After two years of life, speech plays the main role in the development of the psyche and the formation of behavior. There are various forms of child speech development. If up to two years of age a child used 300 words in his speech, then, subject to skillful pedagogical influence, up to three years of age the vocabulary expands to 1000 or more words.
Expanding his life experience under the guidance of an adult, a child of 2-3 years old learns to establish elementary cause-and-effect relationships between objects of the external world, understands and poses many different questions himself.
One of the effective forms of developing a child’s speech is daily individual communication with him. With his questions and answers to the child’s remarks, the teacher provides him with information that requires additional clarification. In the process of such communication, you can suggest a new word to the child and help build a simple language structure.
Complex classes
A complex lesson in its structure combines at least three speech tasks. Tasks for the development of communicative activity (dialogical and coherent speech) are implemented at each of them; tasks of vocabulary work, sound culture of speech and grammatical structure of the language as part of a complex lesson are planned twice a month. The teacher himself determines which part of the lesson to start from, depending on the complexity of the tasks and the age of the children.
Approximate structure of a complex lesson: I week - communicative activity + sound culture of speech + grammar; Week II - communicative activity + grammar + vocabulary; Week III - communicative activity + vocabulary + sound culture of speech.
Forms and methods of forming speech development in preschool children
Natalia Morozova
Forms and methods of forming speech development in preschool children
"Relevance"
Recently, due to the widespread use of technical means of communication (telephone, television, Internet, etc., and the high employment of parents with everyday (usually financial) family problems, there has been a tendency to reduce the quality of communication between a child and an adult.
Preschool age is the stage of active speech development. In the formation of a child’s speech, his environment plays an important role, namely, parents and teachers. The success of a preschooler in language acquisition largely depends on how they speak to him and how much attention they pay to verbal communication with the child.
Systematic and targeted assistance from the family to the child in speech development, combined with the adequate use of recommendations from teachers and kindergarten specialists at various stages of education, contributes to more effective development of the preschooler’s speech.
“The goal and objectives of the development of children’s speech in preschool educational institutions”
The goal of the work of preschool teachers on the speech development of preschool children is the development of the child’s initial communicative competence. The implementation of this goal assumes that by the end of preschool age, speech becomes a universal means of communication between the child and people around him: an older preschooler can communicate with people of different ages, gender, and social status. According to the Federal State Educational Standard for Preschool Education (FSES DO): “the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in In other words, the child develops the prerequisites for literacy.”
In order for the child to achieve communicative competence, the teacher helps its formation by solving problems for the development of different aspects of the child’s speech: the development of coherent speech, the development of vocabulary, the development of grammatically correct speech, the development of sound culture of speech, preparation for learning to read and write.
“Forms of speech development in preschool children”
The choice of forms of work is carried out by the teacher independently and depends on the number of students, the equipment and specifics of the preschool institution, cultural and regional characteristics, and the experience and creative approach of the teacher.
The main form of our work on the development of children's speech is the educational situation. The educational situation is planned and organized at any time during the day, most often in the morning, evening or during a walk. This contributes to the organic inclusion of learning in the child’s daily life, its integration with play, everyday activities and the process of communication in the group.
A communication situation is a form of communication specially designed by a teacher or arising spontaneously, aimed at training children in using mastered speech categories.
Also in our work, we use project activities as one of the forms. The project activity traces the integration of all educational areas, but the basis of this method is the speech development of the child.
In this form of work, there is close interaction between the teacher, the child and his parents, as well as step-by-step practical activities that lead to achieving the set goal.
And, of course, the main form of speech development in children is play. It encourages children to contact each other and is a motive for communicative activities. Theatrical games, role-playing games, finger games and exercises are a unique means for the development of fine motor skills and speech in their unity and interconnection. These exercises stimulate the development of speech, spatial thinking, and improve reaction speed. Finger games are invaluable in this process. Scientists have established that if the development of fingers corresponds to age, then speech is within normal limits. If the development of finger movements lags behind, then speech development is also delayed, since the formation of speech areas occurs under the influence of kinetic impulses from the hands, and points from the fingers.
