The use of mnemonics in the development of children's speech presentation. Presentation on the topic "mnemonics in the development of coherent speech of preschoolers with disabilities." We take vegetables in our hands

MADOU Kindergarten No. 87 "Ship"

« Use of mnemonics

in cognitive speech

development of preschoolers"

Prepared by: group educators

compensating orientation

Chernousova L.V. Poddubnaya I.V. Shestachenko N.N.

MADOU kindergarten №87 "Ship"

prepared by: educators of groups of compensatory orientation Chernousova L.V. Poddubnaya I.V. Shestachenko N.N.

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Speech problems

preschool children:

• Monosyllabic, consisting only of simple sentences speech.

Inability to construct a sentence grammatically correctly.

• Poverty of speech. Insufficient vocabulary.
• The use of non-literary words and expressions.
• Poor dialogic speech: inability to competently and accessibly

formulate a question, build a short or detailed

• Inability to build a monologue: for example, plot or

descriptive story on the proposed topic, retelling of the text

in your own words.

• Lack of logical substantiation of their statements and

• Lack of speech culture skills: inability to use

• Bad diction.

Konstantin Dmitrievich Ushinsky wrote:

“Teach a child some five words unknown to him - he will suffer for a long time and in vain,

but connect twenty such words with pictures,

and he will learn them on the fly.

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Mnemosyne –

goddess of memory

Mnemotechnics (from Greek mneme - memory and techne - art, skill) the art of memory .

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mnemonics- translated from Greek - "the art of memorization."

mnemonics is a system of methods and techniques that ensure the effective memorization, preservation and reproduction of information.

mnemonics- helps to develop:

• associative thinking
• visual and auditory memory
• visual and auditory attention
• imagination
• coherent speech
• fine motor skills of the hands

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Mnemotable - it is a schema that contains certain information. The essence of mnemonic diagrams is as follows: for each word or small phrase, a picture (image) is thought up; thus, all text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.

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Subsequence

work with mnemotables:

Stage 1: reviewing the table and analyzing what is shown on it.

Stage 2: information is recoded, i.e. transformation from abstract symbols of words into images.

Stage 3: after recoding, a retelling of a fairy tale, a story on a given topic, or a reading of a poem based on symbols (images) is carried out, i.e. memorization method is being developed.

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For children junior and

middle preschool

age required

give colored

mnemotables, as in

children's memory is faster

remain separate

fox - red, mouse -

grey, herringbone green.

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For children older age it is advisable to draw schemes in one color so as not to draw attention to the brightness of symbolic images.

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Where can mnemonics be used?

• Vocabulary Enrichment
• Learning to retell
• Making up stories
• Learning poems, tongue twisters, tongue twisters
• Riddles

DESCRIPTIVE STORIES ON LEXICAL TOPICS.

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TELLING A FAIRY TALE

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LEARNING POEMS

We take vegetables in our hands,

Put vegetables on the table

Onions, carrots, zucchini,

Tomato, pea, onion.

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Making up stories

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Winter

Winter came. The sky is covered with gray dark clouds. It often snows cold. Girls and boys go for a walk on the street. They make snowballs and a snowman out of snow. In winter, children go sledding and skating.

Summer

Summer has come. The sun shines bright and warm. Boys and girls swim in the river. They play ball and badminton. Towers and castles are built from sand. Delicious fruits, berries and healthy vegetables ripen in summer.

Autumn

Autumn has come. The sun shines little and does not warm. It is hidden behind gray clouds. It often rains. We go to kindergarten under an umbrella. Strong wind blows. And leaves fall from the trees. The leaves cover everything around with a beautiful, colorful carpet.

Spring

Spring has come. The sun is getting hotter and warmer. Snow is melting outside and streams are running. Girls and boys launch boats on the water. The first buds open on the trees and the first flowers appear. Birds come from hot countries.

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Results.

In children:

• the circle of knowledge about the world around is expanding;
• there is a desire to retell texts, to come up with interesting

• there is an interest in memorizing poems and nursery rhymes, tongue twisters,

• vocabulary goes to a higher level;
• children overcome shyness, shyness, learn to hold on freely

in front of an audience.

