Simple sentences for kindergarten: The Best Simple Sentences for Kindergarten

Hi, we’re Jackie,
LeighAnn and Jessica

We are a team of kindergarten teachers turned educational consultants.   We help teachers like you with:

• easy to implement resources
• kindergarten curriculum
• fantastic ideas and tips to start in your classroom immediately

Our goal is to help you achieve success in your classroom while having fun with your students!

Subscribe to get the latest updates and all the freebies!

On the blog…

Simple English Sentences for Kindergarten 3+: Language Development of Toddlers.

Simple English Sentences for Kindergarten 3+: Language Development of Toddlers.

Press ESC to close

5577

2

April 8, 2021

2 Min Read

Sentence structure is the course of action of words in a sentence. A sentence is composed of words such as things, verbs, descriptive words and qualifiers.

Using an assortment of words once you talk to your child will offer assistance for your child to learn modern words. Verbs activity words like “dance”, “fall”, and “pour” are particularly vital for building sentences.

Other important words are:

The subject is often referred to as a noun or things that perform actions.

Example: The dog jumped.

The subject of this sentence is the thing, dog since it is jumping.

Example: Goats and buffaloes sleep.

The subjects of this sentence are nouns, goats and buffaloes. Usually called a compound subject since there’s more than one subject performing the same activity.

The object is often referred to as the nouns that receive the action.

Example: She is eating rice and dal.

The objects which are receiving the action in this sentence are the nouns, rice and dal.

Example: The child ate chips.

The object of this sentence is the noun, chips because the child is eating the chips. The chips are receiving the action.

Learning courses for your kids! Get free trial here

Five

Basic Sentence Structures

1. Subject-Verb (S-V)

Examples:

• The dog plays.
• Akshay laughs.
• Khushi sleeps.

2. Subject-Verb-Object (S-V-O)

Examples:

• The boy bathes the cat.
• I eat bananas.
• Rahul throws the ball.

3. Subject-Verb-Adjective (S-V-Adj)

Examples:

• Mehak is beautiful.
• They are nice.
• I am hungry.

4. Subject-Verb-Adverb (S-V-Adv)

Examples:

• Yesha laughs loudly.
• The bird flies high.
• Flowers are everywhere.

5. Subject-Verb-Noun (S-V-N)

Examples:

• I am the principal.
• My Daddy is a fisherman.
• The girl is a student.

A simple sentence is a sentence that usually consists of just one independent clause. A simple sentence doesn’t have dependent clauses.

• I cannot drink warm milk.
• A day without sunshine is like night.
• I love playing.
• My favourite cartoon is Ninja Hattori.

Also Read: 100 Action Words in English: For Kindergarten to Class 1

Small

Sentences for Kindergarten 

1. The pig is pink.
2. Look at the cat.
3. I live in a house.
4. The apple is red.
5. I have 5 flowers.
6. The ball is green.
7. I like to play.
8. The jar has a lid.
9. The swan is white.
10. The van is blue.

Also Read: Rhyming Words for Kids: Everything You Want to Know

10

Simple English Sentences for Kids Along with Pictures

I’m eating doughnuts.

The sun is hot.

He is my dad.

I see the bus.

I have a bat.

My crayon colour is Red.

The girl has long hair.

This is an ant.

Earth has one moon.

Learning courses for your kids! Get free trial here

20

Daily Use Small English Sentences For Kids

1. How about a hug?
2. Sit up straight.
3. Don’t be angry.
4. Study here.
5. Go to the bath.
6. Speak softly.
7. Don’t cry again.
8. Stop talking.
9. Have food.
10. Watch carefully.
11. Don’t tell her.
12. Wait for me.
13. Give it back.
14. Bolt the door.
15. Clean up.
16. Walk slowly.
17. Don’t go.
18. Have your breakfast.
19. Don’t cry again.
20. Wake up

Also Read  Is Learning Dependent on Cognitive Development? Guide to Better Development

Conclusion

Understanding sentences is essential because it offers details that make the listener understand and you communicate freely. It is the framework that expresses the exact sense of interaction between two people. Thus, remove mistakes from your speaking and reward your kids with direct communication with the help of the daily used sentences above. Introduce your kids to Simple English Sentences and prepare them for the future. By using some of these simple sentences in your kids daily routine,  you can build your child’s vocabulary and ability to communicate fluently.

Hopefully, you found this article helpful. You can share your view with us by commenting in the below box.

Learning

About the Author

Other stories

How to Improve English Communication Skills for Kids? Pack your Kids the Success Bag of Communication Skills

Next Story

Rhyming words for Kids 4+ Yrs: Important Rhyming Words for Kindergarten Kids

Previous Story

• 
  Sign in

Lost your password? Please enter your email address. You will receive mail with link to set new password.

Email or Username

Back to login

close

How To Make The Most Of Simple Sentences For Kids

When a child finally learns how to construct their own simple sentences, for kids (and parents!), it’s a really special moment.

Word combinations such as “knee sore” turn into, “Mommy, my knee is sore.” Or “now juice” develops into, “Can I have some juice?”

There’s no denying the importance of sentences — they help us better express our thoughts and feelings. So the only question now is: How can you help your child start constructing their own sentences so that they, too, can communicate better?

Two words: simple sentences.

When Do Kids Start Forming Sentences?

Children start forming sentences once they know a few words. But language development is quite a journey!

Somewhere between 18 and 24 months, a toddler will begin constructing two-word “sentences,” like “want milk” or “no sleep.” At this stage, they are linking two or more words together to express an idea. This is the first step and a big milestone.

By four years old (sometimes earlier), most children are speaking in complete sentences. But that doesn’t mean they’ve reached the end of their sentence journey.

While your child may be speaking in complete sentences, finding playful ways to expose four and five year olds to sophisticated aspects of sentences while being kid appropriate is beneficial. This will help them continue developing their language skills.

One of the best ways to do so is to encourage children to speak in complex sentences to express their ideas. How? This can be achieved by simply resisting the temptation to simplify our own speech.

Remember that children are learning sponges! They will naturally pick up on the language habits you expose them to. So, continue speaking in complex sentences while in their presence. It’s not a bad thing if your child asks, “What does that mean?”

Of course, simple sentences come first.

What Makes A Simple Sentence?

A simple sentence is the most basic form of a sentence. It contains only one independent clause — a group of words that forms a complete thought and is made up of a subject and predicate (which includes a verb and expresses what is said about the subject).

For example, in the simple sentence, Thomas kicks the ball, “Thomas” is the simple subject and “kicks the ball” is the predicate, with “kicks” being the verb, or simple predicate.

Simple sentences for kids are mostly short, but they can also be long. The length of the sentence isn’t the focus. What’s important is that the basic elements (subject and predicate) are always present.

When we communicate in our everyday lives, there’s usually a good mixture of both simple and more complex sentences without us even thinking about it. In order to help our kids reach this effortless communication stage, we need to help them understand the basics.

The good thing about the English language (and every other language, actually!) is that once you understand the basics, moving on to complicated structures is easier.

Simple Sentences For Kids To Act Out

One of the best ways for children to learn is through acting things out. If you have an active young child who enjoys moving around, why not use their energy to encourage some learning?

Here are some simple sentences for kids they will have fun acting out.

• He reads a book.
• The dog barks.
• The cat sits on the mat.
• I hop on one foot.
• The pig gobbles his food.
• The rooster crows.

With these sentences for kids, your child will have a blast while naturally learning what makes up a sentence!

Other Ways To Practice Sentences For Kids

1) Use Pictures

We recommend having your child use pictures to make up stories. You can even record the stories and listen to them for a little added fun!

If your child wants to write their ideas, too, that’s great! But don’t worry about standard spelling; much more important is the creative effort involved in thinking of a great story composed of interesting sentences of their own creation.

You can use pictures of animals, nature, sports, or even family photos. Then encourage your child to share whatever comes to their mind after having a look at these images.

During the first session, your child may need a few verbal prompts to help them get started. Simple questions like, “What’s happening in the picture?” or “What does this image remind you of?” can help to get their creativity flowing.

If you have multiple children, you can allow them to share what they came up with about the same image. As individuals, they will most likely think of different sentences, so this is a great opportunity to emphasize how everyone has unique ideas.

We encourage you to allow your children creative freedom here. The idea is to place an image in front of them and let them create anything they feel like creating.

2) Play Sentence Games

If you’ve been following our blog for a while, you’ll know one thing for sure — the HOMER team loves a good game! Games are not only fun, but they’re also great ways to help children remember fundamental learning concepts.

One of our favorite sentence games is Sentence Mix & Match.

What You’ll Need:

• Several index cards
• Markers to write with

What To Do:

• Write interesting subjects on half of the index cards (Ideally, these are things that your child likes. For example: dinosaurs, ice cream, different shapes, colors, etc.).
• On the other half, write predicates or sentence endings that make sense with your individual subjects.
• After writing, place the cards so that they make realistic sentences.
• Then, turn all the cards over and shuffle them. At this point, you want to ensure that you separate sentence beginnings and endings.
• After the shuffle, turn your cards over and discover what silly sentences you get.
• Remember to begin the subject cards with capital letters and sentence-endings cards with a period.

This is a fun activity to help children see that sentences are not always set in stone. They will also quickly learn that the meaning of a sentence can change when words get moved around.

3) Play With Types Of Sentences

Sentence Mix & Match is not the only way to help children learn sentences for kids while also having fun. Another activity we’re huge fans of is playing with types of sentences. Specifically — statements, questions, and exclamations.

To get started, pick any simple sentence that your child will already be familiar with (e.g., “I like playing outside.”).

Next, encourage your child to say this same sentence as a statement, a question, and then an exclamation.

Similar to Sentence Mix & Match, this game helps children understand that minor tweaks can change the meaning of a sentence.

Children will come across punctuation marks during reading time, but they may not always understand the significance of each. This game will help your child learn how periods, question marks, and exclamation points affect a sentence.

5) Make A Switch

The subject and predicate for each simple sentence have a specific function. For children to use these correctly, they will need to understand what their roles are.

When kids start speaking as babies and then toddlers, they often repeat words, phrases, or the simple sentences they’ve heard from you, your partner, siblings, or other people around them.

At this stage, they haven’t fully grasped the functions of subjects and predicates. If we want to help our children develop their own sentences, we will need to help them understand the roles of these sentence parts.

A creative game they (and you!) will enjoy involves switching the subjects and predicates of a sentence.

Start with a simple three-word sentence, like, “A cat played. ” Then take turns changing either the subject or the predicate of the sentence.

This may look something like this:

• A cat jumped
• A dog jumped
• A dog growled
• A gerbil growled
• A gerbil scampered

Once your young learner is confident switching three-word sentences, move on to four words, five words, and so forth.

Through this fun activity, your child will start understanding the roles of predicates and subjects in sentences.

Simple Sentences For The Win!

A child’s language journey is pretty incredible. It often starts with lots of babbling and moves to single words. Soon, you get two-word combinations, and before you know it, you’re given a detailed account of what happened in class today.

As you’re doing the activities we’ve mentioned, remember to allow your child creative freedom. We know that language has a lot of rules, but that doesn’t mean it can’t be fun! Encourage your young learner to be as imaginative as they want to be.

For instance, if they write or say, “The lion growls at the dinosaur,” let’s celebrate the correct sentence construction and, for a moment, imagine a world where lions and dinosaurs exist in the same age!

For more fun and effective learning activities, check out the HOMER Learn & Grow app.

Author

How To Teach Sentence Writing to Beginners —

Sentence writing: how do you teach young students such a complex skill? Today, I’m going to share some engaging ideas to teach students to write simple sentences with capitals, punctuation, and proper spacing. These ideas use a gradual release method, and typically take about a week. These lessons are helpful before beginning your writing curriculum for the year. It’s pretty difficult to write a story if you don’t know how to write a sentence. Looking for more advanced sentence writing ideas? Read this post.

Watch my live video about this topic on Facebook here.

Letters, Words, and Sentences, Oh My!

Before delving into sentences, it’s important to ensure that your students know the difference between what letters, words, and sentences look like. This lesson is simple but effective. It will also help you see where your students are. Create posters with your students (or make them ahead of time). Have students write all of the letters they know on one, examples of words on the next, and finally, together, write some sentences on the third. Discuss how we use letters to make words and words to make sentences.

Then, you can have your students sort letters, words, and sentences. This is a great activity to get students familiar with looking at and distinguishing what a sentence looks like.

Capitals and Periods

I know in all of my years of teaching, I felt as if I was constantly reminding students to begin their sentences with a capital and end them with a period. I was so excited when I decided to use this simple chant and hand motions to help solidify this idea in my students’ minds. You can look at the sentence poster you created in the previous lesson, and ask your students what they notice about the first word in every sentence and also what they notice at the end of each sentence. Every sentence starts with a capital and ends with a period! (Note: I realize there are other forms of punctuation, but remember, these lessons are for students who are brand new to sentence writing.)

