Plan for the self-education of the educator. "Teacher's self-education plan" Topic: "Finger games and exercises as a means of developing speech in preschool children Finger games in the development of children's speech self-education

Plan of work on self-education.

Polenova Yu.V. for the 2015-2016 academic year.

Topic: "Playing with fingers - developing speech."

Goal: Development of fine motor skills and coordination of hand movements in children preschool age through different kinds activities.

Combine games and exercises for training fingers with the speech activity of children;

Improve fine motor skills of children through finger games;

To give parents knowledge about the importance of finger games in preschool age;

Develop imagination, logical thinking, voluntary attention, visual and auditory perception, creative activity.

Create an emotionally comfortable environment in communication with peers and adults.

1. Improve the subject-developing environment of the group for the development of fine motor skills.

2. To develop fine motor skills of fingers in preschool children through the use of a variety of forms, methods and techniques.

Municipal budgetary preschool educational institution

Anzhero-Sudzhensky urban district

"Child Development Center - Kindergarten No. 21"

TEACHER'S SELF-EDUCATION

Drozdova Natalia Anatolievna

Subject:« Developmentfine motor skills in preschoolers

through didactic games»

2016-2017 academic year

(younger group)

Anzhero-Sudzhensky GO

INTRODUCTION

« The origins of children's abilities and talents are at your fingertips.

From the fingers, figuratively speaking, go the thinnest threads - streams,

that feed the source of creative thought.

In other words, the more skill in a child's hand,

the smarter the child

V.A. Sukhomlinsky

On initial stage life, it is fine motor skills that reflect how a child develops, testifies to his intellectual abilities. Children with poorly developed manual motor skills awkwardly hold a spoon, a pencil, cannot fasten buttons, lace up shoes. It can be difficult for them to collect scattered parts of the designer, work with puzzles, counting sticks, and mosaics. They refuse modeling and applique, which are loved by other children. Thus, the possibilities of mastering the world by children are impoverished. Children often feel inadequate in elementary activities available to their peers. This affects the emotional well-being of the child, his self-esteem. Over time, the level of development creates school difficulties.

Fine motor skills are the ability to manipulate small objects, transfer objects from hand to hand, and perform tasks that require coordinated eye and hand work. Fine motor skills are associated with the nervous system, vision, attention, memory and perception of the child. Also, scientists have proven that the development of fine motor skills and the development of speech are very closely related. And this is explained very simply. There are centers in the human brain that are responsible for speech and finger movements. They are located very close. Therefore, by developing fine motor skills, we activate the zones responsible for the formation of children's speech and increase the child's performance, his attention, mental activity, intellectual and creative activity. In addition, fine motor skills directly affect manual dexterity, which will be formed in the future, the child’s reaction speed, the level logical thinking, memory, reasoning skills, concentration and imagination. From how deftly the child learns to control his fingers, his further development depends. Along with the development of fine motor skills, memory, attention, and vocabulary develop.

Target: improving their theoretical and pedagogical level and competence on the development of fine motor skills in preschoolers through didactic games.

Tasks of self-education:

1. To study and summarize the pedagogical and methodological literature on the development of fine motor skills in early preschool age.
2. Develop and select didactic games to improve motor skills, coordination of movements of the hands, fingers of children of primary preschool age;
3. Contribute to the improvement of speech and the expansion of vocabulary through finger games and gymnastics;
4. To increase the competence of parents in the importance of finger games, exercises for preschool children;

Forms of work with children:

ü working with children;

ü individual work;

ü free independent activity of the children themselves.

The system of work is presented in the following areas:

ü Directly educational activities- joint and individual differentiated work with children;

ü Work outside of educational activities (finger gymnastics, didactic games in the afternoon);

ü Parent meeting with children showing finger games (at the end school year);

ü Working with parents - consultations and conversations.

Working methods and techniques:

Explanation, show, conversation, game

ü massage of the hands;

ü finger gymnastics and physical education;

ü production of didactic games, lacing;

ü modeling from plasticine;

ü games with cubes, constructors;

ü drawing using templates, stencils

ü finger theatre.