We believe that the sooner we teach children to tell or retell using the method of mnemonics and schemes - models, the better we will prepare them for school, since coherent speech is an important indicator mental ability child and his readiness for schooling.

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The road will be mastered by the walking one,

so I wish you creative success

in our interesting

and fun activities!

Zaikova E.A. master class 01/15/2013

Sources.

• Magazines "Preschool Education" No. 12, 2000; No. 3,10,12 for 2001; No. 4.12 for 2002; No. 9 for 1996.
• Ilyina M.V. "Imagination and Creative Thinking". Series "Psychological Service". Bibliophile. M. 2005
• Visual and didactic manual Tkachenko T.A. "Compilation of descriptive stories according to reference schemes"

• Method. manual, picture set. Moscow: Book lover, 2005.

• Tikhomirova L.F. ""Cognitive abilities of children 5-7 years old"". M. 2005
• Yuzbekova E.Yu. "Steps of creativity" The place of play in the intellectual development of a preschooler. M. Linka-press. 2006.

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Monosyllabic speech consisting of only simple sentences. Inability to construct a sentence grammatically correctly. Poverty of speech. Insufficient vocabulary. The use of non-literary words and expressions. Poor dialogic speech: the inability to formulate a question correctly and in an accessible way, to build a short or detailed answer. Inability to build a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words. Lack of logical substantiation of their statements and conclusions. Lack of speech culture skills: inability to use intonation, adjust the volume of the voice and the pace of speech, etc. Poor diction. Problems of speech of preschool children:

The ancient Greek patroness of memory, reasoning and all names was called Mnemosyne, it is this name that forms the basis of many definitions related to memorization. To date, such a direction as mnemonics for the development of children's speech has become popular. The method is based on the visual perception of information with the possibility of its subsequent reproduction using images.

Mnemonics, or mnemonics, translated from Greek - "the art of memorization." Mnemonics is a system of methods and techniques that ensure the effective memorization, preservation and reproduction of information. Mnemonics - helps to develop: associative thinking visual and auditory memory visual and auditory attention imagination coherent speech fine motor skills of hands

A mnemonic table is a scheme that contains certain information. The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is invented; thus, all text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.

Stage 1: Examining the table and analyzing what is shown on it. Stage 2: Information is recoded, i.e. transformation from abstract symbols of words into images. Stage 3: After recoding, a retelling of a fairy tale is carried out, a story on a given topic. or reading a poem based on symbols (images), i.e. memorization method is being developed. The sequence of work with mnemonic tables:

Why do preschoolers need mnemonics? The relevance of mnemonics for preschoolers is due to the fact that just at this age, visual-figurative memory predominates in children. Most often, memorization occurs involuntarily, simply because some object or phenomenon has come into the child's field of vision. If he tries to learn and remember something that is not supported by a visual picture, something abstract, then you should not count on success. Mnemonics for preschoolers just helps to simplify the process of memorization, develop associative thinking and imagination, and increase attentiveness. Moreover, mnemonic techniques, as a result of the competent work of the educator, lead to the enrichment of vocabulary and the formation of coherent speech.

How to use mnemonics in kindergarten? Mnemonics in kindergarten, as an effective method of memorization, is usually mastered with simple examples. To begin with, children are introduced to mnemonic squares - understandable images that represent one word, phrase, its characteristics or a simple sentence. Then the teacher complicates the lessons by demonstrating mnemonic tracks - this is already a square of four pictures, according to which you can compose a short story in 2-3 sentences. And, finally, the most complex structure is mnemonic tables. They are images of the main links, including schematic ones, by which you can remember and reproduce a whole story or even a poem. Initially, the tables are compiled by educators, parents, then the child can be connected to this process, so mnemonics will affect not only the development of memory, but also the child’s imagination, visualization of images. The main methods of memorizing mnemonics are based on associations, logical thinking, observation.

Examples of mnemonics for vocabulary enrichment. An example of mnemonics in a preschool educational institution can be tables built on the image of a sequence of processes of washing, washing hands, dressing, setting the table. To a small child it is difficult to remember the entire algorithm of actions invented by adults, therefore, visual pictures, deciphered in the classroom and independently retold, will allow the child, each time approaching the washbasin or locker with things, to easily reproduce the steps.

