mnemonic a(from the Greek mnemonikon - the art of memorization) - a system of special techniques that serve to facilitate the memorization, storage and reproduction of information.
Mnemonics helps to develop:
associative thinking
visual and auditory memory
visual and auditory attention
imagination
Mnemotables are an excellent didactic material for the development of a child's coherent speech.
They are used to enrich vocabulary, when learning to compose stories, when retelling works fiction, for retelling fairy tales and learning their main lesson and
guessing and guessing riddles, when memorizing poems.
Mastering the techniques of working with mnemonic tables reduces the training time and at the same time contributes to the solution of the following tasks:
Development of coherent speech;
Transformation of abstract symbols (transcoding of information);
Development of basic mental processes: visual and auditory memory, visual and auditory attention, imaginative thinking, imagination;
Accelerating the processes of differentiation and automation of the delivered sounds.
Preparatory work in progress:
Preparation of additional educational material to broaden one's horizons;
Discussion of observations of natural phenomena, or works of folk art;
Preparation of the necessary equipment and various handouts, listening to audio recordings;
The choice of techniques that can interest the child is the creation of a motivational basis.
Tasks of mnemonics:
improvement of perception, vision, hearing, tactile sensations, smell;
the formation of memorization skills in children, to teach children to manage their attention, to make it "obedient";
stimulation intellectual development child;
teach memorization of any information.
Methods of mnemonics:
Croque method (from French croquis - drawing, diagram, sketch);
A method that uses figurative thinking (eidetism or eidotechnics);
The method of associative chains (or the method of "nonsense");
Method of transformation (transformation);
Cicero method (linking information in space);
Support method (alphabetic method).
Feature of the technique application symbolo in, not images. The symbols are as close as possible to the speech material. For example, a house is used to denote domestic birds and animals, and a Christmas tree is used to denote wild ones.
For younger children school age, schemes are recommended to be drawn in one color so as not to distract the child's attention with bright colors in symbolic images. To make such pictures, great artistic skills are not required; any adult is able to draw symbolic images of objects.
So, a mnemonic table is a graphic or partially graphic representation of the heroes of fairy tales, natural phenomena, actions, by highlighting the main semantic lines of the plot.
Mnemotables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture (image) is thought up; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the entire poem. On the initial stage an adult offers a ready-made plan - a scheme, and as the child learns, he is also actively involved in the process of creating his own scheme.
The use of reference drawings for learning to memorize poems captivates children, turns the lesson into a game. This method is especially effective for children with speech pathology. At preschool age, visual-figurative memory predominates, and memorization is mostly involuntary. The visual image, preserved in the child after listening, accompanied by viewing the drawings, makes it possible to memorize the text much faster.
Stages of work on a poem:
The speech therapist expressively reads the poem.
The speech therapist reports that the child will learn this poem by heart. Then he reads the poem again based on the mnemonic table.
The speech therapist asks questions about the content of the poem, helping the child to understand the main idea.
The speech therapist finds out which words are incomprehensible to the child, explains their meaning in a form accessible to the child.
The speech therapist reads each line of the poem separately. The child repeats it based on the mnemonic table.
The child tells a poem based on a mnemonic table
For children with FFN, memorizing a text is not particularly difficult, but for children with OHP, memorizing even a simple couplet causes certain difficulties. It is known that children with speech disorders do not like to learn poetry, retell texts, poorly master the techniques and methods of memorization. It becomes difficult to learn a poem, they quickly get tired, negative emotions arise. Therefore, it is very important to awaken in children with a similar pathology an interest in learning activities.
Practice shows that for the exact repetition of a poem and tongue twisters, a schematic representation of individual parts is necessary. This is where mnemonics helps. Using a mnemonic system helps to speed up the process of automation and differentiation of set sounds, helps memorization with subsequent reproduction of a holistic image in a rhymed form.
