Features of speech formation in preschool children

The importance of speech development in children at preschool age

The formation of coherent speech is a complex developmental process that begins at birth and actively continues in preschool age. Children learn to express their thoughts using words, influence their environment, and receive a response to their thoughts or feelings.

Timely speech development helps:

• stimulate the functions of the brain and central nervous system, which are intensively formed at an early age;
• until the speech center in the brain fully matures, accumulate a vocabulary and learn to control the means of the native language;
• to form different types of thinking, receptivity to learning and education;
• expand your social circle outside the family, increase self-confidence;
• connect pronunciation with hearing, develop speech organs through articulation, pronunciation features (intonation, tempo, rhythm, timbre);
• explore the world, since speech allows the child to get an idea of ​​the surrounding objects or phenomena;
• in the process of teaching primary schoolchildren to develop literacy, reading and writing skills.

In the experience of personality development, learning the native language occupies an important place: the mechanisms of the psyche change, a rational perception of the surrounding world is established.

§ 3. Speech development in preschool age

At preschool age, a qualitatively new stage of speech development begins. The motive for active mastery of the native language is the growing needs of the preschooler to learn, tell and influence himself and another person. Speech is included in all types of activities, including cognitive ones. Changing the tasks facing a preschooler, the emergence of new types of activities, the complication of communication with adults and peers, the expansion of the circle of life connections and relationships in which the child is included, leads to intensive development, firstly, of all aspects of speech (vocabulary, sound culture, grammatical structure ), secondly, its forms (contextual and explanatory) and functions (generalizing, communicative, planning, regulating and symbolic).

The development of all aspects of speech is impossible without mastering its sound culture, which forms the basis, the central point of language acquisition. The sound culture of speech increases the preschooler’s ability to navigate complex relationships of grammatical forms and ensures the development of the morphological system of language.

In the development of the sound side of speech, the formation of phonemic hearing and correct pronunciation are distinguished. The main thing is for the child to distinguish between the given sound and the sound he himself pronounces. At preschool age, the process of phonemic development is completed. The child hears sounds correctly and speaks. He no longer recognizes mispronounced words. A preschooler develops subtle and differentiated sound images of words and individual sounds.

Significant qualitative and quantitative changes are observed in the development of a preschooler’s vocabulary. There are not only more words in the child’s speech, but, very importantly, their meanings are developing. The baby learns words early, but learns the meaning contained in them gradually. With age, the nature of the generalizations contained in the word changes. Let us recall that at the end of the first and beginning of the second year of life, the word designates one specific object, corresponding to its sensory image. By the end of the second year of life, the word denotes a group of homogeneous objects (“cup” means different cups). At 3-3.5 years old, a word unites several groups of homogeneous objects: furniture, toys, clothes. At 4-5 years old, the child uses words containing the result of previous generalizations. For example, the word “plant” includes groups such as berries, trees, fruits, etc. But such a generalization is still based on the most striking features that the child has learned in his own practical activities. That is, the generalization contained in the word remains specific and visual. Behind every word a preschooler says is an idea of ​​a specific object or situation. An older preschooler, using words denoting abstract categories, explains them based on his experience of interacting with others. For example, a greedy person is one who does not share toys, a kind person is one who does not fight. Moral concepts are tied to a specific situation. Therefore, in the speech of a preschooler, words predominate that denote specific objects that are as close as possible to the child himself, objects with which he constantly acts. This feature of a preschooler’s vocabulary was described by E. A. Arkin. He showed the ratio of different nouns in the speech of a four-year-old child: housing - 15.2%, food - 9.6%, clothing - 8.8%, animals - 8.8%, plants - 6.6%, urban life - 5, 1%, body parts - 4.7%, profession, technology and tools - 4.6%, inanimate nature - 3.3%, time -3.4%, social phenomena - 3.3%, generic concepts -1% , geometric shapes - 0.9%, abstract words - 0.7%.

Speech development tasks

At all stages of growing up, a child masters different levels of oral interaction: the babble of a baby a few months old, the first words and sentences of older children.

Speech expands the possibilities for knowledge. In addition to manipulating objects around him, the child begins to fantasize and learn new things from the stories of others or fiction.

