Learning principles - these are the initial theoretical provisions (rules, requirements), guided by which the teacher selects the means, methods and techniques of teaching, provides for its effectiveness.

Didactic principles (general and special) are aimed at mastering children with knowledge, skills and abilities with their subsequent use in life, at achieving effective developmental and educative learning. They are fundamental for a special methodology for the development of speech. At the same time, the methodology also has its own system of methodological principles.

Methodological principles - these are provisions that determine both the main (general) and secondary (partial) parameters of the learning process of a particular subject, as well as the most effective means achievement of the set didactic goal. Methodological principles are in close relationship with each other. In the general methodology, methodologists approach the definition of principles from different positions and, in this regard, they also name different principles.

The problem of teaching principles mother tongue and speech in a special technique is little developed. Let's turn to general principles learning, derived from the patterns of children's assimilation of language and speech (according to L.P. Fedorenko), taking into account the features speech development children with VUR and the specifics of their education.

The principle of attention to the matter of language - it is necessary to build training in such a way as to develop the peripheral speech apparatus of the child: the organs of articulation, voice formation, and breathing. In addition, attention is drawn to the state of the hearing organs, their safety is a necessary condition for the formation correct speech, as well as the state of fine motor skills of fingers and hands, the development of which contributes to the development of speech and thinking of the child.

The principle of understanding linguistic meanings - lexical and grammatical. For the successful formation and development of speech in the learning process, children must learn linguistic signs, understand them, correlate a word with a specific real object, understand lexical meanings, that is, a subject series of objects: an object, a number, an action, signs of an object, signs of action; understand the meaning of words in different contexts, as well as grammatical meanings - a logical series of objects - the relationship between words, or the attitude of the speaker, to objects and phenomena.

The principle of evaluating the expressiveness of speech is understanding inner peace a person embodied in language, the ability to express their emotions and feelings. Children are brought up attention to the intonational side of speech: they develop speech hearing, a sense of timbre and rhythm, a sense of the power of sound. Children are taught to use various types intonation, express your attitude to the statement with your voice, raising or lowering it in accordance with the context, logically and emotionally emphasize the text. They instill in children a love for fiction, the ability to notice expressive means during perception. literary works, folk art, feel the artistic image, develop a poetic ear (the ability to catch the sonority, musicality, rhythm of poetic speech), bring up the ability to feel the figurative language of fairy tales, stories, poems.

The principle of development of linguistic flair ("sense of language") - unconscious possession of the laws of the language. In the process of repeated perception of speech and the use of similar forms in their own statements, the child normally forms analogies on a subconscious level, and then patterns are given to him. Children begin to freely use the forms of the language, to combine the elements of the language in accordance with its laws, although they are not aware of them. In children with TCM, the very inclinations to language ability are violated. A. K. Markova, studying children with severe speech pathology, noted that "non-speech children lack those huge opportunities (extensive vocabulary, "sense of language") that, under conditions of normal development, can compensate for certain shortcomings in mastering speech" [ 1] .

The ability to feel must be constantly developed. Children with VUR need to be taught oriented actions in the language material in a situation of interaction with an adult. The development of the "feeling of the word" (attention to its sound, rhythmic, grammatical and lexical forms) occurs as a result of unconscious generalization of the experience of indicative actions in various communicative conditions. To do this, the accumulation of material to be systematized (perception and memorization of an adult's speech sample) is organized, its grouping is carried out as a result of special linguistic observations. Attention is formed to the speech of an adult, a peer, then in one's own speech and its correlation with the standard. The formation of linguistic generalizations is also connected with the development of "flair".

The principle of advanced development of oral speech before written. Developed oral speech is one of the conditions for the formation of written speech. At preschool age, they lay the foundations for teaching written language. In children with VUR, it is necessary to develop non-verbal forms of mental processes, namely: visual gnosis, visual-spatial orientation, visual analysis and synthesis, hand-eye coordination, visual memory, attention. It is necessary to purposefully form phonetic and phonemic processes, develop vocabulary, the grammatical structure of the language, and learn coherent speech.

The principle of accelerating the rate of language enrichment involves a gradual complication of the content, means, methods and techniques of teaching as children grow in age and their speech capabilities. The tasks and content of teaching children with VMR of their native language and speech are primarily determined by the characteristics of their speech development. In accordance with this, methods and techniques of correctional and developmental work are selected. According to the degree of complexity and volume of speech material, they will be different, for example, for children with OHP level I and for children with OHP level II or III. So, at the initial stage of training, as a rule, visual-verbal teaching methods prevail, and at subsequent stages - verbal-practical, supported by visualization.

To partial methodological principles include:

a) the principle of communicative orientation of education, involves the mastery of children's native language as a means of communication (communication)

b) the principle of teaching the language as an activity determines the practical orientation of the process of teaching the native language; its development as a means of communication in various activities;

c) the principle of the relationship of sensory, mental and speech development of children. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking;

d) the principle of ensuring active speech practice in the classroom and in everyday life;

e) organization of observations on linguistic material in order to cognize and comprehend children's linguistic reality;

g) the principle of an integrated approach to the development of all aspects of speech involves the assimilation of all levels in their close relationship. In the process of development of one of the sides of speech, others develop simultaneously, since they are all parts of one whole - the process of mastering the language system;

h) the principle of enriching the motivation of speech activity based on the combination of language learning with gaming activities, the development of creative skills;

g) the principle of ensuring the influence of fiction on the speech development of the child.

These principles reflect the specifics of teaching the native language and speech of children with VUR, complementing and interacting with the system of fundamental didactic principles.

• Markova A. K. Peculiarities of assimilation syllabic structure words in children suffering from alalia // Reader in speech therapy (excerpts and texts): Textbook, manual for students. higher, and medium. textbook Start.: In 2 vols. Vol. II / Ed. L. S. Volkova and V. I. Seliverstov.- M., 1997.

The teaching of native languages ​​is becoming very important in our modern world. Today, when children are slowly switching to Russian, we, teachers, need not only to teach them how to speak their native language correctly, but also to provide high-quality teaching of their native language. Learning your native language is a long process that requires a lot of time and patience. In our district, native languages ​​are taught in all schools, and in five of them - the Chuvash language. Our Chuvash language teachers are active and creative people.

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Lyudmila Nikolaevna Pavlova

Chuvash language and literature teacher

MOBU SOSH s.Efremkino

Karmaskalinsky district of the Republic of Belarus

Teaching native languages ​​using modern teaching technologies.

The teaching of native languages ​​is becoming very important in our modern world. Today, when children are slowly switching to Russian, we, teachers, need not only to teach them how to speak their native language correctly, but also to provide high-quality teaching of their native language. Learning your native language is a long process that requires a lot of time and patience. In our district, native languages ​​are taught in all schools, and in five of them - the Chuvash language. Our Chuvash language teachers are active and creative people. Under the guidance of the methodologist of the Regional Public Organization for Native Languages ​​Yusupova A.F., seminars for teachers of native languages ​​are held annually in the district, the "Bridge of Friendship" in educational institutions where teachers share their experience with each other, conduct master classes. Thematic newspapers are also published in schools, weeks of native languages, conferences, olympiads, competitions, holidays, and extracurricular activities are held. And of course, all events are held with the use of modern learning technologies, in particular information.

The process of computerization of education was marked by the emergence of various innovative technologies, the development of which was built on the basis of new principles of interaction between participants educational process. And now the use of modern educational and information technologies in the lessons of the Chuvash language and literature is becoming an important condition for improving the learning process. In modern schools, students strive for visual perception of information, therefore, in the process of learning with the use of information communications, visual images began to prevail over textual ones.