Mnemonics - system various tricks and methods that accelerate memorization with increasing memory due to the formation of additional associations, the organization of the educational process in the form of a game. The correct use of mnemonics in the work of a speech therapist in automating sounds allows you to make a positive trend.
Mnemotables can serve as an addition to logographic exercises, because. help to learn speech material(Pure tongues) presented in these assignments.
How to work with the mimic table
1 step. Careful examination of the table and analysis of the pictures that are shown on it, repeated pronunciation of the names of the pictures with the corrected sound in the table.
2 step. Reading tongue twisters to adults, pointing to a suitable picture in the text (the beginning is indicated by a red cross, a red arrow leads to each subsequent picture). Repeat several times.
3 step. An adult, with the help of a child, takes turns reproducing a part of the text corresponding to the picture. Repeat several times. Then the order changes.
4 step. The child independently reproduces the text using a mnemonic table.
5 step. The child independently reproduces the text without the help of a mnemonic table.
6 step. Game "Back to front" (if possible): using a mnemonic table, the child begins to reproduce the text from the last picture, which should ultimately have the same meaning as the original version.
At each stage of work on the mnemonic table, an adult controls the pronunciation of the corrected sound!
Automation (W)
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from work experience
Vereshchagina E.V. speech pathologist
first qualification category
MDOU "Kindergarten No. 18
combined type "Buzuluk
Orenburg region
In our kindergarten, in corrective work with children, speech therapists use innovative technologies. One of the tricks latest technology is mnemonics.
mnemonics– it is a set of rules and techniques that facilitate the process of memorizing information.
Mnemonics helps in the development of:
related speech;
associative thinking;
visual and auditory memory;
visual and auditory attention;
imagination;
speeding up the process of automation and differentiation of delivered sounds.
We begin to use mnemonics techniques in classes with young children. In order to develop certain skills and abilities in children, we introduce mnemonic tables of nursery rhymes into the learning process.
Learning to dress according to the mnemonic table
The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is invented; thus, all text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.
Kolobok ((l), (l,)) 
Two hands ((p),(p,)) 
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In MDOU there are correctional and speech therapy groups. Children with speech pathology have the following problems: a poor vocabulary, inability to coordinate words in a sentence, and violations of sound pronunciation. Most children have impaired attention, imperfect logical thinking. It is necessary to teach children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the surrounding life, automate and differentiate the set sounds. It is especially important to develop visual-figurative thinking.
Ushinsky K.D. wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” Since visual material is better absorbed by preschoolers, the use of mnemotables in classes for the development of coherent speech allows children to more effectively perceive and process visual information. The use of mnemonic schemes helps the child to enrich a coherent statement.
To teach children how to write descriptive stories in the work of speech therapists kindergarten the computer program "Learning to speak correctly" is used using mnemonic diagrams. The use of the program material facilitates the perception of visual images, which are a tool for memorizing and reproducing text. The use of a computer program concentrates attention, captivating children, turns the lesson into a game.
In individual speech therapy classes on automation and differentiation of sounds, in work with children, it is noted that for the exact repetition of a poetic text, tongue twisters, a schematic representation of individual parts is sufficient. As practice shows, the use of a mnemonic system allows you to speed up the process of automating and differentiating the set sounds, facilitating memorization and subsequent reproduction of a holistic image in a rhymed form.
According to the results of speech therapy monitoring of groups in our kindergarten, children showed positive dynamics in mastering the correct sound pronunciation, accelerating the timing of automation of sounds. The volume of visual and verbal memory has noticeably increased, the distribution and stability of attention have improved, mental activity has intensified.
Methodical development
Using elements of mnemonics
in speech therapy
Teacher - speech therapist: Krinichenko Elena Vladimirovna
In children with general underdevelopment speech, there are the following problems: a poor vocabulary, inability to coordinate words into sentences, a violation of sound pronunciation. Most children have impaired attention, imperfect logical thinking. Therefore, the speech therapy impact in eliminating the general underdevelopment of speech is a very difficult matter. It is necessary to teach children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the life around them.