Teach them to say “Sentences start with a capital” while making a c with their left hand. Repeat a few times. Then add “end with a period” and have students make a fist with their right hand. I would have my students chant this every time before beginning to write independently, and it really helped them remember both elements.

Next, you can have them practice finding the capital and period in sentences. I like to have them color the capital green (because it’s the start of the sentence) and the period red (because it’s the end of the sentence).

Spencer the Spacer

Oh, spacing. Spacing can be so difficult for many students, so I like to introduce them to Spencer the Spacer. He’s a giant popsicle stick who makes sure there are bigger spaces between words and little spaces between letters. Spencer should fit perfectly between each word. He should fit between words on his side. You can have students create their own Spencer the Spacer by giving them small popsicle sticks and either markers or small smile stickers.

Have students practice checking the space between letters and words so they can get comfortable with Spencer. Eventually, they won’t need to use him anymore, but he’s a great tool for beginner writers.

I Can Build Sentences

It might seem like I’ve waited a long time to actually have students write sentences, but using this gradual release method will allow students to feel confident that they know what they’re doing when it’s time to write. Lesson four is when students really get down to the work. Take time to review all of the things you’ve discussed so far.  Then you can delve into the meat of sentence writing. Thinking before writing, starting with a capital, tell who or what (Timmy, dog, ball), what they’re doing (running, hopping, red), ending with a period, and then teaching students to go back and reread their sentence.

Next, you can have your students build sentences and copy them. Again, this allows them to feel confident in what they’re doing. These sentence building activities come in 2,3, and 4 word sentence options. The 2 word options are the easiest level. The picture is already started for them- they simply draw themselves and add details, and they write their name and then glue the verb.

There are 30 build a sentence sheets total. You can extend this lesson for a few days, depending on the needs of your students.

Time to Write Your Own!

The last lesson puts everything students have learned together. Students can write their own sentence and complete a craftivity to show off everything they’ve learned- spacing, capitals, and punctuation! Your students now have all of the building blocks for basic sentence writing!

Looking for more writing ideas? Sign up for my free writing email course below!

You can join my FREE Facebook Club for k-2 teachers here!

Find me on Instagram, Facebook, Twitter, and Pinterest!

Examples of Simple Sentences for Kids in English

A straightforward and easy-to-understand statement is referred to as a simple sentence. It’s the same as the fundamentals of a sentence. It only contains one independent sentence, which has only one subject and one predicate.

A simple sentence is also said to be the shortest sentence possible: It’s possible to make it with just two words, for example:

• I exceled
• He jumped
• Dog barked
• She helped

In general, a simple statement is precisely what it says on the label.

Simple Sentences Examples

Here’s a list of simple statements you can teach your kindergartener:

1. She doesn’t use a computer.
2. It is good to shop wisely.
3. He is a genius.
4. An apple a day keeps the doctor away.
5. Most people fry their eggs with tomatoes
6. We live in Texas.
7. You go on holiday every summer.
8. Do you like spaghetti?
9. My daughter does the laundry.
10. Water freezes at 0°C.
11. Do they talk a lot?
12. Could you please make me a map of your street?
13. I like to draw pictures.
14. I have three papers to write in three days.
15. I would like to draw.
16. I slept just three hours.
17. I lent my mother some money.
18. Please lend me your spoon.
19. She always forgets her purse.
20. The baby crept in slowly.
21. We have a cash flow problem.
22. A river flows through the valley.
23. That river flows into Mexico City.
24. The Rhine flows between France and Germany.
25. Does he play tennis?
26. She doesn’t study German on Monday.
27. Cats hate water.
28. Do they talk a lot?
29. Do you like spaghetti?
30. Does she drink coffee?
31. Does she live in Paris?
32. Every child likes ice cream.
33. He doesn’t teach math.
34. He drives to work.
35. He goes to school.
36. He loves to play basketball.
37. I am very fond of eating
38. My sister and I haven’t seen one other in a long time.
39. I can run fast
40. I do exercise at home
41. I do love my new pets.
42. I do my work alone
43. I don’t fight with my brother
44. I don’t like tea.
45. I don’t wash the dishes.
46. I enjoy eating cake
47. I enjoy reading books
48. I get up early in the morning
49. I go to school in bus
50. I have a ball at home
51. I have a pet dog at home
52. I have a small bed
53. I have elder brother
54. I have no money at the moment.
55. I have two windows
56. I love my new pets.
57. I love playing basketball
58. I love visiting my friends house
59. I run four miles every morning.
60. I sleep early at night
61. I sleep with my pet dog
62. Julie talks very fast.
63. Mary brushes her teeth twice a day.
64. Mary enjoys cooking.
65. My brother takes out the trash.
66. My Dad never works on the weekends.
67. My daughter does the laundry.
68. my father has a car
69. my mother is excellent cook
70. my mother is making pasta
71. My mother never lies.
72. She always forgets her purse.
73. She doesn’t teach chemistry.
74. She doesn’t use a computer.
75. She likes bananas.
76. She swims every morning.
77. The course starts next Sunday.
78. The Earth is spherical.
79. The train does not depart at 12:00 a.m.
80. Every morning at 18 a.m., the train departs.
81. They don’t go to school tomorrow.
82. They speak English at work.
83. Tomorrow, first I will go for a morning walk early in the morning.
84. Water freezes at 0°C
85. We drink coffee every morning.
86. We live in Texas.
87. We see them every week.
88. When does the train usually leave?
89. You don’t have children.
90. You don’t listen to me.
91. You go on holiday every summer.
92. You have some schoolwork to do.
93. You run to the party.

2 Types of Simple Sentences

1. Compound Subjects and Compound Verbs — Some phrases include a single subject and two or more verbs. It has a single verb and two or more subjects in other phrases.

For example:

• The dog barked and ran (Compound verb)
• Jack and Jill went up a hill. (Compound noun)
• Jack and Anna rented a get to the airport. (Compound noun)

2. Single Subject and a Single Verb – A simple statement with only one subject and verb is known as a single subject and verb sentence.

For example:

• The staff performed well.
• A white shirt always looks sharp.
• He sold it on Amazon for a high price.

Properties of a Simple Sentence

Finally, we must understand the most significant and fundamental conditions for constructing a simple statement:

• Must have a subject and a verb.
• Must express a complete thought.
• Must only have one clause.

These features will assist you in determining whether a statement is stimple or not.

Quick Links

1. Examples of Compound Sentences
2. Examples of Compound Complex Sentences
3. Examples of Funny Sentences for Kids

Didactic games for the development of speech | Material:

Didactic games for the development of speech

Didactic games for teaching children to make simple sentences.

«Come up with a sentence»

Didactic task: To develop children’s speech activity, speed of thinking, learn to make a sentence for a given word.

Game rule. It is possible to transfer a pebble to another player only after he has come up with a sentence with the named leading word.

Game in progress. The children and teacher sit in a circle. The teacher explains the rules of the game:

— Today we will come up with sentences. I will say a word, and you will quickly come up with a sentence with this word. For example, I will say the word «close» and give Dasha a pebble. She will take the pebble and quickly answer «I live close to the kindergarten.» Then she will say her word and pass the pebble to the person sitting next to him. The word in the sentence should be used in the form in which it is proposed by the guesser. So in turn, in a circle, the pebble passes from one player to another. If the children find it difficult to answer, the teacher helps them.

“From syllables — a sentence”

Purpose: to teach how to distinguish the first syllable from a word, make words from the first syllables, and from them — sentences.

Game progress. The child is given a rebus card on which the whole sentence is encrypted. Each word in this sentence is placed on a separate line. The child selects the first syllables of each picture related to one word, makes a word out of them and memorizes it. Then, on the next line, he analyzes the next group of pictures, makes up the second word from the first syllables, and so on, until he deciphers all the words. Then he calls the received words in order, forming a sentence.

“Pair of words”

Purpose: to learn how to build a simple sentence from two given words.

Material: photos or pictures of summer landscapes, situations, natural phenomena; various subject pictures.

Game actions: each participant in the game takes one picture from two piles and comes up with sentences with the names of the pictures on them. Welcome humor, common phrases.

Educator. Guys, have you ever heard a strong thunder in a thunderstorm? One day Brother Leto got tired of this noise. He decided to measure the rain clouds:

Help the clouds combine two different words in one sentence.

For example, the player took two pictures: «bear» and «sun».

— The bear is basking in the sun.

— A bear in a warm coat is hot in the sun.

— The bear took the sun from the crocodile.

Pictures: «ant» and «flower».

— An ant climbed a flower.

— An ant hid in a flower from the rain.

— An ant swings on a flower.

«Who will come up with more interesting ideas»

Purpose: to teach children to make sentences on a given verb.

Equipment. Checkboxes, icons.

Description of the game. The teacher pronounces one word (verb), for example, “cooks”. Children come up with sentences with this word, for example: “Grandma cooks delicious pies”, “Mom cooks delicious”, “Katya cooks soup”. Whoever has the most interesting offer gets a chip, a badge. The one with the most chips wins.

Note. It is possible to take not only a verb as the basis of a sentence. The teacher can name any part of speech (adjective, adverb, etc.) depending on the purpose of the lesson.

Untangle the words

Objective: To learn how to make sentences using these words.

Game progress. The words in the sentence are mixed up. Try to put them in their places. What will happen?

Suggestions for the game:

1. Smoke, coming, pipes, out.

2. Loves, bear cub, honey.

3. Standing, vase, flowers, c.

4. Nuts, in, squirrel, hollow, hides.

«Sunbeams».

Purpose: to learn how to build a simple complete sentence.

Material: paper strips of different lengths, sun emblems, paper sun rays.

Educator. Divide the children into two teams. Each team will take turns writing phrases about spring. For each correct sentence, you will receive a «sunbeam» for the sun emblem.

The team that collects the most “rays” and whose spring sun turns out to be “brighter” will win.

Option 1. Game actions: choose strips of paper of different lengths depending on the length of the word, memorize words, change the order of words, change the form of words correctly, build sentences correctly.

— Trees, on, buds, appear.

— Melting, icicles, sun, from.

— Forest, snowdrop, in, blossomed.

— Grass, earth, grow, on.

— Drip, roof, drip, p.

— Stream, swim, boat, by.

— Tree, birdhouse, hung on.

Option 2. Game actions: independently come up with complete sentences with a given word, lay them out using strips of paper of different lengths, voice the sentence compiled by the team.

— Children in spring…..

— Birds in spring…..

— People in spring…..

— In the forest in spring…..

— Before spring…..

— After spring…..

«Make a phrase»

Purpose: to consolidate the ability to form sentences from words.

Game progress. Have the children come up with sentences using the following words:

funny puppy

ripe berry

funny song

thorny bush forest lake

Didactic games to match adjectives with nouns and pronouns, nouns with numerals in gender, number and case, nouns with verbs.

Multi-colored chest
Purpose: to teach children, when agreeing neuter (feminine) nouns with a pronoun, to focus on the end of the word.
Material: box, subject pictures according to the number of children.
Stroke.

Educator:

I put the pictures,
In a colorful box.
Well, Ira, take a look,
Take out the picture, name it.

Children take out a picture and say what it shows.

«Count the sparrows»

Purpose: to teach the agreement of a noun with a numeral.

Equipment: three pictures of a sparrow, one picture of a flock of sparrows.

Stroke. An adult offers the child to count three sparrows, following the correctness of speech. He then displays a picture of a flock asking, «How many sparrows are there?» The correctness of the answer is controlled (many sparrows).

«Let’s weave a wreath»

Purpose: Learn to coordinate a noun with a numeral

Equipment: Real dandelions. you can collect a bouquet

“Who can praise”

Purpose: to select definitions for nouns, coordinate adjectives with nouns in gender, number, case

An adult explains the conditions of the game: “Pierrot brought us many different pictures. I will show them to you, and you will praise what is drawn. For example, I’ll show you a picture of an orange. You can praise an orange like this: an orange is delicious or: an orange is fragrant. And how can you praise a bun? (The bun is soft.) That’s right, and to the one who praises best of all, Pierrot will give a picture.

Lexical material: cat, milk, coat, mother, house, candy, tea, hedgehog, fox, boy, etc.

Sample answers: smart cat, tasty milk, beautiful coat, kind mother, tall house, sweet candy, hot tea, gray hedgehog, red fox, industrious boy, etc.

Game «Add a word.»
Purpose: to learn to select adjectives for nouns, agreeing on them in gender and number.
Game progress: The speech therapist says part of the sentence and asks the children to complete it using different adjectives.
My dress has sleeves (what?) … (short, long, etc.).
I have a collar on my coat (what?) …
There is a wardrobe in the room (which one?) …
My brother has mittens (what?) . ..