The following examples of mnemonics are stories on mnemonic tables. The teacher invites preschoolers to look at the table, then deciphers it. For example: “Winter lasts three months. It often snows at this time of the year. Snowflakes swirl in the air and cover the paths and trees with a snow-white blanket. The sun sets earlier in winter, so it gets dark earlier. Houses are heated in winter to keep people warm. Feeders are made for the birds at this time of the year so that they can eat crumbs. Pets hide in houses so as not to freeze in the yard. But boys and girls can play with snow in winter and make funny snowmen.” Then the children reproduce the resulting story, looking at the table.

Writing a story about winter. In winter, snow is everywhere. Trees dressed up as if in white fur coats. The sun is shining, but it does not warm. Frosty! Furnaces are heated in houses. People feed birds in winter, take care of pets. Children like winter activities: sledding, skiing, skating, playing hockey, snowballs. Children love to make snowmen and build snow forts.

In children: the circle of knowledge about the world around is expanding; there is a desire to retell texts, to invent interesting stories; there is an interest in memorizing poems and nursery rhymes, tongue twisters, riddles; vocabulary goes to a higher level; children overcome shyness, shyness, learn to freely stand in front of an audience. I believe that the sooner we teach children to tell or retell using the method of mnemonics and schemes - models, the better we will prepare them for school, since coherent speech is an important indicator of a child’s mental abilities and his readiness for schooling. Results.

Thus, a transition is gradually being made from the creativity of the educator to the joint creativity of the child with the adult. All work on the development of coherent speech in children is not limited to mnemonic tables. This is, first of all, as the initial, “launching”, the most significant and effective work, since the use of mnemotables allows children to perceive and process visual information, save and reproduce it.

Journals "Preschool education" 12 for 2000; 3,10,12 for 2001; 4.12 for 2002; 9 for Ilyin M.V. "Imagination and Creative Thinking". Series "Psychological Service". Bibliophile. M Visual and didactic manual Tkachenko T.A. "Compilation of descriptive stories according to reference schemes" Method. manual, picture set. Moscow: Book lover, Tikhomirova L.F. ""Cognitive abilities of children 5-7 years old"". M Yuzbekova E.Yu. "Steps of creativity" The place of play in the intellectual development of a preschooler. M. Linka-press Sources.

The use of mnemonics in the development of the speech environment Speech therapist Klochneva S.S. K. D. Ushinsky wrote: K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly.” In order to create an effectively developing object-spatial environment, I have accumulated and systematized a variety of practical material for organizing speech games and classes: manuals for articulation exercises, complexes of finger games, physical minutes, manuals that contribute to the development of children: materials for storytelling, various didactic, desktop printed games, games for the development of fine motor skills of hands. mnemonics is a set of rules and techniques that facilitate the process of memorizing information and increasing the amount of memory. mnemonics is a set of rules and techniques that facilitate the process of memorizing information and increasing the amount of memory. An example is the familiar phrase "Every Hunter Wants to Know Where the Pheasant Sits", which helps to remember the colors of the rainbow. Mnemotables serve as didactic material in the work on the development of coherent speech of children and are used: Mnemotables serve as didactic material in the work on the development of coherent speech of children and are used: - to enrich the vocabulary; - when learning to compose stories; - when retelling works fiction; - when guessing and guessing riddles; - when memorizing poetry. Mastering the techniques of working with mnemonic tables significantly reduces the training time and at the same time solves the following tasks: Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves the following tasks: 1. Development of memory, attention, figurative thinking and speech. 2. Formation of information recoding skills, that is, the transformation of abstract symbols into images. 3. Development of fine motor skills of hands with partial or full graphic reproduction. 4. Development of creative abilities, fantasies. 5. Improving the lexical and grammatical means of the language, the sound side of speech in the field of pronunciation, perception and expressiveness. Compose a story - a description on the topic "Fruits":

Compose a story - a description on the topic "Poultry":

Mnemonic tracks are used to compose a descriptive story about toys, vegetables, fruits, birds: Mnemonic tracks are used to compose a descriptive story about toys, vegetables, fruits, birds: Mnemonic tables when guessing riddles: "Apple" "Tractor" "Tractor"

Using Prepositions (Symbols)

Making sentences using prepositions

Retelling according to the scheme Retelling according to the scheme

Spring has come. Spring has three months: March, April, May. In spring, the sun shines brightly and warms a lot. The snow is melting, puddles are all around, streams are running. It's a warm spring rain. Buds swell on the trees and sticky leaves bloom. The first weed appears. Snowdrops bloom right from under the snow - the first heralds of spring. The insects wake up. Migratory birds return from warm places.