Didactic games are a fundamental type of game, since they are the ones that go through all childhood, starting from an early age, and solve various problems, including speech ones.
Teachers actively use the integration of speech activities with art activities, application, theatrical activities, construction, which contributes to the development of not only speech, but also mental functions (attention, perception, thinking, spatial orientation, memory, motor skills, the formation of personal qualities.
“Ways to develop speech in preschoolers”
Methods of speech development are traditionally divided into three main groups: verbal, visual and playful.
Verbal techniques are widely used. These include speech pattern, repeated speaking, explanation, instructions, assessment of children's speech, question.
Visual techniques - showing illustrative material, showing the position of the organs of articulation when teaching correct sound pronunciation.
Game techniques can be verbal and visual. They arouse the child’s interest in activities, enrich the motives of speech, create a positive emotional background of the learning process and thereby increase children’s speech activity and the effectiveness of classes. Gaming techniques meet the age characteristics of children and therefore occupy an important place in native language classes in kindergarten.
Integrated classes
Integrated forms of classes for consolidating acquired knowledge, skills and speech habits with children of the third year of life can be carried out 1-2 times a quarter. In these classes, the teacher uses material from different sections of the program, combining several areas of children's activities (for example, speech and visual arts, speech and cognitive). The priority in such classes is the communicative activity of children, the unifying point is the theme.
In early age groups of 2-3 years old, it is advisable to conduct educational and game integrated classes, which provide for the presence of a game plot and a single storyline.
Working with preschool children on speech development
Alina Sergeevna Ivashchenko
Working with preschool children on speech development
In the general system of ontogenetic development of speech, early preschool age occupies a special place. Many researchers, studying the development of normal child speech , note its unusually rapid assimilation during the short period of preschool and preschool childhood . Mastering speech occurs in a practical way, that is, in the process of communicating with the surrounding reality.
An important task in teaching young children is to develop their communicative function of speech . In the methodological works of V. A. Petrova, G. M. Lyamina, M. I. Popova and others, great importance is attached to the connection of a new word with the designated object, movement, sign, and attention is also drawn to the need for repeated repetition by adults and the inclusion of this word and the object that it denotes the child's practical activities.
Knowledge of the features and patterns normal speech development speech and the selection of the most effective techniques that ensure speech .
Determining the content of education and upbringing of children is carried out simultaneously with the selection of children's activities that are most favorable for the implementation of correctional work - this is necessary for the comprehensive development of the child .
Of decisive importance are those types of children's activities in the process of which the connection of a word with an object, an action, a sign, the repeated repetition of a word by both an adult and a child, as well as the child’s performance of any actions with objects, are easily ensured.
The main activity of a preschooler is play . The game is given great importance not only as a means of speech development , but also as a means of all-round development and education of the child. Use of various games (didactic, active, role-playing, etc.)
for the formation of
speech allows you to ensure the connection of a word with an object, action, signs and include speech in the practical activities of children with objects.
In classes on drawing, modeling, appliqué, design, development of elementary mathematical concepts, etc., conditions are also created for the development of speech using visual material.
Thanks to visual support, it is possible to ensure the connection of a word with a real object, movement, sign, i.e., apply the technique of connecting a word with a designated object, which, with normal speech development, is used in groups of younger ages . Visual arts classes allow you to include the word in the practical activities of the children themselves.
To construct a statement, along with nouns, a child’s active speech must have a certain supply of verbs. Research by M. M. Koltsova has proven that a child masters new words much faster if he acts with the object himself.
Classes on the development of elementary mathematical concepts, widely equipped with a variety of visual materials with which children act while completing tasks, beneficial for the formation and development of children’s speech
The system of speech formation for children of primary preschool age represents the gradual development of coherent speech - from words to phrases, sentences and stories, from situational forms to contextual ones. All features of oral conversational speech : its involuntary nature, condensation, the presence of non-verbal means of communication, special syntax and grammar.