The game «Think and agree.»
Purpose: to learn to select adjectives for nouns, agreeing on them in gender and number.
Game progress: The speech therapist says part of the sentence and asks the children to complete it using different adjectives.
My dress has sleeves (what?) … (short, long, etc.).
There is a collar on my coat (what?) …
There is a closet in the room (what?) …
My brother has mittens (what?) …

«Shop»

Purpose: to expand the vocabulary of adjectives on the topic, learn to coordinate adjectives with nouns.

Game progress.

Children “buy” “jars of compote” cut out of cardboard from a speech therapist in a store. On each of them a certain fruit is drawn. The child comes to a speech therapist and says: “I want to buy cherry compote — cherry compote”; «I want to buy apple compote — apple compote.»

«Smart arrow»
Purpose: fixing the agreement of the verb and the noun in the number.
A visual aid is used: a circle divided into parts and a movable arrow fixed in the center of the circle. On the circle are various plot pictures depicting actions.
The speech therapist names the action (draws, plays, builds, washes, combs his hair, etc.). Children put an arrow on the corresponding picture and come up with a sentence based on it (Children build towers. Children play football. A boy draws a house. A girl combs her hair with a comb. Etc.).
Mastering the grammatical structure of speech by a child with OHP occurs when he begins to freely use the entire arsenal of grammatical means in expanding areas of communication with adults and children: in kindergarten, in the yard, in the park, theater.
Therefore, the worked out grammatical constructions are included in the plot-role-playing games, and are also used by the teacher in sensitive moments. The above games and exercises contribute to the development of the skill of the correct use of grammatical structures, which contributes to the correction of the grammatical structure of the speech of children with ONR.

Blurry letter

Purpose: To practice making common sentences.

Material. Teddy bear.

Organization. Educator:

— Teddy bear received a letter from his brother. But the rain blurred some of the words. We need to help him read the letter. Here is the letter: “Hello, Mishutka. I am writing to you from the zoo. Once I did not obey my mother and climbed so far that … I wandered through the forest for a long time and … Having entered the clearing, I fell … I fell into a hole, because … It was so deep there that … Hunters came and … Now I I live in… We have a ground for… There are many in the ground for young animals… We play with… They are looked after… They love us because… Soon a trainer from… Hope to get into… How great to be able to… Wait for the next letter from … Goodbye. Toptygin».

While reading the letter, the educator encourages the children to complete the sentences with intonation.

«Complete the sentence»

Didactic task: To develop children’s speech activity, speed of thinking, to teach how to spread a simple sentence.

Game rules. You need to find and say such a word to get a complete sentence. You only need to add one word.

Game actions. Throwing and catching the ball.

Game progress. The teacher says a few words of the sentence, and the children must complete it with new words to make a complete sentence, for example: “Mom bought … — … books, notebooks, a briefcase,” the children continue.

“Add words”

Purpose: to teach how to make common sentences.

Game progress. “Now I will make an offer. For example, «Mom sews a dress.» What do you think, what can be said about the dress, what is it like? (silk, summer, light, orange). If we add these words, how will the phrase change?” Mom sews a silk dress. Mom sews a summer dress. Mom sews a light dress. Mom sews an orange dress.

Suggestions for the game:

The girl feeds the dog.

The pilot is flying the aircraft.

The boy is drinking juice.

«Fantastic Beast»

Purpose: to exercise in the formation of possessive adjectives; in making simple sentences.

Material: pictures of fantastic animals made up of parts of different animals (for example: the head of a wolf, the ears of a hare, the body of a bear, the tail of a rooster, the legs of a boar).

Move: The child looks at the picture and describes the «unseen» beast, naming each part of the body belongs to one or another animal.

For example: “This animal has a wolf head, hare ears, a bear body, a cock’s tail, and boar’s legs.”

“Sew by yourself”

Purpose: formation of a holistic perception of the subject in children, formation of the skill of building simple common narrative sentences.

Game progress.

Each child takes a kit with clothing details from the speech therapist’s table. On the count of «one», the children open the envelope, on the count of «two» they take out pieces of clothing, on the count of «three» they make up a dress, skirt, sundress, etc. In the process, the children tell. What do they sew on, how do they decorate their product (“I sew a sleeve and collar to a dress”, etc.

Didactic games for teaching children to make sentences with homogeneous members.

From two sentences, make one (according to the model):

(composing sentences with homogeneous members)

Trolleybuses run along our street. Trams run along our street.

Trolleybuses and trams run along our street.

Children love to sing. Children love to draw.

Children love to sing and draw.

There are wolves in this forest. There are bears in this forest.

There are wolves and bears in this forest.

Today is a cloudy day. Today is a rainy day.

Today is a cloudy and rainy day.

The fox is a cunning animal. The fox is a smart animal.

The fox is a cunning and dexterous animal.

Information desk game.

Purpose: to teach how to spread a simple sentence with homogeneous definitions, additions.

Material: photo or pictures depicting poultry, their chicks; «Help Desk» sign.

Game actions: create a verbal portrait of an adult poultry, recognize the bird from the description.

Educator. Guys, it happens that children can get lost. What should be done in such cases? (Wait for mom in one place, contact the seller, policeman, etc.)

In our game, little chicks have lost their parents. They contacted the Information Bureau, but they do not know the names of the parents, but they know what they do. Choose a picture with a chick whose role you want to play.

The «bureau staff» has all the pictures of adult poultry. He will know who your «parents» are from your description.

For example: “My dad is big, pugnacious, cocky, important, multi-colored, tail, comb and goatee. It has sharp spurs on its paws. He gets up very early, shouts his song: “Ku-ka-re-ku!”.

If the “bureau employee” guesses the answer, then he gives you the corresponding picture. In this case, a picture of a rooster.

— “My mother is big, white, with a long neck, with an orange flat beak. She has wide red paws, like flippers. She loves to pluck grass and swim in the pond. She loudly calls me: “Ha-ha-ha!”.

— “My mother is plump, motley, with a thin long red neck, with a short but magnificent multi-colored tail. She calls me like this: «U-lu-lu, u-lu-lu!»

— “My dad is handsome and proud. Its tail is like a peacock. And such beautiful feathers cannot be found in the whole poultry house. It has a thin red neck and a beak adorned with a long red beard. When he calls me, he shouts «» Oo-lu-lu, oo-lu-lu!». Etc.

The game continues with a change of roles.

«I’m going for a walk»

Purpose: activation of the vocabulary on the topic, practical mastery of the skill of constructing sentences with homogeneous members.

Game progress.

The speech therapist invites the children to imagine that they are going to the ice rink. One of the children is called to the table, on which pictures of clothes are laid out. The child must pick up the clothes he needs for a walk. Children’s speech sample: «I will wear shorts, a T-shirt, tights, leggings, a sweater, warm socks, boots with skates. »

The following situations can be discussed further: playing sports, going for mushrooms, going to the beach, mornings in kindergarten, etc. You can invite children to come up with situations in which special clothing is needed.

“What are we going to wash with?”

Purpose: activation of the vocabulary on the topic, formation of the skill of constructing narrative sentences with homogeneous members.

Game progress.

Children are divided into two teams. Each team receives a set of subject pictures depicting various dishes.

The speech therapist addresses the children: “Guys, imagine a situation when the water was turned off in the house. There were unwashed dishes in the sink. You have only two basins of water — one with hot water, the other with cold water. You have to consider what is the best order to wash dirty dishes and why? Arrange the pictures in the order in which you would wash the dishes. Now describe your actions. The team that completes the task of the speech therapist faster and more correctly wins.

Subject pictures: 1) glass cup, cup, fork, plate, frying pan; 2) cup, spoon, plate, ladle, saucepan. (The least greasy dishes are washed first.)

“Where shall we put the furniture?”

Purpose: consolidation of ideas about various types of furniture according to its purpose, the formation of the skill of making sentences with homogeneous members.

Game progress.

A leader is selected from among the children who will name the various rooms in the apartment. The rest of the children name the furniture that can be put there.

For example: hallway — hanger, dressing table, bedside table, etc.

At this time, the speech therapist can put subject pictures on the flannelograph or put toy furniture on the table. Then the children are invited to talk about the furniture that they put in different rooms with their help.

Further, depending on the purpose of the lesson, you can ask the children to compose either stories — descriptions, or sentences with homogeneous members of the type: «There are a hanger, a dressing table and a bedside table in the corridor. »

Didactic games for teaching children to hear prepositions in the speech of others, correctly understand their meaning and make sentences with them.

«Hide and Seek»

Purpose: to teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, in front of, under).

Material. Truck, bear, mouse.

Game progress. Visiting children Bear and Mouse. The animals began to play hide and seek. The bear leads, and the mouse hides. Children close their eyes. The mouse hid. Children open their eyes. The bear is looking for: “Where is the mouse? It’s probably under the car. No. Where is he guys? (In the cockpit) Etc.

«Spoon and glass»

Purpose: to form an understanding of some prepositions.

Equipment: two spoons and two plastic glasses.

Stroke. There is a glass with a spoon in front of the adult and in front of the child. An adult demonstrates to the child Actions with these objects and comments on them: “I put a spoon in a glass. I took the spoon out of the glass. I put the spoon behind the glass, etc. Then the child follows the instructions of the adult. After that, if the child is a speaker, he can independently demonstrate any action and comment on it. An adult at this time monitors the correctness of the speech of the baby.

Game «Walking in the woods».

Purpose: to learn to build sentences with prepositions, to consolidate the ability to distinguish between animate and inanimate objects.

Material: photo or pictures depicting plants and forest dwellers.

Game actions: select as many sentence ending options as possible, pass an object (cone) like a baton, play “forfeits”.

Educator. Guys, let’s sit in a circle with you, like by a fire at the edge of a forest. I have a cone in my hands. I’ll ask a question, pass the bump to the neighbor on the right. So the bump will return to me in a circle. You can’t repeat the end of the sentence: everyone will come up with their own. If you don’t know the answer, give the “phantom”, which we will play later.

“What and where will I find in the forest?”

Examples of answers:

— I will find a cone under the tree in the forest.

— I will find an acorn in the forest under an oak tree.

— In the forest under the aspen I will find a boletus.

— I will find a hollow in the forest on a pine tree.

— I will find a hedgehog in the forest behind a stump.

— I will find a nest in the forest in the bushes. Etc.

The draw of «forfeits» is held at the end of the game.

Sample tasks for phantom owners:

— juggle 2-3 cones;

— imitate the movements of any forest dweller;

— tell a quatrain about any plant or animal in the Belarusian forest;

— throw 5 cones into the basket. Etc.

«Where are the things?»

Purpose: formation of the skill of practical use of prepositional constructions in speech.

Game progress.

1. Speech therapist demonstrates to children actions with objects and comments on them: «The lamp is on the table, the lamp is hanging over the table, the lamp is in the table, the lamp fell from the table, the lamp was placed under the table, the lamp was pulled out from under the table.» Next, the speech therapist asks the children to name the small words (prepositions) that they heard in the sentences.

2. The speech therapist asks the children to come up with sentences on two reference pictures using small words “on”, “above”, “under”, “in”. For example: a shelf — a bed, a dress — a wardrobe, a briefcase — a chair, a book — a table, slippers — a bed.

«Feeding trough»

Purpose: practical mastery of the ability to use the prepositions «in», «on», «for», «from» in speech.

Game in progress.

A picture of a feeder hung on a mountain ash is mounted on a flannelograph. A variety of birds sit on a tree near the feeder.

Children answer the speech therapist’s questions:

— Where shall we hang the feeder? (On the tree)

— Where shall we put the food? (Into the feeder)

— Where did the sparrow fly from? (From the nest)

— Where did the tit sit? (For rowan), etc.

«Dunno»

Purpose: practical assimilation by children of the prepositions «in», «on», «for», «from».

Game progress.

The speech therapist informs the children that Dunno also made up his own story about the feeder. This is what he did: “The feeder was hung in a tree. Feed was poured from the feeder. The sparrow flew to the nest. The tit sat down from the mountain ash.»

Children correct the mistakes Dunno made.

Didactic games for teaching children to compose different types of complex sentences.

Game «Let’s talk about the forest».

Purpose: to activate adverbs in children’s speech, to teach how to build a complete sentence with the adversative conjunction «a» according to the model.

Material: pictures depicting plants, inhabitants of the Belarusian forest.

Game actions: toss and catch a bump, name definitions in a comparative degree, form adverbs, complete a sentence correctly with the union «a».

Caretaker. Guys, Lesovik gave me a magic cone that will help us remember the right word about the trees, the forest and its inhabitants.