What tasks are performed during speech development:

• master your native speech as a tool for communication and learning;
• enrich your vocabulary (know and use many words);
• learn to speak clearly and correctly, to conduct a dialogue;
• learn the culture of communication (listen to your opponent, do not interrupt, consistently express your thoughts);
• get acquainted with the basics of speech creativity (retelling, composing stories, plots about your impressions of the phenomenon seen);
• listen and understand fairy tales and stories from children's literature;
• remember the correct language structures for future literacy learning.

What is normal speech development

Psychologists and speech therapists distinguish three main periods in the development of speech:

1. Preparatory (from birth to 1 year).
2. Pre-school (from one year to 3 years).
3. Preschool (3 – 7 years old).

They are broken down into smaller stages. In each period, a child - with normal speech education and development - must master certain communication skills and learn specific things. For example, by the age of 3-4 years, a child’s vocabulary should already reach 3000-4000 words. The older the child, the more extensive and varied his lexical baggage should be, the easier it becomes for him to communicate with others. If some stage is missed, development is stopped (for example, by the age of three the child is still at the “booming” stage), then the norm has been violated, it is necessary to turn to specialists for help.

Parents need to know the norms of speech at a certain age and develop these skills, without overestimating them, but also not underestimating them. At first, you should not overload your child with learning poems and songs that are not appropriate for his age.

What factors influence speech development

Factors influencing the development of a child's speech.

A child’s mastery of oral speech is determined by the following conditions:

1. Heredity, structure of speech organs. Incorrect anatomy of the organs of the articulatory apparatus and undeveloped facial muscles complicate the development of speech in children 1-3 years old. Drinking through a straw and inflating balloons help strengthen your facial muscles. Whereas physiological problems are solved by medical methods.
2. Correct functioning of the central nervous system, speech zone of the brain. Disturbances in the functions of the nervous system or Broca's center are often accompanied by delayed speech development in children. To develop these functions, exercises for fine motor skills are used.
3. Pregnancy, childbirth without complications. Research confirms that anemia during gestation, premature birth before 35 weeks, hypoxia and other pathologies delay speech development at an early age.
4. Contact with parents and close relatives from the first days of life. The foundation for future communication and healthy development of the newborn is a sense of security, physical closeness to the mother, and provision of physical and emotional needs.
5. Constant interaction between parents and child. He learns about communication from changes in facial expression, movements, and gestures. Then he begins to perceive addressed speech, distinguish between emotions and voice intonations. Therefore, it is recommended to pronounce your actions, call the baby by name, and do not ignore babbling or crying.

Main stages of speech development

Speech refers to the highest mental function. It depends on how developed the central nervous system is. It is both a means of communication and the basis of thinking. From the moment of birth, the baby finds himself in a social environment, which means he begins to listen and learn to communicate with the outside world. To be sure that development is going in the right direction, you need to know the norms and pathologies of speech for each age stage.

Speech of a child from 2 months to a year

This stage of development can be roughly divided into three stages.

1. Booming. From 2 to 5 months. The child begins to intonate his cry, indicating his condition. Humming sounds appear, they are combined with vowels, they arise in communication with parents, and this is the child’s first conscious communication with adults (agu, agi, ge, aa, uh). At the same time, you can see the first smile, hear the child’s first laugh.
2. Babble. This period lasts the longest - about seven months, up to one year. Syllables appear (la, yes, pa), word chains (pa-pa, la-la-la), and then the first words, for a start - consisting of identical syllables (pa-pa, ba-ba, ma-ma) . The speech apparatus is already configured to perform various movements, and unique sound combinations are heard (ma-ma-ma, la-la-pa).
3. First words. By the first year of life, the child learns to pronounce his first words. Usually there are about 20-25. And they consist of the same syllables. During this period, the child begins to correlate what he says with specific actions, people, objects (the appearance of his mother - “ma-ma”, etc.). At this time, the baby is very actively engaged with toys, learns their names, is able to hear, perceive and find the desired object, not yet being able to name it independently (he will not say that it is a “cat”, but will find a cat among the toys).

Ideally, by the end of the first year of life, speech becomes the child’s main way of communicating with adults.

