When a child is still very small, it is understandable that adults want to talk to him in a special language, using a large number of diminutive words. Of course, parents' intonations can be very soft and gentle, and we involuntarily choose words that we use only in communication with the baby. At the same time, when talking with a child, it is important to avoid "lisping". It is necessary to follow the correct speech, because what we say acts as a model that the child imitates. And even if at the beginning of this journey it is difficult for kids to do without simplifications, we will always be ready to help and prepare the basis for more accurate speech. For example, when a baby, pointing at a plate of porridge, says "yum-yum", smile at him and clarify: "Yes, yes, this is porridge, now we will eat."

Can a child speak two languages \u200b\u200bat once? Will different languages \u200b\u200bbe confused?

There are many families where adults are multilingual, either because each parent has their own mother tongue, or because they learn languages. In such a situation, the desire of adults to teach a child to speak two or even three languages \u200b\u200bat once is understandable. This is possible because in early age children learn any language very easily. But of course, such language training should not be like adult lessons with translation of words and testing of knowledge. The most important thing for a baby is constant communication. When small child is in a certain linguistic environment, he learns the language (or languages) spoken by the people around him. For example, if the child's dad speaks one language and the mother speaks another, the child can learn to speak two languages \u200b\u200bequally well.

Do not be afraid that the child will confuse different languages, as a rule, Bilingual children easily determine with whom to speak which language.

Do I need to see a speech therapist before 3 years old?

By itself, speech therapy classes are usually recommended to start at 5-6 years old. However, already at 1-2 years old, the child should be shown to a neurologist in order to determine his speech development and prevent possible violations. Sometimes a visit to a specialist may be required even earlier, for example, if by 6 months. the child does not make sounds, does not babble, does not react to speech addressed to him.

At 3-4 years old, it is worth visiting a speech therapist to see what success the child has achieved, and whether there is a need for special classes. Even when a child's speech is just being formed, an experienced specialist can draw the parents' attention to the peculiarities of the baby and tell the parents what needs to be done to form the correct speech.

The main method of developing speech at an early age - nursery rhymes, tongue twisters, counting rhymes?

Of course, nursery rhymes, poems, rhymes, tongue twisters, songs, fairy tales are excellent tools for developing speech. Moreover, without loving people all these excellent tools can be useless around. The most important thing is communication with the child. Even if you do not know a single counting rhyme and tongue twister, this will not be an obstacle to the development of speech. For development, it is necessary and sufficient to talk with the baby as much as possible, to describe what surrounds you. React to the child's emotions, to his behavior, explain everything that you see, hear, feel, respond to what is happening with him, with you, with the world around him.

My child is 2.5 years old and he doesn't say what to do?

Behind such a question can be hidden a variety of situations: from a serious delay in speech development to a completely normally developed baby, whom the mother compares to someone else's child, who “speaks like an adult, recites Pushkin and sings songs in English and French”.

It is possible to assess the child's speech development only through direct communication with him.

In the case when the baby does not even speak simple words, and / or you have doubts that he understands well the speech addressed to him, it is worth showing the child to a neurologist and speech therapist.

Contestants:

Team

MADOU kindergarten number 20

the city of Tyumen

Head:

Shikhaleva Tatiana Fedorovna

1. Explanatory note

Recently, due to the widespread use of technical means of communication (telephone, television, Internet, etc.), high employment of parents with household (more often financial) family problems, there has been a tendency to reduce the quality of communication between a child and an adult.

Preschool age is a stage of active speech development. In the formation of a child's speech, his environment plays an important role, namely, parents and teachers. The success of the preschooler in mastering the language largely depends on how they talk to him, how much attention they pay to verbal communication with the child.

Systematic and purposeful family assistance to the child in the development of speech, combined with the adequate use of the recommendations of teachers and kindergarten specialists at various stages of education, contributes to a more effective formation of the preschooler's speech.

Considering the relevance this issue, the team of the MADOU kindergarten number 20 of the city of Tyumen developed the Day of Caring Parents on the topic: "The development of children's speech in a family and kindergarten."

primary goal which - strengthening the connection between the family and the kindergarten in order to ensure the unity of speech impact on preschoolers.

This form allows several forms of work to be carried out at once: master class, training, round table, pedagogical platform, exhibition, etc.

An action plan for the Day of Caring Parents was drawn up, which includes the participation of children and parents of all age groups, as well as the teaching staff of the preschool educational institution. (Appendix # 1).

Information about the Day of Caring Parents was communicated to parents in advance through colorful announcements in reception rooms, as well as individual invitations.

During the day, parents can, if they wish, attend the activities offered by the kindergarten.

1. 1. Day of caring parents

"The development of children's speech in a family and kindergarten"

Brief description of visual information

1. In the halls of the kindergarten, posters with winged expressions:

• The power of speech lies in the ability to express a lot in a few words. (Plutarch.);
• Speech is an indicator of the mind. (Seneca.);
• As is the mind, so is speech;
• The speech is short and clear - that's why it is beautiful;
• It is one thing to speak, another thing to speak;
• Speech to carry - not to weave sandals;
• Speech is red by listening.

2. Tips for parents: "We memorize poetry with kids" , “We play with the whole family”, “Rules that can be followed when working with tongue twisters”, “Methodological recommendations of a speech therapist for parents with children with speech disorders”, etc.

3. For a master class: cards with tongue twisters.

4. In parental corners information: "Phonemic hearing is the basis of correct speech"; "Do your children pronounce 'r'?" Advice to parents on working on correct speech breathing, on performing mimic exercises with children, on vocabulary work. Game breathing exercises aimed at developing speech breathing, finger games and exercises, games aimed at enriching the vocabulary, developing the grammatical structure of speech. Information about the methods of play speech communication with the child.

Preliminary work of KVN:

• drawing up crosswords;
• production of emblems for the teams "Fairy Tale", "Mask".

Preliminary work of the round table:

• select pedagogical literature on the problems of raising a child with speech impairments for parents;
• prepare games and manuals for the development of speech;
• according to the number of parents, prepare Memos and distribute them at the end of the meeting.

Preliminary work of physical culture and speech leisure:

• learning logarhythmic gymnastics, games and relay races in joint activities with preschoolers;
• learning poems, shouts on a sports theme;
• drawing on the theme "My family", creating emblems for teams during educational activities "Artistic Creativity";
• consultation for parents "Movement - life";
• design of a stand for parents "How to organize sports festival with children at home ";
• conversations with children about the Olympics;
• preparation for the role of a Cheburashka child.

Preparation of equipment for physical education and speech leisure: emblems for teams, gymnastic benches (2 pcs.), basketball baskets (2 pcs.), large balls (2 pcs.), small hoops (14 pcs.) and large (4 pcs.), jump ropes (2 pcs.), cones (4 pcs.), cards with numbers (from 1 to 10), medals, certificates.

Preparation of material for KVN:

• crosswords (2 for each team);
• numbers from 1-5 (for the jury);
• team emblems.

Equipment and visibility of the round table:

• methodological literature on the topic of the round table, children's fiction, illustrations by artists - storytellers;
• games for the development of sound pronunciation, vocabulary development, grammatical structure of speech, coherent speech;
• reminders for parents.

Event progress

(Parents register at the entrance to the hall and receive name badges, as well as programs - the routes of the Day of Caring Parents)

3. Master classes for parents

3.1. Master - class of the educator Klyapysheva T.V. "Playing, we develop the speech of children."

Educator: In order to engage in the development of speech of preschoolers on their own, it is not at all necessary to turn classes into school lessons. There are many games, simple exercises for the development of speech in children, which are easy to use on the way to kindergarten, on a walk or before bedtime.

The development of the speech of preschoolers in the game is also an additional emotional connection between you and your child, it is the joy of communication, the formation of trusting and friendly relations.

Now we will play these games with you:

"Word chain"

Purpose: enrichment of the dictionary of adjectives.

The essence of this game for the development of speech of preschoolers is the selection of words - nouns and adjectives - united by any sign. That is, the child, with your help, makes a kind of chain of words that are logically connected with each other using transition questions.

For example, the original word is "cat". You ask the question:

Educator: What kind of cat?

Parent: Fluffy, affectionate, colorful ...

Educator: What else is colorful?

Parent: Rainbow, dress, TV ...

Educator: What else could a dress be?

Parent: Silk, new, straight ...

Educator:What else can be straightforward?

Parent: Line, road, sight ... etc.

"Family Olympiad"

Purpose: clarification of syntagmatic relations between adjective and noun, development of a dictionary of signs.

It is more interesting to play this game with the whole family, and competitive excitement will contribute to the child's interest in such games.

We guess any word for an object. Each of the players must choose as many words as possible for him, answering the questions, "what?", "What?", "What?", "What?" For example: grass (what is it?) - green, soft, emerald, silky, tall, thick, slippery, dry, marsh ... The one who calls the last word-sign wins.

"Find by color"

Purpose: consolidation of the agreement of an adjective with a noun in gender and number.

For this game we need pictures with objects of different colors.

We name a color using an adjective in a certain form (gender, number), and the child finds objects of a given color that fit this adjective form. For example:

Red - an apple, a chair, a dress.

Yellow - turnip, paint, bag.

Blue - cornflower, eggplant, pencil.

"Choose the right word"

Purpose: development of thinking, speech attention.

From the proposed words denoting the signs of an object, we suggest that the child choose one that is most suitable in meaning.