— The lilac bush is tall, and the pine tree is still … .. (above).

— The blueberry bush is low, and the grass is still … .. (below).

— The grove is big, but the forest is still…….(more).

— The stream is wide, and the river is still …… (wider).

— The stream is shallow, but the key is still……. (smaller).

— The cub is dexterous, and the wolf is still …. (more dexterous).

— The hare is cunning, and the fox is still … … …. (more cunning).

— The bison is strong, but the bear is still … … (stronger).

— The squirrel is red, and the fox is also ……… (red).

— The birch is old, but the oak is still………(older).

— The park is dense, but the forest is still……….(thicker).

— The grass is green, but the spruce is still…….(greener).

— The squirrel has a fluffy tail, and the fox has more . .. .. (fluffier).

— The elk’s legs are thin, and the deer’s legs are still …… (thinner). Etc.

Game «Say the opposite».

Purpose: to learn a complex sentence with the union «a», to consolidate the ability to change words in the plural, to select words with the opposite meaning (antonyms).

Material: photo or pictures depicting mushrooms, berries; Lesovichka hat.

Game actions: come up with a sentence based on the picture.

Educator. The old Lesovichok loves to argue, to do the opposite. Do you know how to play the game «Say it all the way around»? Lesovichok will show you pictures of mushrooms, berries, and you name him not one object, but many: “Boletus — mushrooms, chanterelle — chanterelles, grebe — grebes, etc.

Lesovichok is proud of forest riches and gifts. How does he talk about it? For example: Lesovichok shows the picture «fly agaric».

— You have one fly agaric, and there are many fly agarics in the forest.

— You have one blueberry bush, and there are many blueberry bushes in the forest.

— You have one mushroom, and we have collected a lot of mushrooms.

And so on: in the forest there are many … chanterelles, blackberry bushes, cones, lines and morels, lingonberry bushes, bramble bushes, boletus, boletus, cranberries, cloudberries, stumps.

“Finish the sentence”

Purpose: to teach children to use complex sentences.

· Mom put the bread… where? (to the breadbasket)

· Brother poured sugar… where? (to the sugar bowl)

· Grandmother made a delicious salad and put it… where? (to the salad bowl)

· Dad brought sweets and put them … where? (to the candy bowl)

Marina didn’t go to school today because… (fell ill)

We turned on the heaters because… (it got cold)

I don’t want to sleep because.. (It’s still early)

We’ll go to the forest tomorrow if… (weather is fine)

Mom went to the market to… (buy groceries)

Cat climbed a tree to… (escape from the dog)

“Explain why. ..”

Purpose: teach how to build sentences correctly with a causal relationship, the development of logical thinking.

Game progress. The facilitator explains that the children will have to complete the sentences that the facilitator starts by using the word «because». You can choose several options for the same beginning of the sentence, the main thing is that they all correctly reflect the cause of the event described in the first part. For each correct continuation, players receive a token. The one who collects the most chips wins.

Unfinished sentences for the game:

Vova fell ill… (has caught a cold) . swayed strongly … (the wind is blowing)

It became very cold … (it started snowing)

“Why do we need these things”

Purpose: to teach how to use compound sentences of purpose in speech.

Game progress. Various objects lie in front of the players: a ball, pencils, a book, a doll, a truck, a skipping rope and other toys. Children should choose any object for themselves, but explain what it is for. In the sentence, the union must be used to: «I took a pencil to draw.»

«Spring is knocking at our house.»

Purpose: to teach how to build a complex sentence of an evidential form of an utterance; to exercise children in establishing cause-and-effect relationships.

Material: spring landscapes, plot pictures about spring, any subject pictures.

Game actions: explain the meaning of proverbs, phrases, folk signs in your own words, making up a complete detailed statement.

Educator. Guys, why do people love spring? There are a lot of proverbs, sayings, signs about this time of the year. Try to explain a few of them and continue some.

— Spring rain is never superfluous.

— The swallow begins the day, and the nightingale ends.

— May decorates the forests, summer awaits for a visit.

— Spring is red with flowers, and autumn with pies.

— There are thawed patches because……

— The snowdrop is called so because…. .

— People take snow from the city to the fields to….

— Rooks collect branches and twigs in order to….

— Spring day feeds the year.

— March without water — April without grass.

— If it rains in May, there will be rye.

— May grass will feed the hungry.

“What for what”

Purpose: to use in speech verbs in an indefinite form, constructions of a complex sentence.

Material: pictures of objects (real objects) used for washing, dressing, etc. (soap, toothbrush, nail brush, towel, toothpaste, hair clip, hair band, scissors, vase, tray , mugs, spoons, plates, socks, shoes, etc.), doll.

Children are introduced to the doll. They examine pictures (objects) with them, call them. Then the doll shows the pictures one by one, and the children, without naming them, say what this or that object is for (to brush their teeth, to wash their hands, to comb their hair, etc.). In the future, one of the children (with blindfolded or closed eyes) guesses the object by its function and names it.

Game “Finish the sentence”.

Purpose: to teach how to build a complex sentence of an evidence-based form of utterance, to exercise children in establishing cause-and-effect relationships.

Material: unfinished phrases on the topic “Birds”.

Methodical recommendations: complete unfinished phrases, choosing interesting and original answers.

Educator. Guys, complete the sentences. For the correct answer — a chip. The one who collects the most chips wins. Responses with fantasy and humor are encouraged.

1. A chicken is a bird because…..

2. Swallows fly to warmer climes because….

3. Swans swim in the pond to….

4. Herons, cranes, storks have long legs to…

5. Gulls, ducks, gooses have webbed feet on their feet to….

6. Owls are birds of prey because….

7. A duck has a wide flat beak to….

8. Woodpeckers are called orderlies of the forest because….

9. Cuckoos lay their eggs in other people’s nests because…

10. People love nightingales because…..

11. Wild bird nests must not be touched because…

12. People make feeders in winter to….

13. Birdhouses are needed in spring in order to….

14. Many birds are recorded in the Red Book in order to…

15. It is forbidden to make noise in the forest, because….

16. It is forbidden to touch the chicks in the nest, because…..

17. People attract storks to their homes in order to…

18. Ornithologists study the habits of birds in order to…. etc.

— Guys, at home with your parents, come up with new unfinished phrases for this game.

Game. «About Because and Why».

Purpose: to teach children to use the conjunction “because”, to compose a complex sentence.

Description of the game. A speech therapist reads to children N. Rybakov’s fairy tale «About Because and Why.»

“We lived — were Why and Because. They see — a log is rolling.

— Why does it roll? – asked Why.

— Because it is round, — answered Because.

— Why don’t we make something round? – asked Why.

Then they began to plan, saw, Because and Why, and they got a round wheel. They sat down and rolled on the ground. They roll and roll and see: a bird is flying.

— Why is she flying? — asked Why.

— Because she has wings, — answered Because.

— Why don’t we make wings? – asked Why.

They made then Why and Because wings, and the plane turned out. And they flew on to be surprised.

— Here, guys, because everything is done in the world, there is a reason.

Next, we asked questions about the fairy tale (why? ..), the children answered (because.)

0003

1. Avanesova VA didactic games for preschoolers. — M. Enlightenment, 1982

2. Agranovich, 3. E. A collection of homework to help speech therapists and parents to overcome lexical and grammatical underdevelopment of speech in preschoolers with ONR. — St. Petersburg: Detstvo-press, 2003.- 128 p.

3. Aleshina, Yu.E., Gozman, L.Ya., Dubrovskaya, E.S. Socio-psychological research methods. M., 1987. S. 91-114.

4. Arushanova, A.G. Formation of the grammatical structure of speech. — M., 2005. — 296 s.

5. Balobanova, V.P., Bogdanova, L.G., Venediktova, L.V. Diagnosis of speech disorders in children and the organization of logopedic work in a preschool educational institution. — St. Petersburg: Detstvo-press, 2001.

6. Beltyukov, V.I. On the patterns of development of speech function in ontogenesis // Questions of Psychology. — 1984. — No. 5.

7. Borodich A.M. Methods for the development of children’s speech. — M.: Enlightenment, 1981. — 256 p.

8. Bondarenko A.K. Didactic game in kindergarten. — M.: Enlightenment, 1991.

9. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age. — M .: Education, 1991 — 207.

10. Bukinevich E.S., Lagunovich A.L. Card file of didactic games and exercises for the development of speech. — Minsk: Assistance, 2011 — 104 p.

11. Buslaev F.I. Historical grammar of the Russian language: Etymology. Ed. Stereotype. 2013. 288

12. Valyavko, S. M. Psychological and pedagogical aspects of studying the speech activity of preschoolers with general underdevelopment of speech / S. M. Valyavko, N. V. Drozdova // Special Psychology. — 2007. — N 3. — S. 46-53.

13. Volosovets, TV Organization of the pedagogical process in a preschool educational institution of a compensatory type: a practical guide for teachers and educators / TV Volosovets, SN Sazonova. — Moscow: Vlados, 2004. — 232 p.

14. Garkusha, Yu.F. The system of correctional classes of a kindergarten teacher for children with speech disorders. — M., 1992.

15. Gvozdev A.N. Questions of studying children’s speech. — M.: Education, 1961.

16. Gvozdev AN Formation of the grammatical structure of the Russian language in a child.

17. Glukhov, VI Peculiarities of connected monologue speech of older preschool children with general underdevelopment of speech. Leningrad, 1987.

18. Gumennaya, G.S. Psychological and pedagogical typology of children with speech underdevelopment // Theory and practice of correctional education of preschool children with speech disorders / Ed. L.I. Belyakova. — M., 1991.

19. Dudiev, V.P. A systematic approach in the development of the communicative potential of preschoolers with general underdevelopment of speech / V.P. Dudyev // Logopedia. — 2006. — N 2. — S. 22-27.

20. Zhukova, NS, Mastyukova, EM, Filicheva, TB Overcoming general speech underdevelopment in preschoolers. M., 1990.

21. Zhukova NS Overcoming speech underdevelopment in children. M., 1994.

22. Klimontovich, E. Yu. Psychological and pedagogical characteristics of general underdevelopment of speech / E. Yu. Klimontovich // School of Health. — 2006. — N 2. — S. 55-58.

23. Correctional work with children suffering from general underdevelopment of speech of the III degree / E. Yu. Klimontovich // School of Health. — 2008. — N 1. — S. 43-46.

Feedback from parents about the work of the kindergarten

Thank you!

On behalf of our family, we express our gratitude to kindergarten No. 235 in the person of the head Elena Valentinovna Sergeeva for their attentive and professional attitude towards children. We especially thank the educators of group No. 5: Martynova Galina Leonidovna, Kiryukhina Nina Anatolyevna, Askerova Irina Vladimirovna, Pospelova Tatyana Borisovna.

They are always friendly, very patient with children, have an approach to each child, they will always find the right and affectionate word, without raising their voices, they know how to calm down even the most naughty. In kindergarten, children are doing great: lessons in the development of speech, mathematics, drawing, music classes, physical education and more. And what wonderful performances are being prepared for us — children’s matinees.

We go to kindergarten with pleasure!

Thank you very much!

Kulikov family (group No. 5, 06/09/13)

Thank you!

Since we are going to school this year, I really want to say a lot of kind words and words of gratitude to our kindergarten.

I would especially like to note the educators of group No. 8: Olga Anatolyevna Grishina, Tatyana Vladimirovna Shishova, Galina Mikhailovna Savina and, of course, the nanny Natalya Yuryevna. Our teachers are professionals in their field. They spend a lot of interesting activities with children: they cut, and glue, and sculpt. They come up with many different competitions for children for the best crafts, good motivation, Sasha loves to participate in such events!

I am very glad that my child got to such kind, sensitive and sincere people.

I was at almost all matinees and saw how educators take a responsible approach to preparing events and with what attention and care they treat each child.

I can only be happy for my daughter.

In general, it is felt that a very friendly and well-coordinated team and experienced specialists work in the garden. This is also very important.

IN GENERAL THANK YOU SO MUCH!!!

Many thanks to the manager — Sergeeva Elena Valentinovna, who was able to organize all this, I know that not everyone succeeds.

Afanasyev family (group No. 8, 06/09/13)

Thank you teachers!

My son attended group number 9 from 2010 to 2012. We came from home, we had not visited the nursery before. At first they went to the clock, within a month they got used to it and began to stay for the whole day. Very sincere people work here: Lebedeva Marina Guryevna, Nesterova Galina Anatolyevna, Zarubina Marina Anatolyevna, Filimonova Anna Vladimirovna. For me personally, these people have become very dear. This garden is a wonderful preparation for school. Our teachers are interested in the success of their graduates, and graduates visit their kindergarten. And what holidays they did! This is a delight! One can only guess how much work it cost them. Now we are in the 1st grade, I would like to say a huge thank you for their care, preparation for school. Low bow to you!