The main principle of selection and grouping of material is called thematic. The topic is studied through various classes and games. The condition for the implementation of the principle is its concentrated study, that is, study over a short period of time, for example, one week, every day. This ensures multiple repetitions, which is important for children’s perception of speech and for its activation.
In design classes, children learn to assemble an object from parts (fold cut-out pictures, cubes)
;
group objects by size, shape and color, which contributes to the development of fine motor skills of the hands and overcoming speech underdevelopment .
An important achievement of children in learning is the appearance of their speech activity and desire to speak. They answer questions from adults and, on their own initiative, enter into communication with a teacher, speech therapist, and each other. We must strive to develop their skills in working with various gaming and picture materials, which are necessary for subsequent work on developing verbal communication skills.
Literature:
Volchkova V.N., Stepanova N.V., “ Development and education of children of primary preschool age ”, Voronezh, 2001.
Zhukova N. S., Mastyukova E. M., Filicheva T. B. “Overcoming the general underdevelopment of speech in preschool children ”
, Moscow, 1990
Nishcheva N.V. “The system of correctional work in a speech therapy group for children with general speech underdevelopment ”, St. Petersburg, 2008
Ushakova O. S., Strunina E. M. “ Speech development in children 3-4 years old ”
, Moscow, 2010
Mini-lessons
Mini-classes of speech development are recommended by current programs to be used as special forms of speech development in work with children of the third year of life as often as possible (preferably daily), because they are relevant and correspond to the personality-oriented model of preschool education. This form of organizing speech activity can be initiated by the teacher, then they are provided for in the work calendar, or it can arise on the initiative of the children. The teacher must be prepared to guide such speech activity of the child.
The part of the word “mini”, according to A. Goncharenko, implies minimization:
- by the number of children who are simultaneously employed;
- by duration of organized activity;
- by the volume of content that is sold.
The number of mini-lessons and their content are determined by age characteristics. During the day, the teacher can organize himself or create conditions for children to self-organize dozens of individual, group and collective short-term mini-lessons, during which the planned topic will be implemented.
Language tasks mini-lessons
In any mini-lesson, language tasks are implemented. In mini-lessons, children 2 and 3 years old have the opportunity to independently learn, explore, comment on what has been done, share impressions with peers and adults, choose the time to complete the task proposed by the teacher, and exercise the right to independently choose activities and partners.
Mini-lessons can be considered as an innovative approach to organizing the life activities of a young child, because they contribute to both the formation of an understanding of the speech of the native language and the development of active speech. An innovative component in the proposed approaches is the way of organizing children (subgroups of 3-4 children), the form of organization (mini-lesson), the content and layout of the material (the use of music and exercises for the development of fine and gross motor skills, visual and object activities, which is accompanied by a speech commentary ).
Traditional and innovative technologies of speech development in the work of a teacher
author: Polina Evgenia Yurievna
teacher-speech therapist Municipal budgetary preschool educational institution "Child Development Center - Kindergarten No. 67" Nakhodka
Traditional and innovative technologies of speech development in the work of a teacher
Municipal budgetary preschool educational institution
"Child Development Center - Kindergarten No. 67" Nakhodka
Traditional and innovative technologies
speech development in the work of a teacher
Author-compiler:
E.Yu. Polina – speech therapist teacher
Nakhodka
2020
Traditional and innovative technologies
speech development in the work of a teacher
The Federal State Educational Standard for Preschool Education identifies the educational area “Speech Development”, which provides for:
- children's mastery of speech as a means of communication and culture;
- enrichment of the active vocabulary;
- development of coherent, grammatically correct dialogical and monologue speech;
- development of speech creativity;
- development of sound and intonation culture of speech, phonemic hearing;
- acquaintance with book culture, children's literature;
- listening comprehension of texts from various genres of children's literature;
- the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
The organization of children's speech development in a preschool educational institution in modern conditions involves the search for effective technologies for the development of children's speech.
