your child choose books to read

Encourage his desire to hold, leaf through the book, “play” with it

Make sure your child has a lot of colorful books at home.

Visit the bookstore or library regularly with your child

Give your child books

Make reading an enjoyable pastime

Always praise your child if he/she is reading.

Don't choose books for your child unless he/she asks you to.

Don't get overly concerned if you think your child is not making good progress in reading

Do not criticize the child if he tries to read. Encourage, support - and improvement will come faster

Don't compare your child's reading level to that of his siblings or other children.

Don't stop reading aloud to children as soon as they learn to read on their own.

Never talk your child out of reading - reading something is better than nothing

Results: as a result of the work done, children continue to develop interest and love for fiction, despite the fact that about half of the children in the group do not read books at home by their parents. Children can answer questions about the content of the work, a small part of the children can understand the main idea of the work (but this requires a little help from teachers in the form of leading questions), children actively learn poems during the year, they can repeat them months later. In reasoning, children build their speech grammatically correctly, without losing thought and consistency. They learned to evaluate the actions of literary heroes, some of the moral qualities of the characters. Thanks to reading old and studying new works of art, the vocabulary of children was enriched, their creative abilities were developed, some of the children can supplement fairy tale plots, episodes, and images with their versions. The children developed a desire to use their reading experience in other types of children's activities. With the help of reading fiction, children began to develop a desire to withstand stressful situations, a desire to be kind, healthy, optimistic. In most cases, girls showed positive results in mastering materials and tasks, so for the next academic year, one of the priorities will be to increase individual work with boys.

Long-term planning for the 2017-2018 academic year in accordance with the theme of self-education "Reading fiction as a means of developing speech in preschoolers."

Plan section:	Deadlines
1. Conducting thematic conversations: "The Importance of Books in Human Life" "What are the books?" "What's in the Library" "My favorite stories" "What is the difference between good and evil heroes of fairy tales" Why should you save books?	September - May
2. Action "Bring a book to read to kindergarten"; dramatization of the Russian folk tale "The Little Fox and the Gray Wolf"; placement in the parent corner of the article "A fairy tale in the life of a child."	September
3. Literary quiz "Guess the fairy tale"; dramatization of the Russian folk tale "Zayushkina's hut".
4. Conducting verbal didactic games for the development of speech.	throughout the year, in the course of various GCD and in regime moments
5. Literary concert; consultation for parents “Features and problems of speech development in middle-aged children. Development of figurative speech”; shadow theater "Geese-swans".
6. Carrying out the "Book Week"; dramatization of the fairy tale "Three Little Pigs"; placement in the parental corner of the article "What and how to talk with children after reading the book."
7. GCD "My favorite fairy-tale hero"; survey of parents "Organization of home reading in families"; processing of received data; using the Fairytale Therapy method.
8. Literary concert (children reading poems); theater of spoons "Bremen town musicians"; using the method of "reading a fairy tale as a means of teaching children the basics of life safety".
9. Evening of fairy tales; GCD "Cover for a book of fairy tales"; literary quiz "Guess the hero of the fairy tale."
10. Listening to audio fairy tales performed by famous artists.	during the whole year
11. Creation of a paper theater based on the poem "Where the sparrow dined"; advice for parents "But somehow he speaks like a river murmurs."
12. Creative independent activity of children in their free time using reading experience.	during the whole year
13. Evening of fairy tales; dramatization of an excerpt from a fairy tale

Tsygankova Larisa Viktorovna educator I qualification category

“Not only with a conditional sound, a child learns, learning his native language, but he drinks spiritual life and strength from the native breast of his native word”

K.D.Ushinsky

FULL NAME. teacher

Education:

Diploma specialty

Place of work: MBDOU No. 8 "Sunshine"

Position held: educator.

09/10/2007

14 years old.

Pedagogical experience: 12 years old.

DOE is working on a problem

Theme of self-education : « Fairy tale therapy as a means of shaping the development of speech of preschoolers in the context of the implementation of the main educational program based on the Federal State Educational Standard » .