Treatment of stuttering in a 3-year-old child at home

Norms of speech development from 1 year to 2 years

The next year of the baby’s life is a continuation of the previous stage. The first 12 months have prepared the articulatory apparatus, and the child is already actively using his own words. He knows how to imitate animals and everyday sounds around him. The following stages of development are distinguished:

• The child recognizes individual objects and understands questions regarding them: “where is the cube?”, “where is the girl?” etc. It can accompany its action with words and sounds. “Talks” with other children using sounds and imitation.
• The baby knows the names of objects and their qualities, emotional assessments. The first meaningful words: cat “meow-meow”, dog “aw-aw”, etc. Sounds may be skipped.
• Understands simple sentences that call for action: “Let’s go eat,” “Give me, please,” etc. Words generalize concepts, for example, “av-av” means all dogs at once, not a specific one. There are already about 30-40 words in the vocabulary.
• By the age of one and a half years, he pronounces almost all vowels and some consonants. Some of them soften. Sound substitutions occur (“ko” – milk). The dictionary has been expanded to 40-95 words. Speech is dominated by gestures, sounds, and facial expressions.
• Imitates adults as much as possible. He turns to them with requests: “Dad, give me!” Knows how to connect words into sentences: “Katya wants la-lya” (a doll). Speech becomes self-sufficient, gestures and facial expressions disappear.
• Knows how to replace incorrectly pronounced words with the correct ones: “la-la” - “doll”. By the age of one year and 9 months, he normally knows about 175 words, using 3-4 in sentences.
• Listens to fairy tales, poems and songs, distinguishes words by sounds (does not confuse mustache and ears). Indicates your actions during the game. Uses pronouns and adjectives.
• Recognizes words that relate to events in his own life. “We are going for a walk in the park, where we met a big dog.” Speech develops very actively when playing with dolls and animals. By the age of 2, the dictionary contains about 300-400 words. Most often - noun and verbs. Adverbs are added: here, here.

Norms of speech development for children aged 3 to 4 years

The writer Korney Chukovsky called this stage in a child’s life a period of “brilliant linguistic giftedness.” At this time, kids are engaged in a kind of creativity: they come up with their own words and names, entire structures, rhyme, compose, create concepts known only to themselves. What characterizes this age for speech:

• The vocabulary already contains 1500–2000 words. The norm is some distortion of difficult to pronounce words, rearrangement of syllables.
• Sentences are built from three to four words; at 4 years old he can pronounce common sentences.
• Complex and even complex constructions and homogeneous members are used.
• They actively use adjectives, pronouns, adverbs, and numerals.
• He can already pronounce vowels without making them soft. Phonetic errors are still the norm. For example, hissing ones are replaced by whistling ones.
• Difficulties arise with the letters “l” and “r”.

• The speech is generally not very coherent; there are some descriptive elements (“This is a cat. She drinks. She is soft.”).
• They easily remember and repeat poems, nursery rhymes, and songs by heart.
• An understanding of the rhythm and volume of speech comes. But kids are not yet able to regulate them on their own.
• They know how to reason and draw conclusions.
• State your first name, last name, patronymic, and the names of relatives and friends.
• Summarizes objects into groups, determines the signs of objects (hot tea, sweet honey) and actions (mom is sleeping, dad has come).

Norms of speech development from 4 to 5 years

At four years old, a child’s language is varied and precise, emotionally vivid. He asks questions and is happy to read and listen. And:

• The vocabulary consists of 2500-3000 words.
• Accurately names objects and their qualities.
• He comes up with his own words and even poems.
• There are many adjectives and prepositions in speech.
• There are more personal pronouns
• A child can form a logically correct statement from several sentences.
• Monologue speech and retelling are mastered.
• Able to clearly and colorfully describe an object, picture, or toy.
• Almost all sounds are pronounced correctly (there may be exceptions with “L” and “R”; they take the longest to form).
• Able to reduce sound volume and speak in a whisper.
• He doesn't speak quickly.
• Uses expressive intonation to read poetry.