Make a descriptive story: Retelling the story "Winter" according to the scheme: -look at the picture; -look at the pictures-symbols; - listen to the story, and then retell it using the pictures-symbols.

Poetry memorization:

ALICE IN THE GARDEN

Here comes Alice into the garden,

Falling leaves coming soon.

Plum and apricot

On the bench is a sleepy dog.

There is beauty and wonder

Sun pussy and dew

There is a table by the bench,

The samovar whistles on it.

Here is the sand in the sandbox,

The dump truck is there and the scoop,

Next to them is a scooter.

Ah, what a beautiful garden!

Practical task Practical task Make sketches for riddles: 1. "Without windows, without doors, the upper room is full of people." 2. "Without hands, without an ax, a hut was built." 3. “Grandfather is sitting in a hundred fur coats. Whoever undresses him sheds tears. THANK YOU THANKS FOR YOUR ATTENTION!

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The presentation on the topic "Using the method of mnemonics in the development of coherent speech in preschool children" can be downloaded absolutely free of charge on our website. Subject of the project: Pedagogy. Colorful slides and illustrations will help you keep your classmates or audience interested. To view the content, use the player, or if you want to download the report, click on the appropriate text under the player. The presentation contains 28 slide(s).

Presentation slides

slide 1

Topic: "Using the method of mnemonics in the development of coherent speech of preschool children"

Completed by: Abdulova N.V., educator Structural unit"Kindergarten "Rainbow" GBOU secondary school No. 1 "OC" p.g.t. building ceramics

Samara 2017

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The modern school makes high demands on future students. It has been noticed that often our children have difficulty at the blackboard. They understand the material, but they cannot retell it, they cannot find the right word, they build sentences incorrectly, they are embarrassed by their speech, they speak quietly, indistinctly, hastily. It is very important that the future student be able to speak independently on various topics.

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A number of factors influence the process of becoming a coherent speech. One of these factors, according to S. L. Rubinshtein, L. V. Elkonin, is visibility. Examination of objects, pictures helps children name objects, their characteristic features, actions performed with them. The second auxiliary factor is the creation of an utterance plan, the significance of which was repeatedly pointed out by the well-known psychologist L. S. Vygotsky. He noted the importance of sequential placement in the preliminary scheme of all the specific elements of the statement. Taking the opinion of great teachers as a basis, it can be assumed with great confidence that it is the use of mnemonics that will help solve the problem of developing coherent speech in preschoolers.

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In order for the child to learn to consistently speak out, it is necessary to exercise him in compiling different stories. He is offered useful and interesting types of work. One of them is a mnemonic table (scheme). It is visual models that serve preschoolers as a kind of plan for creating monologues. The word "mnemonics" is of Greek origin and means "the art of memory".

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2. Recoding information Winter has three months: December, January, February. In winter, snow is everywhere: on the ground, on trees, on houses. The sun is shining, but it does not warm. Furnaces are heated in houses. People dress warmly: in fur coats, hats, felt boots, woolen scarves, mittens. Domestic animals are kept in warm barns in winter. Wild animals hibernate in different ways: a bear and a hedgehog are in hibernation, a squirrel has prepared food for itself and made a warm hollow for itself, it is more difficult for a wolf and a fox in winter, a bunny has changed its gray coat to white and is not noticeable on white snow. People take care of the birds, hang feeders, bring food. Children have a lot of entertainment in winter: the New Year Tree holiday, gifts from Santa Claus, sledding, skiing, skating, playing with snow. In winter, you can build a snowman, build a hill, a fortress, play snowballs. 3. Reproduction of the story by children according to the mnemonic table

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Tuesday. Memorizing P. Voronko's poem "Pie"

Snow fell on the threshold, The cat made a cake for himself, In the meantime, he sculpted and baked The pie leaked by the brook. Pies for yourself pecks Not from snow - from flour.