Target : improve professional qualifications on the development of the speech system in preschool children in the context of the implementation of the main educational program based on the Federal State Educational Standard.

Tasks:

study of psychological and pedagogical, educational, reference, scientific and methodological literature;
software development – methodological support of the educational process;
design and research activities;
analysis and evaluation of the results of their activities and activities of children;
continue to study the pedagogical experience of other teachers;
systematic and systematic improvement of teaching methods – educational process.

Expected result:

Progress report form: presentation

Form of self-education: individual

Relevance: The relevance of the topic is due to the fact that at present the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child. The competence and responsibility of each educational institution is the development and approval of the main educational program on the basis of the Federal State Educational Standard. As a fundamental principle of any basic general educational program of preschool education and an exemplary general educational program are documents of the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the program for preparing teachers for the changes being introduced.

Literature:

Regulations

Law of the Russian Federation "On Education";

"Convention on the Rights of the Child";
Model regulation on a preschool educational institution;
Federal state educational standards for the main general education program;

- "The concept of preschool education."

Direction of my activity:

Fairy tales, children's performances, holidays and entertainment, theatrical games, didactic, finger games in the development of speech of preschool children.

The relationship of various activities

Communicative

Labor

Activities

Cognitive research

Musical and artistic

Productive

Tasks:

Determine the main methods and forms of using folklore in the process of speech development of children.

To form in children the skills of artistic and speech activity, interest and love for folklore.

Track monitoring of changes in the level of speech development in the process of work.

4. To involve parents in active participation in the life of the preschool educational institution.

Principles

- The principle of activity and feasible independence;

The principle of cognitive activity;
The principle of effective participation;
The principle of consistency;
The principle of visibility;
The principle of problematicity;
The principle of residence;
The principle of openness;
The principle of positivism;
The principle of variability;

- The principle of consistency.

In order to enrich speech, she outlined the following tasks:

Learning with children nursery rhymes, proverbs, sayings, tongue twisters, tongue twisters.

2) Using conversations after reading fairy tales, guessing riddles; playing nursery rhymes, dramatization of fairy tales, playing out game situations.

Various methods are used in the work

Visual Methods allowed to form vivid ideas about folklore, gave the child the opportunity to peer into the phenomena of the surrounding world, to highlight the essential, basic in them, to notice the changes taking place, to establish the causes, to draw conclusions;

Practical Methods allowed to clarify and deepen children's ideas about folklore, contributed to the emergence of an atmosphere of interest;

verbal methods helped to form in children an emotionally positive attitude towards the genres of oral folk art, allowed them to transfer information to children in the shortest possible time.

Receptions:

Reception of staging a work with the help of specially selected means;

teacher's story using illustrations, pictures, slide shows, videos;
the reception of effective participation is designed for the active entry of children into the action unfolding before their eyes;
the technique of amplifying visual impressions is designed to maintain orienting activity by visual means;

Reception of a speech sample - the correct speech activity of the educator;

Choral and individual repetitions, which provide training for the speech motor apparatus of children;

Learning by heart by roles, writing fairy tales;

Acceptance of response or action evaluation and correction;

Showing how to proceed.

Forms of work with parents

conversations, questioning, folders-movers;

Advice for parents:

“Proverbs and sayings are a source of education of the moral qualities of a preschooler;

"The use of children's folklore in the development of speech";

Hosting an event:
"Fairy tales walk around the world",
"Journey to the land of fairy tales", "Zimushka - winter";
joint participation of parents and children in holidays and entertainment;
exhibitions of children's drawings: "My favorite book", "Fairy-tale hero", "My home, my family".
Campaign: "Give children a book"

Thanks

for your attention!