Games used:

ü "Geometric inserts"

ü "Large and small mosaic"

ü "Pyramid"

ü "Games in a dry pool for hands"

ü "Find out what's in the bag?"

ü "Cut pictures"

ü "We build from the constructor"

ü Wooden and cardboard puzzles

ü "Lacing"

ü "Clothespins"

ü "Games with massage balls"

Expected result:

Children will be able to properly hold cutlery and writing utensils, attention, memory, thinking, creativity and imagination will be developed.

Stages of conducting didactic games

for the development of fine motor skills

at preschool age

Success in working with children younger age largely depends on how the work with this category of children in kindergarten is organized. Therefore, I have been allocated Stage III, didactic games and exercises were selected and developed for each.

Istage -

The study of educational and methodical literature. At this stage, an individual assessment of the development of fine motor skills of the hand of each pupil is carried out.

IIstage - Theoretical

At this stage, an individual assessment of the development of fine motor skills of the hand of each child is carried out; the study of the psychological characteristics of the development of children of primary preschool age; generalization of educational and methodical literature; (drawing up a card index of finger games, lacing, games with clothespins, etc.)

IIIstage - Generalizing

This stage is characterized by the fact that children willingly master didactic games and exercises under the guidance of a teacher and on their own. At this stage, it is very important to organize directly educational and gaming activities as a single process aimed at developing speech, creative, cognitive abilities children, to offer such a number of additional games and educational activities, where each child could realize his emotional, physical abilities. Systematicity is ensured by the daily conduct of a variety of didactic games: in direct educational activities, and in free independent activities.

PLAN FOR SELF-EDUCATION

LITERATURE

1. Anischenkova E.S. Finger gymnastics for the development of speech of preschoolers. - AST, 2011. - 64 p.
2. Bardysheva T.Yu. Hello finger. Finger games. - M.: "Karapuz", 2007. - 18 p.
3. Bolshakova S.E. Formation of fine motor skills of hands: Games and exercises. - M.: TC Sphere, 2006. - 64 p.
4. Ermakova I.A. Developing fine motor skills in toddlers. - St. Petersburg: Ed. house "Litera", 2006. - 18 p.
5. Ivlev S.V. Entertaining puzzles. - M.: My world, 2008. - 256 p.
6. Krupenchuk O.I. Finger games. - St. Petersburg: Ed. house "Litera", 2007. - 96 p.
7. Nikitina A.V. 29 lexical topics. Finger games, exercises for coordinating words with movement, riddles for children (4 years old) - St. Petersburg: KARO, 2008. - 96 p.
8. Pimenova E.P. Finger games. - Rostov-on-Don: Phoenix, 2007. - 211 p.
9. Rymchuk N. Finger games and the development of fine motor skills. Original finger games. Early development baby. Rostov-on-Don: Vladis: M.: RIPOL classic, 2008. - 320 p.
10. Timofeeva E.Yu. Chernova E.I. Finger steps. Exercises for the development of fine motor skills. - St. Petersburg: Korona-Vek, 2007. - 32 p.
11. Sokolova Yu.A. Finger games. - M.: "Eksmo", 2006. - 25 p.
12. http://nsportal.ru social network education workers.
13. http://ww w.maam.ru/ International educational portal.
14. http://www.razvitierebenka.com/website "Child Development"
15. http://dohcolonoc.ru/ Site for kindergarten teachers.
16. http://detsad-kitty.ru/ Site for children and adults.
17. http://www.moi-detsad.ru/ Everything for kindergarten.
18. http://ped-kopilka.ru/ International educational site "Educational-methodical cabinet".

Topic: "The influence of finger games on the development of children's speech early age»

Target : to form the basics of speech motor skills in children based on finger games.

Tasks :

- combine games and exercises for training fingers with the speech activity of children;

- improve fine motor skills through finger games;

- to increase the competence of parents on the impact of finger games on the speech of young children.

Relevance :

Working in a nursery and communicating with children of the 2nd and 3rd years of life, she drew attention to the fact that some children of this early age do not have very well developed active speech. What is the reason? I was interested in this question. To find the answer, she turned to scientific and pedagogical literature, in particular, to the books of modern teachers - E.A. Yanushko "Development of fine motor skills of hands in young children", L.P. Savina "Finger gymnastics for the development of speech of preschoolers", S.O. Ermakova "Finger games for children from one to three years old" - and found out the following.

