Problem pedagogical situations

1. The child incorrectly forms the names of baby animals. Name the didactic games and exercises, innovative technologies that you will use in working with the child on the formation of word formation methods. On what content (give an example) will you carry out this work. Justify why.

2. A child of older preschool age rarely uses complex sentences. What recommendations can you give for working with this child.

3. A child of middle preschool age uses the words “good”, “worse”. Explain the possible reason for such a grammatical error and the reasons for its elimination.

4. A child of middle preschool age changes the indeclinable nouns “coat”, “cinema”. Give recommendations for working with this child.

5. The child pronounces almost all the sounds of his native language well. Experiencing difficulties in pronouncing some hissing (s, u), sonorous (p). Able to regulate the pace of speech and the strength of the voice. Able to highlight the necessary sound in the word. He does not know how to differentiate sounds and determine the sequence of sounds in a word. It does not always smoothly consume air on exhalation, therefore, when reading poems, there are unjustified pauses.

Determine which age group this child is most likely to be in.

6. You are the teacher of the middle group of the kindergarten. A new girl has joined the group. Watching her, you noticed that the girl in the process of telling does not know how to smoothly expend air, as a result, her speech is intermittent, inexpressive.

· What didactic games and exercises will you use in your work with the child and which ones will you recommend to parents?

7. A new boy appeared in the older group who had not attended kindergarten before. He speaks loudly, makes requests in the form of demands, breaking into a cry, does not know how to listen to his peers. On requests to speak more quietly, so as not to disturb other children, almost does not respond.

· What will be your actions as an educator?

What do you see as the reasons for this behaviour?

8. A child of primary preschool age does not use speech in communication with a teacher, although he talks to his parents. What are you going to do?

9. You are a senior kindergarten teacher, you analyze the conversation conducted by the teacher of the senior group. The purpose of the conversation is the development of dialogic speech in children. By what criteria will you evaluate it?

10. In the main part of the conversation on the topic “Seasons”, the teacher uses the questions: “What season is it now? How many seasons do you know? Name them. What is the weather like in winter (spring, autumn…)? Remember the winter (summer …) months? Name them, etc.” Evaluate the nature of the questions used by the teacher and their effectiveness.

11. A child of 6-7 years old cannot compose a story based on a toy. Indicate the possible reasons for his difficulties, indicate the directions of pedagogical work with him on the formation of this skill, what innovative speech development technologies you could use to solve this problem.

12. Develop a plan for directly educational activities (in the form of a lesson) for the development of coherent monologue speech of older preschool children using ICT technologies

13. Develop a summary of the parent meeting on the following topics “The development of children’s speech as a means of communication through role-playing games”; “The development of speech of preschoolers in the context of the Federal State Educational Standard”; “Effective implementation of pedagogical technologies for the development of speech as a condition for the development of speech abilities of preschoolers”; “The use of innovative technologies in the development of speech of preschool children.”

Methodological recommendations: Remember the definition of the concept of “pedagogical council”, what is the main goal of the pedagogical council, its functions and types. Expand the main forms of organization of the pedagogical council (traditional; using separate methods of activating teachers; non-traditional pedagogical council). Specify the approximate structure of the meeting of the pedagogical council and the algorithm for its preparation.

14. Prepare a summary of the retelling based on the texts of Russian folk tales (a tale of the student’s choice) for older children using modeling technology, TRIZ

Methodical recommendations: Recall the content of the traditional stages of teaching preschoolers to retell (Introductory conversation; primary storytelling; fairy tale conversation; repeated storytelling; pause; retelling of the fairy tale; assessment of children’s work). Students make a summary of the retelling in accordance with the listed steps.

7.3.3. Sample questions for the exam

1. Speech, its forms, functions and significance in human life.

2. The problem of the correlation of biological, social and other factors in the speech development of children.

3. Development of the structural components of speech in preschool childhood.

4. The problem of the correlation of thinking and speech in the works of representatives of domestic and foreign science.

5. Subject, goals, objectives and content of the methodology for the development of speech as an academic discipline.

6. Methods of scientific research in the methodology of speech development.

7. Relationship of speech development methodology with related disciplines.

8. Theoretical foundations of speech development technology.

9. K.D.Ushinsky – the founder of the methodology of initial teaching of the native language.

10. E.I.Tikheeva, her role in creating a methodology for the development of speech in kindergarten.

11. Development and improvement of the methodology for the development of speech in the period from 20 to 70 years.

12. Actual problems of the methodology for the development of MRR speech at the present stage.

13. Tasks, content and methods of work on the development of children’s speech in kindergarten.

14. Theoretical foundations of the program for the development of speech of preschool children.

15. Theoretical foundations for the formation of coherent speech in preschool children.

16. Features and technology of the formation of children’s speech communication at different stages.

17. Tasks, content and technologies for the formation of colloquial speech in children of early and preschool age.

18. Features of the perception of the picture by children of preschool age. Technology of working with the picture in different age groups.

19. Stories of children from personal experience in different age groups, the technology of their implementation.

20. Drawing up plot stories for children based on a toy.

21. Narrative as a means of forming monologue speech in children.

22. technology for compiling descriptive stories about an object and a toy.

23. Conversation as a means of developing dialogical speech. The method of conducting conversations.

24. Technology of predicting literary works in different age groups.

25. The development of independence and creative imagination in the course of creative storytelling and the methodology for compiling creative stories.

26. Features of the development of speech in young children and the methodology of work in the classroom.

27. Theoretical foundations of vocabulary work in DDO.

28. Tasks, methods and content of work on the development of vocabulary with young children.

29. Features of the organization of work with children on the development of the dictionary in the process of familiarization with the properties and qualities of objects.

30. Technology of work on the development of the dictionary in the process of specific and generic generalizations.

31. Didactic games, their meaning and use for solving problems of vocabulary work in kindergarten.

32. The technology of vocabulary work in the process of familiarizing children with the phenomena of social life. The role of observations and excursions in the development of the dictionary.

33. Features of the assimilation by children of preschool age of sound pronunciation, word pronunciation, means of intonation expressiveness.

34. Tasks and content of work on the education of qualities, skills of correct and clear sound and word pronunciation in different age groups.

35. The system of work on the formation of sound and word pronunciation in different age groups.

36. Features of the assimilation of the grammatical structure of the Russian language by children and the task of forming grammatically correct speech.

37. Technology for the formation of grammatically correct speech skills in children.

38. Features of the perception and understanding of literary works by children. The tasks and content of the work of DDO to familiarize children with fiction.

39. Technology of reading and telling literary works of children’s literature in different age groups.

40. Peculiarities of children’s perception and understanding of poetic works. Technology of acquaintance with poetry in kindergarten.

41. Artistic and speech activity of children.

42. Preparation for teaching literacy in the kindergarten system.

43. The problem of teaching children to read and write in the history of domestic preschool education.

44. Sound analytical-synthetic method of teaching reading, its essence, psychological foundations.

45. Characteristics of modern methods of teaching children to read, substantiation of the expediency of their use in working with preschoolers.

46. Innovative forms of educator’s work on the development of children’s speech at the present stage.

47. Diagnosis of speech development of preschool children.

48. The problem of planning for the development of children’s speech in kindergarten at the present stage.

49. Methodological guidelines for the development of speech of preschool children.

50. Innovative forms of organizing methodological work on the development of speech in kindergarten.

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