Municipal budgetary preschool educational institution

"Kindergarten of a general developmental type No. 8 "Sun"

Menzelinsky municipal district of the Republic of Tatarstan

Tsygankova Larisa Viktorovna

Topic: "Fairy tale therapy as a means of shaping the development of speech of preschoolers in the context of the implementation of the main educational program based on the Federal State Educational Standard"

2016 – 2020

Junior group

PERSONAL CARD

FULL NAME. teacher: Tsygankova Larisa Viktorovna.

Education: higher, YSPU (EI(K)PFU, 2009)

Diploma specialty: Teacher of Russian language and literature.

Place of work: MBDOU No. 8 "Sunshine"

Position held: educator.

Date of appointment: 09/10/2007

General work experience: 14 years old.

Pedagogical experience: 12 years old.

Refresher courses: 2014

DOE is working on a problem : cognitive and speech development of pupils.

Theme of self-education : "Fairy tale therapy as a means of shaping the development of speech of preschoolers in the context of the implementation of the main educational program based on the Federal State Educational Standard" .

Target : improve professional qualifications on the development of the speech system in preschool children in the context of the development and approval of the main educational program based on the Federal State Educational Standard.

Tasks:

The list of questions on self-education:

study of psychological and pedagogical, educational, reference, scientific and methodological literature;
development of software and methodological support of the educational process;
design and research activities;
analysis and evaluation of the results of their activities and activities of children;
continue to study the pedagogical experience of other teachers;
systematic and systematic improvement of the methods of the educational process.

Expected result:

Progress report form: presentation

Form of self-education: individual

Relevance: The relevance of the topic is due to the fact that at present the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child. The competence and responsibility of each educational institution is the development and approval of the main educational program on the basis of the Federal State Educational Standard. As a fundamental principle of any basic general educational program of preschool education and an exemplary general educational program are documents of the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the program for preparing teachers for the changes being introduced.

Literature:

9. Makhaneva M. Theatrical activity of a preschooler. M. TC Sphere, 2009 ... 1999

14. Tsvyntary VV We play with fingers and develop speech. Novgorod. Phlox 1995

Introduction

I would like to start my presentation of the work with the words of the children's writer Irina Tokmakova: “Whoever does not have a fairy tale in childhood grows up as a dry, prickly person, and people bruise about him, like a stone lying on the road, and prick like a sow thistle leaf”.

The very word FAIRY TALE is an oral, artistic work, mostly of a prose, magical, adventurous or everyday nature, with an orientation towards fiction. Mastering the native language is one of the important acquisitions of the child in preschool childhood. It is acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults should make a lot of efforts so that the child's speech develops correctly and in a timely manner. In modern preschool education, speech is considered as one of the foundations of the upbringing and education of children, since the success of teaching children at school depends on the level of mastery of oral coherent speech. It is difficult to deny the role of fairy tales in the formation of linguistic culture. Because during the reproduction (retelling, repetition, dramatization) of fairy tales, the development of monologue and dialogic speech is carried out. A fairy tale develops creativity, fantasy, imagination, and the ability to create words. What is fairy tale therapy?

Fairy tale therapy is a method that uses a fairy tale form for the speech development of a personality, expansion of consciousness and improvement of interaction through speech with the outside world.

The basic principle of fairy tale therapy- this is a holistic development of the personality, care for the soul (translated from Greek - care for the soul is therapy). The essence and vitality of a fairy tale, the secret of its magical being is in the constant combination of two elements of meaning: fantasy and truth.

Problem

Solving the problems of moral and spiritual education requires finding the most effective ways or rethinking the already known ones. An effective tool in the education of the moral qualities of the personality of preschool children is a fairy tale. Spiritual and moral education is the formation of a valuable attitude to life that ensures the sustainable, harmonious development of a person, including the education of a sense of duty, justice, and responsibility. Any society is interested in preserving and transferring the accumulated experience. The preservation of this experience largely depends on the system of education and upbringing. The problems of spiritual and moral education of preschoolers have always been at the center of attention of outstanding teachers, such as V. A. Sukhomlinsky, N. S. Karpinskaya, L. N. Strelkova and others. They were looking for the most effective ways and means of implementing spiritual and moral education in preschool educational institutions. In my opinion, one of the means of creating positive spiritual and moral ideas of children, establishing closer contacts between adults and children in the family and in kindergarten is a fairy tale. The period of preschool childhood is most favorable for the spiritual and moral education of a child, because a person carries the impressions of childhood through his whole life.