Think and tell me which word is more suitable than others?

In spring… (hot, warm, sultry) wind blows.

In the meadow ... (green, blue, red) poppies have blossomed.

Mom took to the forest ... (bag, package, basket).

Santa Claus comes to visit ... (in autumn, spring, winter).

The dog lives ... (in the forest, in a kennel, in a den).

The train travels along ... (road, water, rails).

"Say the opposite"

Purpose: expansion of the dictionary of antonyms.

For this game we need a ball.

Throw the ball to the child and say the word. The child, returning the ball, names the word with the opposite meaning.

Now we will turn into stubborn people who do the opposite. I throw you a ball and call a word, and you say the opposite. For example: dark, but vice versa - light.

FRIEND ... ENEMY

DAY NIGHT

JOY ... SADNESS (SADNESS)

HEAT ... COLD

EVIL ... GOOD

TRUE FALSE

GOOD BAD

HARD ... EASY

HIGH ... LOW

IT IS POSSIBLE ... NOT

DIFFICULT ... EASY

FAST SLOW

SPEAK ... SILENCE

BUY ... SELL

RAISE ... LOWER

THROW ... RAISE

HIDE ... SEARCH

IGNIT ... EXTINGUISH

At the end of the master class, the teacher hands over to all the parents present the memo "Playing with the whole family."

3.2. Master - class of the educator Zubova T.N. "My fingers will tell"

Educator:Scientists believe: the more active and accurate the movements of the child's fingers, the faster his speech develops. Children learn text better if they associate it with gestures and facial expressions. This should be taught to them by adults, but first they must master such techniques themselves.

The teacher invites parents to unite in pairs and decide who will be an adult and who will be a child.

"Drawing poetry"

Each pair receives a tray (30x40cm) with semolina. It is necessary to draw a hare in the rain based on the poem by A.L. Barto "Bunny". First, an adult reads poetry, and the child draws, then the child reads the text, and the adult draws details to the image.

"My teddy bear"

It has been proven that there is a close connection between speech function and motor skills. The combination of movements of hands and speech organs accelerates memorization of a poetic text. First, the teacher reads the text, and the child "plays", then vice versa.

I sewed a shirt for the bear.

(Shows the bear and strokes it.)

I'll sew him pants.

(Shows her pants.)

I need to sew a pocket on them

(Shows his pocket.)

And put a handkerchief.

(Puts a handkerchief in his pocket.)

Porridge was cooked on the stove.

(Takes the pot off the stove.)

Where is our big spoon?

(Looking for a spoon.)

I give you before your meal

I'll wash my hands with water

("Washes" the bear's paws, wipes it off and puts it at the table.)

I'll tie you a napkin

(Ties a napkin.)

Eat a cutlet, eat a candy

(Gives candy on a plate.)

Finish your milk

("Drinks" milk.)

And let's go for a walk soon!

(He takes the bear by the paw and goes for a walk.)

Z. Alexandrova

"Fingers are a friendly family"

Repeat the name of the fingers with your child before doing the exercise. Let the fingers of one hand "say hello" to the fingers of the other hand, calling them: large, index, middle, ring, little fingers.

Fingers are a friendly family

They cannot live without each other.

(We squeeze the fingers of each hand into fists and open them.)

Here's a big one!

And this is average.

Nameless and last -

Our little finger, babies!

Ooh! The index was forgotten.

So that the fingers live together

(Alternately raise the fingers of both hands up.)

We will connect them

And perform the movements ...

(We attach each finger of the hand in turn to the thumb.)

We will show the horns of the goat

(Let's play with our fingers. Move the index finger and little finger forward, bending the rest of the fingers; then raise the horns to the head.)

And the antlers of a deer even ...

(We spread the fingers of both hands wide, crossing our arms, raise the branchy horns to the head.)

"Ay, frets, frets, frets"

It is good to use finger gymnastics with elements of massage of biologically active zones.

Ay, frets, frets, frets (clap their hands),

We are not afraid of water (make intensive washing movements with both palms),

We wash our face cleanly (“wash” our face, rub our ears),

We smile at mom (each other) (smile).

Once upon a time there were bunnies (three fingers in a fist, index and middle - ears)

On the forest edge (clap their hands).

Once upon a time there were bunnies (showing ears)

In a little white hut (show the house).

They washed their ears (rubbed their ears)

We washed our paws (washing movements with the palms of our hands),

Bunnies were dressed up (movements of the palms from top to bottom along the body),

They put on slippers (show).

At the end of the master - class, the teacher hands over to all the parents present the memo "We memorize poetry with kids." (Appendix # 2).

3.3. Master - class of the educator Hasanova N.N. "We develop speech with tongue twisters."

Educator: Why are tongue twisters useful?

Tongue twisters develop the child's speech apparatus, make him more perfect and mobile. Speech becomes correct, expressive, clear, understandable, and the child becomes a successful person in the future. This is the main purpose of tongue twisters, but not the only one.

Despite the fact that tongue twisters are read necessarily quickly, they teach a child in a hurry to speak to pronounce phrases more slowly, without "eating" the endings, so that they understand him.

Learning a tongue twister, a child learns to meaningfully relate to what he says, weigh every word, if not a syllable, feel the connection between phrases, catch very subtle nuances in intonation, sense, meaning.

He also learns not only to speak but also to listen. This is very useful and useful already at school, when the teacher gives out a lot of different information. Children love to ask again, they are absent-minded and inattentive. Listening to tongue twisters improves their ability to concentrate on what they are listening to. And not only to hear, but to understand the meaning of the statement.

It is also a great idea for a family pastime or for a children's party.

How to pronounce tongue twisters with a child? Tongue twisters are invented solely for pronouncing them aloud. First, you demonstrate this to the child, and then you begin to learn the rhyme together. But at the same time, there are a number of rules, a sequence of actions that must be followed in order to achieve positive results in the development of diction.

(The teacher distributes cards with tongue twisters. (Appendix No. 3).

So, do everything step by step:

1. At first, pronounce the tongue twister very slowly and clearly, breaking into syllables. The goal of the first step is to learn the tongue twister correctly. Pay attention to the pronunciation of all sounds: both vowels and consonants. It is very important at this stage not to mispronounce any of them. Now you are learning both words and pronunciation. Slowly but surely, as they say.
2. After this stage has been successfully completed and the child has learned the text and can pronounce it correctly, learn to do the same, but in a silent mode. Now only the articulation apparatus is working - no voice, only lips, tongue and teeth.
3. The third step is to read the tongue twister in a whisper. It is very important that it is in a whisper, and without hissing or quietly, that the child can clearly and clearly pronounce the entire phrase.
4. Now say the text out loud, but slowly. Continuously, the whole phrase as a whole, without errors, but not in a hurry.
5. Play with the intonation of pronunciation: affirmative, interrogative, exclamatory, sad and joyful, thoughtful, aggressive, humming, in different voices. It is also very useful in terms of developing acting skills.

And now it's time to arrange a competition for the best result: pronounce the entire tongue twister quickly and without mistakes.

(Parents do the task)

Let your child speak beautifully! May he grow up to be successful! May joint activities bring you not only benefit, but also pleasure!

At the end of the master class, the teacher hands over to all the parents present a memo "Rules that can be followed when working with tongue twisters." (Appendix # 4).

4. Pedagogical site

4.1. Logistics center for parents.

Workshop with training elements

"Articulating gymnastics at home"

(Conducted with parents who have children with speech impairments, who have previously signed up for the workshop)

1. Introductory part

Speech therapist: Dear mothers and fathers, today we will talk about the development of children's speech.

Correct, expressive speech is a sound portrait of a person. Speech is not a natural gift. It all starts from childhood. Even if the child's mastery of the pronunciation of sounds is going well, then even then work on sound pronunciation and diction is necessary, because clear and correct speech is the key to successful communication.

Many adults and children have blurry, unclear speech. This is a consequence of sluggish, non-energetic movements of the lips and tongue, low mobility of the lower jaw. Please tell me what we do when we want to strengthen the muscles of our arms and legs?

Parents: We exercise, exercise, go for a massage.

Speech therapist: Yes you are right. Our cheeks, lips, tongue also have muscles. We can train these muscles of the speech apparatus with the help articulatory gymnastics. Articulation gymnastics is a special exercise that strengthens the muscles of the speech apparatus, develops their strength and mobility.

Today we will learn how to perform such exercises. But first, let's get acquainted.

2. Dating game: the child introduces his mother and names an adjective in the first letter of the name - a characteristic of the mother (for example, Dasha-kind, etc.)

3. Main part:

Speech therapist:Articulation exercises are selected based on the correct articulation of sound, so it is better to combine them into complexes. Each complex prepares certain movements and positions of the lips, tongue, develops a directed air stream, i.e. everything that is necessary for the correct formation of sound.

It is necessary to conduct articulatory gymnastics daily, so that the motor skills developed in children are consolidated, become more durable. Better to do it before breakfast for 3-5 minutes. Children should not be offered more than 3 exercises.

Articulation exercises are performed while sitting, because in this position, the child has a straight back, the body is not tense, the arms and legs are in a calm position. The child should be placed so that he sees the face of an adult, which should be well lit. An adult must monitor the quality of the movements performed by the child, otherwise articulatory gymnastics does not achieve its goal.

Now, together we will perform some exercises of general articulatory gymnastics.