Norms of speech development for children 5 – 7 years old

By the age of six, a child can already speak freely with peers and adults. Ideally, by the age of seven, he is ready to master the school curriculum and does not experience communication difficulties. What characterizes this period:

• Many collective nouns and adjectives appear, denoting states and abstract concepts.
• Knows how to use general concepts (“Transport” is an airplane, a bus, and a car).
• Knows and distinguishes between seasons, plants, animals, berries, mushrooms, birds, fish, etc.
• Knows where right is left; how much time.
• Uses the names of days of the week, days, months.

• Knows the name of the country and capital.
• Operates with geographical concepts.
• Knows the rules of pedestrian traffic.
• Declines nouns according to numbers and cases.
• Able to agree nouns with numerals, and adjectives with nouns.
• Uses all parts of speech correctly
• Speech is coherent, able to retell a fairy tale or story.

By the age of seven, there are almost no errors in speech, all sounds are clear, the accents are correct.

Speech therapy interactive games for preschoolers

Psychological characteristics and stages of speech formation in preschool children

In the first years of life, the child develops mentally and physically, learns to control his body, think, and masters his native language. The formation of speech occurs sequentially; different age intervals have their own norms.

The ability to speak is an acquired skill that is developed in all children according to a similar scenario. In order to promptly notice deviations in speech development, it is necessary to know the patterns of mental maturation at an early age.

How a child’s speech is formed from birth to 3 years

In the first year after birth, all systems of the newborn actively develop: the structure of the brain matures and becomes more complex, phonemic hearing is formed, and the speech apparatus is trained during crying or involuntary sounds.

Stages of child speech development.

What is the initial stage based on:

• listening to everyday sounds, spoken speech and one’s own voice;
• imitation of an adult (repetition of heard sounds, syllables, and, at the age of about 12 months, words);
• the basics of understanding the meaning of what was said (mainly through emotions, intonation and facial expressions);
• the state of the articulatory apparatus (determines coherence in pronunciation, mobility of speech organs).

In the second year of life, there is a leap in the development of active speech.

The following is typical for communication at this age:

• attempts to use words meaningfully (to name an object);
• up to 1.5-1.8 years there are no common sentences, they are replaced by 1 word (“Drink” as a request);
• at 1.8-2 years the composition of phrases expands, but there is still no grammatical connection between words;
• vocabulary increases (100-300 words depending on the conditions, frequency and quality of communication with adults);
• the development of articulatory organs continues, but the voice has not yet become stronger;
• intonation is mastered;
• individual sounds are pronounced incorrectly (vowels are softened, consonants are skipped, syllables are confused), words are simplified (“Beep” instead of “Machine”).

Development of child speech from 3 to 4 years old

In the third year of life, the cognitive function of speech increases. The child becomes interested in the world around him, begins to ask simple questions, and engages in dialogue with peers.

The speech development of a three-year-old child includes the following stages:

• vocabulary is enriched (2-3 times compared to two years of age);
• verbs are used more often (up to 30% of the active vocabulary), prepositions and pronouns;
• there are errors in agreeing the gender of adjectives for naming objects;
• complex non-conjunctive sentences appear in speech (by the end of 3 years - complex sentences);
• listening comprehension of children's literature improves;
• the speech apparatus becomes mobile, but speech coherence and voice volume remain weak;
• when pronounced, long words with a complex structure are often shortened, syllables are swapped or dropped out;
• memory improves, creative thinking and imagination begin to develop;
• attention remains unstable, the child is distracted.

Interest in surrounding objects stimulates the preschooler to communicate with adults and be the first to start a conversation. In dialogue, the child learns to reason and begins to determine the simple relationship between phenomena.

What features of speech development distinguish the 4-year stage:

• the ability to select names for any objects or actions increases, including those that do not constantly surround the child;
• the arsenal of words is expanding (adjectives, numerals, adverbs, pronouns are actively used);
• retelling events or someone else's speech, talking about one's impressions remain inaccurate due to the inability to correctly choose the right words;
• illogicality and inconsistency of presentation remain, but the grammatical structure of speech improves;
• communication remains situational, requires clarification, the story is tied to the situation;
• memorization of poems, riddles, fairy tales improves, the child easily repeats them, but mostly does not understand the meaning;
• the speech apparatus is improved at an individual pace (by the end of 4 years, children can already speak clearly, intelligibly, or continue to simplify sounds).

Development of speech in a 3-4 year old child.