It turns out that scientists, namely, specialists from the Institute of Physiology of Children and Adolescents of the APN, proved that the level of development of children's speech is directly dependent on the degree of formation of fine finger movements.

The more active and accurate the movements of the fingers of a small child, the faster he begins to speak. This idea can be traced in the studies of Russian physiologists, for example, V.M. Bekhterev. He pointed to the influence of hand manipulation on the functions of the higher nervous activity, speech development. Simple moves hands help to remove tension not only from the hands themselves, but also from the lips, relieve fatigue. They are able to improve the pronunciation of many sounds, and therefore, develop the child's speech.

Foreign scientists also confirm in their works the connection between the development of hands and the development of the brain. So, the Japanese doctor Namikoshi Tokujiro created a healing technique for influencing the hands. He claims that the fingers are endowed with a large number of receptors that send impulses to the human central nervous system. And oriental doctors have established that massage thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the state of the stomach, the middle one - on the intestines, the ring finger - on the liver and kidneys, the little finger - on the heart.

Thus, having become acquainted with the literature indicated above, I realized that this topic is significant and relevant. I decided to study it in more detail, defining the topic of self-education as follows: "The influence of finger games on the development of speech in young children."

Fine motor skills are developed by:

• finger gymnastics using poems, songs, nursery rhymes and folk tales;
• massage with rubbing fingers and hand massagers;
• folk games with palms;
• games with natural material;
• games with household items;
• finger theatre.

Theoretical foundations

1.1 Features of the formation of children's speech in the early stages of childhood.

Early age is a period especially favorable for the development of speech. Speech rebuilds all mental processes of the child: perception, thinking, memory, feelings, desires. It opens up opportunities for completely new and specifically human forms of external and internal life - consciousness, imagination, planning, control of one's behavior, logical and figurative thinking, and of course new forms of communication. The following researchers dealt with the problem of speech development: N. A. Gvozdev, V. V. Gerbova, M. I. Zaporozhets, N. S. Zhukova [and others. The rapid development of speech in the preschool period is associated with the subject activity of the child. In the second year of life, the child's interest in everything around him increases: he wants to see everything, to know, to take it in his hands. These desires exceed the capabilities of the child, and he is forced to turn to an adult for help. However, the existing means of communication (gestures, facial expressions, individual words) are no longer enough for the child to be understood, so that his increased need for communication is satisfied. A contradiction arises, which is resolved by the appearance new form communication - active independent speech. This developmental leap usually occurs between the ages of 1 year 5 months and 2 years. The transition to independent speech is an important stage in the entire mental development of the child. First of all, it is the transition from infancy to early age. The second half of the second year of life is characterized by the intensive development of the child's vocabulary (by 1 year 8 months it reaches 100 words, by 2 years - over 300 words). At the first stage of development, the child's speech is situational. Since it is closely related to practical activities carried out jointly with adults and peers, it most often takes place in the form of a dialogue. Dialogue as form speech communication has extremely great importance, as it contributes to the development of social relations in children. Through dialogue, children attract each other to a common game, lesson, establish contact.

Some children do not know how to keep up the conversation of either a peer or an adult. In such cases, adults involve the child in such games where there are roles for talking children, the topics of conversation are prompted by the situation of the game, or are involved in memorizing small scenes from fairy tales. Children use the learned turns of speech as material in dramatization games.

At an early age, the child's descriptive speech also appears. Its appearance is associated with the expansion of the circle of communication of the preschooler, his ideas, with the growth of his independence. Situational, curtailed speech can no longer provide complete mutual understanding when, for example, a child wants to tell the teacher about the events that took place in the family or in the yard, in which the teacher did not take part.

Gestures, facial expressions, so widely used in situational speech, in this case, the child cannot significantly help. The contradiction that has arisen between the need for communication, mutual understanding and the limited means available for this leads to the emergence of a descriptive, extended speech. An important role in its formation belongs to an adult who introduces the child to examples of such speech, its standards (fairy tales, stories).