(Speech therapist, shows speech exercises, children perform in front of a mirror, parents control the correctness of the performance.)

• Exercise "Frog". Holding lips in a smile, as if silently uttering a sound and ... The front upper and lower teeth are bared.

Pulling the lips straight to the ears is very popular with frogs.
They smile, laugh, and their eyes are like saucers.

• Exercise "Elephant".

Pulling the lips forward with a tube, as if soundlessly uttering a sound at .

• Exercise "Frog - Elephant". Alternating lip positions: in a smile - a tube. The exercise is performed rhythmically, counting.

• Exercise "Fish". Quiet wide opening and closing of the mouth. The exercise is performed rhythmically, counting.
• Exercise "Swing". Mouth open wide, lips in a smile. We change the position of the tongue rhythmically: 1) the tip of the tongue is behind the upper incisors; 2) the tip of the tongue behind the lower incisors. Only the tongue moves, not the chin!

• Exercise "Watch". The mouth is parted, the lips are stretched in a smile. The tip of the tongue alternately touches the left and right corner of the mouth. The exercise is performed rhythmically, counting. The chin does not move!

• Exercise "Needle". The mouth is parted, the lips are stretched in a smile. Stick out a narrow, tense tongue from your mouth. Hold for 5-10 sec.

• Exercise "Spatula-needle". Alternating tongue positions: wide-narrow. The exercise is performed rhythmically, counting.

The tongue lies with a spatula and does not tremble at all. Tongue with a needle and then pull it with a tip.

Exercise "Hill". The mouth is wide open, the lips are slightly in a smile. The tip of the tongue rests on the lower teeth, the back of the tongue is arched. Hold for 5-10 sec. Then, the upper front teeth are gently pressed along the back of the tongue from the middle to the tip. The back of the tongue will now become a little bit with us. Come on, slide, go up! We will rush down the hill. The teeth are rolling down the hill. 4. Conclusion: Speech therapist: Let's summarize our meeting. Do you have a desire to do articulatory gymnastics at home with your child? 5. Exercise "gift". Hearts cut out of paper and colored pencils are distributed to children and adults. Assignment: write or draw something nice in memory of today's meeting and present to each other. (exercise in a pair "child-mother") Speech therapist: We thank you for participating in the workshop, we hope that you have learned a lot of interesting things, and most importantly, that you have a desire to play with children such games that will help effective development of speech. Good luck!

4.2. KVN for parents of the older group

"Speech development by means of theatrical activity"

The teacher introduces each other to the teams. Announces that the teams "Fairy Tale" and "Mask" are competing. Represents the members of the jury.

"Warm-up"

Questions to the Skazka team:

1. The ability to pronounce words clearly in speech (diction)
2. Break, temporary stop in speech, music (pause)
3. The manner of walking, gait (gait)
4. With the help of what objects, concepts are designated in oral and written speech? (the words)
5. Pronunciation style denoting different feelings of the speaker (intonation)
6. Feeling, emotional experience (emotion)

Questions to the Mask team:

1. Hand movement, signifying something (gesture)
2. Art in which feelings, moods are conveyed through sounds (music)
3. Moving someone in a certain direction, sometimes in a certain rhythm (motion)
4. A special device for producing specific sounds (tool)
5. Features of the color of the sound of a voice, instrument (timbre)
6. Facial expressions, lips, eyes, expressing pleasure (smile)

The word of the jury.

II stage

"What do we know about fairy tales?"

1. What are the beginning and ending of fairy tales that are most common when telling, reading (Once upon a time, they decided, and so on. They began to live and live well, and make good money; here the fairy tale ends , and whoever listened well; and I was there, honey - drinking beer, flowing down his mustache, but it didn't get into his mouth; a fairy tale there, and I came here; a fairy tale on the other side, and I - on this one; three apples fell from the sky: one to me, another to the one who told the tale, and the third to the one who listened to the tale)
2. Explain the meaning of the words:

Jury word

1. 3. Captains competition: "Solve the crossword puzzle" (Appendix No. 6).

• Words for the sound "K" - movie, book, concert, composer
• Words for the sound "A" - poster, artist, intermission, applause

Jury word

1. Crosswords for teams

Theatrical genres - ballet, opera, clownery, operetta, drama

• Theatrical professions - playwright, make-up artist, composer, director, prompter, illuminator

Jury word

1. "Whose fairy tales are these?"
   Each team is invited to remember and name the authors of the fairy tales (5-6 fairy tales)

Jury word

1. "Show a fairy tale" - homework.

Team members show an excerpt of any fairy tale with facial expressions and gestures, and the other team must guess which fairy tale it is.

Jury word

1. "Write a fairy tale"
   Team members are invited to compose a fairy tale

Jury word: summarizing.

5. Physical culture and speech leisure "The whole family to the start!" for children and parents of the preparatory group

(To the melody "Maria, Mirabela", music. E. Dogi, preschoolers and parents enter the gym, decorated with children's drawings, balls, flags.)

Physical education teacher:

Good afternoon, dear guys! Good afternoon, dear parents! We are glad to see you in this room.

To the sports ground

We invite everyone now!

Sports and health holiday

It starts with us!

Let me open our holiday "The whole family to the start!"

("Song of Cheburashka" sounds, music by V. Shainsky, lyrics by E. Uspensky, a child in a Cheburashka costume walks into the hall, in his hands air balloonsfilled with helium.)

Cheburashka: Hello guys! Hello moms and dads! You recognized me, of course! Tell me, what was the big sporting event in 2010 in Vancouver? That's right, Olympics. And in 2014, the Olympics will be held here, in Russia, in the city of Sochi. Do you want to become as agile and strong as our Olympians? I have prepared tasks for you, they are in this envelope.

(Cheburashka gives an envelope with assignments to the physical education teacher.)

1st child:

Health, strength, agility -
Here is a fiery covenant of sports!
Let's show our friendship, courage.
Hello to family starts!

2nd child:

To be the first in sports,
You have to love sports.
So that everyone can become an athlete,
We must start the day with exercises!

Cheburashka: Let's start our competition with fun exercises.

A complex of general developmental exercises on the verses of A. Barto "Exercise"

Physical education instructor:

Line up in order.

To charge everything!

(Walking is normal, with a high knee, an additional step,
with the completion of tasks. Rebuilding for general development exercises.)

Left, right!

Running, swimming

We grow brave

Tanned in the sun.

(I. p.: The main hand stand on the belt. At the time - hands to the shoulders; on two -
hands up; three - to the shoulders; by four - take the starting position,
repeat 5-6 times.)

Our feet are fast

Mark our shots.

(I. p.: The main hand stand on the belt. At the time - put your leg forward
on the toe; by two - raise it up; three - on the toe; by four - take the starting position. The same with the other leg. Repeat 3-4 times with each leg.)

Our muscles are strong

And the eyes are dim.

(I. p.: Feet shoulder-width apart. Hands up. At the time - bend forward, touch
with the hands of the floor - exhale; two - starting position, inhale. Repeat 6-8 times.)

Line up in order.

To charge everything!

(I. p.: Basic stance, jumping in place on two legs, alternating with walking
in place. 10 jumps each, repeat 3-4 times.)

Physical education teacher:

Well done boys! And now I want to introduce you to our jury.

(Jury members (senior educator, nurse, educational psychologist)

greet the participants of the holiday. The competition begins.)

Relay "Be nimble"

Team members need to take the ball, walk along the bench, jump from the hoop into the hoop, throw the ball into the ring, pick it up and run back to their team. Carried out by a child, an adult insures. The jury evaluates their throws, correctness of execution and speed.

Competition for moms "Who is Longer"

Mothers to the "Mammoth Song", music. V. Shainsky, lyrics D. Nepomniachtchi, twist a hoop at the waist. The duration of the exercise is estimated.

Cheburashka: While the jury is summing up the results, I propose to play.

Attraction game "Who is faster in the hoop"

There are hoops on the floor (one less than the number of children). While the song "Chunga-Changa" sounds, muses. V. Shainsky, lyrics Yu. Entina, everyone moves as soon as she stops - the children take the hoops. The game is played 2-3 times.

Physical education teacher:

The jury announces the results of the first two contests, and we have a task for dads.

Relay for dads "Firefighters"

(Conducted to the melody of the song "Papa Can", music by V. Shainsky, lyrics by M. Tanich.)

At some distance from the starting line, there are two chairs with their backs to each other, under them a rope. The winner is the one who is the first to reach the chair, sit on it and pull out the rope.

Relay "Friendly family"

An adult runs first, reaches the landmark, runs around it and returns to the team, where a child takes him by the waist. Then they run together and so on until the whole team gathers into one "locomotive". The winner is the team that, when completing the task, will preserve its integrity and come to the finish line first.

Family ride "Group jump"

The child is the first to jump from the marked line, then mom jumps from him, and dad jumps from the place to which mom jumped. The team with the longest overall jump wins.

Relay "Collect a word"

Next to the starting line, syllables are prepared: by-be-da, co-man-da, charge-ka. Dad runs first, takes the first syllable, reaches the magnetic board and attaches it. Then the child runs, followed by the mother. The first team to get the word wins.

(The jury announces the results.)

Cheburashka: Well done! You and your parents have shown very good results! I see that you have already learned to read, and our competition turned out to be not only sporty, but also very friendly! I want to reward all the participants in the competition!

