Workshop on speech development of preschool children for teachers of preschool educational institutions. - presentation

Workshop on speech development of preschool children for teachers of preschool educational institutions. - presentation

Workshop on speech development of preschool children for teachers of preschool educational institutions

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech: phonetic, lexical, and grammatical.

Expanding the circle of communication requires the child to fully master the means of communication, the main one of which is speech.

Stages of speech development in children Stage 1 Preparatory (from birth to 1 year). Preparation for mastering speech occurs. Stage 2 Pre-preschool (from 1 year to 3 years). With the appearance of the first words, the stage of formation of active speech begins. Stage 3 Preschool (from 3 to 7 years). Formation of phonemic perception, increase in vocabulary, development of grammatical structure of speech, monologue speech. Stage 4 School (from 7 to 17 years old). Children master sound analysis, learn grammatical rules for constructing statements, and develop written speech.

Teacher’s speech Relevance (use of units appropriate to the situation and conditions) Richness (ability to use all language units) Purity (absence of elements alien to the literary language) Expressiveness (intonation, tempo, strength, pitch of voice, etc.) Logicity (expression in semantic connections of speech components) Correctness (compliance with language norms) Accuracy (compliance with semantic content and information)

has a good command of oral speech, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child has the prerequisites for literacy Targets at the stage of completing preschool education

formation of oral speech and verbal communication skills with others based on mastery of the literary language.

mastery of speech as a means of communication and culture enrichment of the active vocabulary development of coherent, grammatically correct dialogical and monologue speech development of speech creativity formation of sound analytical-synthetic activity as a prerequisite for learning to read and write development of sound and intonation culture, phonemic hearing familiarity with book culture, children's literature, understanding of hearing texts from various genres of children's literature

1. Vocabulary development: mastering the meanings of words and their appropriate use in accordance with the context of the utterance, with the situation in which words are communicated By the end of 1 year of life up to words By the end of 2 years of life up to 1500 words By the end of 3 years of life up to 1900 words K end of 4 years of life up to By the end of 5 years of life up to words 6 – 7 years

2. Nurturing the sound culture of speech: development of perception of the sounds of native speech and pronunciation 3. Formation of grammatical structure: Morphology (changing words by gender, number, case) Syntax (mastering various types of phrases and sentences) Word formation

4. Development of coherent speech: Dialogical (conversational) speech Monologue speech (storytelling) 5. Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write

6. Fostering love and interest in the literary word Children's literature is fiction, non-fiction and popular science works written specifically for children from preschool to high school age.

Author of the presentation template: Ranko Elena Alekseevna

Speech development of preschool children in cognitive research activities

author: Ardatova Tatyana Nikolaevna

teacher of MB preschool educational institution "Kindergarten No. 88"

Speech development of preschool children in cognitive research activities

Speech development of preschool children in cognitive research activities

Personal self-development is possible only in activities that include not only the external activity of the child, but also the internal psychological basis.

Improving the cognitive activity of preschool children is one of the most important tasks in pedagogy. After all, if we want to raise an intellectually developed person, then we need to create conditions for her self-development. It is necessary to develop cognitive and research activities in children to activate their curiosity, inquisitiveness and increase interest in everything. Cognitive and research activities are aimed at: developing speech, obtaining new knowledge, assimilating it, mastering the necessary skills and abilities, and developing the ability to reproduce and apply acquired knowledge. It is quite possible for a younger preschooler to develop the makings of a researcher. Children of this age are characterized by a high interest in everything that happens around them. Every day on their way they encounter new objects, which children compare, learn the names of, and strive to remember. By maintaining children's interest in everything new, you can constantly stimulate their cognitive activity and develop the child's speech.

Experimentation in preschool age is aimed at developing in children the ability to independently obtain information about a new object. All senses are actively used for experiments.

Children's experimentation, as a method in pedagogical work, is highly effective and indispensable for the development of preschoolers' research activities, cognitive activity, increasing the amount of knowledge, skills and abilities and, of course, speech development.

Preschoolers are born researchers; the constant desire to experiment, the desire to independently find a solution to a problem situation contributes to mental activity and develops children’s speech.