Formation of speech skills in children from 4 to 5 years old

At the age of five, a preschooler becomes receptive to the social environment. There is an interest in the development of speech hearing through word creation, attempts to rhyme or singing. The formation of speech occurs intensively, the child imitates the manner of communication in the family or kindergarten.

What stages of speech development do 5-year-old children go through:

• the colorfulness and variety of speech increases (in addition to the names of objects, the child knows their signs and is able to logically connect several objects with each other, relying on properties);
• attention does not dissipate, becomes stable;
• the vocabulary is replenished to 2.5-3 thousand words, which stimulates the development of monologue skills, but increases the number of errors and inconsistent phrases in speech;
• the speech organs are sufficiently trained for correct pronunciation, the coherence and clarity of sounds improves, speech becomes understandable to strangers and other children;
• in 30% of cases there are difficulties in pronouncing the sounds r, l, hissing;
• phonetic hearing develops, the ability to distinguish the subtleties of pronunciation (voice pitch, timbre, intonation, tempo).

Features of speech development of a preschooler aged 5-7 years

Children of senior preschool age master coherent speech and compose a monologue from complex sentences and extended phrases. People around you understand the child without further questions.

Signs of the formation of contextual speech in children 6 years old:

• abstract logical thinking develops, understanding of connections and relationships between phenomena, objects, people improves;
• the vocabulary is replenished with forms of already familiar words (prefixes or suffixes are added), 4-6 thousand words are actively used;
• the child operates with generalizing words, collects words into groups based on a common property, and is able to select pairs of antonyms;
• the number of grammatical errors decreases;
• the development of the basic functions of the articulatory organs and mobile muscles of the face is completed, which is why sounds are pronounced clearly;
• With regular implementation of developmental oral exercises, by the age of 7 it is possible to improve the pronunciation of hissing sounds, r, l.

The speech of a seven-year-old child is practically no different from that of an adult.

Creative methods and techniques.

Development at this age is aimed at consolidating the following skills:

• The stock of words that are used daily continues to expand, and the child divides the same concepts according to characteristics (winter or summer clothes);
• means of expression are used (metaphors, epithets, comparisons), words in a figurative meaning (light ball or light hand);
• the monologue becomes detailed and logical, the child does not jump from one thought to another;
• grammatical errors occur rarely, mainly in the absence of prompts from adults;
• the voice becomes loud, the pronunciation is clear, while the child controls the intonation and tempo;
• Emotionality, personal attitude and point of view appear in statements, and individuality actively develops.

Speech development of preschool children

Olga Stoyan

Speech development of preschool children

Of all educational areas, speech development is most relevant in preschool age .

Timely and complete formation of speech in preschool childhood is one of the main conditions for the normal development of a child in the future and his successful education at school.

The main goal of speech development is the development of free communication with adults and children, mastering constructive ways and means of interaction with others.

According to the Federal State Educational Standard for Additional Education, speech development includes the following components :

1) mastering speech as a means of communication and culture (this means that it is necessary to form the oral speech of children at such a level that they do not experience difficulties in establishing contacts with peers and adults, so that their speech is understandable to others);

2) enrichment of the active vocabulary (occurs at the expense of the preschooler’s and depends on the vocabulary of the teacher and parents; to expand the children’s favorable conditions are created with comprehensive thematic planning of work);

3) development of coherent , grammatically correct dialogical and monologue speech (our coherent speech consists of two parts - dialogue and monologue. The building material for it is the dictionary and mastering the grammatical structure of speech, i.e. the ability to change words, combine them into sentences);

4) development of speech creativity (the work is not easy, it assumes that children independently compose the simplest short stories, take part in composing poetic phrases, come up with new moves in the plot of a fairy tale, etc. All this becomes possible if we create conditions for this) ;

5) acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature (the main problem is that the book has ceased to be a value in many families, children do not gain the experience of reading at home - listening, the book should become a companion for children );

6) the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write (preparation for learning to read and write is the formation of skills in sound analysis and synthesis. The formation of correct pronunciation also depends on the child’s ability to analyze and synthesize speech sounds);

7) development of sound and intonation culture, phonemic hearing (the child learns the stress system, pronunciation of sounds, the ability to speak expressively, read poetry; the child learns to name words with a certain sound, determines the place of the sound in a word).

