Information about the results of a thematic test on speech development. Thematic (targeted) check Thematic check on
| The main function of the Working Group (commission) is to carry out control activities and monitor the internal control system, i.e. procedures and operations carried out and aimed at: |
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| public funds |
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| preparing a review of identified violations and shortcomings; management financial risks |
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The working group (commission) is headed by the Chairman. The chairman of the working group reports and is accountable exclusively to the head of the institution. When implementing direct activities on organizing internal financial control Chairman of the Working Group:
- makes operational decisions within the powers of the Working Group;
- plans the activities of the Working Group, defining the systematic and regulated monitoring of internal control systems through the use of effective and rational control procedures, and ensures its practical implementation for the effective implementation of control activities;
- submits for approval to the head of the institution draft internal (local) acts regulating the activities of the Working Group;
- determines the parameters of the Working Group’s needs in material, human and other resources necessary for effective execution assigned functions;
- brings to the attention of the head of the institution information about the presence of significant resource limitations and their impact on the quality of the functions performed by the Working Group and on the risks arising in connection with this;
- distributes responsibilities among the employees of the Working Group;
- justifies the need to attract additional workers and auditors to perform planned or special control (audit) tasks; analyzes and evaluates the results of their activities;
- takes measures to identify facts of violation of the principle of independence, both in relation to the activities of the Working Group as a whole and in relation to the status of individual employees;
- coordinates the work plans of the Working Group;
- coordinates plans for interaction of the Working Group with authorized government bodies;
- brings to the attention of the head of the institution information about the emergence of demands, claims, disagreements with authorized government bodies;
- forms a work plan for the Working Group;
- ensures the practical implementation of control tasks in accordance with the approved work plan;
- organizes meetings in accordance with the established procedure, and also participates in meetings held on issues related to the activities of the Working Group;
- signs and approves documents related to the implementation of the functions assigned to the Working Group;
- ensures the protection of information constituting state and other secrets protected by law within the competence of the Working Group;
- exercises, within its competence, other powers necessary for the Working Group to perform the tasks and functions assigned to it;
- promptly and timely provides the head of the institution with objective information and an assessment of the state of the internal control (audit) system for the control measures being performed.
Stage 1 – PLANNING THE INSPECTION
Dates of the event internal control, the ratio of time spent between its stages depends, first of all, on the subject, goals and scale of each specific inspection, as well as the volume financial resources and the number of specialists allocated for its implementation.
The procedure for planning a control event includes, first of all, a preliminary study of the objects of inspection. A preliminary study of the objects of inspection is carried out by collecting the necessary information in order to prepare an inspection program. At the same time, no detailed verification of the reliability of the collected information is carried out. At this stage, the Working Group collects information only to determine the goals and questions of the audit, select specific objects of audit and develop appropriate criteria for assessing effectiveness. Members of the Working Group must have knowledge, the totality of which makes it possible to obtain a comprehensive understanding of the subject and objects of the inspection, as well as have the professional qualifications and work experience necessary to conduct the inspection in accordance with current requirements. The chairman of the working group must draw up a draft plan for the preliminary study of objects for inspection, which includes:
- subject of study;
- list of objects being studied;
- specific questions to study the activities of each inspection object;
- sources of information;
- terms of study;
- composition of the inspection team;
- deadlines for preparing a report on a preliminary study of objects and a draft inspection program.
Based on the results of planning the audit, the Chairman of the Working Group also prepares a draft Audit Program. The Program being developed must provide for the goals and objectives assigned to it. The program must indicate:
- name of the inspection object;
- review period;
- date and number of the inspection order;
- list of questions and objects of inspection,
- deadlines for conducting the inspection and submitting a report on the results of the inspection;
- date of preparation of the Program;
- signature of the Head of the Working Group that compiled the program.