Working with children on speech development with the help of fairy tale therapy, I set myself the following goals and objectives:

The purpose of the study: to reveal the influence of Russian folk tales on the development of coherent speech of older preschoolers; promoting the development of children's speech, enriching the vocabulary, developing the figurative structure and skills of coherent speech through a fairy tale.

Object of study: development of coherent speech of children of senior preschool age.

Subject of study: Russian folk tales as a means of developing coherent speech of children of senior preschool age.

Learning objectives :

To analyze the psychological and pedagogical literature on this issue;

Experimentally identify the possibility of using Russian folk tales in classes for the development of speech and in everyday communication;

Develop a system of activities for older preschool children based on the use of Russian folk tales.

Research methods: observations, conversations, explanation, repetition, teacher's story, etc.

Improving the sound side of speech in the field of pronunciation, perception and expressiveness.

The development of dialogic and monologue speech.

The effectiveness of game motivation of children's speech. The relationship of visual, auditory and motor analyzers.

Collaboration between teachers and children and with each other.

Introducing children to the past and present of Russian culture, folklore.

Methods of work on the development of speech through fairy tale therapy are carried out by me in five areas: didactic games; theatricalization of fairy tales; mnemonics; show staging; psychogymnastics.

A long-term work plan for teacher self-education

Stages

Diagnostic (introductory) (theoretical)

The study of methodological literature on the problem and existing experience

Study of educational technologies (selection of one or more technologies to obtain predictable results)

Timing

Practical activities (outputs)

Refresher courses.

Studying GEF

The study of psychological and pedagogical literature.

Create a mini site

predictive

(implementation in practice)

Definition of goals and objectives of the topic.

Development of a system of measures aimed at solving the problem.

Predicting results

Research work in small groups (implementation of elements of selected technologies, tracking the results of work)

Participation in personal growth trainings and seminars

Publication "From work experience" (article, report - show intermediate results) on the website

Practical

Implementation of work experience.

Formation of a methodical complex.

Work correction.

Research work (application of the chosen technology for work in the experimental group)

Report on the pedagogical council, methodological association

Article Publications

Development of class notes

Development of teaching aids

Generalizing (Theoretical understanding, analysis)

Summarizing.

Collective discussion of the read pedagogical literature.

Creative reports on the progress of self-education at MO.

Visit with discussion of open classes

Final control

Implementation

Summarizing.

Formulation of work results.

Sharing your experience

Working with documents (regulatory framework on the topic of self-education):

Ways, ways to solve the problem

Deadlines

Forms of work

Work with pupils:

Result, reporting form

Name of the month

Presentation

"What is a fairy tale"

Leisure

"Journey to Fairyland"

Didactic game

"Show and tell a story"

Reading and discussing a fairy tale

"By magic"

A game

"Let's save the beautiful princess"

Didactic game"Tell a story" based on a series of pictures. Making masks for fairy tale characters

Replenishment of the book corner

Reading and discussing a fairy tale

"Sivka-burka"

Conversation

"Let's change the situation in familiar fairy tales"

Exhibition of handicrafts from waste material"My favorite fairy tale character"

Reading and discussing a fairy tale: "Snow Maiden"

Creative evening"Fairy tales walk around the world"

Making postcards for the holiday

Reading a fairy tale"Morozko"

Leisure"Visiting a fairy tale" Designing baby books

Reading and discussing a fairy tale

"Ivan Tsarevich and the Grey Wolf"

Didactic game"Tell a story with illustrations"

Create a presentation"The Magical World of Fairy Tales"

Reading and discussing a fairy tale"Havroshechka"