The development of a preschool child is most successfully carried out in an enriched developmental environment , which ensures the unity of social and natural means, a variety of activities and enrichment of children’s speech experience .

A developing environment is a natural setting, rationally organized, rich in a variety of sensory stimuli and play materials.

In such an environment, it is possible to simultaneously involve all children in the group .

The speech development environment , as part of the general one, is aimed at an effective educational impact, at the formation of an active cognitive attitude to the surrounding world and to the phenomena of the native language and speech. Therefore, the creation of a speech development environment is the most important direction for improving the quality of work on the development of speech in preschoolers .

The speech development environment is not only a subject environment; the role of an adult in organizing the influence of one’s own speech on the development of different aspects of a preschooler’s .

One of the most important components is the teacher’s competent speech. The teacher’s speech has a teaching and educational orientation. The main thing is the quality of its language content, which ensures high results of work. The teacher’s speech must meet the following requirements:

1) CORRECTNESS – i.e. compliance with language norms. While listening to the teacher, children should not be distracted from the content or meaning of the speech due to incorrect pronunciation or a non-standardly constructed phrase.

2) ACCURACY - i.e. precise speech is speech that adequately reflects reality and unambiguously indicates in words what should be said.

3) LOGICALITY - i.e. the presence in the statement of 3 meaning-forming components: the beginning, the main part and the end of the statement. Also important is the teacher’s ability to correctly, competently, and logically connect all sentences and parts of a statement with each other.

4) PURITY - i.e. the absence in speech of elements alien to the literary language. The teacher’s language is also polluted by his unjustified use of borrowed words, dialectal, slang and slang expressions.

5) EXPRESSIVENESS is a feature of speech that captures attention and interest, creating an atmosphere of emotional empathy.

6) APPROPRIATENESS – i.e. the use in speech of units that correspond to the situation and conditions of communication. Relevance requires flexibility of speech behavior : can he determine the correctness and appropriateness of words, forms and phrases, their semantic nuances, and foresee the work of assimilating them in advance.

Features of speech development of the second younger group

1. Competent speech of the teacher;

2. methods and techniques aimed at developing speech as a means of communication (instructions, hints, sample address, pattern of interaction through speech in different types of activities);

3. methods and techniques aimed at developing the ability to listen and hear (conversations, stories, reading)

;

4. organization of the “Corner of Interesting Things”

(stimulating independent examination of books, pictures, toys, objects for
the development of initiative speech , enrichment and clarification of children’s ideas about the environment ).
The main areas of work on speech development are :

1. Vocabulary development : mastering the meanings of words and their appropriate use in accordance with the context of the utterance, with the situation in which communication takes place. While expanding your vocabulary, you should simultaneously develop the ability to express elementary judgments. Here, questions from adults play a significant role, leading the child to say “What do you think?”

,
"For what?"
,
"Why?"
...

2. Education of sound culture of speech: development of perception of sounds of native speech and pronunciation. An examination of speech by a speech therapist begins at the age of 5, since it is believed that speech development occurs before the age of 5.

But you should not wait until this age for the child to develop incorrect pronunciation of sounds; parents need now:

• develop the speech apparatus (mobility of the tongue, lips with the help of simple exercises, for example: “The tongue hid, appeared”

,
“The tongue is painting the walls in its house”
,
“The tongue is looking out to see if it’s raining”
);

• encourage onomatopoeia, sound accompaniment of game actions in games: “Horse”

,
“Steam Locomotive”
,
“How does the machine hum?”
,
“How does a bear growl?”
...

• practice correct pronunciation of vowels and consonants (avoid lisp)

.
You can repeat pure sayings with children, for example: “Bai, bayu, bayu - I rock the doll”
,
“Lyuli, lyuli, lyuli - the dolls have fallen asleep”
,
“A hat, and a fur coat - that’s all Mishutka
.

• develop phonemic awareness (in games “Guess what it sounds like?”

,
“Who called you?”
).

• Develop speech breathing : singing long songs (offer for a long time (2-3 seconds)

in one breath, pronounce the sound as you exhale:
“a-a-a-a”
,
“oo-oo-oo”
).