(Cheburashka presents chocolate medals to all participants.)

Physical education teacher:

So our competition has come to an end! We congratulate the winners! Let joy, fun, cheerfulness and a healthy spirit always reign in your home! We invite you to our friendly round dance!

(Children and adults lead a round dance to the music of E. Zhigalkin "The Big Round Dance")

6. Round table

Topic:"The development of children's speech in a family and kindergarten"

The music is playing

Leading: Good evening!

We are grateful to you for coming to this meeting. We count on your support and help, on mutual understanding. I am confident that our cooperation will be successful.

Today we are going to talk about the development of one of the most important human cognitive processes - speech. Speech as a historically established form of communication develops in preschool age in two directions.

Firstly,its practical use is being improved in the process of communication between a child and adults and peers.
Secondly,speech becomes the basis for the restructuring of thought processes and turns into an instrument of thought.

The main task of speech development in children - this is the mastery of the norms and rules of the native language, determined for each age, as well as the development of communication skills in children, i.e. ability to communicate.

The child himself masters speech only in the process of communicating with adults.

It is known that children, even without special training, from a very early age show a great interest in speech: they create new words, focusing on both the semantic and grammatical aspects of the language. But with spontaneous speech development, only a few children reach a certain level. Therefore, targeted teaching is necessary to create an interest in the mother tongue in children and to foster a creative attitude towards speech.

We suggest you choose from the list of the most significant factors of the child's successful speech development and comment on your choice

(give to each parent).

1. Emotional communication of parents with a child from the moment of birth.
2. Communication of the child with other children.
3. Adult speech is a role model.
4. Development fine motor skills hands.
5. Reading children's fiction.
6. Games with a child of adults and friends.

The development of speech directly affects the development of thinking. By the statement of the child, one can judge how much he owns the richness of his native language, its grammatical structure, the level of mental, aesthetic and emotional development. Teaching the native language provides opportunities for moral education.

Thus, mastering the native language is considered as the core of the full-fledged formation of the child's personality, which presents great opportunities for solving many problems of mental, aesthetic and moral education.

What do you think, what are the main tasks of speech development that should be solved throughout preschool age? What should we do with the child?

(Invite parents to speak)

1. Education of the sound culture of speech.
2. Dictionary work.
3. Formation of the grammatical structure of speech.
4. Learning to tell is coherent speech.

"Spicy dish"by Metenova N.M.

(The presenter gives the parents a basket of balloons, in balls - questions of "spicy dish").

I suggest passing balls to the music until the music stops. Whoever has a ball answers the question.

1. At what age do you need to contact a speech therapist for help? Why?

2. What speech games do you play with your child at home? How often? What are your favorites?

3. What is meant by communication between an adult and a child in a family?

Leading: Our discussion about the development of speech in preschoolers in the family.

Please tell me what questions do children ask you?

(Parental statements)

DOE specialist: The need to ask questions arises in children when they encounter something unknown, when they try to understand this unknown, when they comprehend something new. Moreover, the adult's questions should prompt the child to give complete answers.

Leading:And when a preschooler doesn't ask an adult questions, is it good or bad? What is the reason?

(Parental statements)

DOE specialist: Lack of necessary knowledge.
There is no sustained interest in anything.
Used to be a child turned to an adult with questions, but met with the irritation of an adult, was refused.

Leading: If a child learns to speak early, his speech is well developed, but he does not draw, does not mold. Is this good for its development?

(Parental statements)

DOE specialist: Drawing and modeling classes contribute to the development of fine motor skills of the hand, which creates the preconditions for successful mastering of writing.
Of great importance for the development of a preschooler's speech is the enrichment of the vocabulary based on the child's knowledge and ideas about the life around him and in the process of observing nature.

Leading: How often do you visit nature, what do you do with your child?

(Parental statements)

DOE specialist: Going with the child for a walk, we can talk about what the weather is today, what kind of sky, what is in the sky, whether there is a wind, what kind of wind it blows in, how we determined it, what clothes we are wearing, why, with what is it connected with? What time of year is it? In cold weather, feed the birds, observe their behavior and habits. Look around you and see the amazing plant world that surrounds us. Make a riddle and find a solution. Look for signs of the season, introduce the child to folk proverbs and signs. Read a poem, remember a song, play a game with them, for example: What tree is it from? Find the tree by description. Which branch are the kids from? Etc.

Problematic situation.

In the lobby of the kindergarten, in an open-air cage, there were two parrots. All the children had the opportunity to feed them with cookies, take a good look, but no one showed particular interest in them, except for those cases when the birds began to scream.

Then the pupils of the neighboring one, middle group, ran out to them in turn, wagging their fingers: “Kesha is good, and Masha is bad! She screams all the time! " However, when in the speech development classes in the same group they talked about parrots, the children could not talk about the birds: what kind of feathers, beak, etc. they have.

Questions:

Can it be argued that young children are not observant? What explained the inability of the children to tell about the parrot? How should the supervision of children be organized in this case?

Leading: Yes, we must ourselves see the world around us and open the eyes of a child to it. To teach him to notice and admire the life around us, to cherish and love all living things, and to be able to express his feelings in words. For example, when greeting the sun in the morning, say gentle words to him - signs: golden, radiant, kind, cheerful, bright, expensive, magnificent, spring, warm.

Let's try together to pick at least 5 words each - signs for the following words: wind, rain, moon, blizzard, cat, frog, crow, worm, beetle.

(Invite parents to form small groups).

Leading: Tell me, what gentle words You name your baby. Can a child repeat them?

Leading:Does the child know which city he lives in? Your home address? Your last name and what are the names of your parents? Do you introduce him to your parents, do you look at family photo albums together?

(Invite parents to speak.)

DOE specialist: When communicating with your child, teach him to talk about his favorite toys, about family members, about rest on the day off, about interesting events in the life of the child and his loved ones, about exciting walks in nature, out of town, etc. The more we talk with the child, the more we show and tell him, the better for his development.

Leading:And now there is an opportunity to say their word about the development of the speech of preschoolers to everyone in the word - the relay race. For my child to have a well-developed speech, I must (must) ...

Leading: We, in turn, want to express our gratitude for your participation, for your activity. We were pleased to communicate with you. I really want everything that you learned and remembered today to stay with you, so that your home is joyful and comfortable. All the best!

7. Bibliography

1.Zderiglazova T. Theater of tongue twisters // magazine " Preschool education"No. 8, 2009. from 46-48

2.Metenova N.M. To parents about children. 2009.43s.

3.Repina Z.A., Buiko V.I. Speech therapy lessons. - Yekaterinburg .: Publishing house "LITUR", 2001. - 208p.

4. Ronina O. L., Mironova E. A. Speech therapy leisure in the system of correctional activity of preschool educational institution // magazine "Handbook of the senior educator of a preschool institution" No. 7, 2011. from 20-29

5. Sidorenko L. My fingers will tell // magazine "Preschool education" №7, 2008. from 67-70

6.Spravnikova I.N. The word on the palm // magazine "Child in kindergarten" №4, 2011. from 82-85

7. Sukhorukova S. Lectures on the development of speech // magazine "Preschool education" No. 8, 2006. from 9-12

8. Wide etc. Learning poetry - developing memory // magazine "Child in kindergarten" №2, 2004. from 59-62

To develop the Day of Caring Parents, articles of Internet resources with a non-exclusive right to use information were used.

Appendix # 1

Plan for Caring Parents Day

Parents' meetings in kindergarten

Round table "Alphabet for parents"
Interaction of MDOU with the family on the development of children's speech

By the nature of their profession, educators and speech therapists are well aware of the general laws of the development of a preschool child, the methods of his upbringing, the main methods of organizing speech therapy and correctional development work.
It is in the speech groups of kindergartens that it is especially important to establish close contact between teachers and parents. They should become employees, colleagues, helpers to each other, solving common problems. The goal of the speech therapist and educators' work is not only to bring the basics of pedagogical classes into the family, but also to adopt advanced experience family education, take into account its traditions, characteristics and microclimate.

When working with parents, it is advisable to take into account the following principles.

1. Personal approach, taking into account education, age and individual characteristics.
2. Application by parents of the theoretical knowledge gained in the everyday practice of family education.
3. Taking into account the level of development of each child and a differentiated approach to the problem of upbringing, training and carrying out correctional work in the family.

The main forms of work with parents can be:

• general parent meeting;
• consultations (individual and group);
• workshops;
• pedagogical conversations (individual and group);
• open screenings of classes (individual, subgroup and frontal);
• folders - moving;
• selection of methodological literature to help parents, etc.

All these forms help to make work with the family more interesting and effective, contribute to the joint activities of teachers and parents to overcome the deficiencies in the development of speech in preschoolers.

Forms of correctional work in the family

Enriching the child's vocabulary at home

One of effective ways enrichment of the children's vocabulary are board games (loto, dominoes, paired pictures, cubes). Their purpose is to form in children the skills to put together a whole from separate parts, to clarify their knowledge of subjects, to teach them to name them correctly.
Having bought the game, you should not immediately give it to the child, since he, not understanding the rules, loses interest in it. At the beginning, parents themselves must get to know the game, and then, sitting at the table, but not on the floor or carpet, explain it to the child. For the first time, you need to play with your child for 10-15 minutes.