Conversation"A fairy tale, but in a new way"

Presentation"Visiting a fairy tale"

Finger theater

Examining illustrations for fairy tales

Exhibition of books: "My favorite fairy tale"

Using brainstorming to work with a fairy tale"Cat, Rooster and Fox"

Quiz of fairy tales

Table theater "Teremok"

Looking at the Book of Fairy Tales

Finger theater

We compose a fairy tale

Viewing the fairy tale "Gingerbread Man"

Heroes of fairy tales

Watching your favorite fairy tale

Completion mark

Topic exit

September

Done or not

Presentation

October

book exhibition

November

December

Exhibition of children's works

Postcards

January

February

Presentation

Finger theater

March

April

Exhibition of children's drawings

theatrical performance

Visiting a fairy tale.

Working with parents:

Questionnaire for parents "Russian folk tale in the life of your child"

September

Consultation"Mom, read me a fairy tale"

October

Production of costumes, attributes for theatrical activities.

November

coloring pages with the heroes of Russian folk tales

December

Information in the parent's corner:"Russian folk tale as a means of developing the speech of preschoolers"

January

Consultation"The role of a fairy tale in the development and upbringing of a child"

February

Exhibition of family drawings"My Favorite Fairy Tale"

March

Stock"Give the children a book"

Contest"Write a story"

April

Questionnaire for parents"A book in a child's life"

Literature work:

1. Collection of scientific - methodological articles. Eagle 2015 Edited by O. V. Berezhnov.

2. Ilyin I .: "The spiritual world of a fairy tale."

3. Zinkevich - Evstigneeva: "Workshop on fairy tale therapy."

4. E. And Ivanova: "Tell me a story." Literary tales for children. Enlightenment 2001

5. Lancheeva - Repeva: "Another realm of Russian fairy tales."

6. Antonova L. G. Development of speech. Rhetoric lessons. Yaroslavl "Academy of Development". Holding 1997

7. Artemova L. V. Theatrical games for preschoolers. M. Enlightenment 1991

8. Dzhezheley O. "Help". M. Enlightenment 1994

9. Makhaneva M. Theatrical activity of a preschooler. M. TC Sphere, 2009

10. Makhaneva M. Theatrical classes in kindergarten. M. TC-Sphere 2003

11. Novotvortseva N. V. Teaching literacy in kindergarten. Yaroslavl "Academy of Development" 1998

12. Streltsova L. Word workshop. Pre-school education No. 10. 1996

13. Tsarenko L. From nursery rhymes to Pushkin's ball. M. Linka-Press 1999

14. Tsvyntary VV We play with fingers and develop speech. Novgorod. Phlox 1995.

September

December

February

Event attendance

Date and venue

Group, age and number of children

Topic. goal

Analysis Conclusions

classes

Conducted open classes, events

Subject, group

Level (educational institution, district, city, interregional, republican, federal, international level)

Type, theme, venue of the methodological event, within the framework of which an open lesson was held, event (meeting of the methodological association, subject week, seminar, competition, etc.)

date of

Conducting, participation in seminars, methodical associations, conferences.

Topic

Topic of the seminar, by whom and for whom organized,

location

date of

Methodical publications

Topic (title), type of publication, number of pages

Level (educational institution, municipal, republican federal, international level)

OD on experimentation in the preparatory group with the presentation "Water is not

limitless gift"

Where printed

(name of the scientific and methodological publication, the institution that published the methodological publication

All-Russian

№ 1613163022 from 10/13/2016

Mass media registration certificate EL No. FS 77-66047 dated June 10, 2016

Results confirming the success of professional activity

Academic year

Type of activity, name of the event

Description of the result

Organization of a subject-developing environment

Topics, titles

Development of teaching materials, their type ( notes, scripts, recommendations, projects, etc.)

Evaluation (where and when the procedure for evaluation, discussion and / or approval, and / or review was carried out)

Production of didactic aids (educational games, handouts, models, diagrams)

Working with parents of pupils

event title (consultations, conferences, concerts, seminars, round table meetings, joint entertainment, publication of a newspaper, methodological recommendations, design of visualization for parents about the success of their children, etc.)