Each audit should pursue clear and precise goals, as well as solve specific problems on the basis of which appropriate conclusions can be drawn. Therefore, the Working Group, first of all, needs to clearly define what will be checked. This can be done by cutting off those areas that, based on the results of a preliminary study, seem to be more or less prosperous. Of the remaining areas, focus attention mainly on those whose test results can give the greatest effect. In this case, one should be guided by the fact that the goals of the audit must always correspond to the tasks assigned to the Working Group. When determining the goals of an inspection, it is necessary to proceed from what questions regarding the area being inspected or the activities of the institution that its implementation will help answer. The program must contain a clear list of questions and objects of verification (audit) that determine the scope of its implementation. In preparing the Review Programme, the Working Group must select and briefly describe the methods by which it will be conducted to collect factual data and evidence. During the inspection process, the following methods can be used: analysis of the methods of organizing the work of the institution; analysis of the results of the work of the inspected objects (property, liabilities and similar); analysis of specific situations; analysis of available data; examination.
Classification of tax audits
Tax audits are the main and most effective form of tax control.
It is necessary to consider what audits the tax authorities can conduct. Audits conducted by tax authorities can be classified on various grounds.
Classification of tax audits:
Depending depending on the volume of documents being checked and venues tax audit they are divided into:
office;
away;
Desk inspection - this is an inspection of tax returns and other documents submitted by the taxpayer that serve as the basis for the calculation and payment of taxes, as well as an inspection of other documents available to the tax authority about the activities of the taxpayer, carried out at the location of the tax authority.
On-site tax audit - a set of actions to verify primary accounting and other accounting documents of the taxpayer, registers accounting, financial statements and tax returns, business and other agreements, acts on the fulfillment of contractual obligations, internal orders, instructions, protocols, and any other documents; on inspection (examination) of various items, any used by the taxpayer to extract income or related to the maintenance of taxable objects of production, warehouse, retail and other premises and territories; to conduct an inventory of property owned by the taxpayer; as well as other actions tax authorities(their officials) carried out at the location of the taxpayer (place of his activity, location of the object of taxation) and in other places outside the location of the tax authority.
There are also tax audits such as counter audits.
Counter check is a comparison of different copies of the same document. It is carried out only as part of a visiting or desk audit. Inspectorate specialists also conduct a counter-inspection in order to obtain information about the taxpayer being inspected from its counterparties. Based on the essence of the method, it can only be applied to documents that are drawn up not in one, but in several copies. These include documents used to formalize admission or leave material assets(waybills, invoices, etc.). Copies of documents are located either in different organizations or in different structural divisions enterprises. Given that correct reflection economic activity, different instances of a document have the same content. In other cases, documents are drawn up in only one copy, or have different contents. When comparing documents, the following may not match: quantity of goods, unit of measurement, price of goods, etc. The absence of a copy of a document may be a sign of non-documentation of the fact of economic activity, and as a result - concealment of income.
The resulting counter check the data is included in the main act of the on-site or desk inspection (reflected in the issued decision to attract tax liability). Based on these data, the main conclusion about the verification carried out is made.
By volume of questions checked
complex;
thematic;
Due diligence - this is an audit of the financial and economic activities of an organization for a certain period of time on all issues of compliance tax legislation. At present, the frequency of due diligence inspections has not been established. If the tax authority has reason to believe that the accounting and payment of taxes (fees) are being carried out with violations, comprehensive audits are carried out at least once every three years (the statute of limitations for the period being audited). Taxpayers in good standing may not be subject to tax due diligence at all.
Almost all on-site tax audits are carried out in the form of comprehensive ones. This can include issues such as the correctness of calculation and transfer of taxes (fees) by the taxpayer, the performance of the functions of a tax agent; the correctness of debiting taxes and sanctions from taxpayers' accounts; opening accounts for taxpayers (when checking banks); use of a cash register; procedure for the sale of alcoholic products, etc. Only an on-site tax audit allows you to use the full range of rights granted to the tax authorities.
Thematic check - this is a check of certain issues of the financial and economic activities of an organization (for example, checking the correctness of calculation and payment of income tax, VAT, property tax, and other taxes). Such audits are carried out as necessary, determined by the head of the tax authority.
