Speech development in the middle group of kindergarten - norms and features

Speech development in the middle group of preschool educational institutions

The development of communication and speech skills, which includes enriching vocabulary and developing clear pronunciation, is considered one of the main tasks for preschoolers.

Speech development lesson

Note! For the correct speech development of children in the middle group, educators do a tremendous amount of work. It is based on a set of special exercises and methodological techniques aimed at improving speech skills and developing a high culture and politeness of speech.

To develop speech in the middle group of preschool educational institutions, various directions are used:

• children’s knowledge and ideas about surrounding objects deepen;
• children become familiar with the details and names of parts of things;
• words denoting the properties of objects and phenomena are studied;
• vocabulary in the field of professions is replenished;
• words that denote relationships between people are studied;
• children learn to express their own thoughts in complex sentences that are grammatically correct.

To solve the assigned tasks in the middle group, the teacher must take a responsible approach to the process and purposefully conduct classes.

Federal State Educational Standards requirements for speech development

All educational institutions, regardless of whether they are public or private, must focus on certain program requirements that are specified in the Federal State Educational Standard.

As for the speech development of preschoolers, the requirements are as follows:

• Vocabulary must be constantly enriched;
• the child must have speech skills in accordance with age;
• the sound and intonation range of speech expressiveness should expand;
• develop the ability to perceive sounds by ear and at the same time hear, identify and, if there are errors, correct them;
• develop the ability to listen and remember the storyline;
• develop logically consistent and meaningful speech;
• skills of retelling and acting out dialogues;
• the child must learn to convey the meaning emotionally and read a poem by heart with expressiveness;
• work should be carried out to expand the horizons of preschoolers about objects, properties, phenomena and the concept of a coordinate system;
• generalizing concepts are introduced into the lexicon;
• training is provided to improve the grammatical construction of sentences.

Note! All training sessions should be conducted by the teacher so that they simultaneously include solving assigned problems and game moments. Only in this case will it be possible to interest children and achieve the desired results.

Directions of speech development (FSES DO)

Age-related psychological characteristics of children in the middle group of preschool educational institutions

In terms of development, middle preschool age is a continuation of early childhood. During this period, children master the world of permanent things, master the culture of speech, and the formation and development of psychological perception also occurs.

In middle age, children continue to actively develop speech, substitution ability, thinking and imagination. With the help of speech, middle group students express their emotions and share their impressions.

Note! There is a rapid development of memorizing information and retaining it in memory, and the ability to concentrate is also enhanced.

As a rule, at this age, kindergarten teachers conduct special planned classes on speech development. They are provided for by special educational standards. But, despite this, pedagogical work in this direction is not limited to a certain framework. The most important thing is that when selecting tools, the teacher must take into account all the age characteristics of his students.

Card file of games on speech development for the 2nd junior group of preschool educational institutions

Methodological tools

Within the framework of the requirements of speech development, the teacher faces serious tasks that force him to approach the process thoughtfully, responsibly and in accordance with certain standards.

Basic pedagogical techniques

Each lesson on speech development in the middle group should be based on a specific pedagogical technique. Currently, three main groups of speech development techniques in preschool institutions have been identified. These are verbal, visual and playful techniques.

Their essence is as follows:

• Teaching stories using story pictures.
• Daily reading of fiction, which is provided for in the educational program.
• Carrying out work with children in a conversation format.
• Application of gaming technologies.
• Systematic and unobtrusive repetition of a new word.
• Motivation to complete the curriculum.

Note! In addition to implementing the pedagogical techniques listed above, the teacher must organize physical education sessions for students. They are also part of the curriculum and help to develop a serious attitude towards physical education in children.

Games for speech development

By the age of five, children should learn to pronounce all sounds correctly. You can achieve your goal through daily breathing exercises.

Didactic games on “Speech Development”

You can form grammatically correct speech thanks to games and exercises:

• "More less".
• “Call me kindly.”
• “Whose toy?”
• “Continue the sentence.”
• "Which".

Speech corner equipment

In order to stimulate independence and informal playful communication with children, in accordance with the requirements of the Federal State Educational Standard, an aesthetically attractive, comfortable and special subject-development environment must be created in which children will not be afraid, but rather feel at ease and at ease.

Important! It is best to place the speech corner away from the playing area in a well-lit place. It must be equipped with didactic and visual aids, as well as the necessary materials that are used by the teacher during classes.

Speech corner

Table: filling out the speech corner by section

Note! Among other things, experts recommend having Ushakova’s book “Speech Development” in the speech corner. It examines in detail all the problems of speech development for children in the middle group, selects methodological recommendations and compiles lesson notes.

Features of speech development in children of the fifth year of life

In the middle group, intensive work is provided to deepen children's knowledge about various subjects. The passive and active vocabulary of preschoolers is enriched by words - names of parts and details of objects, their qualities and properties (color, shape, size, texture, etc.), as well as concepts characterizing spatial and temporal relationships.