Belova Irina Borisovna.

Thank you!

On behalf of our family, we express our gratitude to the teachers of group No. 1 — Khvatova Svetlana Vladimirovna, Artamonova Rimma Pavlovna, Izyumova Svetlana Konstantinovna for their attentive and kind attitude towards our children. In the implementation of the educational process, in addition to high professionalism, they individually approach each child, taking into account all personal characteristics. They are always sympathetic to parental wishes and requests. Thank them very much!

Kulikovs, group No. 1, 04/27/2013

Thank you teachers!

I really want to express my gratitude to the teachers of group No. 9 for their attentive attitude towards our children, preparing children for school, beautiful holidays, interesting exhibitions of children’s work, informative parent meetings. We still remember the «Funny Quiz», in which parents and children took part.

We came to a bright, clean, recently renovated group, where there are a lot of toys. Children enjoy attending kindergarten.

We thank the head of the kindergarten E.V. Sergeev for creating a developing environment in the group and a good selection of teachers.

Thank you so much! We make you success!

Parents of group No. 9 (2012-2013 academic year)

Dear Svetlana Nikolaevna, Natalya Igorevna and Olga Fedorovna!

We express our deep gratitude to you. We would like to note your high professionalism, sensitive attitude towards children, care, attention, kindness and warmth, individual approach to each family. The educational process is organized in such a way that all the little things of everyday life in society, in the family and in the team are taken into account. Children are happy to go to the garden, because there they will be met by their favorite teachers, with whom it is easy, interesting for them and they can share children’s secrets. A comfortable warm atmosphere reigns in the group due to understanding and equality. You teach our children to be friends and respect each other, to create and fantasize, to appreciate beauty, to be honest, kind, caring. Our children are proud of their achievements, they are happy to show us their crafts, they repeat what they did in kindergarten with interest at home. Step by step, under your strict guidance, children learn about the world around them, the joy of friendship, and their personal abilities. The group is clean and tidy, comfortable and cosy. The children are well fed and tidy. We fully trust you, because it is very important for a parent, when he leaves a child for almost the whole day, to know that his child is in good hands. We are calm for the life and safety of our guys, because next to them is a real team of professionals. We are very grateful to you. Thank you! We are very lucky to have you!

The Fedorov family (group No. 3).

Thanks to the staff of the kindergarten.

We, the parents of kindergarten No. 235, group No. 7, want to express our gratitude to the head of Sergeeva Elena Valentinovna. Under her leadership, improvements in the life of the kindergarten are noticeable. The groups have all the conditions for the development of children, according to the age category. For our children, the chefs cook in the renovated kitchen. The territory of the garden is always put in order. All wishes and comments of parents are taken into account. At parent meetings, questions on the work of the kindergarten are always discussed, reports on the work done are always carried out. Everyone knows that the work of a manager requires an attentive and reverent attitude towards each employee, while remaining quite strict and demanding in the performance of duties. in our opinion, Elena Valentinovna is such a leader.

Separately, we want to note the work of our educators Volkova Svetlana Borisovna, Kravets Galina Nikolaevna, speech therapist Chistova Olga Alexandrovna and assistant teacher Mikheeva Valentina Anatolyevna. We would like to note their high professionalism in difficult work with children. We, parents, always look with great interest at all the creative works of our children, which are exhibited in the locker room of the group. It is impossible not to note their work with parents, they will always explain, give advice, our requests and comments are never left without attention. At the children’s laying, the teachers made a labyrinth and a slide of snow, which the children really like. At matinees, we watch a small performance with great pleasure and pride, where teachers with our children dance, dance and read poetry! It is always unforgettably interesting. We would like to note the work of our speech therapist. Both group and personal classes are held with children. Of course, we, parents, immediately noticed the positive result of these classes. Our children do their homework with great pleasure, which Olga Aleksandrovna spends with them during the week. Thanks to the teacher’s assistant Valentina Anatolyevna, the group is always perfectly clean and tidy. Which is very important for every parent. Of course, the work of specialists (music director, educators in physical education, mathematics, drawing and modeling) makes the stay of children in kindergarten more interesting and varied.

Step by step, under the strict guidance of these educators, our children learn about the world around them, learn to be friends and respect each other, learn to work independently, learn personal opportunities taking the child to kindergarten, it is very important for any parent that the stay in the group is as comfortable as possible. And with our children a real team of professionals is nearby, so we leave our children with a calm heart, as we are sure that they will be fed on time, looked after, and, most importantly, trained and properly educated!

Parents of group No. 7: Kuryleva O.V., Skvortsova O.V., Danilova T.S., Antonova E.N. 03/22/2013

Thanks!

We would like to express our gratitude to the teachers of group No. 6, kindergarten No. 235 Tatyana Vladimirovna and Anzhela Mikhailovna. Wonderful teachers: caring, loyal and friendly to both children and parents, have an amazing ability to find a special approach to each child. They conduct developmental classes with the children, sculpt, draw, dance and sing, learn poems and songs (the children even sing at home). Our educators put so much soul into their work, and what matinees they spend with the kids!!! Parents leave the holidays with a lot of positive emotions.

I would also like to note the skillful and sensitive leadership of the head of the kindergarten, Elena Valentinovna, who creates order in the garden, a friendly and warm atmosphere, and always keeps in touch with parents. After all, without her competent guidance, there would probably not be such teachers working with our children.

Thank you so much for everything you do for our kids!

Our nursery is the BEST!!!

Parents of group No. 6 (30.03.13)

I want to thank the administration and teaching staff of our kindergarten.

Excellent organization of classes, highly qualified and attentive teachers, excellent professional preparation for the holidays of both children and teaching staff, a cozy atmosphere, cleanliness, excellent food, a child who goes to kindergarten with real pleasure — these are the main indicators of the level of our kindergarten.

Elena Valentinovna and her staff make every effort to ensure that our garden is always an «excellent student». I am very glad that my child attends kindergarten No. 235, and I wish the team to keep this warm and cozy atmosphere of the kindergarten, which you want to go to in the morning.

E.M. Kalashnikov (group 4) (26.03.13)

Dear staff of kindergarten No. 235!

I would like to express my deep gratitude to you for your upbringing, care, kindness and sensitivity to our children. This kindergarten is attended by my second child, and again we cannot get enough of the warm atmosphere that reigns in the garden. I would like to express my special gratitude to the medical staff. Thank you very much for the constant monitoring of the health of children. For many years, you have been involved in disease prevention. Oxygen cocktails, therapeutic exercises, outdoor exercises, of course, increase immunity. Thanks also to the head — Elena Valentinovna — for the fact that she pays great attention to the medical direction.

Sincerely, parents of group No. 3.

Dear Svetlana Vladimirovna, Rimma Pavlovna and Svetlana Konstantinovna!

Thank you very much for taking care of the smallest children in the kindergarten. You have done a great job teaching our children to count, play, dance, sing and much, much more. We believe that this requires great patience, pedagogical talent and boundless love for children. At the cost of your friendly, calm, confident behavior, professional experience, you managed to organize a matinee dedicated to graduation from the nursery, bright, cheerful and unforgettable!

Parents and children are grateful for everything you have done for us!

There should be more such teachers!

Many thanks to the musical director Ekaterina Nikolaevna.

So the cherished door opened in summer,

Will scatter from groups of children.

To all educators we will bow to the ground,

And nurses, and nannies, and cooks.

You set fire to the hearts of children with love,0003

For children’s happiness, praise and honor to you!

Your work is like tributaries by a river,

Thank you very much for being you!

Parents of a group of young children.

Kindergarten No. 235 is the best kindergarten in the city!

Yesterday I bought stationery in the store, and the seller asked me if I was taking my child to an expensive kindergarten. I answered that in the most ordinary kindergarten. “Although,” I said, raising my head proudly, “our kindergarten is the best kindergarten in the city according to the results of the current year. And I want to tell you about the best group, in my opinion, the best kindergarten.

For two years we were happy to go to the 10th group. And when the time came to move to the mass, of course, there was a lot of unrest about this. Firstly, I was anxiously waiting for a meeting with new teachers, because. it seemed to me that it could not be better than our former educators. Secondly, Nastya’s character had formed a difficult one by this time. She does not accept all adults unconditionally. There were also not unfounded fears that a certain kind of friction and misunderstanding might arise. Thirdly, they were afraid how she would join the already established children’s team. Will she find friends there, because children are now difficult, and for a child at this age, communication in a children’s team is no less important than with adults. And the most important fear was that there were 2 times more children in the mass group than in the previous one. It seemed to me then that no even the most wonderful teacher could cope with thirty screaming, laughing and crying children of this age at the same time. And that day has come!

We came to the 4th group. It was very disturbing. Nastya was hiding behind me, and she clearly did not intend to make contact. But, having reached the stairs to the second floor, it seemed to us that we were in a fairy-tale meadow flooded with sun, where butterflies were flying around. Such an effect was created by bright curtains and multi-colored iridescent butterflies skillfully attached to the walls. The mood immediately improved, even Nastya decided not to cry yet. After all, the educators who invented and made such beauty cannot be not kind and friendly. The junior teacher Elena Stanislavovna met us. Friendly, active, with kind eyes and a soft, «home» smile. She answered my questions very clearly and competently. Somehow she quickly found a common language with Nastya and went with her to the group. I was surprised: what professional junior educators work in kindergarten. From the very first day, I was completely sure that we were lucky again. In any case, I went to work that day without waiting for the “concert” from my daughter, which I was very glad about. Having taken Nastya home in the evening, I listened to a bunch of positive reviews about Elena Stanislavovna. And even Nastya promised not to cry tomorrow if there was again a “beloved nanny” in the group, as to this day, Nastya calls Elena Stanislavovna.

We began to wait for the release of our tutors. But there were no more worries about it. I have already seen the group prepared for the children by the teachers. This is a very cozy room, with such a variety of toys, which, I’m sure, is not even in many apartments. All toys are in good condition. And among them there are many developing ones. The new furniture, which is so skillfully arranged, that despite the small space, the group does not look cramped and cluttered. All around cleanliness and comfort. All this characterizes our educators as good housewives, creative personalities and, what is most important for me, not indifferent people. In addition, I heard a lot of good reviews about them from people whose opinion I tend to listen to. In short, we were looking forward to meeting them.

I write in such detail about my first impressions, because. I still feel the same enthusiastic feelings for them now. And I can say with confidence that our teachers: Tatyana Vladimirovna and Olga Anatolyevna are the best teachers not only in our kindergarten, but also in the city. In no case do I want to offend the beloved teachers of other children, but I am the author of this letter, and I can have my own opinion. I will give a few examples so as not to be unfounded. I often come for the child early. Now I have already got used to the silence in the group during classes or meals, but let’s not forget that there are thirty children there. How can you maintain interest, teach something to so many children? I don’t understand how you can be with so many children in the same room all day. And yet I never heard them even raise their voices. I have not seen a single child who would be injured in the group or not calmed down if he fell. With just a look, calmness, professional wisdom, they resolved the emerging conflicts. Our educators gently, with their very appearance, have a sobering effect not only on naughty children, but also on us parents. I have never seen one of the parents speak rudely to any of them. It’s just not possible. I, as a quick-tempered person by nature, often learn from them patience and sincere love (note, for other people’s children). Rarely does a caregiver become a de facto member of the family, whose opinion is sought after and valued. And Olga Anatolyevna and Tatyana Vladimirovna became truly second mothers for our children.

I am sure that for a long time, even when we leave for school, we will come to our beloved teachers for advice, and just share our joy. After all, we are already used to the fact that next to us there are such responsive and attentive, balanced and not indifferent, creative and highly qualified teachers.

I could write a lot about those exhibitions and show jumping in which our educators and their pupils took part, became prize-winners and winners. The number of creative works, surprises, drawings and crafts that Nastya brought home simply cannot be counted. How many merry holidays and entertainments passed in the group, not a single child’s birthday was left without attention. I especially remember the musical performance in which Nastya played Baba Yaga. The child wants to go to kindergarten and sincerely loves his teachers. And this is the most important thing, because I can safely trust them with my daughter while I’m at work.

And I would also like to note that our educators are just beautiful young women who are raising wonderful children who have succeeded as mothers and as housewives. Thus, they set a positive example for the younger generation, especially girls. An example of the fact that in our time you can successfully make a career and be happy in your personal life.

Summing up the above, I would like to say “many thanks” to the head of the kindergarten, Elena Valentinovna, for keeping a wonderful team, despite the fact that the state almost does not help her in this. I wish patience, joy and health to the wonderful teachers — Olga Anatolyevna and Tatyana Vladimirovna. After all, including the best educators make our garden the best in the city. Thank you very much for our children!