Schools have the option of using electronic dictionaries and reference books while working with a computer. Every year, students make presentations on selected topics. Systematically, schools conduct subject scientific and practical conferences and in native languages, in which the students are happy to participate. The themes of the works are diverse, they are connected with literature, history, culture and life of their people. The works are of a research nature and are performed at a high level, while students show a good command of their native language and computer technology. Now all conditions have been created for teaching and learning the native language, as well as for obtaining good knowledge

In my lessons, like other teachers, I use electronic study guides, which have a strong impact on memory and imagination, facilitate the process of memorization, make the lesson more lively and interesting. For example, in the electronic manual "In Search of Knowledge" for the 5th grade, questions and assignments for three levels of difficulty were included: simple, medium and complex. At the end of each level, the computer itself evaluates the student. The next manual contains sections: “Theoretical part on spelling, vocabulary, punctuation, syntax” and “Practical part”, where the student also receives an assessment at the end.

Such manuals become an indispensable assistant to the teacher, helping students to better assimilate the educational material.

Multimedia products use diverse types of information: computer data, television and video information, speech, music. They are interactive in themselves, i.e. the viewer and listener of multimedia products do not remain passive, educational information in the native language can be submitted both in written text and speech, with a video and musical accompaniment.

I believe that the use of digital educational resources allows for a better application of an individual and differentiated approach to learning. If one of the students poorly mastered the educational material, then the computer, having high patience, can individually explain the necessary topic several times without any signs of fatigue. Also, it allows you to choose the pace of learning you need. There is also the following positive side: working individually, the student receives all the attention alone, which helps him to better concentrate and better assimilate the educational material, love the beauty of his native land, get acquainted with the history and culture of his people.

We, teachers of the Chuvash language and literature of the Karmaskaly region, by applying modern information technologies in practice, achieve high-quality education in our native language. Our students are prize-winners and winners of republican, interregional, All-Russian competitions, Olympiad in the Chuvash language and literature. Two students: Olga Kozlova from the Nikolaevka municipal school and Veronika Ivanova from the Efremkino municipal school became Presidential scholarship holders for their achievements in the field of their native language and literature. Also, two teachers of the Chuvash language and literature became the owners of the President's Grant.

The modern school requires both from the teacher of the native language and from others a significant reduction in the time for the transfer of knowledge and the use of such technologies that will enhance the cognitive activity of students.

In the conditions of the information society, the role of the information competence of the teacher increases, and special attention is paid to its development. Informational competence of a teacher indicates the level of mastery and use of information in the educational process. To the most significant information competencies, the possession of which is necessary modern teacher, can include the following:

1. knowledge and use of rational methods for searching and storing information in modern information arrays;
2. possession of skills in working with various types of computer information;
3. the ability to present information on the Internet;
4. possession of the skills of organizing and conducting lessons and extracurricular activities with the help of computer and Internet technologies;
5. the ability to organize independent work of students through Internet technologies;
6. possession of skills in the use of computer and Internet technologies in a particular subject, taking into account its specifics.

At present, a considerable percentage of teachers of native languages ​​have sufficient information competence.

“... what we know is limited, and what we do not know is infinite.” Therefore, use the opportunity to write out or purchase appropriate methodological literature, enroll in courses, study computer technology, and keep up with the times. “Just as no one can give to another what he himself does not have, so he cannot develop, educate and educate others who is not himself developed, educated and educated. He is only able to actually educate and educate as long as he himself works on his own upbringing. (A.Disterweg)

List of used literature.

1. Antipina M.V. computer in the classroom.

2. Aleksandrova I.V. Innovative technologies.

3. Stolyarenko L.D. Pedagogy. - 2006.

4. Kharlamov I.F. Pedagogy. - 2005.

Issues of speech development and teaching the native language in the pedagogical system K.D. Ushinsky

2.1 Learning the native language according to Ushinsky

In the pedagogical system K.D. Ushinsky, the doctrine of the native language as the basis for the education and upbringing of the child occupies a central place. He attached great importance to language, its role in the formation of personality.

The native language, according to Ushinsky, is a repository of results cognitive activity many generations, a treasury of all knowledge, "... the best, never fading and ever again blooming flower of the entire spiritual life of the people." It reflects the whole history of the people, their moral and aesthetic ideals, their thoughts and feelings, desires and hopes.

In language, he saw that living connection that connects past, present and future generations into a single whole. Through language, the people fix in history and pass on to their descendants the centuries-old experience of their labor and mental activity, the result of spiritual life. Language is a historical phenomenon capable of endless development - K.D. Ushinsky emphasized the exceptional educational and educational value of the language, calling it the greatest mentor of the people. It contains the most complete folk wisdom, centuries-old public experience. Reflecting in ideas and concepts the nature of the country, the history of the people, the whole objective reality in general, the language with the help of its forms conveys to students a large number of real knowledge. Mastering its inexhaustible wealth, children join the true life of the people.

Language for K.D. Ushinsky, as for us now, is a powerful tool for the development of the individual. With its help, the child acquires knowledge, develops thinking, communicates with people. Along with labor activity and other factors of upbringing, it contributes to the development of the child's mental powers, forms a personality.

Especially K.D. Ushinsky emphasized the role of language, oral folk art, literature in educating children's sense of patriotism, love for native land, to his people, to his traditions, customs, his art, culture, history - an educator of kindness, honesty, humanity, a sense of public duty, love for nature, for work, an educator of broad aesthetic tastes.

These views of the great teacher were vividly reflected in his classic textbooks "Children's World" and "Native Tin". The samples of folk verbal creativity widely used in them, well-chosen excerpts from the works of outstanding Russian writers, and compositions written for them by the author himself had a civic aspiration, served the purposes of teaching and educating the child.

Instructions K.D. Ushinsky about the role of the native word in the development of education and upbringing of children, about its positive moral influence on a person, remain vital, effective even today. In conditions of acute ideological struggle. when in the West the "theories" of the dehumanization of modern society, the education in students of love and respect for their native language, the great one, are becoming more widespread. the Russian language and the languages ​​of other peoples of our country and the education of high moral qualities in them by means of their native language has great importance.

K.D. Ushinsky paid great attention to the content and methodology of the initial teaching of the native language at school, subjecting severe criticism to the scholasticism and dogmatism that prevailed in the school of that time and developed a system of teaching the native language in elementary school, gave it a scientific psychological and pedagogical justification. He considered his native language the central subject and the basis of all general education subjects in elementary school.

The educational material of each subject, squeezed by the child, is assimilated and expressed by him always in verbal form. With the help of language, the process of cognition is carried out, and the task of the teacher is to develop the mental powers of the student through the language, to help him comprehend the world in all its diversity and complexity. "A child enters the spiritual life of the people around him," he noted, "only through the native language, and, conversely, the world surrounding the child is reflected in him with its spiritual side only through the same vault - the native language."

Teaching the native language should develop in children the gift of tin, instill a conscious mastery of its forms, the ability to use it correctly, ensure the assimilation of grammatical laws, i.e. language logic.

K.D. Ushinsky scientifically developed a methodology for the development of children's speech. Arguing about the connection of language in thinking, he proceeded from the fact that they form a unity, therefore, the development of speech was closely connected with the mental upbringing of the child. To develop in children the gift of words, he emphasized, means the same thing as to develop in them the logical thinking. Assimilation of the native language, the child learns not only words, their forms, combinations, but also the concepts of objects, phenomena of reality, the logic of thinking.