A thematic audit is carried out either as an element of a comprehensive audit, or as a separate audit based on established facts of violation of the law based on current tax surveillance. Accordingly, its results are documented either in a separate act or reflected in a comprehensive audit report. If there is a need to conduct a comprehensive audit based on a thematic audit, an additional decision must be made that expands the range of issues to be verified.
Target check - this is a check of compliance with tax legislation in a certain area or financial and economic operations of the organization. Such checks are carried out on issues of mutual settlements with suppliers and buyers of products (services), export-import operations, according to a certain transaction, for the placement of temporarily free Money, the correct application of benefits and for any other financial and economic transactions. The results of a targeted inspection are used during a comprehensive or thematic inspection and are documented either in reports of these inspections or as separate annexes. It is possible to conduct targeted inspections as independent ones. However, in this case there is a danger of incomplete verification of certain issues of tax compliance.
By method of organization tax audits are divided into:
planned;
sudden;
Scheduled inspection - inspection with prior notification of the taxpayer.
Surprise check - this is a type of on-site tax audit conducted without prior notification to the taxpayer (as opposed to a scheduled audit).
The purpose of a surprise inspection is to establish the fact of an offense, which may be hidden during regular inspections. Surprise inspections are not carried out often. At the same time, many non-tax audits, for example, checks on the use of a cash register, in most cases are carried out as sudden ones.
The Tax Code of the Russian Federation also provides for the possibility of:
control;
repeated inspections;
Control check - this is also not a main, but a dependent check. At its core, this is an outcall.
The purpose of the control audit is to establish the fact of poor quality of the previously conducted audit by tax officials. Control audits can only be carried out by a higher tax authority in order to monitor the activities of a lower authority. The results of their implementation are reflected both on the taxpayer and on the employees of the tax authorities being audited. Thus, if facts of violation of the law by the audited taxpayer are established, appropriate sanctions will be applied to him. If violations were committed by officials of tax authorities, then such persons should be brought to disciplinary (criminal) liability.
Recheck - this is a check for the same types of taxes and for the same tax periods, for which the previous check was carried out.
Repeated on-site tax audit can be carried out:
by a higher tax authority - in order to control the activities of the tax authority that conducted the audit;
by the tax authority that previously conducted the audit, on the basis of a decision of its head (deputy head) - in the event that the taxpayer submits an updated tax return, which indicates the amount of tax in an amount less than previously declared. As part of this repeated on-site tax audit, the period for which the updated tax return was submitted is checked.
If, during a repeated on-site tax audit, it is revealed that the taxpayer has committed a tax offense that was not identified during the initial on-site tax audit, the taxpayer will not be subject to tax sanctions, with the exception of cases where the failure to detect a tax violation during the initial tax audit was the result of a conspiracy between the taxpayer and a tax authority official.
By volume of documents checked checks are divided into:
solid;
selective.
Solid (when all documents of the organization are checked, without omissions or assumptions about the absence of violations);
Selective (when only part of the documentation is checked).
Complete inspections are most often carried out in small organizations or in organizations where it is necessary to restore records (if they are missing or destroyed primary documents).
A random inspection can develop into a complete inspection if violations are identified in the sample being inspected that may be inherent in the entire body of documentation of the organization.
Participants in tax audits are persons who, in accordance with Tax Code The Russian Federation is vested with powers or has rights and obligations when performing actions during a tax audit.
According to the functional criterion, tax audit participants can be divided into the following groups:
Subjects carrying out tax audits are authorized bodies: tax authorities;
Subjects whose activities are audited during a tax audit: taxpayers, tax agents, fee payers, banks;
Subjects that may be involved in a tax audit: experts, translators, specialists, witnesses, attesting witnesses.
As an object of a tax audit, one can define the actions (inaction) of the person being inspected regarding proper accounting and transactions with taxable objects, compliance with the procedure for paying taxes and fees, lawful use tax benefits etc.