Therefore, we set a goal: creating conditions for the development of speech in preschoolers through cognitive research activities. Tasks identified:

1. contribute to the enrichment of children's active vocabulary through cognitive and research activities.
2. develop the ability to establish simple connections between objects and phenomena and make generalizations.
3. develop observation, the ability to analyze, compare, and identify characteristic features of objects and phenomena of the surrounding world.
4. involve parents in joint research activities with children, promoting the speech activity of preschoolers.

When organizing the cognitive and speech development of children, I rely on

the following directions:

1. improving your own speech. The teacher’s speech must be literate, and most importantly, intelligible and understandable to children.
2. formation of ideas about the surrounding world.

In life, people have to solve a variety of problems. To cope with problems, you need to learn to solve them yourself. Therefore, we try to structure educational activities in such a way that children feel like researchers. And to do this, we create a problem situation in which children make assumptions about what they will study during the activity. In conversation, they discover new knowledge, determine whether their assumptions are correct, explain what they learned, and learn to evaluate how they performed.

Next direction: developing curiosity. When organizing activities and observations, we try to answer questions that arise in a timely manner and in an understandable language; we direct children’s thoughts to an independent search for an answer and the ability to draw conclusions. In order to consolidate ideas about the relationships in nature, to familiarize children with objects and natural phenomena, we regularly conduct targeted walks and observations of natural objects and phenomena.

Game is one of the most effective means of cognitive and speech development. In the game, children master the skills of operating with certain objects and learn the culture of communication with each other.

Research activities take place in a free, practically

not regulated by any external settings or time forms.

We regularly observe objects and natural phenomena, then discuss them with children; we look at illustrations in books with scientific content, children's encyclopedias; We get acquainted with the materials of the children's mini-laboratory.

We use the following situations for the development of speech in the cognitive research activities of preschoolers: real events occurring in a given period: 1) vivid natural phenomena (for example: description of leaf fall, snowfall); 2) social events (for example: an upcoming holiday); 3) specially created situations (for example, displaying objects with an unusual effect or purpose “What is this? What to do with it? How does it work?”).

Such items can be: a magnet, a collection of some things, postcards, stickers on a certain topic. The stimulus for research can be events occurring in the life of the group, “infecting” most of the children and leading to stable interests and reasoning (for example, someone brought their collection of stickers, robots, dinosaurs, collecting chips, etc.), organization joint experiments and research with children in everyday life.

Experimental games are a special group of games that are very effective in solving cognitive and speech problems, as well as interesting and exciting for preschoolers. During the experiment, the child’s memory is enriched, his thought processes are activated, and speech develops, since the need constantly arises to perform operations of analysis, comparison, classification, and generalization. As a result of children’s assimilation of cause-and-effect relationships, children’s vocabulary is enriched and the grammatical structure of speech improves (formation of adjectives from nouns, formation of the plural of nouns). The development of such a type of coherent speech as a descriptive story.

Cognitive research activity is one of the most frequently used methods in working with children. (after play activity). We are not even always aware of how often we use cognitive research activities in everyday life. From the very morning, starting with observations in a corner of nature, we experiment, explore, increase the amount of knowledge, skills, develop speech and cognitive activity. In every lesson we explore something. For example, classes in fine arts. The water for brushes is clear, it has no color, but when we rinse the brush, it becomes colored.

Why do airplanes made from landscape sheets fly worse than those made from notebook sheets? Observations during the walk: frost, snow creaks underfoot, thaw, snow sticky. Catch a snowflake on a mitten and examine it. You can take out the magnifying glass. Then, if you catch a snowflake in your palm, what happens to it? Why doesn’t a snowflake melt on a mitten, but on your palm? When are footprints clearly visible in the snow? Why does the snow fall into snowdrifts in winter, but not closer to spring? When and why does crust form? Why do icicles appear? Children formulate their answers, build sentences, expressing their opinions.

To maintain children's interest, we conducted a number of experiments. Here are some of them:

• Experiments with water: water is a very interesting object for kids to study. For your information! During these experiments, we drew the children's attention to the fact that water can be in three states: liquid, solid and gaseous.

Experience “Turning snow into water”

They brought a bucket of snow from the street. We remembered what happens to snow in warm weather. It's cold outside, but the room is warm. The snow melts - it becomes

less, but more water. The water is cold at first, but after a while it warms up. Snow, ice, icicles melt in the room from the heat and turn into water.