K.D. Ushinsky passionately fought against formalism in teaching his native language. To develop speech separately from thought, he believed, is impossible, and predominantly before thought is harmful. The absence of real content in speech, as well as the fascination with only one form of thought transmission, leads to formalism, and formalism in the development of language and in the development of thought in teaching language is equally harmful, hindering the education of correct thinking in the student.

According to K.D. Ushinsky, the development of students' speech is greatly facilitated by thoughtfully selected didactic material. That is why in some textbooks he included such materials that would ensure the comprehensive development of the thought and speech of children: fairy tales, fables, riddles, proverbs, sayings, which, by their form and content, excite the thought of students, make them think, draw conclusions.

Excellent material for the development of speech and thought are images directly perceived from the outside world. In this regard, K.D. Ushinsky was an ardent supporter of visualization in teaching. Children, he said, must be taught to observe, compare, contrast and group objects. It is necessary to give them exercises that excite thought and generate the expression of this thought in speech. The ability to correctly observe, compare and receive complete and vivid images of objects environment will ensure the conscious assimilation of knowledge.

These views of K.D. Ushinsky remain relevant today. New, improved school course language development pays great attention to the development of oral and written speech of students, requires teachers to use all means of enhancing the mental activity of students, educating them in research inclinations.

To successfully solve these problems, teachers need to be given an in-depth development of the foundations of developmental education. It is natural that modern theoretical studies and practical recommendations widely use the general didactic provisions of K.D. Ushinsky related to the development of thinking and speech of students. He advised constantly taking care of enriching the child's vocabulary, clarifying and clarifying the meanings of new words for him, taking care that "... the child more and more entered into the spiritual possession of the shadow of the treasures of his native word, which he learned only by imitation, semi-consciously."

He considered various lexical exercises and the use of visual aids to be an important means of developing a sense of precise and accurate word usage. These provisions, filled with new specific content, are widely used in the practice of the modern school. According to the requirements of the new programs, teachers pay more and more attention to the enrichment and development of students' vocabulary, mastering the norms of the literary language.

Of great importance for the development of correct speech, K.D. Ushinsky, has a study of grammar. Particularly valuable are his provisions on the organic connection between the teaching of grammar and the tasks of developing students' logical thinking. Here. work should be based on the conscious perception of grammatical rules: “Grammar,” Ushinsky wrote, “everywhere is only the conclusion of observations on a language that has already been created. The same should be true in teaching: each grammatical rule should be a conclusion from the use of forms already learned by children ". Emphasizing the inextricable link between the gift of speech and the assimilation of grammar, he believed that the study of grammar should be closely linked with the mastery of oral and written language.

Proper development and improvement of the language of students. instilling in them a deep respect for the spoken and written word, a high culture of speech is of great importance at the present time in connection with the tasks of preparing a comprehensively developed young generation. In-depth study and creative use of the pedagogical heritage of K.D. Ushinsky will provide significant assistance to teachers in this important matter.

Issues of speech development and teaching the native language in the pedagogical system K.D. Ushinsky

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Features of teaching the native language in elementary school.

"As long as the language of the people is alive

in the children of the people, until then the people live ...

The language died out in the children of the people - the people also died out.

K. Ushinsky

The native language is a means of mastering knowledge, studying all academic disciplines in school and subsequent education. Studies by domestic psychologists and psycholinguists have shown that mastering speech restructures the entire psyche, all the activities of students. According to Ya.S. Vygotsky, “there are all factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

Teaching the native language helps to solve the problems of moral education. The child learns through language the norms of morality, moral attitudes, which, with purposeful upbringing, become the standards of his own behavior, attitude to the world around him, to himself. Language as an element of culture is the fundamental basis of the educational process. Appropriating the social experience of previous generations, the child masters the language as part of the national culture. "By forming speech skills in our native language, we simultaneously cultivate an aesthetic attitude towards nature, man, society, and art. The native language itself, as an object of assimilation, has the features of beauty and is able to evoke aesthetic experiences."

To date, the problem of the Kalmyk language is the most painful. We all know that our native language is in a state of extinction. And it is the duty of each of us, native speakers of the Kalmyk language, to preserve it, to speak our native language, thereby creating a linguistic environment in society. Everyone in his place must do everything possible to preserve the language. And first of all, it is necessary to teach the native language to the younger generation. And this is the role of the teacher. primary school key. The teacher is not a transmitter of knowledge and information, but an organizer of the learning process, cooperating with the student. He goes to the children not with his own subject, he goes to the subject together with his students, i.e. to the language. The teacher of the national class is a person who gives the student ways to understand the whole picture of the world, i.e. he is a teacher of life. The student in this process is not an object that is affected, but an active participant who works not under compulsion, but as a result of the conditions created by the teacher, himself is included in the process of cognition.

Having worked for ten years in national classes, and having seen the fruits of your labor, you come to understand that using various forms and methods of teaching, through systematic language exercises, through games and studying elements of oral folk art, you can teach children to speak their native language. After the first year of study in the national class, it can be seen that students actively master a certain vocabulary, knowledge of oral folk art and song and dance folklore. Arming with knowledge, skills and abilities, one should strive to formulate a conscious attitude to learning, develop cognitive interest and love for the native language. For this purpose, extensive ethnographic material is widely used in the lessons, which enriches the worldview of children, introducing them to the ancient customs and traditions of the Kalmyks. At each lesson, great attention is paid to colloquial speech - speaking in the Kalmyk language, offering exemplary examples of tasks and exercises of a creative nature for individual, group performance and homework (for example: make sentences on a picture, make up a story on a given topic, come up with a dialogue, etc. .).

Education in the national class does not particularly affect the mastery of the norms of the Russian language. Along with their native language, students of the fourth year of study write well dictations, presentations and essays on a given topic, they know and are able to apply all the studied spellings when writing. Reading, both in their native language and in Russian, by students of the national school meets the requirements of the program. Children master, basically, correct fluent reading, are able to convey what they have read by retelling and highlight main idea text.

The main indicator of the education of students of the national class is the development of their native speech. The development of speech is achieved through the study of the elements of CNT. Experience shows that graduates of the national elementary school they know from 80 to 120 CNT elements, in addition to up to 40 names of birds, plants, etc., and all this influenced the development of dialogic and monologue speech.

Folk wisdom of fairy tales, proverbs, sayings, riddles, makes a strong emotional impact on the personality of the child, carried out by the power of the native language, the beauty of the native nature. By their content, proverbs, sayings, fairy tales affect the consciousness, the emotional sphere of children, thereby contributing to the transformation of knowledge into stable socially positive personality traits, and determine its attitude to the surrounding reality.

One of the main activities of younger students is play activities. It is the game during this period that serves as a means of forming and developing in the child many useful personal qualities. Kalmyk folk games are associated with work, everyday life, reflect the customs, mores of the Kalmyks, develop ingenuity, resourcefulness, ingenuity. Students of the national class get acquainted with the Kalmyk folk games (Shah but naadl h n, B ɵ to b ǝ rld ǝ n, N ǝ rn shinҗ), learn the rules of the game.

Introducing children to oral folk art helps to get to know the surrounding reality more deeply, enriches the speech of children with figurative words and phrases. The Kalmyk epic "Dzhangar" carries valuable educational ideas. Students of the national class get acquainted with the epic, read it, memorize and dramatize passages. Students prepare costumes, invent scenery, masks, learn the heroic dance. Such work allows children to learn more deeply the experience and traditions of the people, to better understand their moral principles.