Kortusheva Svetlana Lvovna (Group 4),

mother of a pupil of the group preparatory to school

Dear employees of the kindergarten!

We express our deep gratitude to the teacher Perepletchikova Svetlana Gennadievna and the music worker Burmistrova Valentina Fedorovna for exciting, interesting, informative classes, for their attentive attitude towards us and our children.

We all enjoyed and benefited greatly from the events. These classes are necessary to prepare children for kindergarten, as well as for their overall development and the harmonious development of their personality.

Low bow to you for your care and cordial attitude.

Parents of children in the adaptation group

Dear teachers!

Many thanks for the excellent organization and decoration of the «Toys» holiday for children and parents of group No. 7.

It was a wonderful holiday, everyone enjoyed it very much. I really liked the creative idea and the idea of ​​the holiday.

Thank you all! We wish you creative success and wish there were more such holidays!

Parents of Group No. 7:

Lebedeva N. S., Kruglova E.A., Marshev A.V., Povarova S.E.

Kindergarten No. 22 — Teacher’s page

Site friends

system

Statistics

Total online: 1

Guests: 1

Users: 0

Teacher Fisenko Natalya Sergeevna

13 ways to develop the speech of a young child.

Method 1 — remove what is in the way!
Experts observe a pattern: children who suck on a pacifier for a long time (up to several hours a day) begin to speak later. Sucking can cause abnormal development of the articulatory apparatus. Simply put, the muscles of the lips and tongue do not develop properly. A «lazy» tongue will not be able to pronounce sounds correctly.
Method 2 — expand your vocabulary.
If the child says only a few words, show him something new more often, clearly pronouncing the name. On the street, at the window, at home, in books we are surrounded by many interesting things. Do not confuse your child by naming too many unfamiliar words, and be sure to explain what you do not understand in simple terms.
Method 3 — Make the lessons fun.
Academic lessons are not for your baby yet. Conduct speech development classes in the form of a game. Children are very fond of outdoor games. Play with a new toy or hide-and-seek picture cards, ask your child to bring or carry them, run or jump.
Method 4 — exercises for the tongue.
Speech therapists begin each lesson with articulatory gymnastics. Why not work out at home? You can purchase manuals, or you can come up with small elementary games on your own — blow on a piece of cotton wool, puff out your cheeks, lick invisible jam from your lips with your tongue, clatter like a horse and much more.
Method 5 — Repeat one after the other.
Try to repeat the syllables your baby says. “Ba-ba”, “boo-boo” is a lot of fun. And then suddenly come up with your own syllable! If the kid accepts your game, he will try to repeat after you.
Method 6 — stimulate fine motor skills.
In the brain, the centers responsible for coordinating the movement of the fingers and for the development of speech functions are nearby. By stimulating one, you develop the other. Drawing with fingers on scattered cereals, picking up beans and peas (you can play Cinderella), playing in a magic bag (pulling out objects one at a time), stringing beads and buttons on a string — everything is good. Even the well-known children’s nursery rhymes «Magpie-crow» and «Finger-finger, where have you been?» — are also simple exercises that stimulate the nerve endings on the fingers and palms.
Method 7 — enter into read mode.
Little children love looking at colorful pictures. Don’t miss out on this opportunity to practice language development. Show and tell as often as possible. Read to your child every day — fairy tales, nursery rhymes and nursery rhymes. New words and constantly heard speech will develop your baby’s vocabulary and teach you how to speak correctly.
Method 8 — sing, friends!
Read, and now you can sing. Sing with your child, learn new children’s songs together. This is the case when the computer does a good deed. Download songs known to your kid and let him sing as much as he wants! Good mood and fluency of phrases stimulate the speech apparatus.
Method 9 — turn off the computer and TV.
For the development of speech, the child needs to hear it — clean, clear and correct. Behind the sounds of advertising and cartoons, your words cease to be heard, and the TV turned on in the “background” creates only sound noise.
Method 10 — be a little tricky.
When reading familiar poems or fairy tales to a child, deliberately «confuse» the words. For example, «The hen laid an egg, not golden, but … blue.» The child will be happy to correct you!
Method 11 — no simplifications.
The kid says “kaKleta” or “bibika” so cute! You can listen and be touched. But you yourself, be so kind as to say only “cutlet” and “car”. Strictly speaking, and «bibika» is not obligatory at all. Where will it come from if you do not say this word in front of a child?
Method 12 — «don’t understand» sign language.
Try to encourage the child to talk. If he asks for something, habitually pointing with his finger, pretend that you do not understand. No need to bring the child to tears, completely refusing to cooperate. But if you enter into a dialogue, ask leading questions, he will try to explain to you.
Method 13 — pay attention.
Reassure the child that you are interested in everything he has to say. Be surprised, ask questions, praise and admire! Be a grateful listener, and he will gladly try to tell you about all the events of the day. Encourage to talk about everything, but do not force, so as not to cause negativism.
Don’t get tired of talking to your child. This is the main guarantee of the development of coherent speech. Practice regularly and you will see results soon. If the speech development of the child inspires you with fear or no activities stimulate him to talk, it is better to seek the advice of a professional.

Speech therapist Ankudinova Nina Fedorovna

Norms of speech development of the child.

Stages of speech development of a child:

Baby’s first year:

Vocabulary. By the year, an active (from 3 to 10 spoken words) and passive (up to 20 understood words) vocabulary is formed. The kid can correlate 2-3 words with the situation: “bobo”, “yum-yum”.

Sound pronunciation. By 3-4 months, the child begins to make the first conscious sounds — cooing, cooing. While vowels prevail: a, s, y, o; but there are already consonants: g, k, m, n. A combination of sounds is also possible, for example, “g” and “y”: “gu-y”. From 8 to 11 months, there is a repetition of two open syllables: «ma-ma», «ba-ba», yes-yes. Actively uses sounds: p, b, m, g, k, e, a.

Toddler age:

Vocabulary:

Vocabulary increases to 40-70 words by 1.5 years, mostly nouns: names, names of toys and familiar objects. At 2 years old, the baby already uses from 150 to 300 words.

Sound pronunciation:

At 2 years old, the baby has access to sounds: o, n, t, d, k, g, x, v, f. He often replaces hissing sounds with soft whistling ones: “zyuk” — “beetle”, “senok” — “puppy”.

Grammar:

A child can use words in different forms: baba — baba — baba.

Phrasal speech:

Simple sentences appear in speech: «Mama di» — «Mama go», «Mama, give.» Now the baby is able to understand and memorize the content of fairy tales, answer simple questions about them, ask questions about words that he does not know.

Junior preschool age:

Vocabulary:

At the age of 3, the vocabulary ranges from 400 to 800. By the age of 4, the active vocabulary ranges from 1300 to 2000 words. Not only nouns and verbs appear in speech, but also adverbs (hotly, cleanly), numerals (one, two), pronouns (my, yours).

Grammar:

Active word creation begins: adding prefixes, suffixes, endings to words. For example: “overtake” — “overtake”, “lose” — “lose”, “wheels” — “wheels”, “my doll”, “a lot of balls”. Now the baby uses simple prepositions: on, under, in, over; and possessive adjectives: mother’s jacket, cat’s nose.

Sound pronunciation :

At the age of 3, sounds appear: y, l, s, e. At 3.5 years old, sounds should be added to the child’s speech: s, s, c. By the age of 4.5-5 years, hissing sounds appear: w, w, h, u. He can replace sonorous sounds (r, r) with the sound “l”: “leka” — “river”, “lyba” — “fish” or sometimes with the sound “th”: “tired” — “tired”.

Coherent speech:

The child makes reasonable and consistent sentences of more than 4-5 words. He can already coherently retell a simple text in his own words, learn a small rhyme.

Senior preschool age:

Vocabulary:

By the age of 5, the active vocabulary expands significantly, reaching 5000 words. At this time, involuntary memory reaches its peak: once a word is heard, sometimes it immediately enters the active dictionary. The active vocabulary of a child at the age of 7 cannot be accurately accounted for.

Grammar:

The grammatical structure of speech becomes well developed, the child correctly changes words according to numbers, cases, can even use complex non-frequent prepositions (Example: because of, from under), complex adjectives (Example: three-story house, gooseberry jam).

Sound pronunciation:

At 5-5.5 years old, all sounds are pronounced correctly, softening of consonants disappears, hissing and sonorous sounds are pronounced correctly. Normally, children of senior preschool age: 6-7 years old, must clearly pronounce all the sounds in the composition of words and sentences.

Coherent speech:

The child already answers questions with detailed phrases: compound and complex sentences, can retell a fairy tale, come up with a story from a picture, share his impressions about the cartoon he watched.

Signs of delayed speech development:

Speech development concerns that parents should pay attention to include:

Murzina Anastasia Ilyinichna teacher of group No. 4

Talk to me, mother!

We communicate very little with children. And if we communicate, we do not always speak the same language. According to statistics, a modern mother takes, on average, only half an hour a day to talk with her children. And dad spends only 8 minutes on weekends to communicate with the child. But in front of a television or computer screen, we, along with our children, sit for 8 hours a week.

Without communication with parents, it is difficult for children to learn how to express their feelings or maintain a dialogue. Discussing with children their little joys and troubles, you help them develop. In such children, speech is more figurative and lexically rich. After all, cartoons alone won’t take you far! Only by exchanging opinions and assimilating the experience of adults, the child begins to understand that not all people think the same way, and to realize himself, his individuality, and this is of paramount importance for the development of personality.

How to find time to communicate with children?

Sometimes it is necessary to specially allocate some hours, minutes for this. For example, spend evenings together, go out of town on weekends, because such days remain in the memory of all family members for a long time. Take at least an hour of your free time, do not deny your child attention. Do not miss the opportunity to talk with your son or daughter that suddenly appeared!

Starting from an early age, regardless of busyness and lack of time, parents should take an active part in the life of the child with great responsibility, interest and desire.

The time that we can give to children is more useful and dear to them than any toy.

Remember that the psyche of a child is formed only in joint activities with an adult.

Play, walk with your child when you are really in the mood to communicate with him. Sometimes it can be difficult for parents to figure out what to talk about with a child, what to do with him. If you sincerely pay attention to him, then you don’t have to worry, he will solve this problem for you.

Conversation is the most common form of adult communication. Children in general are very interested in their parents, they want to know what you do when you are not with them. You are probably also interested in what the child does in kindergarten, with whom he is friends, what worries him, what he thinks about life.

Children love action more than talking. You are about to do something with your child. Several options are possible:

-You invite your child to join the activity of your choice. (By participating in your affairs, the child learns the world and the activities of adults. If you managed to find a common language with the child, coordinate actions, even the most difficult work will become a great pleasure for him.) You need not worry about the imperfection of your child. First, he grows and develops, learns from his mistakes himself. Secondly, if he were perfect, he would not be your child;

— Together with the child you decide what to do, together you come up with an interesting activity;

— You are connected to children’s activities. For example, assume the role of a child’s play partner. If the first two options are quite common in family life, then this cannot be said about the third. In all cases, if the child enjoys sharing, he feels that you love him, and he himself begins to experience warmer feelings for you;

The main principle in building relationships with a child should be the principle — unconditional acceptance: love him not because he is beautiful, smart, capable, an excellent student, assistant, and so on, but just like that, just because he is! Psychologists have proven that the need for love, for belonging, that is, need for another , one of the basic human needs. Its satisfaction is a necessary condition for the normal development of the child. This need is satisfied when you tell the child that he is dear to you, needed, important, that he is just good. Such signs of unconditional acceptance are necessary for a child, like food for a growing organism. They feed him emotionally, helping to develop psychologically.

Remember that parents are the most important people for a child !

Remember! Communication with adults is the most powerful source of joyful experiences for a child

Soboleva Vera Nikolaevna teacher of group No. 6

“Why should a child of preschool age learn poetry by heart?”

Modern children learn little by heart. There are frequent cases when it is difficult for them to remember even a small piece of poetry at school. In order not to encounter such a problem, we recommend that children learn poems by heart from a very early age.

Why choose poems?

The poetic form of works is perceived and remembered by children more easily than the prose. The poem has a melody and a melody, the lines are rhythmic, they have a rhyme. Children’s writers often create their works in verse form. Fairy tales and stories set out in rhyme are easy to understand and learn. Remember the poems of Agnia Barto, Samuil Marshak, Sergei Mikhalkov, Korney Chukovsky. Every adult will certainly easily quote lines from the works of these writers.

Why learn poems by heart?

Learning poetry by heart is a sure way to develop a child. It allows you to expand knowledge about the world around you, teaches you to perceive the poetic style, its beauty and a kind of musicality of a poetic stanza.