When choosing pedagogical technologies for the development of speech in preschool children, it is important that the technology is not only adequate to the age-related capabilities of the children, but also provides a guaranteed result for the development of speech in different forms of work.
Such technologies include:
- health-saving and health-forming technologies;
- modeling technologies;
- "Mnemonics";
- information and communication technologies;
- technology for teaching children how to write riddles;
When choosing a technology, you must focus on the following requirements:
- technology is focused not on learning, but on the development of children’s communication skills;
- nurturing a culture of communication and speech;
- technology must be health-saving;
- the basis of the technology is person-oriented interaction with the child;
- implementation of the principle of the relationship between cognitive and speech development of children;
- organization of active speech practice for each child in different types of activities, taking into account his age and individual characteristics.
The defining moment in successfully solving the problems of developing coherent speech in preschool children is the correct choice of pedagogical technologies that would not only be adequate to the age-related capabilities of the children, but also provide the ability to easily solve speech problems in various forms of work with children.
"Mnemonics"
Authors: V.K. Vorobyeva, T.A. Tkachenko, V.P. Glukhov, T.V. Bolsheva, L.N. Efimenkova and others.
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information through the formation of additional associations. This system of methods promotes the development of different types of memory (auditory, visual, motor, tactile), thinking, attention, imagination and speech development of preschool children. It is widely used in teaching children to retell works of fiction while learning poetry, etc.
“Mnemonics” uses the natural memory mechanisms of the brain and allows you to fully control the process of memorizing, storing and recalling information.
The use of mnemonics in the speech development of preschool children contributes to preschoolers’ creative knowledge of the phenomena of their native language, the construction of independent coherent statements, and the enrichment of vocabulary.
Technologies for using modeling in speech development
preschool children
(T.A. Tkachenko, M.M. Alekseeva, V.I. Yashina)
The use of visual models in the process of teaching children to construct coherent statements allows the teacher to purposefully develop skills in using various grammatical structures in speech, describe objects, and compose creative stories. The inclusion of visual models in the process of teaching speech helps to consolidate understanding of the meanings of parts of speech and grammatical categories, develop an understanding of logical-grammatical structures and holistic speech utterances.
The most widespread in teaching preschool children independent storytelling are the schemes for composing descriptive and comparative stories developed by T.A. Tkachenko.
Symbolism helps children identify the main features of a toy, retain the sequence of descriptions in memory, and compose a descriptive story.
The presence of a visual plan makes children's stories clear, coherent, complete, and consistent, so the use of modeling is advisable when teaching how to compose not only descriptive, but also narrative stories.
Technology for teaching children how to write riddles
Traditionally, in preschool childhood, working with riddles is based on guessing them. Moreover, the methodology does not give specific recommendations on how and in what way to teach children to guess hidden objects.
In the process of composing riddles, all the child’s mental operations develop, and he receives joy from verbal creativity. In addition, this is the most convenient way to work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without interrupting household chores, parents can play with their child in composing riddles, which contributes to the development of attention , the ability to find the hidden meaning of words, the desire to fantasize.
Information and communication technologies
ICTs make it possible to make each lesson unconventional, bright, rich, lead to the need to use different ways of presenting material, and provide a variety of techniques and methods of development and training.
Health-saving and health-forming technologies
Logorhythmics
– the relationship between speech, music and movement.
Finger gymnastics
- games and exercises for the development of small arm muscles (with and without objects).
Breathing exercises
– exercises aimed at developing deep inhalation and long exhalation.
Articulation gymnastics
- development of correct, complete movements and certain positions of the articulatory organs necessary for the correct pronunciation of sounds, and the combination of simple movements into complex ones. The main task is to develop accuracy, strength, pace, and switchability of movements.
Su-Jok
The Su-Jok therapy method for the development of children's speech is used in almost all speech therapy classes. It is actively used in medicine, psychology, and pedagogy. The effectiveness and simplicity of the method are impressive. What is the secret of the effectiveness of the method, which, if used correctly, will certainly give positive results.