In the process of playing (for example, with cut pictures), it is advisable to first look at whole sample pictures and ask: "What is drawn in the picture?", "How can you call them in one word?", "Where do fruits grow?", "What can fruit? " After the conversation, explain: “Here are small pictures in front of you, on each one only a part of the fruit is drawn, you add the whole picture. Remember what color the plum is, what kind of leaves it has, and choose the necessary pictures. "

Parents can start adding the picture, and then the child will continue on their own. By the same principle, children collect pictures from cubes. If they are devoted to the content of familiar fairy tales, then first you need to have a conversation or ask to tell the content of the picture.

Word games

What's in the bag?

Put various items (toys, vegetables, fruits, etc.) into the bag. The child must lower his hand into it and, without pulling out the object, feel and name what he is feeling by touch.
Child (pulls out an object and says, for example, about a ball). It's a ball. It is blue with a white stripe, rubber, round. It can be thrown, hit against a wall, or thrown to the floor.

What is made of what?

Adult (speaking to the child). There are many objects in our room, they are all made of different material... I will name the object, and you have to say what it is made of, for example, what is the table made of?

Adult. During the examination, some of the children answered "From the boards."

Adult. What table if it's made of wood?

Children. Wooden.

Adult. Glass glass?

Children. Glass.

Adult. Steel keys?

Children. Steel, etc.

Who works how

An adult tells children that there are many professions.

Adult. What does a doctor do?

Children. The doctor treats the sick. Performs operations. Leaves in an ambulance, etc.

You can ask the children if they know who is an adult by profession, where they work? Listen to the child's story and then correct it.

What did I say wrong?

Adult (child). Listen carefully if I am correctly naming pets: cow, horse, squirrel, dog, chicken, crow, hare.

The child corrects mistakes.

Come up with a proposal

The adult names the sentence, and the child must come up with several more that are combined with the given.

Adult. "The sun is heating".

Child. "The sun is warming, the birds are singing", "The sun is warming, the snow is melting."

Say the opposite

Mom says a phrase with an epithet, the child repeats it, naming the antonym of the epithet.

Mum. I see a tall house.

Child. I see a low house.

Mum. I have a sharp knife.

Child. I have a dull knife.

Didactic exercises

While walking, dressing, undressing, bathing, in the kitchen while preparing food, you can conduct didactic exercises with your child.

During lunch, dinner, you can use such proverbs as "you can't spoil the porridge with butter", "The road is a spoon for dinner", "If you want to eat, you will stretch out your hand."

If a child performs errands without desire, refuses, one should say: "You can't do anything without labor", "Hurry - you will make people laugh", "You can't pull a fish out of the pond without labor", "What you sow, you reap", "Lazy everything has no time. "
It is advisable to spend weekends in nature, as it opens up many opportunities for replenishing the knowledge and vocabulary of the preschooler with proverbs, for example: "A lot of snow - a lot of bread", "In winter, the sun shines, but it does not warm", "Autumn fly bites painfully", "Without the wind does not rustle and the grass does not rustle "," Tit squeaks, broadcasts the winter "," Summer day feeds the year. "

For the development of speech and enrichment of the vocabulary, riddles in the form of a question or a descriptive sentence, but most often in poetic form, are very useful. They can be made by playing with the child, while eating (about food).

"White stone melts in water." (Sugar)

"There are two doughs in one barrel." (Egg)

“It will melt in the water, admire it in the water, and throw it into the water - it will be scared.” (Salt)

"No windows, no doors, the room is full of people" (Cucumber, pumpkin)

During a walk, you can make riddles about natural phenomena:

"He himself does not run, but does not order to stand." (Frost)

"The invisible man walks through the forest, stripping all the trees." (Fall)

Parents should monitor the correct use of words, especially those that are close in meaning (sew, sew, embroider, sew up), which children often confuse, explain figurative meanings ("golden hands", "stone heart"). Some children use adjectives that denote material, replacing them with other words: instead of "wooden" they say "made of wood", instead of "silk" - "sewn from silk", instead of "woolen" - "knitted from wool."

In the speech of children, little used word-signs. To the question "which fox?" the child should answer: "Red-haired, cunning", "What tomato?" - "Red, round".

The words "good", "beautiful" children characterize everything that they like. An adult needs to correct them: not a “good” book, but an “interesting” book, a “tall” tree, not a “big” one.

Enrichment of the everyday vocabulary

The family is planning, for example, cleaning: you need to put things in order in the sideboard. Mom asks the child to help her. While wiping the dishes, she asks what the name of each item is, and clarifies herself: “This is a deep plate, porcelain, the first course is served in it - borscht, soup. These are small plates, they put the second - cutlets with a side dish, and this is a salad bowl - it is used for salads. "

You should ask the child to serve dishes to the adult and name what he serves.

Mum. What have we put in the sideboard?

Child (responds with a generalizing word). Dishes.

If mom sits down sewing machine, then immediately beckons the child to him: “Today I will sew you a woolen dress. Look what a beautiful woolen fabric. A warm and beautiful dress will come out for you. You will help me cut. I will cut with scissors, and you will hold the fabric. And now I will sew on a typewriter. "

In the same way, you can introduce your child to the bell, refrigerator, iron, etc. It is very important that the child listens carefully. You should invite him to do something himself, for example, tighten a screw or iron a handkerchief. The child will be very interested. Going out for a walk, you need to pay attention to trees, grass, birds; ask if he knows, for example, how birch differs from oak; tell him new things.

Walking along the street, it is useful to acquaint the child with cars, traffic lights, people. Important: from early childhood, the child must know the traffic rules.

What to talk about with a child in the family.

Dialogue or monologue?

Dear Parents! Does your child know how to answer the questions of his peers, adults, ask them questions? Is he able to logically and consistently tell about his activities, what he saw, heard, experienced? How developed is your child's fantasy? Does he himself make up fairy tales, stories? All these speech skills will be necessary for him at school.

Oral speech of a person exists in two forms: dialogical and monologic.

The dialogue is characterized by short incomplete sentences, remarks; their full understanding is helped by facial expressions, gestures, intonation.

In oral colloquial speech, the interlocutors act as storytellers and listeners.

Adult. What time of year is it?

Child. Spring.

Adult. What kind of birds come to us in spring?

Child. In spring, rooks, starlings, swallows arrive from warm countries.

From childhood, a child needs to communicate with people, share his thoughts and experiences with loved ones. In the family, this need can be met through individual conversations and conversations. The conversation of adults with a child is of particular importance, as it affects his speech and general mental development. Children, with whom parents talk a lot and thoughtfully, develop faster and speak better, and have correct speech.

Adults, in conversation with a child, find out what interests the little person, learn about his leisure time and friends. Children gradually get used to such conversations and in the future they themselves talk about their desires and interests, life in the kindergarten; they will have no secrets from their parents. The child is very sensitive and vulnerable: a mockery, an insulting word - and he withdraws into himself, does not share his joys and sorrows with anyone, or sometimes prefers to talk with individual family members (mother, grandmother).

Some parents do not talk with their child about etiquette and rules of behavior, as they believe that he is still small and does not understand anything. On the contrary, the child catches and analyzes every word! Children with whom they do not communicate, silently playing with dolls, cars and other toys, develop more slowly and become silent, withdrawn.

Topics for individual conversations are very diverse. With kids younger age you need to talk about understandable, accessible and close things. With older children, you can discuss the daily routine, toys, clothes and shoes, etc. The topic of conversations for children 5-6 years old is significantly expanding: space, army, transport, books and fairy tales.

Conversations should be relaxed. The child should feel that the adult is interested in listening to him. Moreover, talking about his daily affairs, he learns to remember, to connect sentences. In the future, the child himself will ask you to hear about his affairs.

The development of dialogical speech is facilitated by the game "Telephone". You can use a toy phone or an imaginary one. The child's interlocutor in this game is an adult who proposes a topic of dialogue. For example, "Acquaintance".

Child. Good afternoon, Tatyana Alekseevna.

Adult. Excuse me, who am I talking to?

Child. Olya is talking to you.

Adult. Olya, is mom at home?

Child. No, mom hasn't come home from work yet.

Children master dialogic speech at about 5 years old. At the 6th year of life, it is no longer enough, and the child himself tries to tell fairy tales, convey the content of the films he has watched, i.e. uses monologue speech.

A monologue is a speech of one person, a sequential presentation of thoughts, a description of actions, a connected story.

At the end of preschool age, most children master a coherent speech, are able to consistently describe what they see, retell the content of a fairy tale, story, movie. But for some children, speech is abrupt, with long pauses. It is dominated by substitute words, a listing of objects or actions, gestures, facial expressions, there are not enough words to convey thoughts. Before school, a child should learn to describe a familiar object with all its signs, qualities, be able to compare two or three objects, independently tell from a picture, a series of pictures, tell what he saw, experienced (how he had a rest, what he saw in the circus, in the forest ...), invent fairy tales on a given topic.

For the description you need to choose known to the child objects, toys, pictures: bear, doll, machine, plate. For example: “This is a doll. It is plastic. Call the doll Alenka. Alena's blue eyes, white hair, red cheeks. She smiles. She is wearing a red dress in white stripe... On his feet are white socks and brown shoes. There is a white bow on the head. Children play with the doll, put it to sleep, feed it, dress it. "

Then another item is taken. The adult reminds in what sequence the story should be told, asking: "What is the name of the object?", "What is it made of?", "What is it for?"