Cognitive and research activities develop vocabulary by introducing into children’s speech the designations of new phenomena and objects and their descriptions. As a result of careful pronunciation and memorization, phonetic skills are trained. Descriptions of the joint activities carried out help us introduce correct grammatical forms into children's speech, develop communication skills and conversational speech.

Research on the topic "Volcano"

The children asked to tell them about volcanoes after we read the book “Terrible and Alluring Volcanoes” by Rimma Petrovna Aldonina. We looked at the illustrations in the book, looked at the illustrations in the Pochemuchki encyclopedia, and learned a lot of interesting things. The group has a model of a volcano, together with the children we found out that: “A volcano looks like a cone, lava erupts from it, volcanoes are dormant, extinct, active. People who study volcanoes are called volcanologists.”

Volcanoes erupt in different ways. Sometimes they seem to explode, throwing magma up and to the sides. A huge mountain shakes with a terrible roar, a huge cloud of smoke and ash rises above it, and stone rain showers the slopes. And sometimes it flows out “calmly.” The children and I observed these eruptions on slides: 1) lava erupting from a volcano turns into pumice; 2) group study: “Pumice is a stone”; 3) material: a bowl of water, stones and a piece of pumice.

Children carefully examine the stones and pumice. They compare them with each other: there are a lot of holes in pumice. Question: are the holes empty or is there something in them? (air is hidden in the holes, so pumice is lighter than regular stone). We lower a piece of pumice into a bowl of water: are there any bubbles, does the pumice sink or float? Why?

The children make a discovery together with us: pumice is a stone, there are many holes in it, air accumulates in them. Pumice does not sink, but floats on the surface of the water.

This study clearly shows that the cognitive and research activity of a child presupposes the development of his thinking, perception, speech and understanding, the ability to generalize and analyze.

Experiment “Steam is also water.”

We heated the water and saw the steam rise up. They covered the vessel with a lid, lifted the lid and showed how the steam turns back into drops and falls down.

Peer dialogue is of primary importance in the speech development of preschool children. It is here that children truly feel equal, free, and relaxed. Here they learn self-organization, initiative, and self-control. We use dialogues for children to discuss new experiences gained during research sessions.

Experiments with paper

It would seem, what unusual could be in paper? Children see it every day, use it in art classes and make crafts and cards from it. But how surprised they were to learn so many new things about her.

Experiment “The influence of water on paper”

We took different types of paper that we had on hand: table napkins; album sheet; magazine cover; paper handkerchiefs; cardboard. Cut pieces of approximately equal size and put them in a container with a small amount of water. It is clearly visible that corrugated paper, napkins, paper handkerchiefs, newspaper absorb water very well, and subsequently completely spread out in the tray. Cardboard and album sheets absorb water a little worse, as they are denser.

After this experiment, we connected the property of paper to tear with its property of soaking quickly or slowly in water; the children very quickly concluded that those types of paper that water soaks faster tear much easier. But a magazine cover, cardboard, or wallpaper are more difficult to tear. By drawing conclusions and formulating their answers, children learn to construct sentences correctly, their vocabulary is activated, coherent speech develops, and the grammatical structure of speech is improved.

Well, now we will create a “garden on the window”. This is also an educational research activity. Why do we always plant peas or beans? Because it is best to follow how the process occurs. The pea is very hard, wrinkled, children touch the pea and feel it. Then we soak for germination. The pea swells, becomes smooth, soft, and most importantly, the sprout is very clearly visible in it. Children see all this, understand how a sprout sprouts. Then we plant it in the ground and wait for it to sprout. It is very important for the development of speech in cognitive research activities to use the bad word. For example, “On the ridge a carrot will be born.” Will the candies grow or not? Why? Where do candies come from then? What are they made of? Where does sugar come from? Chocolate?

Experience with a bow. (how onions grow in a dark and light place)

We are not even always aware of how often we use cognitive research activities in everyday life.
It is very important to develop not only the child’s mental activity, but also not to forget about the development of speech. Speech development of preschool children in cognitive research activities

Workshop for educators “Development of the cognitive and speech sphere of children”

Workshop for educators

“Development of the cognitive and speech sphere of children”

Goal: To assist educators in choosing forms and methods for developing the cognitive and speech sphere of children.