And the subject of a tax audit are documentary, material (objects) and digital media of information about transactions performed by the taxpayer, i.e. contracts, accounting documents, reports, estimates, payment documents, declarations, etc.
The most significant subjects of a tax audit are accounting documents and tax returns, which must be drawn up in accordance with the requirements established for the corresponding type of documents by regulations.
Accounting documents are written information carriers that have established details that record the presence of material assets and ongoing business transactions with property and funds. Registration requirements accounting documentation and accounting registers are established by accounting regulations (standards) and a number of other regulations.
Thus, primary accounting documents (invoices of acceptance and transfer, etc.), through which all business transactions of the organization must be formalized, are accepted for accounting if they are drawn up in the form contained in the albums unified forms primary accounting documentation, and have the required details. Mandatory details the primary accounting document should contain, for example, the name and date of the document; content of a business transaction; names of positions and personal signatures of persons responsible for the business transaction, etc.
The primary accounting document (invoice, invoice, etc.) must be drawn up at the time of the transaction, and if this is not possible, immediately after its completion, since the purpose of the primary accounting document is to document the completed business transaction for the first time.
Timely and high-quality execution of primary accounting documents, their transfer to deadlines for reflection in accounting, as well as the reliability of the data contained in them, is ensured by the persons who compiled and signed these documents.
To control and streamline the processing of data on business transactions, consolidated accounting documents are compiled on the basis of primary accounting documents.
Primary and consolidated accounting documents can be compiled on paper and computer media.
Based on the verification of accounting documents, the correctness of the transactions performed is monitored, the facts of the commission are established. tax offenses, their reasons. When examining documents, various techniques and verification methods are used, for example, formal, logical and arithmetic verification of documents; complete and selective verification of primary documents (depending on the extent of document coverage); methods of actual control: recalculation of funds, visual observation, accounting of real material assets, comparison of documents, etc. At the same time, the absence of primary documents, invoices, or accounting registers, systematic (two or more times during the calendar year) untimely or incorrect reflection in accounting accounts and reporting business transactions, cash, material assets, intangible assets And financial investments taxpayer is a gross violation of the rules for accounting for income, expenses and taxable items and entails liability. Besides, accounting documents are written evidence when considering legal disputes and must meet the requirements established for judicial evidence.
When conducting tax audits, the following stages can be distinguished:
1) Preparation for a tax audit, including studying the taxpayer’s case, i.e. documents available to the tax authorities (declarations, balance sheets, reports, tax calculations, etc.);
2) Conducting a tax audit;
3) Registration of tax audit results.
Natalia Yakovleva
Certificate on the results of a thematic test on speech development
Based on the annual plan of MBDOU No. 6 "Rainbow" and order No. 14 of 03/09/2016. from 03/14/2016 to 03/29/2016 there was a thematic audit was carried out on studying the system of educational work of teachers in development cognitive-speech and creative activity in various forms and types of children's activity.
Thematic control included the following points:
System and variability in planning work with children in all age groups;
Analysis of lessons on speech development;
Analysis of children's speech activity during the day;
Communication culture of preschool teachers;
Assessment of professional skills teacher: a survey of teachers on self-assessment of teacher professionalism in the section "Speech development» ;
Working with parents on this matter problem: analysis of visual information for parents in the group.
In order to implement this task in MBDOU systematic work of a diverse nature, and exactly:
Problem-based seminar and workshop for teachers preschool educational institution:
"Your success is your speech". (02/17/16)
Business game “To be able to communicate is to swim in happiness”.(24.02.16)
Consultations for teachers preschool educational institution:
Master Class - " We develop speech of children of primary preschool age. Game articulatory gymnastics as a means of forming the sound culture of children of primary preschool age.”