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Wednesday. Guessing the mnemonic riddle 1. Examining the mnemonic table

2. A detailed explanation by the teacher of each item Light as a feather, fluffy snowflake. She often spins in the air and sits on hats, mittens, fur coats. When there are a lot of them, whole snowdrifts are formed. 3. Guessing riddles by children

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4. Game "Snow Pile" Content of the game: this snow pile is not simple, but magical, it is not made of snow, but of words that are all similar to the word "snow".

There is a word affectionate, small - snowball. There is a long word - snowfall. There is a beautiful word, a sign word - snowy (lump). There is a word - a man, a fairy-tale character - a snow maiden. There is a word - a figure fashioned from snow - a snowman. There is a word light, fluffy - a snowflake. There is a word - a flower - a snowdrop. There is a word - a bird - a bullfinch.

The wind suddenly blew and all the words-snowflakes scattered. I suggest you, children, collect them. Children name words and put snowflakes in a pile.

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Thursday. Retelling of the story "Hello, winter-winter!" 1. Reading the text and showing reference pictures

Winter came. Everywhere white, fluffy snow. It's cold outside. The children dressed warmly and went for a walk. They went sledding, skiing, played snowballs, made a funny snowman. Good in winter!

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2. Children's answers to content questions What season is it? Where is the snow? What snow? What's the weather outside? Where did the children go? How did they dress? What did the children do on the walk? Do children like walking in winter? 3. Re-reading the story with the setting for retelling 4. Retelling the text by the child in his own words

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2. Compilation of sentences about winter according to mnemonic paths In winter, the sun shines little, the sky is covered with clouds. It's snowing often. Snow lies on the ground, on trees, on houses. Furnaces are heated in houses in winter. There is smoke in the sky. People make bird feeders in winter. In winter, there is a lot of snow in the forest, and a bear and a hedgehog sleep under the snow. Children in winter go sledding down the hill, skiing, making snowmen, playing snowballs. On New Year's holiday, Santa Claus brings gifts and sweets to children.

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4. Compiling a story about winter

In winter, snow is everywhere. The trees are dressed up like white fur coats. The sun is shining, but it does not warm. Frosty! Furnaces are heated in houses. People feed birds in winter, take care of pets. Children like winter activities: sledding, skiing, skating, playing hockey, snowballs. Children love to make snowmen and build snow forts.

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Retelling of L. Tolstoy's story "Bone" based on a mnemonic table

Mother bought plums and wanted to give them to the children after dinner. They were still on the plate. Vanya never ate plums and kept sniffing them. And he really liked them. I really wanted to eat. He kept walking past the plums. When no one was in the room, he could not resist, grabbed one plum and ate it. Before dinner, my mother counted the plums and sees that one is missing. She told her father.

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At dinner, the father says: - And what, children, has anyone eaten one plum? Everyone said no. Vanya blushed like a cancer and said too: - No, I didn't eat. Then the father said: - What one of you ate, it's not good, but that's not the problem. The trouble is that there are bones in plums, and if someone does not know how to eat them, they will swallow the stone. It will die in a day. I'm afraid of it. Vanya turned pale and said: - No, I threw the bone out the window. Everyone laughed, and Vanya cried.

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To achieve this goal, diagnostics were carried out speech development, which includes several tasks. Having studied the diagnostic methods of O.S. Ushakova, T.B. Filicheva, G.V. Chirkina, V.P. Glukhov, the tasks most suitable for children of this group were selected. As a result of the survey, a conclusion is made about the level of development of coherent speech in children.

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The results of diagnosing the development of coherent speech of children at the beginning of the school year

10 children were examined senior group High level - 1 child Average level– 5 children Low level – 4 children Group average – medium level

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The work carried out and the analysis of the results obtained during the diagnostics allows us to conclude: the selected method turned out to be quite informative and convenient for practical use; diagnosis of the development of coherent speech showed that most children under the influence of the developed system had positive changes - the level of development of coherent speech increased by 76%. Thus, there is a positive trend. Summarizing all of the above, it can be argued that the effect pedagogical activity, aimed at the formation of coherent speech allows you to use this system in working with preschoolers.