At preschool age, visual-figurative memory prevails, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience. Research has shown that the volume visual memory and possibilities of meaning, logical memorization in children with OHP, practically does not differ from the norm, but their auditory memory and productive memorization are noticeably reduced.
In my work with children, I use innovative technologies and techniques. One of which is mnemonics.
mnemonics - this is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.
The mnemonics technique helps in the development of:
related speech
associative thinking
visual and auditory memory
visual and auditory attention
imagination
Accelerating the process of automation and differentiation of delivered sounds.
From the early childhood we all get to know repetition technique, when learning poetry. But this technique can become more effective if the child distributes repetition in time, makes it diverse, implements it not only externally (repeat aloud, in a whisper, silently), but also internally (mentally, without any external manifestations) . How to distribute repetitions in time? The optimal repetition is considered after 15-20 minutes, after 8-9 hours and after 24 hours. It is very useful to do a repetition before going to bed for 15-20 minutes, as well as in the morning.
I used this technique with children based on the game “Memorize the toys”. The child was shown a number of toys familiar to him, and the first thing the child should do is to say aloud the name of each toy, i.e. encourage us to focus on these subjects. In addition to the name of the toy out loud, I offered to take each of them in my hands and examine it. The child calls all the toys in a circle 2-3 times, while he can see all these objects. After that, the child is invited to name the objects again, but at the same time, each time when naming a certain toy, he must pay attention to some sign of this toy (the color of the cube, the dress of the doll). And the last step is self-examination. I invite the child to close their eyes and list all the memorable toys. If he makes mistakes, I suggest that the child look again at the toys and determine which one he forgot, and then again with eyes closed repeat everything. When familiarizing yourself with this technique, you can not skip a single step. It is also impossible for the child to be limited to using the "simple repetition" technique - this is a harbinger of cramming, which negatively affects memory.
Start learning mnemonic reception "grouping" is possible only when the child masters the technique of "generalization" and "classification". Generalization and classification are techniques logical thinking. In the game "One extra" the child finds among 4-5 pictures an extra one, depicting an object that does not belong to the semantic group into which the remaining pictures are combined. Children coped with the game easily, difficulties arose when I asked them to prove why this picture was superfluous. It turns out that children mentally correctly combine objects into a group, but sometimes it is difficult to find a verbal definition, a generalizing concept.
Another skill for mastering the generalization technique is the skill of grouping objects based on the found common features. For example, for the concepts "fox, swallow, frog", the children found the following signs that united them into a group:
All words start with "L"
All words end with "a"
All words refer to living things.
And one more mental skill children should master before proceeding to get acquainted with the mnemonic device "grouping" - this is the skill of distributing an object into classes (classification). So in the game “Shop”, children first learned to classify according to the principle “vegetables”, “fruits”, “clothes”, “shoes”, and then according to the principle “edible”, “inedible”. After the children have mastered the mental techniques of "generalization" and "classification", we proceeded to familiarize ourselves with the mnemonic device "grouping".
Also, one of the important techniques in mnemonics is semantic correlations. To correlate objects by meaning means to find some connections between them. These connections are based on both essential and secondary, less significant properties and features. To find these connections, the children learned to compare objects with each other, to pay attention to their functions, purpose, other internal properties and features. To learn to highlight the semantic connections between objects, the children and I used the game "What's going on?". Among the many pictures, they found pairs of objects related various types connections. So, for example, for a picture of ice, they selected the following (after explaining their choice):
Ice - glass (both transparent)
Ice is a mirror (both are smooth)
Ice - ice cream (both cold)
Ice - refrigerator (there is ice in the refrigerator).