(educator-psychologist Ermolaeva E.V. 03/17/2016)
Development of coherent speech using creative forms of work (using the method of mnemonics, diagram models)»
teacher of the speech therapy group Zyzo A. V. 02/10/2016
"Creativity and development teacher's creative potential"
(educator-psychologist Kazennova O.P. 03/29/2016)
One of the main forms of work on the development of children's speech are thematic classes. To determine the effectiveness of educational work and the quality of implementation educational program according to the speech section development in preschool educational institutions were carried out open events for teachers:
Speech lesson in a correctional group. (Teacher-speech pathologist Usikova E. A. 02/25/2016);
Lesson on speech development with elements of theatrical performance for children of middle preschool age "Let's make a fairy tale". (Teacher Miroshnichenko M.V. 02/19/2016);
Lesson on teaching creative storytelling in a preparatory group "A Tale in a Magic Forest". (Teacher Manashchenko L. A 03/22/2016).
By results views, it was determined that the program content of speech classes development corresponds to the age characteristics of children. The classes create conditions for high-quality organization of work on speech development: demonstration and handout material meets methodological requirements, well thought out rational placement children, sanitary and hygienic conditions are met. Classes carried out on high professional level, organized in accordance with the methodology. Well-founded and correctly selected methods, techniques and teaching aids make it possible to constantly hold the attention of children and achieve a high level of assimilation of the material. These events helped preschool teachers master practical methods and techniques for working with children to develop speech development of preschoolers.
Analysis of group lessons on showed speech development that teachers master the methodology children's speech development, know the age characteristics of the children in their group. They know how to choose effective methods and techniques based on individual characteristics child's speech. Systematically use various forms of activation in classes children's speech(articulation and breathing exercises, word games, pure language, etc.).
Pay more attention to the formation of coherent children's speech, enriching the vocabulary, but they miss work on retelling texts, composing stories based on pictures, and creative storytelling.
IN result Analysis of classes also revealed that the predominant direction is the speech activity of the teacher. The cognitive and speech activity of children themselves during educational situations is insufficient. Only a few children speak up in class; the majority answer in monosyllables, although teachers encourage children to answer with phrases (junior) or suggestions (elder).
This means that teachers have not fully created the conditions for children’s initiative, curiosity, interest and activity.
During thematic controls were checked calendar and long-term plans of teachers. Analysis of work scheduling speech development indicates compliance with the program requirements, accounting age characteristics, systematic nature of the material being studied. Teachers are always ready for classes and conduct them regularly carry out, speech activities are planned throughout the day. In the morning, teachers plan lexical exercises, word games aimed at expanding and activating children’s vocabulary, and individual work is planned. For children to demonstrate speech activity systematically Observations on walks, didactic and outdoor games and exercises in children’s independent activities, in individual and subgroup work, role-playing games, theatrical activities are planned, riddle evenings are organized.
During the day, quite a lot of attention is paid to speech development. Teachers use various forms of work with children: thematic conversations in the morning, didactic speech games, individual work on speech development. Topics of conversation, conversations and observations correspond to the theme of the week and held both with one child and with a subgroup children: about the child himself, his family, about objects and toys, about the life around him and life in kindergarten.
Important for speech development children have a properly organized subject- group development environment. Speech development All groups are facilitated by book corners, various theaters, play corners where it is possible to organize children’s communication in role-playing games, science corners, nature corners, sensory corners, etc. where children can communicate, enriching their vocabulary with new words necessary for observations. , descriptions of observed objects and phenomena. In groups No. 6,7, 8,9,10,11,12,15,16,17,18,20,21,22,26, teachers collected collections of poems, folklore forms, and literary works for reading to children. There are didactic and printed board games available for children. For carrying out classes there are visual demonstrations and handouts that allow you to fully provide direct educational activities. However, the analysis of the subject- developing environment in the groups also revealed that there were certain shortcomings. In nursery groups there is no clearly designated book corner, there is not enough fiction in accordance with the age of the children, illustrations according to the lesson topics. There is little equipment for theatrical activities and dressing up, and it is used by teachers quite rarely.