Subject, name

Level (educational institution, district, city, zonal, republican, federal, international level)

date of

self-education report.

The topic of self-education: " Fairy tale therapy as a means of shaping the development of speech of preschoolers in the context of the development and approval of the main educational program based on the Federal State Educational Standard "

Goals of work on the topic of self-education: improve professional qualifications on the development of the speech system in preschool children in the context of the development and approval of the main educational program based on the Federal State Educational Standard.

Problems (relevance of the choice of topic): The relevance of the topic is due to the fact that at present the problems associated with the development of coherent speech are the central task of the speech education of children. This is primarily due to the social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child. The competence and responsibility of each educational institution is the development and approval of the main educational program on the basis of the Federal State Educational Standard. As a fundamental principle of any basic general educational program of preschool education and an exemplary general educational program are documents of the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the program for preparing teachers for the changes being introduced.

Literature studied on this issue:

1. Collection of scientific - methodological articles. Eagle 2015 Edited by O. V. Berezhnov.

2. Ilyin I .: "The spiritual world of a fairy tale."

3. Zinkevich - Evstigneeva: "Workshop on fairy tale therapy."

4. E. And Ivanova: "Tell me a story." Literary tales for children. Enlightenment 2001

5. Lancheeva - Repeva: "Another realm of Russian fairy tales."

6. Antonova L. G. Development of speech. Rhetoric lessons. Yaroslavl "Academy of Development". Holding 1997

7. Artemova L. V. Theatrical games for preschoolers. M. Enlightenment 1991

8. Dzhezheley O. "Help". M. Enlightenment 1994

9. Makhaneva M. Theatrical activity of a preschooler. M. TC Sphere, 2009 ... 1999

10. Makhaneva M. Theatrical classes in kindergarten. M. TC-Sphere 2003

11. Novotvortseva N. V. Teaching literacy in kindergarten. Yaroslavl "Academy of Development" 1998

12. Streltsova L. Word workshop. Pre-school education No. 10. 1996

13. Tsarenko L. From nursery rhymes to Pushkin's ball. M. Linka-Press 1999

14. Tsvyntary VV We play with fingers and develop speech. Novgorod. Phlox 1995

Analysis of the successful implementation of the goals and objectives set when choosing the topic of self-education.

Results (everything that was done in a year)

a) compiling memos, class notes, a collection, etc.

b) speeches at methodical associations, seminars

c) pedagogical diagnostics of the results of the application of new methods and techniques of work

Difficulties encountered during this academic year

Use in work: TCO, Internet resources, teacher's creative experience, etc.):

Job prospects next year.