Tasks:

— to identify the relevance of the problem of development of the cognitive-speech sphere of children;

— introduce the techniques used in the formation of cognitive and speech development;

The development of science and technology, universal computerization determine the increasing role of the intellectual development of the younger generation.

Speech is a clear indicator of a child’s development. Scientists have proven that the speech of a child who is not prepared for school usually retains speech features characteristic of children of an earlier age and contains many errors:

-poor vocabulary;

- often incorrect sentence construction;

- inability to present events coherently and consistently;

-pronunciation defects;

- confused pace of speech.

Currently, there is a critical situation in the development of children’s speech activity, which is due to a number of negative factors affecting speech function:

• Deterioration of children's health;

• Significant narrowing of the scope of “live” communication between parents and children;

• Global decline in the level of speech culture in society;

• Insufficient attention of teachers to the child’s speech development;

• Imbalance of family education in matters of speech development, which manifests itself either in its unreasonable intensification (the desire for early learning of written speech at the expense of oral speech, or in an indifferent attitude towards it.

Mastery of the native language is one of the most important acquisitions of a child in preschool age. This is especially true now, since speech is disappearing from a child’s life. Children spend a lot of time in front of the TV and computer; some children are sometimes busy with various “prestigious” studios and “literacy schools.” Adults brush off children's questions and rarely listen without interrupting. The correct language is not always used when communicating with a child. If they read books, they don’t discuss them. But a child desperately needs communication. Poor speech leads to aggression, since the child cannot always express in words what he wants to say. Hence the problem of vocabulary, the problem of pronunciation, the problem of expressiveness of speech. And one cannot fail to take into account the cultural crisis of society and, as a consequence, the low level of culture of the individual, family, and educational space as a whole. Illiterate expressions, careless speech, reduction of vocabulary, loss of the very concept - culture of speech.

The development of cognitive and speech activity is one of the most important sections of preschool pedagogy and is aimed at the mental development of the child. The better the cognitive and speech activity of children is organized, the higher the guarantee of success in school education.

Work with children on cognitive and speech development includes:

-Classes on familiarization with the outside world, mathematics, speech development based on the active method;

-Joint design and research activities of children and teachers;

-Exercises and games to develop the intellectual sphere of all aspects of speech in all age groups;

-Experimental activities;

- Correctional work on the development of speech and verbal communication;

- Joint games - fantasy;

-Joint activities in the book corner (conversations, mini quizzes, memorizing poems, reading, modeling fairy tales, composing stories).

The main tasks of cognitive and speech activity:

-Enrich the cognitive sphere of children with information through classes, observations, experimental activities, and speech.

-Enrich emotional and sensory experience in the process of direct communication with objects, phenomena, people.

-Help organize information about the world around you and form ideas of its integrity.

Develop a caring attitude towards the environment, consolidate positive emotions, and the ability to express them.

-Create conditions that facilitate the identification and maintenance of interests, the manifestation of independence in cognitive and speech activity.

-Maintain conditions for the development of cognitive and speech processes of preschool children in all types of activities.

Techniques used in the formation of cognitive and speech development

:

-Visual - observations, looking at pictures, showing films, slides, presentations.

-Practical exercises, games, experiments and trials, modeling, project activities, research activities.

-Verbal - story, reading, questions, conversations, use of literary words.

It is impossible to develop a child’s speech without including him in cognitive activities, because speech accompanies and improves the cognitive activity of children, making it more focused and conscious.

To properly organize cognitive and speech development, the following areas can be distinguished:

Speech by the teacher himself

, which has a general and educational orientation. When working with children, we must remember that children, who spend most of their time in kindergarten, communicating with us, learn a lot from us, including the culture of speech, and perceive our speech as a model. Therefore, we try to speak without distorting sounds, without eating up endings. It is especially important to clearly pronounce long or unfamiliar words introduced into the children's dictionary.

Formation of ideas

about the world around us. After all, a preschooler encounters new objects and phenomena every day. But the accumulation of knowledge and ideas without appropriate guidance will be superficial or erroneous. Often a child thinks that clouds are cotton wool because they are white, stars are light bulbs because they glow. After all, observing natural phenomena, he independently came to this conclusion. Therefore, our main task is for the child to receive clear, age-appropriate ideas about surrounding objects, their purpose, qualities, the materials from which they are made, where, by whom, for what they are used..

Developing curiosity.