With teachers carried out survey on the topic “Self-assessment of the teacher’s professionalism in the section "Speech development» , in which 22 teachers participated. After analyzing the questionnaires, you should Mark:
What's the first question?:
What program speech development Do you use it in children in your work? 86% answered correctly, 14% do not know the name of the program.
In the second question:
Do you make notes for classes yourself or use ready-made ones? 77.3% of teachers in their classes use ready-made notes published in methodological manuals which are supplemented with game exercises, physical exercises. minutes, speech gymnastics, breathing exercises. 22% of teachers use lesson notes compiled independently.
In the third question:
What is the main goal speech development in children of preschool age?
All teachers 100% understand the goal speech development, but theoretically find it difficult to answer.
In questions:
What are the main directions of work on speech development in children
What does the work include? development of coherent speech in a preschool educational institution?
State the fixed assets speech development in kindergarten. 63.6% of teachers understand what areas of work in speech development in a preschool educational institution are necessary for teaching pupils. 36.4% cannot correctly and specifically determine the areas of training work speech development.
To the question:
Which of speech development tools listed below What do you think is the most significant? Number them in descending order of importance. Each teacher chose meaningful means speech development and numbered them in their own sequence.
To the eighth question:
What methods and techniques speech development You use it in classes and in children's free activities. 45% of educators know basic methods and techniques speech development. 55% of educators confuse methods and techniques with learning objectives and tools.
To the ninth question:
What are the criteria of culture speeches is it necessary for a modern teacher to master? All teachers know 100% what cultural criteria speeches a modern teacher must master.
To the tenth question:
Indicate the basic techniques for teaching storytelling. 36% of educators understand and know the basic techniques for teaching storytelling. 64% of teachers do not know or understand what storytelling teaching techniques they use during classes.
And to the last question:
Are the parents of your students familiar with the problems speech development of your children? How do you organize interaction with children’s families in the direction speech development? all teachers 100% listed forms of work with parents.
Thus, we can conclude that most teachers experience difficulties in theoretical aspect speech techniques child development, confuse methods and techniques speech development, list not all areas of work on this topic.
During checks work with parents was analyzed. The plans for working with families of pupils include individual and group consultations for various subject matter. Analysis of materials from parent corners showed that the groups have advisory material on speech development, but the information in them is updated quite rarely, Special attention development There is no emphasis on speech abilities in the family.
As part of working with families in groups No. 15,17,14,12,20,22, 9,10,11,1,5,23,6,8, exhibitions of joint creative works of children and parents were organized "Baby Book".
Conclusions on results of thematic control:
Conducted thematic control of educational work in MBDOU No. 6 "Rainbow" on the issue development cognitive-speech and creative activity in various forms and types of children's activity demonstrated that the problem speech development and communication of preschoolers is relevant, and it is in preschool educational institutions is being decided: through GCD, free activity of children, through regime moments, during carrying out walks.
The groups have created conditions for speech activity children: didactic and role-playing games, theatrical activities, group and individual conversations are organized. Illustrative visual material has been accumulated.
Thus, we can conclude that educational work on speech language is organized in kindergarten development preschool children at a sufficient level. The created conditions allow develop speech of preschoolers in accordance with their age and individual characteristics. However, analysis the result shows, What carried out work is not enough effective: there are problems with phonemic and lexical aspects speeches.
It is necessary to pay attention to the system of planning work with children and parents in groups, the use of models and schemes in practice development of coherent speech in preschoolers, to foster a culture of communication with adults and peers, to create optimal conditions in the classroom to demonstrate the cognitive and speech activity of children.
1. Educators continue to apply in practice modern technologies By speech development of preschoolers. In classes, involve passive children in communication, use a variety of speech methods and techniques, formulate precise questions and get children to give the correct answers to the question posed.
2. Intensify, in terms of routine moments, in free communication between adults and children, work on developing motivation for speech actions, planning verbal games, games-exercises for children to develop the skill of using correct intonation in their own speeches, on development perception of the timbre color of the voice, use breathing exercises, use cognitive and speech games.