After 6 years, it is necessary to teach the child to compare and contrast two, and then three objects or pictures during their description. You can offer such groups of objects and pictures: cucumber, tomato, carrot; a cat, a dog, etc. It is recommended to help the child with questions.

A child of older preschool age should independently compose riddles-descriptions about objects. In this case, the initiative belongs to the parents. You ask the child to guess what object you have in mind, and then ask him to do the same: “It is wooden, stands in the middle of the room, has four legs and a square board. They dine with him, drink tea. What it is?" and now you think of any object and tell everything about it, and I will guess.

You can suggest the game "Merry Travelers". The child imagines that he is flying an airplane, riding a train, sailing on a motor ship, walking around the country: he describes imaginary cities, forests, mountains, collective farm fields. Parents must guess the place of the "trip".

How to teach a child a coherent, sequential picture story? If the family does not plot pictures, illustrations from fiction books with stories and fairy tales will help. After purchasing a new book, you must first look at the pictures. When viewing, ask the child about what he sees. After viewing, you should compose a story based on the picture.

Children 6-7 years old should be offered to independently invent names for illustrations, as well as to compose stories about what happened before with the characters shown in the picture, and what will happen next (especially about one of the heroes or an object) or tell from their own faces.

Even before school, it is recommended to teach the child to compose stories, fairy tales. The easiest type of such creativity is composing stories using three or four key words. For example, with the words "winter", "children", "winter fun". “Winter has come. Fluffy snow fell. The children dressed warmly and went out into the street. Boys are skating and skiing, girls are sledging from a high mountain. Here came Alyonka and Dima, in their hands are shoulder blades. They sculpt a snow woman. Funny winter entertainment for children. "

You can offer to compose a story started by a parent, for example: “The boy was in the forest, grazing a herd of cows. Suddenly he heard a bear roaring somewhere close ... "

The favorite genre of children is fairy tales, the content of which they retell with great pleasure, rebuilding the beginning and the end in their own way. You can think of the beginning of the tale, for example: “In a dense forest there lived a hare with a little hare, which was naughty. He wanted to know everything at once. Once he went out for a walk, and the hare said: "Don't go far, you'll get lost." The bunny did NOT listen to its mother, saw a butterfly and ran after it into the forest ... "

Tips for parents

1. Use every free minute to talk with your child.
2. Remember that the main interlocutors for a child in a family are mom, dad, grandmother or grandfather.
3. Encourage older children to talk to the child as much as possible in their free time.
4. Buy reproductions of art paintings, albums, pictures, view them with children.
5. Offer your child a competition "Whose story is better", "Whose story is more interesting" with the participation of all family members.
6. Record your child's stories and tales in a notebook or tape recorder. After 2-3 months, listen to them with your child, analyze, write down new ones.

annotation

The manual offers developments on the interaction of preschool educational institutions and families in the speech development of older preschool children. The material will be of interest to both educators and other specialists of the preschool educational institution. It describes the traditional and non-traditional forms and methods of interaction between the kindergarten and the parents of senior preschool children in the development of speech and correction of speech disorders, which teachers can use in their professional activities.

Introduction …………………………………………………………………	3
Features of the organization of interaction between the preschool educational institution and the families of pupils at the present stage …………………………………
Forms of interaction of the teacher with the parents of older preschool children on the development of speech …………………………………
A long-term plan of work with parents of pupils on speech development (preparatory group) ……………………….
Conclusion ………………………………………………………………	27
Literature………………………………………………………………	28
Appendices ………………………………………………………………	29

Introduction

The renewal of the preschool education system, the processes of humanization and democratization in it made it necessary to intensify the interaction of the preschool institution with the family.

Family is the closest and permanent social environment the child and its influence on his development, on the formation of personality is great. Unfortunately, at present, parents spend a significant part of their time maintaining the required standard of living, paying little attention to the development and upbringing of the child. In addition, most of today's parents do not have a pedagogical education and do not know the methods and techniques of raising and developing a child.

Family and kindergarten, having their own special functions, cannot replace each other. Therefore, it is so important for the successful upbringing of a child to establish partnerships between the preschool institution and the parents.

The modern model of social interaction between preschool educational institutions and families of pupils is understood as a process of interpersonal communication, the result of which is the formation of a conscious attitude among parents to their own views and attitudes in raising a child.

The misunderstanding between the family and the kindergarten falls heavily on the child. It is no secret that many parents are only interested in the nutrition of their child, they believe that kindergarten is a place where they only look after their children while the parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.

As a result, one of the main tasks of the kindergarten, teachers, and kindergarten specialists is to establish positive relationships with parents, develop new forms of work with parents to promote pedagogical knowledge, attract parents' attention to the child and highlight the consequences of negative relationships in the family.

Features of the organization of interaction of preschool educational institutions

with families of pupils at the present stage

Today, a new system of preschool education is being established in society. With the introduction of the Federal State Standard, much attention has been paid to the interaction of the preschool institution with parents. Interaction with families of pupils is included in the scope of the compulsory part of the general education program of each kindergarten.

An important social task facing preschool educational institutions is to help the family in raising and developing a child. To solve the problem, not only the forms and methods of interaction with the parents of pupils should change, but also the philosophy of interaction: from “working with parents” to “cooperation”.

In accordance with this, parents should be active participants in the educational process, participants in all projects, regardless of what activity dominates in them, and not just outside observers.

The main goal of preschool teachers- professionally help the family in raising children, while not replacing it, but complementing and ensuring a more complete implementation of its educational functions:

• development of the interests and needs of the child;
• distribution of duties and responsibilities between parents in constantly changing situations of raising children;
• support for openness in relationships between different generations in the family;
• development of a family lifestyle, the formation of family traditions;
• understanding and acceptance of the individuality of the child, trust and respect for him as a unique person.

This goal is realized through the following tasks:

1. fostering respect for childhood and parenting;
2. interacting with parents to explore their family microenvironment;
3. raising and promoting the general culture of the family and the psychological and pedagogical competence of parents;
4. providing practical and theoretical assistance to parents of pupils through the translation of the foundations of theoretical knowledge and the formation of skills and abilities of practical work with children;
5. using with parents various forms of cooperation and joint creativity, based on an individually differentiated approach to families.

Basic conditions , necessary for the implementation of trusting interaction between the preschool educational institution and the family, are the following:

• studying the families of pupils: taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on upbringing, the structure and nature of family relations, etc .;
• openness of the kindergarten to the family;
• orientation of the teacher to work with children and parents.

Work with parents should be based on the following stages.

Stage I. Thinking over the content and forms of work with parents. Conducting an express survey to study their needs. It is important not only to inform the parent about what the preschool educational institution wants to do with his child, but also to find out what he expects from the preschool educational institution. It should be borne in mind that some parents prefer to work with the child themselves, and the kindergarten is considered only as an environment for playful communication of their son or daughter. The data obtained should be used for further work.

Stage II. Establishing goodwill relations between educators and parents with a view to future business cooperation. It is necessary to interest parents in the work that is supposed to be carried out with them, to form a positive image of the child in them.

Stage III. Formation in parents of a more complete image of their child and correct perception of it by communicating knowledge and information to them that cannot be obtained in the family and which turn out to be unexpected and interesting for them. This may be information about some of the features of the child's communication with peers, his attitude to work, achievements in productive activities.

Stage VI. Familiarization of the teacher with the problems of the family in raising a child. At this stage, educators enter into a dialogue with parents, who play an active role here, telling during the visit to the family not only about the positive, but also about the difficulties, worries, and negative behaviors of the child.

Stage V. Joint research and development of the child's personality with adults. At this stage, the specific content of the work is planned, the forms of cooperation are selected.

Forms of interaction of a teacher with parents on the development of speech

Statistics of recent years show a sad picture of the speech development of children - speech begins to develop later. And this leads to the fact that, having reached school age, the child has not mastered the spoken mother tongue to the extent that is necessary to start school.

For the timely development of speech, parents and other adults around the baby must constantly communicate with him, trying to evoke a response.

It is known that speech disorders affect the mental development of a child, the formation of his personality. Sometimes parents try to talk less with children who have speech disorders. By doing this, they harm the speech and mental development of the child. If the child does not speak, then the mother and everyone around should talk to him as much as possible. But parents do not always know what and how to talk to a child.

Underdevelopment of the sound side of speech, insufficient formation of the phonemic structure of speech and sound pronunciation prevent the development of analysis and synthesis of the sound composition of the word. This creates significant difficulties in the way children acquire literacy. Lagging behind in learning, those students who have speech disorders lose interest in learning.

The interaction of the kindergarten and the family is a prerequisite for the work of a preschool institution in any direction of its activity. Work on the development of speech of preschoolers is no exception, because the best results in work can be achieved if educators and parents act in concert.

In the direction of speech development of pupils, the task of a kindergarten is to equip parents with specific knowledge on the methods of speech development. With all the variety of forms of cooperation between the kindergarten and the family on the speech development of older preschoolers, teachers need to find their own, those that are effective in this particular group. Since parents are primarily interested in the development of their children, it is preferable to encourage them to take part in the life of the kindergarten through awareness of this for the development of their children.

According to the source of information, all forms and methods of working with parents can be conditionally divided into 3 groups: verbal, visual and practical.

By forms of communication:

• collective, group, individual;
• traditional and non-traditional.