Receives further development at an early age and understanding of speech by a child. According to M. Lyamina, in understanding speech, the child's singling out the actions themselves with objects and the designation by adults of these actions in words is of particular importance. The child is able to understand the instruction and instruction of an adult, which is one of the essential conditions the formation of "business" communication between an adult and a child, and also allows you to control the child's behavior with the help of speech. The reason for the child's actions is already a verbal appeal, which was not observed in the period of preverbal communication.

The speech of a small child arises and initially functions in communication with an adult. Therefore, the first task of education is the development of active, communicative speech. To do this, it is necessary not only to constantly talk with the child, but also to include him in the dialogue, to create a need for his own statements. The child's own speech does not develop through imitation of other people's even the most correct samples.

The mental development of children in the third year of life is generally characterized by an active focus on performing actions without the help of an adult, that is, children strive for independence. You must make the most of this ability and develop it in your child so that he does not bother you with endless requests, but learns to solve his problems on his own. In addition, a two-three-year-old child further develops visual-effective thinking and elementary judgments about the environment are formed. Help him in this, direct his thoughts in the right direction, teach him to perceive the world the way he is.

At the same time, new forms of relationships are being formed between the children themselves in the team: they are gradually moving from single games and games "next to" to the simplest forms of joint play activity. Naturally, parents are the first to help them adapt to such changes.

The very activity of a child at the age of two years becomes more complex and diverse: he is already able to distinguish an entertaining game from educational and labor knowledge. We must accustom him to calmly perceive all types of games and activities (both entertaining, and developing, and labor) and gradually learn to perform individual household actions not in the form of a game, but as a daily duty.

We also need to know that at the same time, the first rudiments of visual (drawing, modeling) and constructive activity appear in the child. It is necessary not to miss this moment, to provide the child with the necessary materials, because it is precisely such creative pursuits allow the child to learn to properly and firmly hold objects and own them.

In the same period, we gradually complicate the games. An important place is occupied role-playing games in which the child displays the actions of people close to him, in particular our actions with you, as well as the behavior of animals and transmit character traits items. As a result of games and activities, the child will develop psycho-intellectual processes, such as attention, memory, perception, imagination, thinking, and others, as well as new needs and interests will be formed.

At this age, the child is able to master skills that have a huge role in his further behavioral, intellectual and personal development. This refers to the baby's ability to understand and actively use the language in communicating with people - to talk.

With the help of constant verbal interaction with adults and with peers, a child of two or three years old from a biological being in all behavioral and psychological qualities gradually turns into a person, and later - into a person. And again, an important role in this process is played by the teacher's own approach, his ability to communicate with the child. Development cognitive processes and speech will help the baby quickly acquire knowledge, assimilate the norms and forms of universal human behavior. Systematic exercises for training the movements of the fingers, along with a stimulating effect on the development of speech, are a powerful means of increasing the efficiency of the cortex of the m. The possibility of knowing the surrounding objects in children is more associated with the development of hand actions. The ability to perform small movements with objects develops in older preschool age. It is by the age of 6-7 that the maturation of the corresponding zones of the cerebral cortex, the development of the small muscles of the hand, basically ends. It is important that by this age, the child is prepared to learn new motor skills.

Therefore, I attach great importance to the use of this fact in work with children and in cases of timely speech development, and especially where speech development is delayed. In my work, I use the stimulation of speech development by training the movements of the fingers. By doing this, I solve two problems at once: firstly, I indirectly influence the general intellectual development of the child, and secondly, I prepare for mastering the skill of writing, which in the future will help to avoid many problems of schooling.

Work plan for 2016 - 2017 academic year.

TOPIC: "Finger games in the development of young children"

Nursery - 1st junior group

Number of educational activities per year - 36

Number of educational activities per week -1

Explanatory note

The well-known teacher V. A. Sukhomlinsky said: "The mind of a child is at the tips of his fingers." The baby needs to touch everything, so he will learn to distinguish between heat and cold, hardness and softness, heaviness, size and shape of objects. The hand has the largest "representation" in the cerebral cortex. Therefore, finger games develop not only the dexterity and accuracy of the hands, but also the brain of the child, stimulate creativity, imagination and speech. Finger games are good helpers in preparing the child's hand for writing.