3. Teachers should take an active position in matters of self-education.
Take part in consultations, teaching hours, seminars, and trainings organized at preschool educational institutions. Seek methodological assistance from senior educators and preschool specialists.
4. Educators systematically update information material in parent corners on the main areas of speech development preschool children age: vocabulary development, education of sound culture speeches, the formation of elementary awareness of the phenomena of language and speeches, formation of grammatical structure speeches, development of coherent speech, nurturing interest and love for the artistic word.
Analytical report based on the results of the thematic audit:
“Systematization of the educational work of preschool educational institutions, ensuring the speech development of preschool children”
Target:
Activation of forms of advanced training for preschool teachers.
Systematization of teachers’ knowledge about the features modern forms and methods of work on the development of speech in preschool children.
Tasks:
System and variability of planning work on speech development of preschoolers;
Creating a developmental environment in order to form active speech in preschoolers
Organization of direct educational and individual activities with preschoolers through the NGO “Speech Development”;
Organization methodological activities on the problem of speech development of children.
Based on the annual plan of MBDOU d/s No. 10 and order No. ____ dated___________ from November 25 to December 5, 2014. a thematic audit was carried out in order to assess the state of the organization of the educational process in preschool educational institutions using speech technologies.
When organizing and planning work on speech development, educators of age groups use the “Program of education and training in kindergartens”, ed. NOT. Veraxes
During the thematic control, calendar and thematic plans for educational work with children in all age groups were checked.Planning in all groups is carried out in a block type, for a week.A check of calendar plans for the educational work of teachers of all age groups showed that planning of work on the development of speech and speech abilities of children is carried out constantly,ensures systematic pedagogical work with children, establishes connections between individual types and forms of the educational process.Educators plan the following forms of work: directly organized educational activities, didactic and verbal games, conversations, individual work on the development of sound culture of speech, retelling works of fiction, memorizing poems, songs, tongue twisters, and tongue twisters. All forms of work on the development of children’s speech are planned in various types of organized educational activities, as part of it, as well as in routine moments, in children’s independent activities and in joint work with parents.In preschool groups, conditions have been created for the development of children's speech: book corners have been created in which literature is appropriately placed in accordance with the age of the children. The groups have a sufficient number of didactic and board-printed games. Aesthetically designed filing cabinets subject pictures for automation and differentiation of sounds, material for sound, syllabic analysis of words and sentences, diagrams and pictograms; card files of articulation and finger gymnastics; in the theatrical corners, attributes and masks have been selected for fairy tale productions; There are manuals for developing fine motor skills: copybooks, lacing, finger games.
Teachers actively use project, research, imitation, conversation, retelling and composition methods; in accordance with the program, the main forms of speech teaching are implemented:
When developing fine motor skills, the teacher of the 1st junior group “Krokha” plans a set of speech games “Developing fingers - stimulating speech”
Teacher of the 2nd junior group "Rainbow"in the morning they plan articulation, finger, breathing exercises, lexical exercises, word games aimed at expanding and activating the children's vocabulary. I would like to note the teacher of the 2nd junior group “Bell” for the development of children’s speech abilities, the teacher systematically plans speech games, role-playing games, theatrical activities, riddle evenings are planned.
Teacher of the secondary group "Butterfly" plans speech games to develop dialogic speech. T.I. Kravchenko plans technologies using TRIZ and RTV for viewing paintings and illustrations, getting acquainted with the subject environment, getting acquainted with nature.
the construction of a developing speech space took into account the principle of integration of activities of different content. The group room is conventionally divided into centers (zones),In order for children to demonstrate verbal creativity, she systematically plans role-playing games, theatrical activities, and organizes riddle evenings.A sufficient amount of speech didactic games are planned, but individual work on the development of coherent speech is not planned systematically. Yu.A. Lazareva widely plans and applies mnemonic technology in the practice of work on the speech development of children.