At present, stable forms of work of a kindergarten with a family have developed, which in preschool pedagogy are considered to be traditional.

These are time-tested forms of work. Their classification, structure, content, efficiency are described in many scientific and methodological sources. These forms are aimed at pedagogical education of parents. It is carried out in two directions:

• inside the kindergarten work is carried out with the parents of the pupils of this preschool educational institution;
• work with parents outside the preschool educational institution ... Its goal is to reach the vast majority of parents of preschoolers, regardless of whether their children attend kindergarten or not (through recommendations and advice on the official website of the preschool educational institution, the media, etc.).

Especially popular with both teachers and parents are unconventional forms communication. They are aimed at establishing informal contacts with parents, attracting their attention to kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, get closer to teachers.

Practice has already accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. However today have changed principles, on the basis of which communication between teachers and parents is built... It is built on the basis of dialogue, openness, sincerity, refusal of criticism and assessment of the communication partner. Therefore, these forms are considered unconventional.

Interaction in the development of speech with the parents of senior preschool pupils can be realized through:

• information and analytical forms of organizing communication with parents;
• leisure forms of organizing communication with parents;
• cognitive forms of organizing communication with parents;
• visual and informational forms of communication organization.

The main task of information and analytical forms of organizing communication with parents is the collection, processing and use of data about the family of each pupil, they have the necessary pedagogical knowledge about the development of children's speech, requests, interests, needs.

Because only on an analytical basis it is possible to build competent communication with parents. Forms of work:

• drawing up a social passport of the family;
• questioning;
• testing;
• targeted family visit;
• conducting sociological snapshots, etc.

The dominant role among the forms of communication, the teacher - parents continue to play to this day cognitive forms organizing their relationships. They are designed to improve the psychological and pedagogical culture of parents, and, therefore, to help change the views of parents on the upbringing and education of a child in a family, to develop reflection. In addition, these forms of interaction make it possible to acquaint parents with the peculiarities of the age and psychological development of children, rational methods and techniques of upbringing for the formation of their practical skills, including speech. Parents see the child in a different setting from home, and also observe the process of his communication with other children and adults.

The following are still in the lead in this group traditional collective forms of communication :

General parent meeting of the preschool educational institution.Its goal is to coordinate the actions of the parent community and the teaching staff on education, upbringing, health improvement and development of pupils. At general parent-teacher meetings, problems of upbringing and development of children are discussed , including speech.

Pedagogical council on the topic "Speech development of preschoolers" with the participation of parents... The purpose of this form of work with the family is to involve parents in an active understanding of the problems of speech development of children in the family on the basis of taking into account individual needs.

Parent conference -one of the forms of improving pedagogical culture. The value of this type of work is that it involves not only parents, but also the public. The conferences are attended by teachers, employees of the district education department, representatives of the medical service, teachers, speech therapists, educational psychologists, etc. Participation in the conference gives parents an opportunity not only to accumulate professional knowledge in the field of speech development and correction of speech disorders in children, but also to establish trusting relationships with teachers and specialists.

Thematic consultationsare organized in order to answer all questions about the speech development of children that are of interest to parents. Consultations are close to conversations, their main difference is that the latter provide for a dialogue, it is conducted by the organizer of the conversation. The teacher seeks to give parents qualified advice, to teach something.

There are also "Correspondence" consultations. A box for parents' questions is being prepared. By reading the mail, the teacher can prepare a full answer in advance, study the literature, consult with colleagues or redirect the question. This form resonated with parents. As shown teaching experience conducting "correspondence" consultation, parents ask various questions about which they do not want to speak aloud.

Group meetings for parentsIs a form of organized familiarization of parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family.

At a group meeting of parents at the beginning of the year, the teacher needs to acquaint them with the new tasks of upbringing, tell them which speech skills are most significant at a given age level, and introduce them to the main mistakes in the speech of children.

It is important for the educator to focus on the tasks of speech development facing the kindergarten, on what assistance the family can provide in the child's mastering of the sound side of speech. He must inform the parents how their child's speech is developing, indicate which section the child has not mastered, or has learned poorly, and what additional lessons he needs.

It is advisable to involve kindergarten specialists (speech therapist, psychologist, etc.), as well as specialists among parents who are related to the speech development of preschoolers (teachers), to speak at meetings on topics related to the speech development of pupils. primary school, librarian, etc.).

Meetings are interesting and useful for young parents, where parents themselves speak and share their impressions of the development of speech in a family environment. The teacher can agree with some of them in advance, asking them to tell how they, together with the kindergarten teachers, eliminated certain deficiencies in the speech of their child.

Parents of older children should be introduced to the content of work on preparing children for school .

The meeting is prepared in advance, the announcement is posted 3-5 days in advance. The ad can contain small tasks for parents, for example, to observe the speech of children in independent play activities, behavior in games with peers, pay attention to children's questions, etc. Tasks are conditioned by the theme of the upcoming meeting: "The importance of speech development in preparing a child for school"; "Search and research activity is one of the effective forms of enhancing speech development"; "Speech at your fingertips", "Movement and speech", etc.

In preparation for the meeting, you can use the following outline:

• Questioning parents on the topic of the meeting. The questionnaires are filled out at home, before the meeting, and their results are used during the meeting. (Appendix 1)
• Making invitations for each family (in the form of an applique, drawing, postcard, etc.). It is important that children take part in making invitations.
• Making memos with advice on the topic of the meeting. Their content should be short and the text should be in large print.
• Preparation of competitions, exhibitions.
• Recording on a tape-recorder the children's answers on the topic of the meeting
• Invitation to the meeting of the fairytale hero (use of a surprise moment).
• Preparing posters on the topic of the meeting, etc.

But it should be noted that parenting meetings should not be held in their traditional form, in the form of a "one-sided game", when the teacher acquaints the parents with some information, and the parents are passive listeners and spectators. In each event, it is necessary to organize a practical part in the form of a game, practical training, discussions, small master classes. (Appendix 2)

"Round table" on the topic "Problems of speech development of children and ways to solve them", where, in an unconventional setting with the obligatory participation of specialists, actual problems of speech development of children are discussed with parents.

Open classes with children at a preschool educational institution for parents... Parents are introduced to the structure and specifics of conducting classes at a preschool educational institution for the development of speech (correction of speech disorders). You can include parental involvement in the lesson.

These forms have been used before. However, today, as noted above, the principles on the basis of which communication between teachers and parents is built has changed. Therefore, these forms can be considered as non-traditional. For example, it can be parenting meetings based on well-known television games: "KVN", "Field of Miracles", "What? Where? When? ”,“ Through the mouth of a baby ”and others.

An informal approach to organizing and conducting these forms of communication confronts educators with the need to use a variety of methods to activate parents. To such "old forms on new way"Can be attributed:

"Days open doors». They are now becoming widespread. Open Doors Days give parents the opportunity to see the style of communication between teachers and children, to "get involved" in the communication and activities of children and teachers on the development of speech.

If earlier it was not assumed that a parent could be an active participant in the life of children when visiting a group, now preschool institutions are trying not only to demonstrate the pedagogical process to parents, but also to involve them in it. On this day, parents, as well as other people close to the child who are directly involved in his upbringing (grandmothers, grandfathers, brothers and sisters), have the opportunity to freely visit the preschool institution; walk through all its rooms, get acquainted with the life of the child in kindergarten, see how the child is engaged and resting, communicates with peers and adults, and communicates with his friends and educators. Parents, observing the activities of the teacher and children, can themselves participate in games, classes, etc.

Oral pedagogical journal... The magazine consists of 3-6 pages, each one takes from 5 to 10 minutes in duration. The total duration is no more than 40 minutes. The short duration of time is of no small importance, since often parents are limited in time due to various objective and subjective reasons. Therefore, it is important that a sufficiently large amount of information posted in a relatively short period of time be of significant interest to parents. Each page of the magazine is an oral message that can be illustrated with didactic aids, listening to tape recordings, exhibitions of drawings, handicrafts, books. Parents are offered literature in advance to familiarize themselves with the problem, practical tasks, questions for discussion. Approximate topics of oral journals offered by teachers of speech development for senior preschool children: "At the threshold of school", "Speech games", "Health-saving technologies in the development of children's speech", etc. It is important that the topics are relevant for parents, meet their needs and helped to solve the most important issues of development and correction of children's speech.

Q&A evenings... This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, replenish each other's knowledge, discuss some problems of children's speech development.

Research-design, role-playing, simulation and business games.In the course of these games, the participants not only "absorb" certain knowledge, but construct a new model of actions and relationships. During the discussion, the game participants, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Exemplary game themes might include: "Speech games in your home", "A walk in your family", "What is the day off?"

Trainings.Training game exercises and tasks help to assess different ways interaction with a child and especially with a child with speech disorders; choose more successful forms of addressing him and communicating with him, replacing unwanted constructive ones.

Days of good deeds.Days of voluntary feasible help for parents to the group - repair of toys, manuals, books, furniture, assistance in creating a subject-developing speech environment in the group. This form allows you to establish an atmosphere of warm, friendly relationship between the teacher and parents.

The cognitive group includes and individual forms interaction with parents. The advantage of this form of work with parents is that through studying the specifics of the family, talking with parents (with each one separately), through observing the communication between parents and children, both in a group and at home, teachers can outline specific ways of joint interaction with child.