Another mnemonic method that I introduced the children to was the copying. Copying serves mainly to memorize verbal information. Words give birth to images in the child, first mental, then graphic. At the stage of forming a mental image, the child can "revive" it into a graphic form. Copying is a sketch of words, a sketch, which does not have to be beautiful and similar to a real object, it is enough that the image is clear to the child himself. With the help of this method, we memorize tongue twisters and tongue twisters. First, we examined ready-made plot pictures, ordered their sequence and made up a story based on them. Over time, I replaced bright, printed pictures with schematic ones (mnemonic tables), but also constituting the plot.
Mnemotables-schemes serve didactic material in my work on the development of coherent speech of children. I use them for:
vocabulary enrichment,
when teaching storytelling,
when retelling fiction,
when guessing and guessing riddles,
when learning poetry.
An interesting mnemonic method is the method transformation(transformation). On the preparatory stage the children and I tried to transform not mental images, but plasticine figures. And then they tried the modeling process in their imagination. So the children correlated the letters and numbers with similar objects or parts of objects (the game “What does the letter look like?”), The children lined up all the images on the collage in sequence and memorized them ..
Method Cicero- its essence lies in the fact that remembering the information series, it is necessary to mentally arrange the images of objects, words, in some familiar room (along the road that you use every day and you know all the objects along it well) i.e. we must "bind" the image of each information unit to a specific place, object. At the first stage of mastering this method, the children themselves walked around the group and arranged miscellaneous items, stopping and pronouncing the place where they leave the object. After walking again and looking where the items are, I remove all the items. And the child remembers what, where lay. These games helped children learn to navigate in space, in a group, consolidate work on prepositions and verbs with prefixes.
All mnemonic methods and the techniques that I introduced the children to are accessible and most appropriate for their age. All of them were selected taking into account mental characteristics children preschool age. In addition, all methods and techniques are interesting for children, they are perceived by them more like a game, and not a developmental technique.
As practice shows, the use of a mnemonic system allows you to speed up the process of automating and differentiating the set sounds, facilitating memorization and subsequent reproduction of a holistic image in a rhymed form. According to the results of a speech therapy examination, children with ONR showed a positive trend in mastering the correct pronunciation of sounds, accelerating the timing of automation of sounds. The volume of visual and verbal memory has noticeably increased, the distribution and stability of attention have improved, mental activity has intensified. Thus, this technique allows to increase the interest of children in speech therapy classes, and, accordingly, their effectiveness increases.
To increase the amount of memory, facilitate memorization and assimilation of information, a technique called "mnemonics" is used, which in ancient Greek means "the art of memorization".
Mnemonics allows you to get total control over the assimilation of the material, using only natural memory.
The history of mnemonics began as an inseparable part of oratory, rhetoric. This technique was used to memorize long monologues delivered by speakers.
Today, mnemonics is very actively used by speech therapists during classes with children.
The technique of rallying images into a common associative series is one of the fundamental in mnemonics. With the help of finding associations, random and unrelated information is combined into a whole associative image created by means of images formed in the head. To reproduce any part of the material, it is enough just to build a certain image in the head and provoke a chain reaction to remember the rest of the images, united in an associative set. Some speech therapists use mnemonics cards for work in the classroom, otherwise cheat sheets for the development of auditory, visual, speech-motor and motor memory.
A powerful method is the association technique in audio automation. Sometimes it is very difficult to motivate a child to repeatedly pronounce the same words. From the very beginning, paired pronunciation of words should be practiced by showing the child two images with automated sound and offering to remember them. To complete the task, the child must form an associative image in his head, for this he must make sentences with these words. The child must independently find an association in his head. An interesting detail: the most ridiculous associations are remembered much better, as they cause laughter and positive emotions.
When the child sees all pairs of images, you need to show one picture from each pair so that he remembers the one that is not currently shown. The number of photographs shown depends on the level of development of the child. At the first stage of using the mnemonics technique, it is worth using up to four pairs of images, subsequently increasing to fifteen.
After that, you can begin to teach the child to memorize a whole chain of words.