Glossary

Agrammatism impressive - misunderstanding of the meaning of grammatical forms in perceived oral speech and (or) when reading.
Agraphia (a-grapho-I don’t write; lat.) a speech disorder, expressed in a violation of writing, a complete loss of the ability to write. expressive - the inability to grammatically change words and build sentences in one's active oral and (or) written speech.
character accentuation Excessive expression of individual character traits, manifested in the selective vulnerability of a person in relation to certain situations and stimuli.
Alalia(a-lalia - no speech; lat.) the absence or underdevelopment of speech in children with normal hearing and intact mental abilities.
Alexia (a-lego-do not read; Lat.) inability to master the process of reading.
Apperception The dependence of perception on past experience, the content of a person's mental activity and his individual characteristics.
Articulation(articulare-clearly pronounce; lat.) the work of the organs of speech when pronouncing syllables, words, phrases. Organs of articulation: lips, tongue, lower jaw, pharynx. Accurate articulation results in clear, clear speech.
Autism (Early Childhood Autism (RDA) Deviation in the mental development of the child, the main manifestation of which is a violation of the child's communication with the outside world.
Aphasia(a-phasis - no speech; lat.) loss of speech - complete or partial, due to brain damage. Aphasia differs from alalia in that with aphasia there is a loss of already developed speech, while with alalia the process of speech development itself is disrupted.
Aphonia (a-phone - no voice; Greek) lack of a sonorous voice.
Special Ability Batteries Groups of tests that measure relatively independent characteristics of individuals, which together contribute to the successful implementation of certain activities.
Battarism a speech disorder in which words are pronounced at an excessively fast pace, not clearly, do not agree.
Conversation Primary data collection method based on verbal communication. Subject to certain rules, it allows you to obtain reliable information about the events of the past and present, about stable inclinations, motives for certain actions, about subjective states.
Bradilalia pathologically slow pace of speech.
Validity A complex characteristic, including, on the one hand, information about the suitability of the methodology for measuring what it was created for, and, on the other hand, information about its effectiveness, efficiency, and practical usefulness.
statement a unit of a message that has semantic integrity.
Higher mental functions (HMF) Complex self-regulating reflexes, social in origin, mediated in structure and conscious, voluntary in the way of implementation.
Gammacism lack of pronunciation of the sound [ Г ].
hypersalivation increased secretion of saliva.
Voice sounds resulting from the vibration of the vocal cords when talking, singing, laughing, etc.
dysarthria dis-arthron - articulation disorder; lat.) violation of pronunciation due to organic insufficiency of the innervation of the speech apparatus. The mobility of the organs of speech is limited, the pronunciation is difficult. Often speech is poorly developed in general.

Diction(dictio-pronunciation; Latin) distinct, clear, pure pronunciation of words, sounds in conversation, singing, etc.

Dyslalia(dis-lalia-I speak poorly; Latin.) a disorder of oral speech, expressed in a violation of the pronunciation of speech sounds. In children, as a rule, it is accompanied by violations of written speech.

Dyslexia(dis-lego-I read badly; Latin.) a reading disorder associated with a violation or underdevelopment of some parts of the cerebral cortex. Reading is slow, guessing with phonetic distortions; misunderstanding of the meaning of what is read.

Language Development Delay (SPD) violation of the normal rate of speech development, lag in the development of speech.

Stuttering logoneurosis, violation of the smooth flow of speech with convulsive hesitation.

Impressive speech perception, understanding of speech.

Intelligence Relatively stable structure of the mental abilities of the individual, manifested in various areas of practical and theoretical activity. The characteristic of the individual, manifested in the success of the performance of the test (tests) of intelligence; determined by IQ.

Intonation(intono-I pronounce it loudly; Latin) a set of sound elements of speech (strength, height, timbre, sound duration). Intonation creates an additional shade of meaning, subtext of speech, helps to better understand the statement. If speech is saturated with intonations, it is especially understandable and beautiful.

Introspection A method of research and knowledge by a person of his thoughts, images, feelings, experiences and other acts of his own activity.

Iteration non-convulsive hesitations, repetitions in speech.

Yotacism violation of the pronunciation of the sound [j].

Cappacism lack of pronunciation of the sound [K].

Kinesthesia speech a sense of the position and movement of the organs involved in speech formation.

Communication(communico-communicate; Latin) contacts, communication, exchange of information between people.

IQ A quantitative indicator of the intelligence test, indicating the success of its performance by the subject in comparison with the sample on which the test was standardized.

A culture of speech a multi-valued concept that includes: the correctness of speech, that is, possession of the norms of oral and written literary language (rules of pronunciation, stress, word usage, vocabulary, grammar and style), and speech skills, that is, the ability to choose from existing options the most accurate in terms of meaning , stylistically and situationally appropriate, expressive, etc. The culture of speech implies a high general culture of a person.

Lambdacism incorrect pronunciation of the sound [L]. Common speech impediment.

Lexicon lexicon.

Logic pause a pause that divides the speaker's speech into speech measures in accordance with the semantic and grammatical relationships between words is characterized by a change in pitch and voice.

logical stress highlighting the most important word among other words to give the sentence an exact meaning. The logical stress falls on the word that has an essential, according to the intention of the speaker, meaning.