Thanks to memorization, children’s memory develops, active vocabulary increases. The passive vocabulary is also enriched. That is, the child learns to understand the meaning of more words, although he does not use them in his speech. The child’s speech becomes richer and more correct, since the words and phrases learned and spoken many times are firmly fixed in memory, it becomes easier for the child to combine words with each other. The child learns to speak the correct literary language, a sense of the native language is formed.

Poems develop the child’s curiosity, encourage him to learn the meaning of incomprehensible words and phrases.

How to teach poetry with a child?

Here are some tips for parents:

• remember that children’s memory is selective. What interested, surprised, kept attention, and then remembered. Therefore, a poem for memorization should be interesting and understandable to the child. Rhymes are good for the little ones. Next, you can choose poems by children’s writers according to the age of the child;
• if you want a child to learn a poem, then first learn it yourself or read emotionally, expressively and without hesitation;
• the key to successful memorization is a relaxed atmosphere. That is, the child does not have to be told that he must learn the poem. It is only necessary to repeatedly present the poetic text to the baby, dressing for a walk, bathing him in the bath, before going to bed or in line at the store;
• use the game form. You can offer your child a game in which you start a phrase, and the child pronounces its ending together with you, then you pronounce the poem aloud together, gradually increasing the volume of the memorized text;
• Discuss the read and learned poems with your child, show your interest, express your feelings and emotions from what you read. Ask the child what seemed most important to him, how the child would act in the place of the main character;
• look at illustrations in children’s books with your child. Relying on a picture helps a lot when the process of memorizing a poem by heart has just begun or is difficult. You can tell your child what to talk about by pointing to certain objects in the picture.

When children at preschool age have a good stock of what they have learned by heart, at school it is much easier to memorize not only voluminous verses, but also various rules and formulas. The child feels more confident, receives positive emotions from the learning process.

Bakhmetova Valentina Sergeevna

teacher of group No. 5

Gadgets for children. Harm and benefit.

In modern times, people can no longer imagine life without gadgets. Tablets and smartphones have entered our lives and become assistants in everything. Even children from an early age are interested in gadgets. Parents are worried that smartphones are attracting more and more children and soon the world around them will become boring for them. However, no gadgets at all. In this article, we will analyze what harm and benefit gadgets bring to children. And also what you can watch, what to play and how much time to spend in gadgets. Consider , what harm do gadgets bring to children:

• Health effects:

1. Electromagnetic radiation of gadgets of our time has a negative impact on the child’s immature psyche;

2. Fine motor skills are not developed. The child is recommended to play with a designer, collect mosaics, and not use a computer mouse;

3. Staring at small objects on small screens of phones and tablets, myopia develops;

4. Fascination with gadgets is harmful, including for the child’s spine. The child sits in one position, and the head is unnaturally tilted.

• Child-parent relationship

Parents give their children smartphones for different purposes: to distract the child from whim, to go about their business.

Gadgets are not recommended for children under 2 years old. At this age, the child is just beginning to form special emotional relationships. Replacing parents with gadgets leads to the destruction of these bonds.

Between the ages of 2 and 7, children master role-playing games in which they imitate their parents. This period is an important stage in the development of babies, when they thus adopt a system of human relationships, learn to analyze their actions.

• Speech development disorders

In a person from birth, the organs of articulation are ready for the pronunciation of sounds. But the development of speech (oral, and then written) requires time and certain conditions. The first 3 years of a child’s life are very important for coherent speech. Only the desire of the baby to learn about the surrounding world of adults encourages him to speak. And adults should emotionally respond to the child’s attempts to communicate, tell him everything that happens, sing songs, memorize rhymes. Early exposure of children to gadgets hinders their development and exacerbates communication problems.

• Influence on socialization

To develop communication skills, you need to interact with adults and peers, play different games. Spending a lot of time with gadgets, children do not have the opportunity and desire to improve these skills. Therefore, their socialization suffers.

Benefits of gadgets for children.

The ability to use a computer and navigate the net is necessary for a modern person. After all, everything in our world is computerized. There are high-quality games and applications that allow children to develop logic, memory, and learn foreign languages. Children’s passion for games often becomes the entrance door to IT technology. It is only important to correctly orient the child. Today, online education is gaining momentum. You can study with a tutor, study at different schools, take courses, attend master classes without leaving your home. It is convenient and opens up great opportunities. It is not necessary to completely protect children from gadgets and forbid them to use the Internet. It is important to pay attention to the child, to convey to him the meaning of real values ​​- family, friendship, communication, development. And gadgets should only be assistants in life and achieving success. Then no problem

Structure and management bodies of an educational organization

Structure and management bodies of an educational organization

FUNCTIONAL STRUCTURE.pdf

Kindergarten management

1. The management of the Kindergarten is carried out in accordance with the legislation of the Russian Federation on the basis of a combination of the principles of unity of command and collegiality.
2. The sole executive body of the Kindergarten is the head (manager), who carries out the current management of the Kindergarten.
2.1. A candidate for the position of the head of the Kindergarten undergoes mandatory certification in the manner prescribed by the resolution of the Volgograd administration. It is prohibited to occupy the position of the head of the Kindergarten by persons who are not allowed to teach on the grounds established by labor legislation.
The Head of the Kindergarten is appointed by the Territorial Administration in agreement with the Department on the basis of an employment contract.
The duties of the head of the Kindergarten cannot be performed part-time.
The rights and obligations of the head of the Kindergarten, his competence in the management of the Kindergarten are determined in accordance with the legislation on education and this Charter.

Head of the Kindergarten

Without a power of attorney, acts on behalf of the Kindergarten, represents its interests in relations with state bodies, local governments, legal entities and individuals;
manages the activities of the Kindergarten on the basis of unity of command;
uses the property and funds of the Kindergarten, concludes contracts, issues powers of attorney;
determines the structure for managing the activities of the Kindergarten, approves the staffing table, internal regulations;
provides logistics and equipment for the educational process, equipment of premises in accordance with state and local requirements and regulations, and also determines measures of social support for pupils and employees, including by attracting extra-budgetary funds;
provides purposeful and rational spending of funds;
ensures the safety and use of the property of the Kindergarten, including real estate and especially valuable movable property, for its intended purpose in accordance with the activities of the Kindergarten;
issues orders within its competence and gives instructions that are obligatory for all employees and pupils of the Kindergarten;
ensures compliance with labor laws, selects, hires under an employment contract, places pedagogical and other employees of the Kindergarten, improves their qualifications and dismisses them in accordance with labor laws;
has the right to redistribute duties between employees of the Kindergarten or, if necessary, entrust them with the performance of new duties;
defines the duties of all employees of the Kindergarten;
issues orders for the enrollment and expulsion of pupils;
ensures the submission of reports and other necessary information on the activities of the Kindergarten in the prescribed manner;
carries out the current management of the educational, economic and financial activities of the Kindergarten, with the exception of issues referred by the current legislation or this Charter to the competence of the bodies exercising the powers of the Founder or collegiate governing bodies of the Kindergarten;
performs other duties in accordance with the job description approved by the head of the Territorial Administration.
Collegial governing bodies are formed in the Kindergarten, which include the Council of the Kindergarten, the General Meeting of Kindergarten employees, the Pedagogical Council. The structure, procedure for formation, term of office and competence of the collegial governing bodies of the Kindergarten, the procedure for making decisions by them and speaking on behalf of the Kindergarten are established by this Charter in accordance with the legislation of the Russian Federation.
The general management of the Kindergarten is carried out by an elected collegial governing body — the Council of the Kindergarten (hereinafter referred to as the Council). The activities of the Council are regulated by this Charter.

Competence of the Kindergarten Council

develops measures to improve the content of education, the introduction of innovative technologies;
in charge of ethics and publicity;
controls the spending of funds owned by the Kindergarten;
reviews and approves local regulations of the Kindergarten on issues within the competence of the Council;
listens to the reports of the head of the Kindergarten and other employees on the work of the Kindergarten following the results of the academic and financial year, reports on the expenditure of budgetary and extrabudgetary funds, makes proposals for improving the work of the administration and the Kindergarten as a whole; gets acquainted with the final documents on the inspection of the Kindergarten and contributes to the implementation of measures to eliminate shortcomings in its work;
participates in the development and approves local regulations of the Kindergarten, establishing the types, amounts, conditions and procedure for making incentive payments to employees of the Kindergarten, indicators and criteria for assessing the quality and effectiveness of the work of employees of the Kindergarten;
accepts and recommends for approval the Kindergarten Development Program;
discusses and makes proposals on the issue of strengthening and developing the material and technical base of the Kindergarten in accordance with modern requirements for the organization of the educational process;
contributes to the creation of a healthy and safe environment in the Kindergarten;
discusses and makes proposals for the development of paid educational services;
petitions, if there are grounds, to the head of the Kindergarten to encourage employees of the Kindergarten or to take disciplinary measures against them;
petitions, if there are grounds, to the bodies exercising the functions and powers of the founder, and other bodies for rewarding, bonuses and other incentives for the head of the Kindergarten or for the application of disciplinary measures against him;
promotes the attraction of extra-budgetary funds to ensure the operation and development of the Kindergarten;
represents, together with the head of the Kindergarten, the interests of the Kindergarten in state bodies, local governments, public organizations;
, within the framework of the current legislation, takes the necessary measures to protect teachers and the administration of the Kindergarten from unreasonable interference in their professional activities.

Council formation procedure

The council consists of representatives of employees, parents (legal representatives) of pupils, and the public.
Candidates for members of the Council are nominated at the relevant meetings of collectives. The Council may include representatives of the bodies exercising management in the field of education, representatives of the public.
The Council is formed by nominating:
from the labor collective — at least 3 people (nomination is formalized by the minutes of the general meeting of employees). The total number of Council members from among the employees of the Kindergarten cannot exceed one third of the total number of Council members;
from parents (legal representatives) of pupils — one representative from each group (the nomination is formalized by the protocol of the general parent meeting). Employees of the Kindergarten, whose children study in it, cannot be nominated as members of the Council as parents (legal representatives) of pupils. The total number of Council members elected from parents (legal representatives) cannot be less than one third and more than half of the total number of Council members;
The head of the Kindergarten is a member of the Council by position.
In the event of the departure of members of the Council within a period not exceeding 1 month, the procedure for nominating candidates by the pedagogical or parent teams of the Kindergarten is carried out. Within 10 days after the nomination of candidates, an order is issued by the Head of the Kindergarten to introduce new candidates to the Council.
The composition of the Council is formed and approved by the order of the head of the Kindergarten within 10 days after the nomination of candidates. The order also indicates the date of the first meeting of the Council.
The term of office of the Council is one year.

General meeting:

hears the report of the head on the work of the Kindergarten;
approves the development plan for the Kindergarten;
considers and adopts the Internal Labor Regulations, other local regulations on issues within its competence, makes a decision on the conclusion of a collective agreement;
considers issues of creating optimal conditions for the organization of labor and professional growth of each employee;
contributes to the support of public initiatives to improve and develop the activities of the Kindergarten;
reviews and approves local regulations of the Kindergarten on issues related to remuneration and the interests of employees of the Kindergarten, provided for by labor legislation;
considers candidates for the Kindergarten for awards;
determines the number and terms of office of the commission on labor disputes, the election of its members.

Teachers’ Council

considers the main issues of organizing the educational process in the Kindergarten;
develops measures to improve the content of education, the introduction of innovative technologies;
approves the main general educational programs of preschool education developed by the Kindergarten independently on the basis of the federal state educational standard for preschool education and taking into account the relevant exemplary basic educational programs;

considers the results of the analysis of the activities of the teaching staff of the Kindergarten for a certain period;
defines goals and objectives for the academic year;
accepts and recommends for approval by the Kindergarten Council the concept, development program of the Kindergarten;
defines the content of education, forms, methods of the educational process and ways of their implementation;
makes decisions on ensuring the comprehensive safety of the educational process based on the results of monitoring compliance with SanPiN, fire safety requirements, labor protection;
considers issues of violation by teachers of the Charter of the Kindergarten;
recommends candidates for teaching staff to be awarded state awards, honorary titles and other distinctions;
adopts local regulations of the Kindergarten on issues within its competence.
The Pedagogical Council includes the Head of the Kindergarten, all teaching staff of the Kindergarten.
Representatives of the founder, heads of other collegiate bodies of the Kindergarten, other employees of the Kindergarten, as well as parents (legal representatives) of pupils, as necessary, may take part in the work of the Pedagogical Council.
The Chairman of the Pedagogical Council is the head of the Kindergarten. To keep minutes of meetings and organize office work of the Pedagogical Council, a secretary is elected from among its members

Organization of work of Parents’ Committees.