Individual forms include:

• pedagogical discussions with parents;
• family visit;
• individual consultations;
• individual notebooks;
• homework;
• execution of individual orders;
• "Box of questions", etc.

There are also techniques for creating parenting roles. They can play different formal and informal roles in the development and education of their children in the kindergarten group. Below are some of them.

Group guest. Parents should be encouraged to come to the group to observe, play, and interact with the children.

Volunteer. Parents and children may have common interests or skills. Adults can help educators, take part in performances, help organize events, make manuals and games to develop speech, etc.

Leisure forms communication organizations are designed to foster warm informal relationships between educators and parents, as well as more trusting relationships between parents and children. In the future, it is easier for teachers to establish contacts with them, to provide pedagogical information.

These forms include :

• themed entertainment;
• literary salons;
• folklore holidays;
• trade fairs;
• introduction of speech traditions;
• wall newspaper issue ;
• the work of the theater troupe children - parents (joint staging of performances);
• family gatherings
• KVN (Appendix 3).

It should be noted that leisure forms of cooperation with the family can be effective only when the educator pays sufficient attention to the pedagogical content of the event. Parents at these events can read poems with their child, sing songs and tell interesting stories, for example, about a profession or pets, have the opportunity to show their knowledge and skills in cognitive, theatrical activities.

To interact with parents of senior preschool pupils on the development of children's speech, you can also use the following forms of organizing communication:

Exhibitions of works by parents and children, family vernissages.Such exhibitions, as a rule, demonstrate the results of joint activities of parents and children. For example, the exhibitions "Miracles for Children from Unnecessary Things", openings "Mom's Hands, Dad's Hands and My Hands", "Magic Palms", etc.

Joint hikes and excursions... The main goal of such events is to strengthen parent-child relationships. This is the beginning patriotic education, love for the Motherland is born from a feeling of love for one's family. Children return from these trips enriched with new impressions about nature, about insects, about their land. Accordingly, their vocabulary is also enriched. After hiking, children and parents draw, make crafts from natural material, arrange exhibitions of joint creativity.

Visual information forms communication organizations are conditionally divided into two subgroups:

- informational and familiarization;

- informational and educational.

The tasks of one of them - informational and familiarization - are to familiarize parents with the peculiarities of the work of a preschool institution for the development of children's speech, with teachers dealing with children, and overcoming superficial opinions about the work of a preschool institution in this direction.

The informational and familiarization form includes both the holding of Open Days and the holding of open classes.

Here we can also speak of these forms of communication as non-traditional, due to the fact that the preschool institution has become a more open system.

It is best to show an integrated lesson on Open House, consisting of simple exercises (in older groups - verbal exercises, sound analysis of words) that parents can repeat in the family.

Open language classes where parents could participate are also helpful.

This form can also include the information posted in the Corner for Parents: the goal, objectives, targets of speech development of children of this age, defined in the educational program of the preschool educational institution; work schedule of a speech therapist and teacher-psychologist, etc.

The tasks of the other group - information and educational - are close to the tasks of cognitive forms and are aimed at enriching parents' knowledge about the peculiarities of work on the development of speech in preschool children. The specificity lies in the fact that the communication of teachers with parents here is not direct, but mediated - through newspapers, organizing exhibitions, decorating stands, folders, screens, folders, etc.

In their use, it is necessary to observe the principle of purposefulness and the principle of systematicity. The main task of these forms of work is to acquaint parents with the conditions, tasks, content and methods of raising children in a preschool educational institution (group) in the direction of "Speech development" and to provide practical assistance to the family. These include:

• recording on a tape recorder (dictaphone) of conversations with children;
• video clips of the organization different types activities, regime moments, activities aimed at the speech development of children;
• photos;
• exhibitions of children's works;
• stands, folders-screens, folders-moving, etc.

The organization of stands are effective, where information is given of the formation of sound pronunciation in each child. Tables are posted indicating the correct stress in words that are difficult for children; small notes, articles, articles on the development of speech in preschool children.

In the parent group corner, it is recommended to place materials on the state of children's speech development on the stand. It should reflect the tasks of speech development, the main types of activities in this group, an example shows the level of speech skills of a child of a given age (recording conversations or stories, words that are difficult in meaning, grammatical forms that he must master, etc.). Materials can be thematic and practical (Appendix 4).

You can recommend creating a "Speech Corner", where parents will be given practical advice on the formation of various speech skills, such as articulation, from a speech therapist; to identify the level of development of some components of the child's speech, for example: how to check the level of development of phonemic hearing in a child; how to study at home on a vocabulary topic. (Appendix 5)

It is also necessary to compile a detailed list of literature for parents, prepare tips that will help them organize work to expand the child's outlook, and master the basic rules of polite speech.

In the parent's corner, you can systematically place short tips on the development of children's speech, small texts (riddles, proverbs, excerpts from poems) that parents can use when talking with a child.

Folders-screens, folders-movingare formed according to the thematic principle: "Development of phonemic hearing in children", "Correct breathing - correct speech", etc. (Appendix 6). When the parents get acquainted with the contents of the folder, they should talk about what they have read, answer questions that arise, listen to suggestions, etc.

New in the practice of the teacher's work with the family is the use of written forms of communication with parents.

How and when to use written communication? When time constraints or difficulties with the parent's work schedule make it difficult for the teacher to meet with them in person. But you shouldn't abuse such forms of communication. Since they do not contribute to the cohesion of the group's children and parents.

Notes for parents.A small description (instruction) for performing any actions (Appendix 7).

Informal notes.Caregivers can send with the child short notes home to inform the family about the new achievement of the child or about the newly mastered speech skill, to thank the family for the help provided; there may be records of children's speech, interesting statements by the child, etc. Families may also send notes to kindergarten expressing gratitude or containing requests.

Reports.Written reports on a child's speech development are a form of communication with families that can be helpful, provided they do not replace personal contact.

Unfortunately, the forms and methods themselves are not that significant. In recent years, scientists and practitioners have developed a lot of bright and interesting forms of work with parents. But in most cases, these forms exist on their own, because work with the family is assessed by the number of activities and their quality, demand from parents, and how much the efforts of the teaching staff have helped parents and children are not analyzed at all.

In order to effectively solve this problem, educators need to conduct self-analysis of the effectiveness (quantitative and qualitative) of the activities that are carried out with parents.

To determine the effectiveness of efforts spent on interaction with parents, you can use survey, book of reviews, score sheets, express diagnostics, and other methods immediately after an event.

The degree of effectiveness of cooperation is due to the positive attitude of the interacting parties to joint work on the development of children's speech, awareness of its goals and personal interest.

Below is a long-term plan of work on speech development with the parents of the pupils of the preparatory group for school.

Experience has shown that this methodological development allows us to solve the problems of speech development of older preschool children and smoothly include parents in the educational and correctional process as equal participants.

A long-term plan of work with the parents of pupils

on speech development (preparatory group)

Month	The form	Topic
September	Questionnaire Collection Memo for parents Workshop-workshop (together with a speech therapist) Moving folder design Registration of a mailbox Camping in the woods	"About the development of your child's speech" "Features and problems of speech development in older children" And how speech - it speaks, like a small river babbling " "The role of the family in overcoming speech disorders in children", "Requirements for the development of a child's speech (preparatory group)" "Preparing the organs of articulation for the production of sounds" "Articulation exercises" "Games with sounds" "Development of phonemic hearing in children" "Land of Sounds" "Box of questions" "Health Day"
October	Open Day "Emergency parental care" stand design Consultation with a teacher-psychologist Oral pedagogical journal Moving folder design Workshop "Correspondence" consultation	Parents attendance "Self-massage and hand massage", "Educational games with handgam" "The influence of speech disorders on school learning, on the formation of a child's personality" "What contributes to the development of speech" "Correct breathing - correct speech" "Learning to breathe correctly" "Autumn words" At the request of parents
November	Parent meeting Exhibition of games and manuals for the development of fine motor skills Memo for parents Consultation Workshop (together with a speech therapist) "Emergency parental care" stand design Creating a speech album "Piggy bank of words" "Correspondence" consultation	"Movement and speech" "We develop fine motor skills" Ball games "Prevention of violations of written language in children in kindergarten" "How to deal with a child at home" "Play with your child" "Bright words" At the request of parents
December	Oral pedagogical journal Exhibition of joint creative works of children and parents Joint holiday Creating a family album "Emergency parental care" stand design Creating a speech album "Piggy bank of words" "Correspondence" consultation	"Creating a developing home speech environment" "New Year's Opening Day" "New Year at the Gates" "A holiday in my family" "About the benefits of drawing and not only" "New Year's Words" At the request of parents
January	Hike in the forest (on vacation) Parent meeting Consultation Presentation "Emergency parental care" stand design Creating a speech album "Piggy bank of words" "Correspondence" consultation	"Winter pranks" "Cognitive search activity - effective remedy speech development " "We develop attention and thinking" "Raising the curious" "Educational games in the evenings and weekends" "White words" At the request of parents
February	Master Class Open class Joint event "Emergency parental care" stand design Creating a speech album "Piggy bank of words" "Correspondence" consultation	"Development of children's speech using health-saving technologies" "In the Land of Beautiful Speech" "Knight Tournament" "Development of visual perception" {!LANG-1ad08faf3989c1b089af3e652c8083d7!} At the request of parents
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Personal approach, taking into account education, age and individual characteristics.

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