The use of Su-Jok therapy for the development of children's speech is justified by speech therapy practice. The method can be used both for the correction and prevention of speech disorders. Su-Jok is a stimulator-massager, it is a plastic ball with small spikes and divided into two halves. Inside it are two rings. The rings are made of elastic metal wire and stretch very well. The palms are massaged with a ball, and we massage the fingers with rings. At the same time, a pleasant, tingling sensation is felt throughout the body.
Having determined the zones of correspondence of speech-producing organs and systems, it is possible to influence them in order to prevent and correct speech disorders. Two zones located in the cerebral cortex are responsible for speech. Wernicke's area is responsible for speech perception and Broca's area is responsible for the pronunciation of sounds. According to the Su-Jok theory, the points corresponding to these zones are the upper phalanges of the fingers. Therefore, when massaging Su-Jok with a ball, it is necessary to pay attention to this particular part of the hands. However, taking into account all of the above, it is necessary to stimulate other points of correspondence in order to improve the health of the whole organism.
With the help of the Su-Jok therapy method, many correctional problems are solved. Such as:
- development of phonemic hearing and perception;
- pronunciation correction (automation and differentiation of sounds);
- development of sound and syllabic analysis of words;
- activation of the dictionary and improvement of lexical and grammatical categories;
- development of general and fine motor skills;
- development of mental processes;
- development of color perception;
- development of space-time concepts.
Sources:
T. V. Bolsheva “Learning from a fairy tale”
Maksakov A.I., Tumakova G.A. "Learn by playing"
Alekseeva M.M., Yashina V.I. “Methods of speech development and teaching the native language of preschoolers”
Park Jae Woo “Su-Jok for everyone”
Traditional and innovative technologies of speech development in the work of a teacher
Forms of conducting mini-lessons
With children of the third year of life, mini-sessions on speech development are most often carried out with toys, and in a playful way. Thanks to the organization of such a game-activity, a child of 2 years and at the beginning of the third year of life can independently operate with various types of educational toys, purposefully tries to achieve a practical result, accompanies his actions with speech and can occupy himself for some time.
Mini-lessons are held in a group room or on a walk with two to four children against the backdrop of independent activity of the rest of the children. Their duration ranges from 2 to 5 minutes. During a mini-lesson, the teacher can introduce the child to a new toy, a new teaching aid, a method of using it, and determine the highest level of difficulty of tasks for a 2-3 year old child; can conduct a didactic exercise that encourages the child to actively use already acquired sensory skills, but in different conditions, that is, manipulating with unfamiliar material.
The teacher can freely choose among the proposed material such that it is addressed to a child who has problems with sound pronunciation, has difficulties in differentiating sounds, speech does not have intonation expressiveness, the expressiveness of diction depends on the situation of speech interaction, there is a noticeable limitation in the use of means of expression, and the like.
Speech development of a preschooler
In preschool childhood, the long and complex process of speech acquisition is largely completed. By the age of 7, language becomes a means of communication and thinking of the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school. According to psychologists, the language becomes truly native to the child.
The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. But they still retain their previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children’s words. Later, subtle and differentiated sound images of words and individual sounds are formed, the child ceases to recognize incorrectly spoken words, he both hears and speaks correctly. By the end of preschool age, the process of phonemic development is completed.
The vocabulary of speech is growing rapidly. As at the previous age stage, there are great individual differences here: some children have a larger vocabulary, others have less, which depends on their living conditions, on how and how much close adults communicate with them. Let us present the average data according to V. Stern. At 1.5 years old, a child actively uses about 100 words, at 3 years old - 1000-1100, at 6 years old - 2500-3000 words.