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Bibliography

Alekseeva, M.M. Methods for the development of speech and teaching the native language of preschoolers: tutorial for students of higher and secondary pedagogical educational institutions/ M.M.Alekseeva, V.I.Yashina. – M.: Academy, 2000. – 400 p. Kozyreva, L.M. The development of speech. Children 5-7 years old: A book for kindergarten teachers and parents / L.M. Kozyreva. - Ya.: Academy of Development: Academy Holding, 2002. - 103 p. Maksakov, A.I. Does your child speak correctly: A book for kindergarten teachers and parents / A.I. Maksakov - M .: Omega-L, 2003. - 49 p. Polyanskaya, T. B. Using the method of mnemonics in teaching storytelling to preschool children: teaching aid/ T.B. Polyanskaya. - St. Petersburg: LLC "Childhood-Press", 2009. - 64 p. Ushakova, O. Methods for identifying the level of speech development of children of senior preschool age / O. Ushakova // Preschool education - 2010. - No. 9. - P.71-78.

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"Usage technology mnemonics in educational process DOW "

caregiver

MDOU "Usogorsky kindergarten" Snezhanka "

It's no secret that at present, more and more often children have the following problems: poor vocabulary, inability to coordinate words in a sentence, impaired sound pronunciation, attention, imperfect logical thinking. Therefore, I consider it an important task to teach children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the surrounding life, develop memory and logical thinking.

IN preschool age visual-figurative memory prevails, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to them life experience. Therefore, when teaching children, it is quite reasonable to use creative methods, the effectiveness of which is obvious, along with the generally accepted ones.

Mnemonics is a system of methods and techniques that ensure the effective memorization, preservation and reproduction of information. The use of mnemonics for preschoolers is becoming increasingly relevant today. A special place in working with children is occupied by didactic material in the form of mnemonic tables and model diagrams, which makes it much easier for children to master coherent speech; in addition, the presence of a visual plan-scheme makes the stories (tales) clear, coherent and consistent.

Mnemonics techniques facilitate memorization in children and increase the amount of memory by forming additional associations.

Objective: versatile development of preschoolers through the use of mnemonics technology in the educational process, in the joint and independent activities of children.

Tasks:

1. Contribute to the development of basic mental processes - memory, attention, imaginative thinking.

2. Develop coherent speech, expand and enrich the vocabulary of children.

3. Promote the development of fine motor skills of the hands.

4. To form the skills of cooperation, mutual understanding, independence, initiative, responsibility.

5. Promote the development of interest, motivation to learn new things, take an active part in the educational process.

6. Contribute to the development of the ability to solve intellectual and personal problems adequate to age, apply knowledge and methods of activity in solving problems.

Based on the analysis of the studied literature, the following approaches can be distinguished in working with mnemonics technology:

Systemic

personal

activity

Dialogic

cultural

Informational

Axiological

Working with mnemonics technology is based on the following principles

1. The principle of developmental education, according to which the main goal is the development of the child.

2. The principle of scientific validity and practical applicability - the content of the work corresponds to the main provisions developmental psychology and preschool pedagogy, and has the possibility of implementation in mass practice preschool education .

There are three types of models in didactics:

Subject Model

Subject-schematic

Graphic model

In order for the model as a visual and practical means of cognition to fulfill its function, it must meet a number of requirements:

but) clearly reflect the basic properties and relationships that are the object of knowledge, be similar in structure to the object under study;

b) clearly and clearly convey those properties and relationships that must be mastered with its help;

in) be easy to understand and accessible for creation and action with it;

G) an atmosphere should be created, freedom of creativity, each child can have his own model - the one he thinks and imagines;

e) no need to abuse this method, use it unnecessarily when the properties and relationships of objects lie on the surface;

e) it is necessary to create a situation in which children would feel the need to create a model, understand that without a model it will be difficult for them.