Children are taught to use generalizing words in speech, for example: clothes, shoes, furniture, dishes, vegetables, fruits, flowers, birds, animals; group familiar objects and classify them (dishes: tea, table, kitchen; shoes: summer and winter).

The vocabulary of preschoolers is replenished with words that reflect relationships between people.

Children begin to use the names of military professions in speech: sailors, border guards, pilots, etc.

By mastering the vocabulary of a language, children also master its grammatical structure. In the fifth year of life, preschoolers begin to master the methods of forming nouns with suffixes of emotional-expressive evaluation, nouns denoting young animals, as well as some methods of forming verbs with prefixes and degrees of comparison of adjectives.

In the speech of children of this age, simple common sentences predominate. The number of common sentences with homogeneous members (additions, definitions) is increasing. Sentences with homogeneous circumstances appear.

Four-year-old children use complex sentences relatively freely, both non-conjunct and with conjunctions a, and, as well as complex sentences (as a rule, with additional and subordinate clauses). The number of complex sentences with subordinate clauses is increasing.

At the same time, expressing detailed judgments and at the same time following the progress of their thoughts, children find it difficult to simultaneously monitor the grammatical form of their presentation. This is evidenced by errors in the coordination of words in a sentence, omissions of individual members, and difficulties in constructing simple sentences that are part of a complex one.

The program provides for teaching children of the fifth year of life the ability to use grammatically correct forms of words, in answers and stories to express their thoughts in complete sentences, the meaning of which is understandable to others. Solving these problems requires systematic, purposeful work of the teacher.

The requirements of the program for teaching four-year-old children conversational (dialogical) speech come down to developing their ability to listen and understand speech addressed to them, participate in a collective conversation, answer and ask questions. At the same time, it is necessary to instill in preschoolers sociability, tact, and restraint - qualities necessary for a person to communicate with others.

The teacher must teach children to answer questions clearly and meaningfully, while trying not to disrupt the liveliness and emotionality of speech, its originality. However, the content of a child’s speech, the completeness and consistency of statements is determined by the richness of his vocabulary and the degree of mastery of the grammatical means of the language. Therefore, the development of coherent speech should be carried out in conjunction with the formation of a vocabulary and grammatically correct speech.

A special place in working with children of middle preschool age is occupied by teaching storytelling. Children are taught to write stories about an object based on a picture; come up with your own picture using handout pictures that specify the topic given by the teacher (meetings in a forest clearing, on the seabed, etc.).

The sound side of the speech of children 4–5 years old also differs in some features: on the one hand, preschoolers have developed sensitivity to the sounds of other people’s speech, on the other hand, the ability to recognize the defects of their own pronunciation is not sufficiently developed, and the motor skills of the articulatory apparatus are characteristically imperfect.

Nurturing the sound culture of speech in children of this age comes down mainly to the development of phonemic hearing and the formation of the correct pronunciation of all sounds of the native language, especially whistling, hissing and sonorant sounds. Along with solving these problems, it is also necessary to cultivate in children the sound and intonation expressiveness of speech, the ability to measure the volume of their voice, speak at a measured pace, pronounce words correctly and clearly, put emphasis on them, and improve speech breathing.

A special program objective is to introduce children to fiction. In the program, literature is separated into an independent section, without reference to speech development. A work of art is considered as an intrinsic value. Children need to read every day to develop their interest in reading. Children should continue to be taught to look at books and relate illustrations to the content of the works.

Lesson on speech development in the middle group

Planning lessons should be carried out according to methodological recommendations.

Lessons on fairy tales

Lesson structure

Each lesson should be conducted according to a specific scheme:

1. The organizational introductory part is characterized by a motivating and stimulating nature. The main task of the teacher at this stage is to get the children into the mood for work and awaken their interest in the topic.
2. Practical part - the teacher sets the tasks and explains the essence of the task.
3. Active work - children complete tasks in conjunction with a verbal assessment of the students’ activities.
4. Summing up - the teacher’s goal is to draw children’s attention to the result.

What to do if a 5-year-old child speaks poorly

Features of working with children in the classroom

In the preschool education system, the leading means of developing children's speech is training. In-class training allows preschoolers to master the most complex program material and ensures the formation of the necessary speech skills, which are then improved outside of class. Special classes on speech development for children in the middle group are held weekly.

By the age of four, significant changes occur in the child’s physical and mental development. However, children of this age are still characterized by instability of attention, inability to exert long-term volitional effort, increased emotionality and, as a consequence, a rapid decline in performance.

The formation of many speech skills requires repeated repetitions (for example, when learning to clearly pronounce a sound, use a certain grammatical form of a word in speech, compose a story based on a picture, memorize poems). However, the teacher must offer tasks for repeating material to children in such a way that they perceive them as necessary and attractive.

In classes on speech development, the child has to speak on his own, listen to the teacher’s explanations and the answers of his friends, but in four-year-old children the skills of telling (speaking up) and listening to peers are just developing. The teacher must take this circumstance into account when conducting classes.