Logic of speech communicative quality of speech. To achieve the logicality of speech, it is necessary to achieve semantic consistency of the statement.

Logoneurosis neurosis, manifested in the form of a speech disorder.

Logophobia(logos-teaching, phobos-fear; Greek) fear of pronouncing words, speech.

Melody of speech raising and lowering the tone of the voice. There are three types of speech melody: narrative- a sharp drop in the voice on the last stressed syllable; interrogative- raising the voice on the word that serves as the semantic center of the question; exclamatory- testifies to the emotional motivation that accompanies the speaker's speech.

Motor skills set of motor responses.

Mutism refusal of speech communication with the preservation of the speech apparatus, observed in mental illness, in shy children, etc.

Non-verbal means of communication gestures, facial expressions, pantomime, expressive movements.

Negativism unmotivated resistance of the child to the influence of an adult on him. Speech negativism is a stubborn refusal to communicate.

Communication a complex, multifaceted process of establishing and developing contacts between people.

Organs of articulation lips, tongue, lower jaw, pharynx. Accurate articulation results in clear, clear speech.

Pantomime a set of expressive body movements that accompanies speech and emotions.

Paraphasia a speech disorder in which certain sounds or words are used incorrectly.

Pathogenesis Natural or individual reactions with which the body responds to pathological influences.

Pause stop during speech. Pauses are: 1) logical; 2) psychological; 3) physical.

poltern pathologically accelerated speech with the presence of discontinuity in the rate of speech of a non-convulsive nature.

Portamento slight slow sliding from sound to sound while maintaining full distinctness of all speech sounds.

Psychological readiness for schooling A complex of mental qualities necessary for a child to successfully start school.

Resonator a cavity capable of reflecting sound waves. The voice acquires timbre through a system of resonators.

Speech hearing the ability of a person in the perception of speech to capture and reproduce all the phonological means of the language. Components of speech hearing: physical hearing- the ability to perceive sounding speech in different ranges of volume and height; phonemic awareness- the ability to distinguish and reproduce speech sounds.

speech beat(syntagma) a word or group of words within a sentence that has a common meaning.

Speech a system of human-used sound signals, written signs and symbols for the transmission and storage of information. external- speech for others, heard and understood by other people; consists of written and oral speech; internal- speech for oneself, devoid of sound design, mental speech.

Expressive speech active oral and written expression.

Rhythm of speech sequential alternation of elements of speech through the same measure of time.

Rhetoric theory and mastery of harmonious speech.

Rhinolalia(rhinos-lalia-I speak through the nose; Greek) pathological change in the timbre of the voice (nasal tone) and distorted pronunciation of speech sounds.

Rhinophonia a change in only the timbre of the voice (nasal tone, nasal) with normal sound pronunciation.

Rotacism pronunciation disorder of the phonemes [p] and [p "], which is expressed in the absence of these phonemes in speech or their distortion.

Reflection The process of self-knowledge by the subject of internal mental acts and states.

Self-regulation the process of managing a person with his psychological and physiological states and actions.

Sigmatism shortcomings in the pronunciation of whistling sounds: [S, Z, C] and hissing [F, W, H, W].

tahilalia speech disorder, expressed in the excessive speed of its pace.

Thetism a pronunciation disorder in which instead of all or many consonant phonemes only 2-4 stereotypical phonemes are pronounced, usually t", m, n; usually tetism is associated with a general underdevelopment of speech characteristic of hearing loss, alalia, etc.

Phoneme the sound of speech. There are 42 phonemes in Russian.

phonemic hearing ability to auditory perception of speech sounds - phonemes. Phonemic hearing plays a huge role in mastering written language.

Hittism lack of pronunciation of the sound [X].

echolalia involuntary repetition of audible sounds, words and phrases.

Language the most important means of communication, an instrument of thinking and influencing people on each other.