Algorithm for working with the model:

• introduction of circuit elements, symbols

• A combination of characters, "reading" a chain of characters.

• Using elements of reference circuits in various activities

• Children's independent search for images that symbolize any quality

• Introduction of negations
• Introduction of negations

• Information is being recoded, i.e. transformation from abstract symbols to images.

• Examining the table and analyzing what is shown on it.

• After recoding, a retelling of a fairy tale or a story on a given topic is carried out.

The novelty of the work lies in the fact that the joint activities of the teacher with children are carried out according to the following principles:

1.The principle of integration:

a) Integration at the level of content and tasks of psychological and pedagogical work;

b) Integration through the organization and optimization of the educational process

c) Integration of children's activities

2.Complex-thematic principle:

a) Combining a complex of various types of specific children's activities around a single "theme"

b) Types of "themes": "organizing moments", "thematic weeks", "events", "implementation of projects", "seasonal phenomena in nature", "holidays", "traditions";

c) Close relationship and interdependence with the integration of children's activities.

The method of organizing work with children is different:

Integrity

economy

procedural

Health saving

Versatility

• for the development of cultural and hygienic skills

• in houseplant care

• The purpose of which was the use of mnemonics technology in the educational process, in the joint and independent activities of children. Tasks were set - to summarize the lexical material on the topic “autumn”; contribute to the consolidation of children's knowledge about the world around them; show children the variety of colors in autumn, develop fine motor skills; to reveal the concept of "leaf fall"; introduce children to the perception of poetic speech; promote the development of logical and figurative thinking; improve oral speech in the course of stories on the topic.

• Examination of mnemotables and retelling on the topic "autumn"
• Memorizing the poem by I. Vinokurov "Gifts of Autumn"
• Game activity: outdoor games "Sun and rain", didactic games“Collect a family of words”, “Name it affectionately”, “One is many”, “Name the parts”, “Pick up a sign”.
• Lesson of the cognitive cycle: "Forest is the wealth of the Komi region"
• Productive activity: plasticineography - "Leaves", drawing - "Golden Autumn", collage "Sorceress Autumn"

• Collection of natural material and leaves for crafts, pictures depicting the signs of autumn, a presentation of productive activities, an invitation to the autumn festival.

• The final event - the festival of "autumn"

mobile game « Sun and rain »

“Sunshine, sunshine, shine a little!

Children will go out for a walk - they will run and play. »

“Rain, the rain is getting stronger, run away under the umbrella soon! »

Narrative by mnemonic table « Autumn »

A game « Collect a family of words »

There is a word small, affectionate - a leaf

There are words denoting many - leaves, foliage

There is a long word denoting action - leaf fall

There is a word for drawing and writing - leaf

There is a word for action - flipping

Poem by I. Vinokurov « autumn gifts »

Plasticineography « leaflets » .

Collage « Sorceress autumn » .

Crafts from natural material .

Drawing « Golden autumn » .

To improve the pedagogical culture of parents and involve them in the process of forming children's interest in memorizing poems, expanding vocabulary, developing coherent speech of preschoolers, a workshop was held, at which parents got acquainted with the methodology of using mnemonics and completed practical task to create a mnemonic table for the poem by V. Stepanov "Hedgehog and rain ».

Conclusion

Using the technology of mnemonics in their work for two years, it can be noted that the memory of preschoolers gradually strengthened, became more “tenacious”, their imaginative thinking develops, they memorize texts much better, larger in volume, memorization is easier and more emotional. The use of this technology in work gives sustainable results in the education, upbringing and development of preschoolers.

The positive effects of practicing mnemonics are as follows:

Powerful development of visual thinking;

Development of sustained attention (ability to long-term concentration);

Formation of the ability for effective independent learning

Thus, with the help of mnemotables, schemes-models, the following results were achieved: the children's range of knowledge about the world around them increased; there was a desire to retell texts, invent interesting stories; there was an interest in memorizing poetry; vocabulary has reached a higher level; children overcome shyness, shyness, learn to freely stand in front of an audience.

Therefore, this work with preschoolers contributes not only to their preparation for schooling, but also to the formation of one of their key competencies - the possession of oral communication, which is so necessary for their adaptation in the modern information society.