We must support the child’s curiosity by organizing activities, observations, trying to answer questions that arise in a timely manner and in an understandable language, directing children’s thoughts to independently search for an answer and the ability to draw conclusions.

Sensory education.

The higher the level of their development, the richer the opportunities for understanding the world around them. The content of sensory education includes the development of auditory sensitivity, tactile sensitivity, that is, the ability to distinguish and name the qualities of objects.

Previously, this item was lead. The trouble is that he got his hands dirty. It has gone through a good stage of its renewal and refinement. His outfit grows here in Siberia. All adults and children use it. (Pencil).

In primitive times, people had never heard of this subject. Then an iron plate called tinder came to their aid. In the 80s it was the cheapest item in stores. (Matches

A game.

One of the most effective means of cognitive and speech development of preschool children. And if during organized educational activities a child gains knowledge, then during play he has the opportunity to reflect knowledge about the world around him, share this knowledge with friends, and find like-minded people of interest. Certain types of games have different effects on cognitive and speech development.

“Part – Whole” (beginning)

• propeller – helicopter, airplane;
• wheel - car;
• steering wheel - bicycle;
• sail - boat;
• carriage - train;
• roof - house;
• arrow – clock;
• button – call;
• page - book;
• window sill - window;
• heel - shoe;
• visor - cap;
• keyboard - computer;
• door - room;
• rod - handle;
• branch - tree;
• petal – flower;
• cone - Christmas tree;
• seeds - plants;
• tail - beast;
• scales - fish;
• wings - bird;
• shell - turtle;
• mane - lion

• “Part – Whole” (continued)
• Or it can be the other way around. You name the object, and the child names one or more of its parts:

• house - roof, door;
• ship - steering wheel, anchor;
• bicycle - pedals, wheel;
• magazine – pages, letters;
• computer - mouse, keyboard;
• clock - hands, numbers;
• fountain pen – cap, refill;
• coat - collar, sleeves, buttons;
• refrigerator - ice, food;
• teapot – lid, spout;
• fishing rod - float, hook;
• flower - petals, stamens, pollen;
• tree - branches, bark, leaves;
• mushroom – cap, stem;
• beetle - legs, antennae, wings;
• butterfly - wings, proboscis;
• fox – tail, paws;
• apple – peel, seeds;
• head of cabbage - leaves, stalk.

• For preschool children, cognitive and speech development is a complex phenomenon that includes the formation of mental processes. But if teachers and parents approach solving the problems of this section competently and creatively, then children will not have problems mastering the tasks.
• Family and kindergarten cannot replace each other; each of them has its own functions, its own methods of education. They need to learn to interact in the interests of the child. We believe that the main thing in this direction is to establish trust between the family and the kindergarten.
• In our kindergarten, conditions have been created for organizing a single space for the development and upbringing of a child, which provides pedagogical support for the family at all stages of preschool childhood and makes parents responsible participants in the educational process.
• Eg "Information stand"

  -gives parents complete information about interesting events in the lives of their children in kindergarten, so that they can talk with their child about it at home or on the way from kindergarten. Contains announcements about meetings, holidays, other events, requests for various assistance, thanks for the participation of parents in the life of the kindergarten.

• "Creativity Stand"

  - is decorated with the creative works of children, teachers, and parents. Such work involves the exchange of experience, knowledge, and materials. The creative work of each participant individually involves achieving a common result and unites the interests of children, parents and educators.

• Decor "Home toy library"

  for parents.