Members of the Parents’ Committees exercise their powers on a voluntary and non-reimbursable basis.
Group parent committees are elected at group meetings in the number determined by this meeting. The parent committees of the groups elect a chairman and a secretary from among their members for a period of 1 year. After one year, the powers of the Parents’ Committee in the retained composition may extend the parent meeting of the group. Group parent committees are accountable to parent group meetings and report to them at least once a year.

Parents’ committees carry out their activities on the principles of cooperation, search for constructive solutions, openness, objectivity, honesty, goodwill and correctness in communication with other parents, pupils, and employees of the Kindergarten.
The Kindergarten Parents’ Committee includes the chairmen of the Parents’ Committees of the groups, who elect the chairman of the Kindergarten’s Parents’ Committee and the secretary from among their members. The parents (legal representatives) of pupils delegated to the Parents’ Committee of the Kindergarten are obliged to inform the parent meetings of the groups about the issues under consideration and the decisions made.
Questions can be brought up for discussion by the Parent Committee of the group at the initiative of any parent (legal representative) of pupils, teachers, administration of the Kindergarten.
The Kindergarten Parent Committee meets as needed, but at least twice a year, recognizes each member of the Kindergarten Parent Committee as the authority of the entire parent meeting, delegating to this representative the right to speak on behalf of parents (legal representatives), represent their interests, protect and defend their rights, vote and make decisions on their behalf.
The Parents’ Committee of the Kindergarten is authorized to make decisions if at least half of its membership is present at the meeting. Decisions are taken by a simple majority of votes.
Decisions of the Parents’ Committee of the Kindergarten, taken within the framework of its powers, are binding on the parents (legal representatives) of the pupils. Decisions that are binding on all participants in the educational process are put into effect by order of the head of the Kindergarten.
Order on the appointment of the head.pdf

Kindergarten No. 17, Vladimir

Speech therapist in kindergarten

The formation of the speech apparatus in a child begins at the age of one, the first coherent words, simple sentences appear. When a child pronounces words and sounds, it is difficult for parents to understand how correctly he speaks, whether his speech develops correctly.

Experts recommend that the child be seen by a speech therapist for the first time at the age of two. You can do this at any pediatric clinic.

The next stage when speech disorders may appear is the age of 4-5 years. During this period, our children go to kindergarten, where they communicate a lot with each other, adopt the manner of speaking adults.

Errors in speech pronunciation can be influenced by various factors, ranging from the formation of malocclusion and ending with the psychological state of the child and his banal laziness to clearly pronounce sounds. That is why a speech therapist teacher should work in every preschool educational institution.

The name «speech therapy» consists of two Greek words «logos» — word, speech and «paideo» — I teach, educate.

The main tasks of the work of a speech therapist:

timely detection of violations of the development of the speech of pupils and the determination of their level and nature;

elimination of these violations and their prevention;

dissemination of special knowledge in speech therapy among teachers and parents.

Logopedic work is carried out in the following areas:

Diagnostic

correctional and developmental

advisory and prophylactic

Methodical

The purpose of the activity of a speech therapist teacher is to improve phonemic perception and sound analysis and synthesis skills in parallel with the correction of sound pronunciation, the development of coherent expressive speech based on correctly pronounced sounds, the creation of conditions for the formation of the correct speech development of preschoolers.

For effective work, a speech therapy examination is carried out at the beginning, middle and end of the school year.

Survey objectives:

Identification of features and difficulties in speech development.

Determination of the structure of a speech defect.

Choice of a program, methods and technologies of developmental education, taking into account the structure of the speech defect and the level of intellectual development.

Final speech diagnosis.

During the examination, methods are used that help to identify the level of development of educational skills, phonemic functions, mental processes: memory, attention, thinking, imagination, the ability to navigate on a sheet of paper, the initial state of fine motor skills of the fingers.

Correctional and developmental work with children

is held during the academic year. Based on the diagnosis, individual and frontal (subgroup) work is carried out in accordance with the thematic plan.

Tasks of correctional and developmental work with children:

development of phonemic perception and hearing;

teaching children to understand speech addressed to them;

Development of organs of the articulatory apparatus;

development of fine motor skills;

formation of the correct pronunciation of phonemes;

sound differentiation;

development of sound analysis and synthesis;

Improving the grammatical structure of speech;

Enrichment of vocabulary, formation of grammatically correct speech, development of coherent speech.

Frontal (subgroup) classes are held 2 times a week for 20-25 minutes. The duration of individual lessons is 15-20 minutes.

Achieving a positive result in the work of a speech therapist of a preschool educational institution involves the implementation of an integrated approach in the activities of kindergarten specialists:

— caregivers,

— physical education instructor,

— music director,

— teacher-psychologist.

Only the systematic interaction of preschool specialists on the problems of prevention and correction of speech disorders makes it possible to individualize the process of accompanying a child, taking into account the following indicators: psychological age, the specifics of the stage of speech development, the identified speech and non-speech symptoms of disorders, the characteristics of the educational and social conditions for the development of a particular pupil.

Consulting

In the advisory activities of a speech therapist, a set of tasks is solved:

Assistance to parents and educators in the choice of methods for the implementation of speech therapy work;

timely provision of speech therapy assistance to parents in matters of upbringing and development of children;

Development of specific recommendations for providing assistance aimed at overcoming speech therapy problems that arise among participants in the educational process.

Consultation topics

(Consultations are held on an individual basis).

Articulation gymnastics.

Development of fine motor skills.

Doing homework.

Development of thinking.

The main stages of the normal speech development of the child.

Speech games at home.

· How to monitor audio automation at home and others.

In the course of counseling, parents are offered the results of speech therapy examinations of the child, problems of speech development and family education are identified, specific recommendations are given for correcting the identified problems, methodological literature is provided to improve the speech therapy competence of parents and for the competent organization of correctional and developmental work with the child.

Consultations, recommendations for teachers and parents:

«Speech development of children 3-4 years old»

2. Information
3. For parents
4. «Speech development of children 3-4 years old»

«Speech development of children 3-4 years old»

«Speech development of children 3-4 years old»

Characteristic features of the development of speech in children aged 3-4 years
1. A child of 3 years old practically does not allow agrammatisms in speech.
2. Almost does not use onomatopoeia and light versions of words.
3. The connection of words in a sentence is expressed with the help of endings and prepositions. The child begins to use conjunctions and uses almost all the main parts of speech.
4. Correctly uses prefixed verbs — arrived, left, left, etc.
5. Sound pronunciation is not yet fully in line with the norm. Hissing and sonorous sounds are practically absent in the child’s speech, but hard and soft sounds are differentiated by the majority of children.
6. Words with a complex syllabic structure and consonant clusters can be pronounced distorted by children.
7. Not only words of purely everyday topics appear in the vocabulary, but there are already words of evaluative meaning, generalization words (now not a plate and a spoon, but dishes, as well as clothes, toys, etc.), synonyms (merry, joyful ). The child already operates with some generic concepts.
8. Word creation appears — the child tries to form the words he needs (to ride on a carousel — to carousel, dig with a shovel, which means she is a digger).
9. Notices incorrect pronunciation in the speech of other children, even if he himself pronounces these sounds incorrectly.
10. If a child has a positive attitude towards books, then he likes to listen to familiar fairy tales and poems. He remembers the text well and reproduces it almost verbatim, although he still cannot freely retell the fairy tale in his own words.
11. The child understands well the content of simple plot pictures.

Norms of speech development of children 3-4 years old
Despite the fact that all indicators are very individual, there are norms of speech development of children 3-4 years old.
1. The child must know and pronounce his own name, patronymic and surname.
2. Name close relatives and friends.
3. Perceive images and describe the situation seen.
4. Speak in simple sentences, gradually moving to more complex ones.
5. Distribute objects into groups in your speech: dishes (frying pan, glass, plate, cup), clothes (dress, jacket, skirt, pants).
6. Find signs of an object: a transparent window, a wooden chair, a sour lemon.
7. Name actions: the boy is eating, the cat is meowing, the children are screaming.
8. Accurately repeat what was heard, retell (tolerating inconsistency).
9. Talk loudly and quietly.

Deviations in the speech development of a child 3-4 years old.
The following indicators should alert you:
1. The child often shows anxiety, sways his torso from side to side.
2. There is a strong flow of saliva.
3. Speaks too quickly (“excitedly”) or slowly (as if deliberately drawing out words).
4. The child’s speech is not intelligible.
5. There are no elementary sentences with subjects, predicates, additions.
6. Does not follow simple verbal commands (open the cupboard and take a book, go to the kitchen and bring a cup, etc. ).
7. Does not play with other children or feed the doll from a plate, but puts the doll on a plate, etc.
8. Says «ma» instead of «mama» or applies the word «mama» to other persons. Instead of «girl» she says «de», «bunny» — «for», «go» — «di», «look» — «api».
9. Uses fragment words, ie. those in which only parts of the word are preserved: “ako” — “milk”, “deka” — “girl”.
10. «Swallows» the endings of words.
11. Says phrases exclusively from books or cartoons.
12. Does not build his own sentences, only repeating phrases after adults.

Development methods.
The following tips will help parents develop and improve their children’s language skills. These techniques are simple and effective, it is not difficult to master them on your own.
1. Gradually increase your child’s vocabulary. Learn a new word with it and fix it in the lexicon for several days.
2. Talk about a variety of topics appropriate for your child’s age.
3. Introduce the child to new objects and phenomena and their characteristics, tell what and how, why and why it happens.
4. Say not only the names of the objects themselves, but also their components (dress — collar, sleeves, pocket, belt …).
5. Pay attention to the correctness of the spoken words. Correct the child correctly.
6. Teach your child to say the correct endings in words.
7. Introduce prepositions and teach them how to use them correctly.
8. When reading a fairy tale, pay attention to voice, intonation, timbre, expressiveness.
9. Look at and comment on pictures in books, ask questions about them.
10. Talk about everything you see while walking.
11. Ask about the past day, the story you heard, the cartoon you watched. Discuss the heroes of fairy tales, the plot. Ask leading questions.
12. Read poetry, guess riddles, sing songs.
13. Do not forget about fine motor skills, work with small details (puzzles, constructor, sand, clay, plasticine). Learn how to tie shoelaces and button up buttons.
14. Play word games: “Who is talking?”, “What is where?”, “Is it edible or not?”, “What is the difference between objects?”, “Describe the object”, “What, what, what”, etc. .d. (see Attachment).
15. With any successes and achievements, do not forget to praise and encourage the child.

Speech games.

«Who’s talking like that?»
Purpose: expansion of vocabulary.
Game progress: the parent names the animal, the child answers how this or that animal gives a voice:
The cow mooes
The tiger growls
The snake hisses
The mosquito squeaks
The dog barks
The wolf howls
The duck quacks
The pig grunts
Parent asks Option 2. “Who is growling?”, “Who is mooing?”, “Who is barking?”, “Who is cuckooing?” etc.
You can play with the ball.

«What lies where?»
Purpose: expansion of vocabulary, orientation in space.
Game progress: the parent names the object and asks the child to answer where it can be put.
— Mom brought bread and put it in … (bread box).
— Masha poured sugar … Where? (To the sugar bowl).
— Vova washed his hands and put the soap … Where? (Into the soap dish).

«Is it edible or not?»
Purpose: to expand vocabulary, to train speech attention.
Game progress: the parent throws the ball to the child and calls any word (noun), the child must decide whether to catch it (means to eat) or not.

«How are the objects different?»
Purpose: to teach to distinguish objects by characteristic features, to expand vocabulary.
Game progress: the parent offers to consider two toys (at first different, then more and more similar). The child lists the differences.
Two bears, one big black, one small brown.
— Name who they are and how they differ.
— These are bears. One bear is large and black, and the other is small and brown.

«Describe the subject»
Purpose: to expand vocabulary, develop logical thinking.
Game progress: the parent asks the child to describe some familiar object. First, objects that are in front of the child’s eyes (toys, furniture, clothes) are used. During the game, the parent teaches the child to give a detailed description of the object (first we name the class of the object, its components, then the shape, color, size, material, functions of the object). It is necessary to use objects and words that are accessible to the understanding of the child, to clearly demonstrate everything that is being told. Ask leading questions, help (in case of difficulty) with the answer. The game can be organized in the form of a fairy tale.
THE TALE OF THE CHAIR
Once upon a time there was a chair. It was a very old chair. Together with other chairs, he stood near the table. Once a bunny drove by in a children’s car. He was driving so carelessly that he hit the leg of a chair. Rubbing a bump on his head, the kid was indignant: “Who are you? What are you fighting about?
“I am furniture,” answered the chair, “and I don’t fight at all! You hit my foot.» “Wow leg! A whole pole! And not just one!” — exclaimed the bunny. “Of course,” the chair replied, “I have four of them.