The grammatical structure of speech develops. Children learn subtle patterns of morphological order (word structure) and syntactic order (phrase structure). A 3-5 year old child not only actively masters speech, he creatively masters linguistic reality. He correctly grasps the meanings of “adult” words, although he sometimes uses them in an original way, and feels the connection between changes in the word, its individual parts and changes in its meaning. Words created by the child himself according to the laws of the grammar of his native language are always recognizable, sometimes very successful and certainly original. This children's ability to form words independently is often called word creation. K.I. Chukovsky in his wonderful book “From Two to Five” collected many examples of children's word creation; Let's remember some of them.
“Mints cause a draft in your mouth.” “The bald man has his head barefoot.” "Grandmother! You are my best lover!” “Let’s go into this forest to get lost.” “Why are you still courting me?” “Isn’t there any bread in the cupboard?” - “There is a piece, only he is elderly.”
The girl saw a worm in the garden: “Mom, mom, what a creeper!” The boy comes running for Vaseline: “Mom asks for Vaseline.” A sick child demands: “Put cold mocress on my head!” The girl notices that cufflinks are the exclusive property of her dad: “Daddy, show me your daddies!”
“The dragonfly’s husband is a dragonfly.” “Smoke is billowing.” “Let's shovel snow.” “Look how it’s raining!” “Help me an egg!” “I’m already getting drunk.” “I’d rather go for a walk without being eaten.” “Mom is angry, but she quickly calms down.”
The fact that the child masters the grammatical forms of the language and acquires a large active vocabulary allows him to move on to contextual speech at the end of preschool age. He can retell a story or fairy tale he has read, describe a picture, and clearly convey his impressions of what he saw to others. This does not mean, of course, that his situational speech completely disappears. It persists, but mainly in conversations on everyday topics and in stories about events that have a strong emotional overtones for the child. To get an idea of the peculiarities of situational speech, it is enough to listen to how children retell cartoons or action films to each other, skipping words, not finishing phrases, skipping over entire actions.
In general, at preschool age, a child masters all forms of oral speech inherent in adults. He has detailed messages - monologues, stories. In them, he conveys to others not only the new things he has learned, but also his thoughts on this matter, his plans, impressions, and experiences. In communication with peers, dialogical speech develops, including instructions, evaluation, coordination of play actions, etc. Egocentric speech helps the child plan and regulate his actions. In monologues he pronounces to himself, he states the difficulties he has encountered, creates a plan for subsequent actions, and discusses ways to complete the task.
The use of new forms of speech and the transition to detailed statements are determined by the new communication tasks facing the child during this age period. Full communication with other children is achieved precisely at this time; it becomes an important factor in the development of speech. As we know, communication with adults continues to develop, whom children perceive as erudite, capable of explaining anything and telling about everything in the world. Thanks to communication, which M.I. Lisina called non-situational-cognitive, vocabulary increases and correct grammatical structures are learned. But it's not only that. Dialogues become more complex and meaningful; The child learns to ask questions on abstract topics, and to reason along the way—to think out loud. Here are a few questions typical of preschoolers that they ask their parents: “Where is the smoke going?” “Who shakes the trees?” “Listen, mom, when I was born, how did you know that I was Yurochka?” “Is it possible to get a newspaper big enough to wrap a live camel?” “Does an octopus hatch from eggs or does it suck?” “Mom, who gave birth to me? You? I knew it. If it were dad, I would have a mustache.”
Mini-lesson structure
A. Krikun recommends including the following in the structure of mini-lessons:
- joint musical congratulations, which are aimed at developing a communicative culture, with elements of psycho-gymnastics;
- elements of visual activity, which are accompanied by verbal commentary.
All components of such activities can be united by a single plot, the basis of which is a certain lexical topic, for example, “Transport”, “Our toys”, “How the little bunny looked for its mother”, etc., the application of which can be various tasks and activities. Each topic requires the selection of certain material. It is advisable to combine outdoor, board, finger games, dances, songs, poetic material, health exercises, fairy tales; You can use elements of various developmental techniques.
Mini-lessons with kids end with a joint summing up and relaxation exercises.