The teacher of the preparatory group “Skazka” plans speech activities with children in the morning and evening hours:
Training game « Let's say a few kind words to each other."
D/I “Name it in one word”
Memorizing the poem “Where there is transport and road...”
Conversation “What kind of transport can you see on the streets of our city?”
D/I “Finish the sentence”
Problem situation: "What dangers await us on the roads?
Educational conversation: “Why was the traffic light invented??»
The subject environment is designed in accordance with the program for the development and education of children in kindergarten, under the motto “Feel - Cognize - Create”.Teachers have built a subject-development environment in such a way that it involves children in the educational process and provides maximum psychological comfort.When creating a developmental environment, each teacher of the institution takes into account individual characteristics The development of each of his pupils, the child’s needs, both in joint activities and in individual ones, is known to the group as a whole, focusing on the “zone of proximal development”.Sets available withsouthern paintings on speech development, a variety of didactic material, a library for children. The created subject-spatial environment is competently used by teachers for collective and individual work with children on the development of coherent speech. Each age group has a book corner, where books according to the age of the children are located on the shelves. Fiction is selected by teachers wisely; there are books by one writer and one illustrator.
In the second junior group "Rainbow"A fairly rich developmental environment has been created for the speech development of children; there are sets of plot and landscape paintings on speech development, and a variety of didactic material on the formation of the developmental skills.
In the second junior group, teacher O.A. Lepekhin, much attention is paid to the center of speech and creative development, which includes a mirror with an additional lighting lamp, a bench for practicing in front of the mirror, breathing exercises, toys, aids for breathing development (whistles, tin whistles, pipes, feathers, dry leaves, flower petals)
In the middle group “Butterfly”, teacher T.I. Kravchenko Center for Speech Development has:
Toys and aids for the development of breathing, a series of plot pictures, “algorithms” for composing stories, card indexes, lotto, educational games;
Children's library with a selection of books according to the program, children's favorite works, encyclopedias, children's magazines, etc.;
Theatrical corner with various types of theaters, a large screen, costume elements, masks, audio cassettes with recordings of children's songs and fairy tales.
A.Y.A. Lazareva – teacher of the senior group “Solnyshko”the construction of a developing speech space took into account the principle of integration of activities of different content. The group room is conventionally divided into centers (zones), picked up different kinds theater, fiction;
Visual aids:
illustrations, paintings, didactic and educational games, postcards, etc.) ;
Created a card index of artistic words;
Collected material for the toy library"Speak and Tell" .
I picked up didactic games ("Give me a word" , "Jokers" , “Who can come up with more fables”, etc.;
I selected material (cards) for coming up with the ending of a short fairy tale;
I picked up a card index of plot pictures “Inventing a fairy tale from pictures”;
came up with the end of a story on an ethical topic( "What would you do" )
The patriotism centers of the Skazka and Solnyshko groups contain literature and manuals in accordance with the age of the children. Each child can independently choose a book, an album with photographs, pictures, illustrations as they wish. Thematic exhibitions are systematically organized. Teachers introduce children to the symbols of the state, the history of their native land and region.
In the preparatory group “Fairy Tale”, the teacher prepared the “Red Book”, in which material from the animal and plant world was selected Stavropol Territory; photo exhibitions of art from the Stavropol Territory were organized. Collected material on folk applied art of Stavropol: appliqués, Khokhloma and Gzhel painting
However, teachers do not sufficiently use the developmental potential of children's collections, exhibitions of creativity, children's models, plans, and diagrams. There are rarely themed exhibitions in book corners. There is not enough illustrative material, the selection of books in the corners is random.
Conclusion: The preschool educational institution has created a comfortable subject-development environment where children are happy to engage in educational, playful, constructive, productive, and creative activities.
Continue work to update and enrich the subject-development environment in accordance with FGT;
Provide an integrated approach to organizing developmental activity centers for children;
Introduce innovations in creating a development environment.
Senior teacher: