How to develop the language skills of kindergarten children

How to train a large class.

Early childhood language. Ability to express oneself.

The preschool period is the language development of young children.

Critical period. There are also some differences among different age groups. Kindergarten children have strong language communication skills and are good at expressing their ideas in words.

Nursery children are in the stage of vocabulary accumulation. The middle class is in a state of "green and yellow", which is a process of language accumulation to language output. Although they have a certain vocabulary, they can communicate with each other in language.

However, according to a period of observation and thinking, it was found that the development of children's language communication skills in the class was uneven

Group 1: Able to speak, you can find their cheerful figures in any activity, and hear their hearty laughter. Strong language communication skills, will take the initiative to invite other children to participate in their own activities, and has a lot of playmates. Such children account for about 25 per cent of the total population.

Group 2: Usually rarely speaks, as opposed to group 1, role play.

Outdoor play. Mostly.

Alone quiet.

Never take the initiative to invite other children or communicate with them. Such children account for about 10 per cent of the total population.

Group 4: Distracted in class, he will listen to what the teacher says interestingly, and actively raise his hand.

Issue. And it's pretty good, but it's been absent-minded at other times. Such children account for about 35% of the total population.

The above classification is analyzed: language communication between young children.

Differences in ability. larger, and invisibly affect the development of other abilities of young children. The children in Group 1 are highly adaptable and can transition from language accumulation to language output.

The children in Group 4 lacked good listening skills compared to those in Group 1. Groups 2 and 3 have a common characteristic: lack of verbal communication skills and fear.

Get along with people. Fear of competing with others, poor adaptability. The above analysis can undoubtedly see the group.

Two, three, four.

Such a child.

Let it go on, theirs.

The path to growth. It's going to be difficult. Faced with such a situation, as a teacher, I can't help but feel worried, and I can't help but hope that I can turn things around immediately.

However, once the children are formed, it is not an overnight thing to change, and the top priority is to pay more attention to these children, find out the "**", and prescribe the right medicine.

Through the accumulation of practice and experience and the search of data, it is found that there are three measures that can effectively change this situation, stimulate children's desire to speak, cultivate children's initiative to speak, and enhance children's self-confidence in speaking.

1. Create a good language learning environment. While ensuring the update and diversity of the books, the teacher can regularly carry out story speech activities, encourage each child to share the stories they have seen and their own insights, so that children can assimilate their existing reading experience into independent reading;

2. Set up a role model for children to learn and play a leading role. In addition to teaching children in standardized language, teachers should not use non-standard language to communicate with children in their spare time;

3. Carry out interesting communication activities to improve children's opportunities for expression. You can carry out some interesting communication activities for them. The common children's fun communication activities mainly include talking activities, guessing and role-playing;

4. Improve the interest of classroom learning and cultivate children's interest in language learning. The cultivation of children's language expression ability in large classes should not only be manifested in language learning classes, but also in other courses, mathematics, English and other courses, teachers should also pay attention to improving their interest in class.

Characteristics of language development in kindergarten children.

Kindergarten children are mostly 5 to 6 years old, and compared with younger children, kindergarten children have stronger comprehension and observation skills, and need to use language to express more content. From the current situation, the language development characteristics of hail bridges in kindergarten kindergartens mainly include the following three types: (1) have a certain comprehensive ability of language learning.

Kindergarten children can not only learn different forms of language, but also have a perceptual understanding of the meaning of language. When children understand the meaning of language through speculation, they will try to make inferences about similar language. If the teacher tells the children that oranges and pears are fruits, the children will usually ask the teacher whether the bananas and pomelos are also fruits. (2) Personalization characteristics are obvious.

Young children will be flexible and selective in imitating words they hear in daily life or in cartoons, so that they can creatively use the imitated language, so they have obvious personality characteristics. For example, the lines in the domestic animation Pleasant Goat are often imitated and used by kindergarten children. (3) Language development is a gradual and cumulative learning process.

Kindergarten children are able to independently explore and apply the rules of everyday language, and are able to accumulate language vocabulary driven by curiosity and desire to express themselves.