In the course of my work at the preschool educational institution, I noticed that more and more often children with insufficient developed speech. What is the reason for speech delay?

Perspective plan of educational activities on the topic:

"Finger games in the development of young children"

to form in the child a positive emotional attitude to work together, to develop a sense of their own movements

September

"Forty - forty"

"Like our cat..."

Learn to perform game tasks, develop fine motor skills of hands.

"This finger is a grandmother"

Activate finger movements.

"Where are the handles"

Activate finger movements.

October

"Paper ball"

« Water, water…”

Develop motor skills in both hands.

"Finger on finger"

"The wolf will open its mouth"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

november

"Squirrel sits on a cart"

Develop motor skills in both hands.

"Cabbage"

Develop motor skills in both hands.

"Fingers"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"Glove"

Activate finger movements.

December

"House"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"Two little grasshoppers..."

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"Little mouse"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"Spider"

January

"Worms"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"Naughty"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"Frog - Jump"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"On the Forest Lawn"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

February

"A top lives in the house"

Activate finger movements

"Hut on the meadow"

Activate finger movements.

"Fingers up"

Activate finger movements.

"Fingers say hello"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

March

"Ring"

Activate finger movements.

"We washed our hands"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"Wings of our mill"

Activate finger movements.

"Dance in the kitchen on the wall"

Activate finger movements.

April

"My funny fingers"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words and phrases after an adult.

"Met"

Activate finger movements.

"A horned goat is coming"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words, phrases after an adult

"Kittens"

Develop motor skills in both hands.

May

"Dariki-mosquitoes"

develop the movements of the hands and fingers, develop the ability to understand speech and repeat individual words, phrases after an adult

"Two bears"

Develop motor skills in both hands.

"Assistant"

Activate finger movements.

Methodical literature:

- "Child from birth to a year" under. ed. S. N. Teplyuk;
- N. A. Ilyina "Playing in diapers" (from birth);
- A. S. Galanov "Educational games for kids" (from birth);
- N. S. Zhukova "Learning to speak correctly" (from 1 year);

E. A. Yanushko "Development of fine motor skills of hands in young children"

(1-3 years). ed. "Mosaic - synthesis".

Cherenkova E.F. "Developing games with fingers"

Municipal budgetary preschool educational institution
"Kindergarten of a general developmental type No. 29"
"Plan for self-education of a teacher"
Ershova Galina Evgenievna
20 years of experience first category
Topic: "Finger games and exercises as a means of developing speech in preschool children." 2015-2016 / 2017-2018 academic year
I group of early age
Maikop-2015
\
Topic: "Finger games and exercises as a means of developing speech in preschool children"
Goal: increase your theoretical level, professional skill and competence.
Tasks:
- improve professional skills, expand knowledge about current trends in the development of fine motor skills of hands;
-increase the level of speech competence of children
- increase the interest of parents in the development of fine motor skills of hands and. involve them in the work on creating a developing environment in the group;
Relevance
At the initial stage of life, it is fine motor skills that reflect how the child develops, testifies to his intellectual abilities. Children with poorly developed manual motor skills awkwardly hold a spoon, a pencil, cannot fasten buttons, lace up shoes. It can be difficult for them to collect scattered parts of the designer, work with puzzles, counting sticks, and mosaics. They refuse modeling and applique, which are loved by other children, they do not keep up with the guys in the classroom.
Thus, the possibilities of mastering the world by children are impoverished. Children often feel inadequate in elementary activities available to their peers. This affects the emotional well-being of the child, his self-esteem. Over time, the level of development creates school difficulties.
And, of course, at preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of the development of children's speech. Formation oral speech the child begins when the movements of the fingers reach sufficient accuracy, that is, the formation of speech is improved under the influence of impulses coming from the hands. It has been proven that the mind and eye of a child move at the same speed as the hand. This means that systematic exercises to train the movements of the fingers are a powerful means of increasing the efficiency of the brain. “The hand is the human brain that has come out.” From how deftly the child learns to control his fingers, his further development depends. Along with the development of fine motor skills, memory, attention, and vocabulary develop.
I chose the topic of self-education "Finger games and exercises as a means of developing speech in preschool children", since this topic is very relevant and important in the lives of my pupils. Children love to learn finger games. Work on the development of fine motor skills involves close communication with children and parents. Which favorably affects the relationship and friendly atmosphere in the children's team.
Literature on the topic:
Agapova I.A., Davydova M.A. "Finger games for the development of speech and creative abilities of children." - M.: IKTC LADA LLC, 2009;
Anischenkova E.S. Finger gymnastics for the development of speech of preschoolers. - AST, 2011. - 64 p.
Anischenkova E.S. Speech gymnastics for the development of speech of preschoolers. – Profizdat, 2007. – 62p.
Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. - M .: Education, 2004. - 213 p.
Bondarenko A.K. Didactic games in kindergarten: A guide for a kindergarten teacher. - M.: Education, 2005. - 160 p.
Borisenko M.G., Lukina N.A. "Our fingers are playing." - St. Petersburg: "Parity", 2003;
Gromova O.N., Prokopenko T.A. Fun games for the development of fine motor skills in children. - M .: "GNOM and D", 2002;
Kaplunova I., Novoskoltseva I. "Ladushki" Program for the musical education of preschool children. - St. Petersburg: Nevskaya Nota LLC, 2010;
Krupenchuk O.I., "Finger games". Publishing House "Litera". Saint Petersburg 2005
Makhaneva M.D., Reshchikova S.V. " Game activities with children from one to three years old. -M.: Creative Center Sphere, 2009.
Cherenkova E.N., "Original finger games". Ripol-classic Moscow 2008
Work plan