Primary school acts as the first stage at which the foundations of communicative competence are laid and begin to develop, allowing communication in the native language and interaction of children. Communicative competence is the ability by means of the language being studied to carry out speech activity in accordance with the goals and situation of communication within a particular field of activity. It is based on a set of skills that allow you to participate in speech communication in its productive and receptive forms.

Communication skills by types of speech activity:

In the field of speaking:

Dialogic form

Know how to lead:

Etiquette dialogues in typical situations of everyday, educational, labor and intercultural communication, including those obtained with the help of communication tools;

Dialogue - questioning (request for information and response to it);

Dialogue is a call to action.

2. Monologue form:

Be able to use:

The main communicative types of speech: description, story, characterization (characters).

In the field of listening

Listen and understand:

The speech of the teacher and classmates in the process of communication in the lesson and verbally / non-verbally respond to what they heard;

Small accessible texts in audio recordings, built mainly on the studied language material, including those obtained with the help of communication tools.

In the reading area

Aloud small texts built on the studied language material;

Silently and understand texts containing both the studied language material and individual new words, find the necessary information in the text (names of characters, where the action takes place, etc.)

In the field of writing

Own:

Ability to write out words, phrases and sentences from the text;

The basics of writing: write according to the model of congratulations on the holiday, a short personal letter.

Characteristics of the main activities of students:

Ask questions about something; answer the interlocutor's questions;

ask about something;

Ask for something and respond to the request of the interlocutor;

Start, maintain and end a conversation;

Describe something;

Report something;

Tell, expressing your attitude;

Characterize by naming the qualities of a person/object;

Reproduce by heart the texts of rhymes, poems, songs;

Retell the heard / read text (on supports, without supports);

Compose your own text by analogy.

With direct communication

Understand the general speech of the teacher during the lesson;

Recognize by ear and understand a coherent statement of a teacher, classmate, built on familiar material and / or containing some unfamiliar words.

Use a repeat question or a request to repeat to clarify individual details;

Verbally or non-verbally respond to what is heard;

In indirect communication (based on audio text)

Listen to and understand the basic information contained in the text (about whom, what it is about, where it happens, etc.);

Correlate the graphic image of a word with its sound image based on knowledge of the basic rules of reading;

Observe the correct stress in words and phrases, intonation in general;

Predict text content based on title;

Visually perceive the text, recognize familiar words, grammatical phenomena, fully understand the content;

Guess the meaning of unfamiliar words by similarity with the Russian language, by context;

Find the meaning of individual unfamiliar words in the bilingual dictionary of the textbook;

Junior schoolchildren master the following special (subject) educational skills and abilities:

1. Use reference material presented in the form of tables, diagrams, rules;

Keep a dictionary (dictionary notebook);

Organize words, for example, by thematic principle

In the process of learning their native language, younger students:

They improve the methods of working with text, based on the skills acquired in the lessons of their native language (predict the content of the text according to its title, figures given to the text, write off the text, write out individual words and sentences from the text, etc.);

They master more diverse methods of revealing the meaning of a word, using word-building elements; synonyms, antonyms, context;

Improve general speech communication skills, for example: start and end a conversation using speech clichés; keep the conversation going by asking questions and asking again;

Learn to exercise self-esteem, self-control;

They learn how to independently perform tasks using a computer (if they have a multimedia application).

The use of computer technology in educational activities is one of the effective ways increasing motivation and individualization of teaching.Knowledge comes only to the interested person. No wonder folk wisdom says: "He who wants, does more than he who can."

The use of ICT helps the elementary school teacher to move from the explanatory and illustrative method of teaching to the personal-activity method, in which the child becomes an active subject of educational and cognitive activity, and also allows you to combine playing and learning activities.

Atelementary school studentinvoluntary attention is better developed, which becomes especially concentrated when he is interested, the educational material is clear, bright, and causes positive emotions in the student.

The correct effective use of a computer in the classroom is a solid assimilation of knowledge by students, the development of independence, activity and self-esteem skills in them.

Pon subjects of federal competence, there are variouscomputerprograms: training, information and reference, demonstration, controland others. In this regard, mother tongue teachershave to create it yourself, because there are no ready-made materials forlessons.

Tables, graph diagrams, matrices, reference notes, tests, crossword puzzles - this is a far from complete list of didactic materials that can be created on a computer.Tables created in the presentationI proposetsyastudents in the formvisual and didactic material -folding bed And (Annex 1). Thus, the impact on the student's mind is not limited to viewing the presentation, but already familiar visual images and content create a cognitive environment in the classroom.Presentations (Appendix 2.3)contribute to better memoryteaching material taught in the lesson. A visual presentation of material about folk customs and traditions enables children to more figuratively present this or that rite, remember it important points, systematize them.

Matrices and Graph Diagrams (Appendix 4.5), developed on the basis of UDE P. M. Erdniev, are especially effective in the lessons of the native language. Graph diagrams contribute to the replenishment and growth of students' vocabulary, but the next exercise can be a continuation of the previous one. Performing this exercise (Appendix 6), the student relies on previously acquired knowledge, uses the acquired vocabulary and already without difficulty composes sentences, supplementing them with the necessary words. Upon completion of this task, a coherent text is obtained, which the student needs to read, title, break into logically connected parts, draw up a plan and retell the content of the text according to it. Such a consistent presentation makes it easier for the student to master the language and develop conversational speech.

Hwhat society expects from the school? The answer seems to be simple: quality education.How should a native language teacher perform this task? Whatdoes it mean quality education?

Resultlabornative language teachersis a person with a unique individuality, who knows his roots, the conductor of his national cultural heritagedevelopment in the family and society. Ifthe student speaks his native language, sings Kalmyk songs, dances Kalmyk dances, knows how to rejoice and how to behave in moments of sadness and sadness,like a Kalmyk, it means that the teacher did itwith its main task,Heon a right way.

Annex 1

Appendix 2

Appendix 3

Appendix 4

Annex 5

Appendix 6

Literature:

1. "In the methodical piggy bank of the teacher of the native language" part 1.2 / Ministry of Defense of the Republic of Kazakhstan Center for Education and Education. - Elista - 2005.

2. What does it mean to know the language and own it / Ed. N.M. Shansky. M., 1990.

3. How to revive the national school. Steps of the Republic of Sakha (Yakutia): Articles and materials. M.: Education, 1994.

4.Volkov G.N., Petrova T.N., Pankin A.B. Introduction to ethnopedagogy: / Textbook. A manual for students of higher educational institutions / Under the scientific editorship of G.M.Borlikov. - M .: LLC "Big Bear". Elista: Kalm.gos.un-tet, 2006.

5. Mukaev O.D. Wisdom and spirituality of folk pedagogy. Elista: Dzhangar, 1995.

The work was added to the site site: 2016-06-20

" xml:lang="-none-" lang="-none-">PAGE 15

" xml:lang="en-EN" lang="en-EN">1. Learning the native language in the classroom leading tool" xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">formation of children's speech.

" xml:lang="en-EN" lang="en-EN">1.1." xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">The meaning of the native language in speech development classes. The structure of the native language teaching lesson. Forms of organizing the teaching of native speech to preschoolers

" xml:lang="en-EN" lang="en-EN">Every year, the amount of knowledge that needs to be passed on to the younger generation is steadily growing. For this, new programs are being created to prepare children for school in preschool institutions and to study at school. To To help children cope with solving complex problems, you need to take care of the timely and complete formation of their speech.

" xml:lang="en-RU" lang="en-RU">The development of speech at preschool age has a diverse impact on children. First of all, it plays a big role in mental development.

" xml:lang="en-EN" lang="en-EN">Native language is “the key that opens the treasures of knowledge to children” (O.I. Solovieva). Through the native language, children become familiar with material and spiritual culture, receive knowledge about the world around them.In a word, children express their thoughts, impressions, feelings, needs, desires.

" xml:lang="en-EN" lang="en-EN">Native language teaching creates more opportunities for the moral development of preschoolers. The word helps development joint activities children, accompanying their games and work. Through the word, the child learns the norms of morality, moral values.

" xml:lang="en-EN" lang="en-EN">The mastery of the native language occurs simultaneously with the education of an aesthetic attitude to nature, man, society, art. The native language itself has the features of beauty, is able to cause aesthetic experiences. Of particular importance For aesthetic development have an artistic word, verbal creativity and artistic speech activity of children.

" xml:lang="en-EN" lang="en-EN">Thus, the role of the native language in the comprehensive development of the child is enormous and undeniable.

" xml:lang="en-EN" lang="en-EN">The main goal of work on the development of speech in preschool institutions is the formation of oral speech and a culture of speech communication with others.;color:#000000" xml:lang="en-EN" lang="en-EN">
Teaching the native language is a systematic, purposeful process of developing the cognitive abilities of children, assimilating a system of elementary knowledge about the environment and the corresponding vocabulary, and developing speech skills and abilities. The main form of preschool education is classes. According to didactic goals, the following types of classes in the native language can be distinguished: classes on the communication of new material; consolidation of knowledge, skills and abilities; generalization and systematization of knowledge; final or accounting and verification (control); combined (mixed, combined). In kindergarten, the concept new material»on the development of speech is sometimes relative, since children are faced with those linguistic phenomena that they use every day in their speech (sounds, intonation, grammatical forms, words). And yet, it is safe to talk about presenting new things to children.

;color:#000000" xml:lang="en-EN" lang="en-EN">This is an interpretation, an explanation of familiar facts, the accumulation of new ideas, the formation of new skills. A.P. Usova noted that the ideas that practice introduces into the consciousness and behavior of children, as if they are completely familiar, but scattered, random, interpreted from a child's point of view.Classes should reveal to children what they need to see, how to see, and also how to act.Examples of activities where children are taught new material , are an excursion to the studio, watching a squirrel, examining the manager's office, etc. These are the first lessons in teaching storytelling, in which children learn how to compose a story, classes in reading new works, memorizing poems.

;color:#000000" xml:lang="en-EN" lang="en-EN">Classes to consolidate and deepen the acquired knowledge and skills are widespread in kindergarten, for example, telling children about a trip to the atelier, examining shreds of fabrics, a conversation about the premises of the kindergarten, repeated classes in reading, memorization, etc.

;color:#000000" xml:lang="en-EN" lang="en-EN">In such classes, the educator, of course, provides some new, additional information, but basically he directs the children's efforts to independent use already the existing stock of knowledge, to strengthen speech skills.This can be a consolidation of individual facts, and generalizations, and skills.The teacher can apply literal reinforcement, reproducing (retelling a familiar text, reciting learned verses by heart), training repetitive exercise (in sound pronunciation, in using one and the same grammatical form) and creative (play-dramatization using a familiar text, conversation based on observations). To achieve positive results, it is important to introduce elements of novelty, creative activity into the process of repeating the material. This type of activity is close to classes that summarize and systematize the material covered For example, in the process didactic games such as “Who needs what?”, “Shop”, etc. children practice classifying objects by color, shape, purpose, etc. In the older groups, generalizing conversations are held: about their hometown, about the work of adults, about transport, about books. The children are tasked with purposefully reproducing the material (telling about passenger transport, the work of a driver, about their favorite fairy tales). Classes of a generalizing type are very valuable for the formation of logical thinking, analytical and synthetic activities of preschoolers. Accounting classes are most often held in visual activity. However, they are also necessary in the native language, since it is sometimes necessary to establish the level of certain knowledge and skills of children. It is advisable to conduct control and verification classes in some sections at the beginning school year to familiarize the teacher with the knowledge of the children of the new group and at the end, when summing up the results of the work. Control classes in the native language are also used in the mass verification of the work of kindergartens.

;color:#000000" xml:lang="en-EN" lang="en-EN">Partly they are educational in nature." xml:lang="en-EN" lang="en-EN">As a rule, the educator uses only indirect teaching methods in order not to leave the mistakes made by children uncorrected.

" xml:lang="en-EN" lang="en-EN">1.2. Didactic requirements for classes on the development of children's speech.

" xml:lang="en-EN" lang="en-EN">
The most widespread in kindergartens are combined classes with a set of didactic goals, for example, familiarizing children with new material, repeating and consolidating what has been learned and its practical application. Classes for the development of speech have a number of features that cause certain difficulties in their implementation. For example, it often happens that children are busy with various activities: one speaks, the others listen; due to the short duration of classes, it is not possible to provide each child with sufficient speech practice, etc. In order for classes to bring the maximum effect, they must meet general didactic requirements, namely:;color:#000000" xml:lang="-none-" lang="-none-">

" xml:lang="en-EN" lang="en-EN">1. Careful advance preparation for the lesson, determination of its content and teaching methods. At the same time, its place in a number of other classes in the native language, the level of knowledge and skills are taken into account children, their workload is determined. The teacher should be clear on speech tasks and specific speech content. The methods and techniques necessary for studying the intended program material are selected, the structure and course of the lesson are thought out. The necessary visual aids, educational equipment are prepared. Individual learning objectives are determined (tasks are differentiated , the order of calling children is thought out).

" xml:lang="en-EN" lang="en-EN">2. Optimal load intensity. The teacher is guided by the principle of developing education. He gives children tasks at a sufficiently high level of difficulty so that their performance requires active mental activity.

" xml:lang="en-EN" lang="en-EN">Sometimes the load is not enough: children do not have to act independently, solve analytical and synthetic speech problems, establish connections between objects, isolate similarities, etc. If the child does not have the work of memory, thought, and the educator requires only passive contemplation, quiet behavior and repetition of facts known to children for a long time, the lesson turns into a spectacle for them.
The mixed structure of the lesson helps to establish the correct measure of the load, more complex ones are also useful. special tricks: questions for inferences, comparisons, etc.

" xml:lang="en-EN" lang="en-EN">3. The educational nature of the lesson. In the classes for the development of speech, the principle of nurturing education, which exists in Soviet pedagogy, is implemented. The educational effect is exerted by both the content of speech activity and its linguistic design, as well as the correct organization, methods of conducting classes.Since the lessons are given not scattered information, but a certain system of knowledge, children gradually have elements of a conscious attitude to the language, to its assimilation.
In the process of speech development, as already mentioned, all mental processes are improved. It is important that the cognitive interests of children are formed in the classroom, from general curiosity at a younger preschool age to the differentiated and persistent interests of older preschoolers, to an accessible analysis and evaluation of their activities.
Assimilation of the native language, the gradual awareness of the child of its wealth and beauty contribute to patriotic education. Providing children with information of a socio-historical nature, familiarizing them with the life of Soviet people is associated with the education of high moral feelings and ideas that help to cultivate love for the Motherland, internationalism, collectivism, and hard work. In the classroom, the teacher teaches children to independently, creatively use the acquired knowledge and skills. It is very important to support the child's desire to learn, to teach him to share his knowledge with his comrades.

" xml:lang="en-EN" lang="en-EN">The content and organization of classes help to bring up such moral and volitional traits as purposefulness, discipline, tact, etc. Speech classes can have a great influence on the aesthetic education of children. The teacher carries out aesthetic education not only by introducing preschoolers to the objects of the outside world and by creating an appropriate environment, but primarily by means of the language itself - its figurative structure, musicality, artistic word.

" xml:lang="en-EN" lang="en-EN">4. The emotional nature of the lessons. Before starting the lesson, children need to arouse the desire to learn, curiosity, the desire to learn new things. The lesson should bring the child a sense of satisfaction. Interest children an important ally of the educator. famous place take humor, joke. For example, children laugh when the absent-minded Petrushka calls a toothbrush a shoebrush and uses it to clean his boots. They correct him, teach him to distinguish brushes.

" xml:lang="en-EN" lang="en-EN">5. The distribution of teaching methods in accordance with the structure of the lesson. The construction of the lesson should be clear. At the beginning, as a rule, links are established with the material covered, with experience children.Then the teacher communicates the goal of the lesson (in simple and understandable terms).This will help teach children to act purposefully.Goals can be elementary: go to the flower garden, see what flowers grow there, read poetry to the new doll, etc. In older groups the purpose of the lesson is often motivated. For example, the teacher says that one must learn to pronounce difficult words correctly, because speech should be correct, beautiful, pleasant for others. This convinces the child of the need to acquire new knowledge and skills. The beginning of the lesson should arouse interest in the future, prepare the ground for a good receptivity of children, arouse their attention.Therefore, it should be carried out concisely, lively, using intonations of interest.The main part of the lesson should also be characterized by a clear construction. At its first stage (when solving a new task), the leading teaching methods are concentrated, which help children to understand the nature of subsequent speech activity and its purpose. This is followed by independent work of children (answers, exercises in others), which does not exclude active pedagogical guidance from the educator. The final part of the lesson should be short and emotional, i.e., fixing the material can be carried out in the form of reading a work of art, riddles, in the process fun game such as "So or not", etc. At the same time, it is desirable to avoid lengthy and formal conclusions, untimely assessments of the activities and behavior of children.
If the lesson is combined, then, as a rule, new material is reported on one of its parts, which is called the main one. It goes first and is built according to the above scheme. Other parts are devoted to familiar material, but they also use active teaching techniques. (For example, having called a child to read a poem by heart, the teacher invites him to say how to read these verses cheerfully, sadly, tenderly and why exactly. Assessment and other techniques are also used.) from less emotional to more emotional. Between its parts, 12 physical education minutes are planned.

" xml:lang="en-EN" lang="en-EN">6. The speech activity of each child at all stages of the lesson. The concept of "speech activity" does not mean "continuous speech aloud". To a large extent, it should be expressed in active the child's perception of the speech of the teacher and peers, in understanding it.If possible, as many children as possible should be provided with conditions for active speech aloud.
There are a number of methodological rules, the observance of which helps to ensure maximum activity of children. These include taking into account the typological characteristics of children when placing them at tables, when selecting individually directed techniques, and the reasonable use of visual aids, especially handouts. Increase the activity of a variety of activities, a change in its types, game techniques. The leisurely pace of the lesson, giving the child time to think about the answer, individual appeals help children with a slow reaction to join the general course of work. The activity of children is promoted by the correct technique of dialogue. The teacher addresses the question, the task to everyone, repeats them if necessary; the respondent instructs to speak loudly, clearly, so that everyone can hear; asks in turn children with different levels of speech development, does not often call the same ones; everyone is involved in controlling the speech of the respondent, he addresses the whole audience with questions: did he say correctly? About everything? Did you say it in order? The activity of children is also facilitated by the so-called evaluation questions (What do you like?), creative tasks, appeals to personal experience.

" xml:lang="en-EN" lang="en-EN">7. Combination of the collective nature of learning with an individual approach. Frontal forms of work general tasks, common rhythm, choral answers, etc. should be combined with tasks offered to individual children. When selecting individual tasks and teaching methods, the teacher takes into account the level of knowledge and speech skills of the child, his interests and inclinations. Particular attention in the lesson should be paid to children who have not mastered any program knowledge or whose speech is poorly developed. Great attention should be paid to children who have peculiarities in speech development - silent, unsociable, unrestrained, talkative.

" xml:lang="en-EN" lang="en-EN">8. Proper organization of the lesson. Lessons in speech can take place in different conditions. Most often they are held in a group room, while the children take their usual places at the tables. The lesson (or part of it) can also take place in the hall, where children will watch a play or a film, listen to a radio program, play outdoor games. In the warm season, classes are organized on the site.

" xml:lang="en-EN" lang="en-EN">In the mother tongue classes, as well as in other classes, all hygienic conditions must be observed: sufficient illumination, a light source to the left and behind those sitting, clean air, furniture according to height Seats at the table should be reserved for children The main requirement for the placement of children: everyone should sit facing the teacher in the correct position In classes where the main object of perception is moving objects, small objects, as well as during games in the lotto, exercises with handouts (especially when mutual control is needed) the children are seated around the shifted children's tables. Sitting around the common table, it is convenient to watch the hedgehog, the fish in the basin. If for some reason it is impossible to seat the children at the tables, they are seated short rows facing the teacher.If possible, you need to determine a permanent place for the desktop and the chair of the teacher.The teacher takes the correct posture of a sitting person, places visual aids on his desk so that they are clearly visible to children. He thinks over where the answering child will be, controls the correctness of his posture. The whole environment of the lesson must comply with aesthetic requirements ( appearance premises, allowances, etc.).

" xml:lang="en-EN" lang="en-EN">9. Accounting for the results of the lesson. Accounting for knowledge is carried out by the educator during the lesson itself, in the process of observing children's speech and does not require, unlike a school lesson, a separate stage of the survey.It is possible to recommend the teacher to keep a notebook of children's answers (as an optional type of documentation) for the most difficult sections of the program, for example, teaching storytelling.The teacher records the results of observations in the diary daily and takes them into account when determining further work tasks.

" xml:lang="en-EN" lang="en-EN">10. The need to consolidate the material covered in other classes or in other activities. This requirement is based on one of the didactic principles repetition. Compliance with it is very important in speech work where complex mental skills are being developed Preschool workers have to participate in reviewing and discussing mother tongue sessions The above requirements can be used when developing a scheme (or questionnaire) for analyzing the session.

1. " xml:lang="en-EN" lang="en-EN">The problem of an integrated approach in the solution

" xml:lang="en-EN" lang="en-EN">speech tasks in the preschool educational institution.

;color:#000000" xml:lang="en-EN" lang="en-EN">Modeling is an attempt to use visual, motor, associative memory to solve cognitive problems. In the studies of many psychologists (L.A. Wenger, D. B. Elkonin et al.), the accessibility of the modeling method to preschool children is noted, which is determined by the fact that modeling is based on the principle of substitution - a real object can be replaced in the activities of children by another sign, object, image.

;color:#000000" xml:lang="en-EN" lang="en-EN">Many methods of preschool education are based on the use of visual models, for example, the method of teaching preschoolers to read and write (D.B. Elkonin, L.E. Zhurova ) involves the construction and use of a visual model of the sound composition of a word. Let us dwell in more detail on the use of visual modeling in the formation of coherent speech, namely the storytelling process, in children of preschool age. Children of preschool age, as a rule, have an insufficiently formed skill in building a coherent statement. share their impressions of the events they experienced, but are reluctant to take up the compilation of stories on a given topic.Basically, this is not because the child's knowledge on this issue is insufficient, but because he cannot formulate them into coherent speech statements. In a coherent descriptive speech, modeling serves as a means of planning an utterance.In the course of using the visual modeling technique, children get acquainted with a graphical way of providing information - a model.

;color:#000000" xml:lang="en-EN" lang="en-EN">Modeling is used in senior and pre-school groups. A model is a diagram of a phenomenon that reflects its structural elements and connections, the most significant aspects and object properties In models of connected speech utterances, these are their structure, content (properties of objects in the description, the relationship of characters and the development of events in the narrative), means of intratext communication.

;color:#000000" xml:lang="en-RU" lang="en-RU">At speech development classes, children learn to retell, compose creative stories, compose fairy tales, invent riddles and fables.

" xml:lang="en-EN" lang="en-EN">In the classroom for familiarization with fiction, they work on the development of artistic taste, imagination, the ability to feel and understand the expressive means of the native;font-family:"Arial"" xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">language. Modeling is mandatory integral part every lesson.

" xml:lang="en-EN" lang="en-EN">To improve the effectiveness of the speech development laboratory under the guidance of F.A. Sokhin and O.S. Ushakova, an integrated approach to solving speech problems was proposed, which allows to implement the correct speech education of children and the education of mental activity, which contributes to the awareness of some aspects of the language.Complex problem solving is understood as the combination (combination) of speech tasks in the program content of one lesson and the selection of appropriate methods (methods, techniques) for performing these tasks.

" xml:lang="en-EN" lang="en-EN">The need to combine the tasks of teaching children their native language is explained by the fact that:

" xml:lang="en-EN" lang="en-EN"> a language is a complex system of its constituent subsystems and elements that are in structural relationships. Language units (phonemes, morphemes, words, phrases, sentences) are interconnected in speech activity, therefore, the interdependence of language elements should be taken into account in teaching speech in the classroom;kindergarten must solve a number of problems of language teaching and speech development of children.Without their combination, it is impossible to provide multi-aspect linguistic education of preschoolers;
a comprehensive solution of speech problems of learning creates favorable conditions for the realization of creative possibilities and the development of children's linguistic abilities;

" xml:lang="en-EN" lang="en-EN"> the combination of learning tasks saturates classes in the native language, makes them more meaningful, allows you to increase the speech practice of children controlled by the teacher;

" xml:lang="en-EN" lang="en-EN"> combining learning tasks creates conditions for teaching children more speech skills per unit of study time;
combining learning tasks allows you to diversify the types of speech activity of children; combining learning tasks increases the effectiveness of the formation of coherent speech;

" xml:lang="en-EN" lang="en-EN"> Combining learning objectives encourages educators to be creative.

" xml:lang="en-EN" lang="en-EN">Comprehensive solution of speech problems is not just a combination of individual tasks, but their interconnection, interaction, mutual penetration based on a single content. The central place in the classroom is given to development coherent speech, the rest of the tasks work on the construction of statements of different types.Combining tasks in a lesson can be different: in one lesson connected speech, sound culture of speech, vocabulary work can be practiced; in another connected speech, vocabulary work, grammatical structure of speech; connected speech, sound culture of speech, grammatical structure of speech, etc. Integrated classes are widely used in practice, which use different types of children's activities and various means of speech development (for example, reading and drawing, storytelling and listening to music, etc.). d.).

1. " xml:lang="en-EN" lang="en-EN">Computer programs for teaching children their native language

" xml:lang="en-EN" lang="en-EN"> in the lessons by subgroups.

" xml:lang="en-EN" lang="en-EN">The process of informatization in preschool education institutions is conditioned by the requirement of modern society, which needs its members to be ready for work ten times more productive and creative, which provided by the knowledge-intensiveness of all information media - from personal computers to global Internet connections.

" xml:lang="en-EN" lang="en-EN">In accordance with the Concept of introducing new information technologies in preschool education the computer should become the core of the developing subject environment in kindergarten. It is not seen as a separate educational gaming device, but as an all-pervading universal Information system, able to connect with various areas of the educational process, enrich them and radically change the developing environment of the kindergarten as a whole.;color:#000000" xml:lang="en-EN" lang="en-EN"> Domestic and foreign studies on the use of computers in kindergartens convincingly prove not only the possibility and expediency of this, but also the special role of computers in the development of intelligence and, in general, the personality of the child (S. Novoselova, G. Petcu, I. Pashelite, S. Papert, B. Hunter, etc.).

" xml:lang="en-EN" lang="en-EN">Computer program "Play and learn".

" xml:lang="en-EN" lang="en-EN">Creator: teacher speech therapist of the highest category

" xml:lang="en-EN" lang="en-EN">Kotova Elena Anatolyevna.

" xml:lang="en-EN" lang="en-EN">The purpose of creating a computer program. To achieve the optimal quality and efficiency of the correctional process, the activity of a speech therapist must be equipped with various aids, therefore, along with traditional aids, this program is used. Program contains two sections: "Sounds and Letters" and "The World Around Us".

" xml:lang="en-EN" lang="en-EN">The Sounds and Letters section is intended for:

" xml:lang="en-EN" lang="en-EN">- development of phonemic processes (the difference between vowels and consonants);

" xml:lang="en-EN" lang="en-EN">- formation correct pronunciation;

" xml:lang="en-EN" lang="en-EN">- improving the skills of sound analysis and syllable division;

" xml:lang="en-EN" lang="en-EN">- vocabulary increase;

" xml:lang="en-EN" lang="en-EN">- increase learning motivation in speech therapy classes.

" xml:lang="en-EN" lang="en-EN">The section "The World Around Us" is intended for:

" xml:lang="en-EN" lang="en-EN">- enrichment of the child's life experience, expansion and systematization of knowledge and ideas about the world around;

" xml:lang="en-EN" lang="en-EN">- development of the child's cognitive sphere (memory, attention, thinking, speech);

" xml:lang="en-EN" lang="en-EN">- formation of mental operations;

" xml:lang="en-EN" lang="en-EN">- vocabulary increase.

" xml:lang="en-EN" lang="en-EN">Specialized computer technology of correction general underdevelopment"Games for the Tigers" speech

" xml:lang="en-EN" lang="en-EN">Creator: Lizunova Larisa Reinovna, Perm.

" xml:lang="en-RU" lang="en-RU">From year to year, specialists working in children's institutions note an increase in the number of children with various speech disorders. It is no secret that often the speech of older preschool children remains little expressive, poor.The child cannot find the right words, correctly build a phrase.Preschoolers often have violations of the pronunciation of various sounds.Such violations determine the risk group for the occurrence of significant difficulties in children in acquiring literacy, learning to read, write, and count.In connection with Therefore, the development of speech and the correction of speech disorders in children is especially important at preschool age.

" xml:lang="en-EN" lang="en-EN">For this purpose, a specialized computer technology "Games for Tigers" was developed, designed to correct general underdevelopment of speech in children of senior preschool age.

" xml:lang="en-EN" lang="en-EN">Technology "Games for Tigers" is built on the basis of teaching methods for children with developmental disabilities G.A. Kashe, L.V. Lopatina, N.V. Serebryakova , R. I. Lalayeva, N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva, as well as the Program of education and training in kindergarten, edited by M. A. Vasilyeva. and contains the computer program "Games for Tigers" and teaching aid with detailed guidelines its step-by-step application in the correctional and educational process. The specialized computer technology "Games for Tigers" is addressed primarily to speech therapists and speech pathologists in children's institutions, but can be used for self-study at home by parents interested in correcting and developing the speech of their children, subject to expert advice.

" xml:lang="en-EN" lang="en-EN">As part of a systematic approach to the correction of speech disorders, the computer speech therapy program "Games for Tigers" offers more than 50 exercises with several levels of complexity, combined into four thematic blocks:

• " xml:lang="en-EN" lang="en-EN">"Prosody",
• " xml:lang="en-EN" lang="en-EN">"Pronunciation",
• " xml:lang="en-EN" lang="en-EN"> "Phonematics",
• " xml:lang="en-EN" lang="en-EN">"Vocabulary".

" xml:lang="en-EN" lang="en-EN">The presented computer technology is a holistic, system software product, but it cannot cover all aspects of the activities of speech therapists and defectologists, therefore, further development of technological aspects of the use of computer tools is planned training in special education, the creation of new specialized computer programs, built taking into account the patterns and characteristics of the development of children with various disabilities.

" xml:lang="en-EN" lang="en-EN">There are many speech disorders and ways to correct them, but in the work of a speech therapist and defectologist there is always a place for using computer programs, which will significantly increase the efficiency of the correctional educational process .

;color:#000000" xml:lang="en-EN" lang="en-EN">Correctional speech program Fast ForWord

;color:#000000" xml:lang="-none-" lang="-none-">This program was created by ScientificLearning Scientific Learning and is known almost all over the world. The author of this program is MD Paula Tallal (USA ).

;color:#000000" xml:lang="en-EN" lang="en-EN">Computer-based correction technique developed by the world's leading scientists in the field of speech disorders.

;color:#000000" xml:lang="en-EN" lang="en-EN">Fast For Word classes are assigned to children with speech and writing disorders, delays mental development, disorders of attention, memory, autism.

;color:#000000" xml:lang="en-RU" lang="en-RU">Classes are aimed at developing phonemic hearing, improve memory, increase concentration, and develop fine motor skills.

;color:#000000" xml:lang="en-EN" lang="en-EN">This program does not teach the child to speak, it trains the brain, improving the speech perception system. Multiple repetition of "complex" phonemes, initially slowed down and accelerated up to normal speech speed, develops the speech center of the brain, increases the area of ​​the cortex responsible for language functions. speech therapy classes it makes sense to introduce this correctional program from the age of 3, but the number of sessions is strictly individual and is determined by neuropsychological diagnostics or examination by a speech therapist.

;color:#000000" xml:lang="en-EN" lang="en-EN">One ​​of the features of the program is its ability to adapt to the skill level and rate of progression of each individual student. Once the student completes the exercise, the difficulty level gradually increases, the altered speech sounds go step by step towards normal speech sounds.The student processes them at the individual phonemic level, in a group of phonemes, at the word level and then at the sentence level.The program independently, without outside help, complicates or simplifies tasks, in depending on the level of each child.Thus, in working with each child, the program works exclusively along an individual educational route.

;color:#000000;background:#ffffff" xml:lang="-none-" lang="-none-">References

" xml:lang="en-EN" lang="en-EN">1. Arushanova, A.G. Forms of organized teaching of the native language and development" xml:lang="en-US" lang="en-US">and" xml:lang="en-EN" lang="en-EN">the speech of preschoolers [Text] / A.G. Arushanova, T.M. Yurtaikina // Problems of speech" xml:lang="en-US" lang="en-US">o" xml:lang="en-EN" lang="en-EN">of the development of preschoolers and primary schoolchildren; edited by A.M. Shakhnar" xml:lang="en-US" lang="en-US">o"xml:lang="en-EN" lang="en-EN">vicha. M., 1993.

"xml:lang="en-EN" lang="en-EN">2. Gerbova, V.V. Classes on the development of children's speech [Text] / V.V. Gerbova. M., 1981, 1984 and others ed.

" xml:lang="en-EN" lang="en-EN">3. Classes on the development of speech in kindergarten [Text]; edited by O.S. Ushakova. M., 1993.

" xml:lang="en-EN" lang="en-EN">4. Ushakova, O.S. Computer programs for teaching the native language [Text] / O.S. Ushakova // Preschool education. 1992.

" xml:lang="en-EN" lang="en-EN">- № 7, 8.

"xml:lang="en-EN" lang="en-EN">5. Chirkova, T. Educator and children: analysis of interaction in the classroom [Text] / T. Chirkova // Preschool education. 1991. - No. 9 .

" xml:lang="en-EN" lang="en-EN">6.;color:#000000;background:#ffffff" xml:lang="en-US" lang="en-US">Usova, A..P. Education in kindergarten / A.P. Usova. - M., 1970, 208 p.

;color:#000000;background:#ffffff" xml:lang="en-US" lang="en-US"> 7. Starodubova N.A. Theory and methods of speech development of preschoolers: textbook for students of higher education. educational institutions / Starodubova N.A. 3rd ed., ster. M.: Publishing Center "Academy", 2008. 256p

;color:#000000;background:#ffffff" xml:lang="en-US" lang="en-US"> 8. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language of preschoolers: Textbook for students of higher and middle pedagogical educational institutions 2nd edition, revised M.: Publishing Center "Academy", 1998. 400p.

;font-family:"Arial";color:#000000;background:#ffffff" xml:lang="-none-" lang="-none-"> 4. Modern requirements for the speech development of children in some variable programs.

The program "Rainbow", recommended by the Ministry of Education of Russia, takes into account modern requirements for the speech development of children, generally accepted sections of work on the development of speech are distinguished: the sound culture of speech, vocabulary work, the grammatical structure of speech, coherent speech, fiction. One of the most important means of development of preschoolers is the creation of a developing speech environment. A great place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas of joint activities and in special classes. The literary repertoire for reading, telling children and learning by heart is carefully selected.

The Development program is focused on the development of children's mental abilities and creativity. Classes for the development of speech and familiarization with fiction include three main areas: I) familiarization with fiction (reading poems, fairy tales, stories, conversations about what has been read, game improvisations based on the plots of the read works); 2) the development of special means of literary and speech activity (means of artistic expression, the development of the sound side of speech); 3) the development of cognitive abilities on the basis of familiarization with children's fiction. Mastering different aspects of speech occurs in the context of familiarization with works of art. The idea of ​​the unity of sensory, mental and speech development is clearly expressed and implemented. IN middle group set as an independent task preparation for teaching literacy, and in the senior and preparatory groups teaching reading1.

In the program "Childhood" there are special sections devoted to the tasks and content of the development of children's speech and familiarization with fiction: "Developing children's speech" and "Child and book". These sections contain for each group a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, education of sound culture of speech. The program is distinguished by the fact that at the end of the sections criteria are proposed for assessing the level of speech development. It is especially important that it clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types activities.

"The program for the development of speech of preschool children in kindergarten" was prepared on the basis of many years of research conducted in the laboratory for the development of speech of the Institute of Preschool Education under the guidance of F. A. Sokhin and O. S. Ushakova. It reveals theoretical basis and directions of work on the development of speech skills and abilities of children. The program is based on an integrated approach to speech development in the classroom, the relationship of different speech tasks with the leading role of the development of coherent speech. Within each task, priority lines are identified that are important for the development of coherent speech and speech communication. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent statement, about the ways of communication between individual phrases and its parts. The content of the tasks is presented by age groups. This material is preceded by a characteristic of the speech development of children. The program significantly deepens, supplements and refines the standard program.

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