• Goal: to convince parents that broadening their horizons and developing their child’s speech does not require any specially organized classes that require special training, material investments, or specially allotted time.
• We encourage parents not to miss the slightest opportunity to discuss something with their child. Just discuss it. One-sided “talking”, without dialogue, is of little use. It doesn’t matter who is silent: a child or an adult. In the first case, children do not develop active speech, in the second - passive speech (the ability to listen, hear, understand speech; follow speech instructions in a timely and correct manner; enter into partnerships; empathize with what is heard).
• Here's what you can suggest to parents:
• We develop the cognitive and speech sphere in the kitchen.
• There is an opportunity to develop the child’s vocabulary, grammar, phrasal speech on the following topics: “Family”, “Fruit”, “Dishes”, “Food”, “Household Appliances”, etc.
• Here you can tell your son or daughter what the products are called, what dish you prepare, and what actions you perform.
• Name the properties (color, shape, size, taste) of products (hot, cooled, sweet, spicy, fresh, stale, etc.), ask the child relevant questions (“Try how the salad turned out?”, “What else can we put in it?” soup?”, “Which carrot should we choose?”, etc.). Be sure to name your actions (“cut”, “mix”, “salt”, “fry”, etc.), show the child what you are doing and how. The child must repeat the words. Entrust him with all possible help in the kitchen. In activities, speech material is absorbed much faster and more naturally.
• If the child is still small and awkward, let him work nearby with his toy dishes and products, copy words and actions: prepare food for dolls and feed them, wash dishes, wipe the table. And he always talks about what he does.
• On almost any visual material around us, speech games such as “The fourth odd one”, “What’s missing?” can be carried out. , “What has changed places?”, “What has changed”, “Win ​​the pair”, “Who suits what”, “Call it affectionately”, “Turn it into a huge one”, “Pick up 5 signs”, “Guess what I’m talking about”, “ Say the opposite,” etc.
• A great activity for practicing fine motor skills is to sculpt dough figures together. The dough recipe is easy: water, flour, salt, a little vegetable oil. The dough should be salty, otherwise the baby will not want to try it. The resulting figures can be painted, decorated with buttons, cereals, pasta, etc.
• String different pasta with a hole inside. These can be tubes, rings and even flowers. Invite your child to make beads by stringing pasta onto a thick thread. For convenience, you can tie a match or a small stick to the end of the thread to make it easier to insert it into the pasta, or use an ordinary shoelace.
• You can feed the worm: the worm is a string, and the pasta is food. We string it, and the worm becomes fat and well-fed.
• -Serve and decorate the table with your child. Arrange food on your plate in the shape of a picture. For example, create compositions: a cucumber boat, a radish flower, a kebab on a skewer from multi-colored pieces of vegetables with cheese or fruit. This activity perfectly develops children's imagination and creativity.
• Development of the cognitive-speech sphere in the bathroom.
• Taking a bath is a great and fun way to end the day.
• All you need to do is offer interesting tasks and experiments, and also talk with the child from time to time, replenishing his vocabulary with new concepts and encouraging him to think. Ask him, for example: “Do you think this toy will float or sink?”
• By playing with water, the baby will learn what “full” and “empty”, “volume”, “depth”, “material density”, etc. mean.
• For playing with water, you will need sponges of different shapes, jars marked with milliliters, objects that can float and, conversely, sink (toy boats, ducklings, plastic containers, pieces of wood, pebbles, shells), funnels of different sizes, foam and bath salts of different sizes. colors.
• All bath games involve exploring the properties of objects. For example, place a plastic container on water. Place a small toy in the container. Then another one. Load the container with your baby until he begins to sink. Explain to the child why he went down.
• Children are not always able to make discoveries in everyday life on their own; they need to be taught to observe.
• Development of the cognitive-speech sphere during a walk.
• Walking outside is definitely beneficial for a child. Jumping in the fresh air is much more interesting than sitting at home within four walls. In addition, walking can not only improve your health, but also develop your baby’s speech. It is on the street that a child develops curiosity, which is easy to satisfy. What words a child will use to name objects around him directly depends on the parents. Using certain words and intonation, the mother teaches the baby to characterize situations and objects around correctly.
• While walking, try to talk more with your child, name everything you see around, pay attention to the baby’s gaze, what he is interested in. Tell us what people around you are doing, explain why everything happens this way. The baby is accumulating his passive vocabulary, and the time will come when he will reproduce everything he heard once.
• At this time, the child can be instilled with knowledge and strengthen his speech skills on the topics “Clothing”, “Autumn”, “Winter”, “Summer”, “Toys”, “City”, “Transport”, “Birds” and others.
• We offer the following solutions to problems:
• 1. Creation of an innovative educational space that provides conditions for teachers to acquire new professional knowledge.
• 2. Dissemination of the best educational practices on children's speech development.
• 3. Creating conditions for the implementation of innovative pedagogical technologies aimed at improving the quality of work on the speech development of preschool children.
• 4. Strengthening work on the development of oral speech of preschoolers in all areas (pronunciation, vocabulary, grammatical structure, coherent speech, etc.).
• 5. Formation of a system of work in close interrelation of all specialists.