Section of the plan Deadlines Form of work Practical outputs
(abstracts, reports,
open viewing, exhibition of works, etc.) Performance report
Work with children
September October
During the year
During the year
March
During the year
During the year
During the year
During the year Study of methodological literature on the topic
Reading stories and poems with fingers (teacher show)
Learning new finger games.
Introduction to work with children of new didactic games and manuals.
Riddles for children.
Teaching physical education with children
Reading tongue twisters.
Card file of finger games -
text material
Text material.
Selection of games and teaching aids
A collection of riddles.
A selection of physical education minutes
A selection of tongue twisters
Selection of finger games
Working with parents
September October
November
During the year
December
September
May Involvement of parents in the work on creating a developing environment in the group
Acquiring the necessary attributes for organizing a development environment in a group
Individual conversations with parents on this topic (as needed).
Making a folder-slider "Finger Games"
Message "Organization of a subject-developing environment for fine motor skills in a kindergarten group."
Master class for parents
"Magic Drawings" Text material for the slide folder
Message summary
Summary of the master class Done
Done
Done
Done
Done
Done
Working with teachers
January
April Consultation for teachers
"Finger games and exercises as a means of developing speech in preschool children"
Master class for educators
"Magic Drawings" Summary of the consultation
Summary of the master class Done
Done
Report on the work done for the academic year.
During the year she worked on the topic of self-education "Finger games and exercises as a means of developing speech in preschool children."
Having set herself a goal and tasks, she took up the selection of material, the search for all kinds of finger games, gradually forming a toy library consisting of didactic finger games, finger games with sticks, tongue twisters, poetry, physical exercises, finger gymnastics.
Introduced new didactic games and manuals into work with children.
Updated the development environment with new games and manuals.
Conducted individual interviews with parents on this topic as needed.
Designed a folder-slider "Finger Games"
Prepared a message "Organization of a subject-developing environment for fine motor skills in a kindergarten group."
Prepared and conducted a master class for parents "Magic Drawings".
Prepared a consultation for teachers "Finger games and exercises as a means of developing speech in preschool children"
Conducted a master class for educators "Magic Drawings"
PERSPECTIVE WORK PLAN FOR TEACHER'S SELF-EDUCATION
Year Content of work Deadlines Result
2015-2016
Formulation of the problem. The study of literature on the problem, existing experience.
Determination of the purpose and objectives of work on the topic. Prediction of results.
Report on the topic: "The development of a child's speech with the help of finger games and the development of fine motor skills" 2015-2016 The literature on the problem was studied, the systematization of existing experience.
Formulation of the goal and objectives of work on the topic
Speech at the pedagogical council