3. Formation of grammatical structure. The grammatical structure of speech consists of:

• developing the ability to coordinate words in a sentence;

• use of affectionate and diminutive words;

• use of adjectives, verbs.

Suggested tasks:

• "One is many"

: matryoshka-matryoshka, machine-machines.

• "Name the Cub"

: cat-kitten, duck-duckling, bear-cub, dog-puppy...

• "Add a word"

: house - house, table - (table, spoon - (spoon, chair -
(chair)
.

4. Development of coherent speech (Dialogical (spoken)

speech Monologue speech
(storytelling)
.

When developing coherent speech , children :

• Understand and answer a variety of questions;

• To ask questions;

• Be actively involved in the conversation;

• Explain the content of the picture, situation;

• Talk about objects, toys, events. Recognition of actions in a picture is an important element in the development of phrasal speech . Here is a girl standing, crying, with a balloon pointing into the sky. Ask: “Why do you think the girl is crying, what happened to her?”

. Let the child think and even fantasize and come up with the ending of the story.

The leading form of work on the development of children's speech is the educational situation.

Educational situations are used:

– in those classes during which actions with objects and movements are developed The teacher determines the content (what to do)

and ways
(how to do)
children’s activity in the classroom;
Children didactic -oriented activities. This activity depends on the type of activity; when getting acquainted with the surroundings - observation, in classes with pictures - examination. During repeated lessons, it is advisable to intensify the children’s , the teacher asks questions, the children answer if the answers are not complete, the teacher constantly complements the children’s , and in cases of difficulty he himself leads the story, urging the children to repeat after him .
To develop speech activity in children, pictures depicting individual objects, objects in action, and plots are widely used. This increases interest in what is depicted and helps develop generalization and various mental operations. As a result, the child develops the ability not only to repeat words after the teacher, but also to independently express his opinions.

- during regime moments and are aimed at consolidating existing knowledge and skills, their application in new conditions, the child’s manifestation of activity, independence and creativity.

Let's look at examples of educational situations used for speech development of preschoolers .

O. M. Eltsova notes that a game learning situation is used to develop game communication. All qualities and knowledge are formed not by the ITS itself, but by one or another specific content that is specially introduced by the teacher.

1. Situations - illustrations. Reading books with illustrations is of particular importance. In subsequent classes, the teacher encourages children not only to look at the pictures, but also to talk about what is written in the book.

Suitable for younger preschool age . Simple scenes from the lives of children .

2. Situations - exercises. When working together with children on design, appliqué, drawing, music, etc., children encounter many different objects and materials. As a result, a vocabulary accumulates: nouns, adjectives, verbs, the grammatical structure of speech is mastered, the passive vocabulary gradually turns into active

3. Situations - problems. Used from older ages . Participation in situations - problems contributes to children’s assimilation of the main directions of social relations, their “working out”

and modeling the strategy of one’s behavior in the human world. By actively participating, the child finds an outlet for his feelings and experiences, learns to recognize and accept them.

4. Situations - assessments. Used in the preparatory group. They involve analysis and justification of the decision made, its assessment by the children . In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the decision and evaluate it.

Another form of children's speech development is scenarios of activating communication - teaching game (dialogue)

communication. This form includes conversations with children, didactic, active, folk games; staging, dramatization, examination of objects, etc.

Implementation of the educational field “ Speech development ”

possible through the project method.
Using project activities, children automatically master new concepts and ideas in various areas of life. The essence of the “project method”
in education is to organize the educational process in such a way that children acquire knowledge and skills, experience in creative activity, and an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks. The main task is to help the child believe in himself, since children most fully and clearly perceive what was interesting, what they themselves found and proved.

Design technology and the use of the project method in preschool educational institutions with integration in various educational fields is a unique means of ensuring cooperation, co-creation of children and adults , a way of implementing a person-centered approach to education.

Integrated learning gives children the opportunity to think, create, fantasize, compose, learn, develop communication skills, enrich their vocabulary and form grammatical structures of speech.

This form of speech development in preschoolers as a game encourages children to make contacts and is a motive for communicative activities. A child of this age can already compose a story from memory about what he saw. This means that in everyday communication you need to encourage him to remember and talk about some interesting events.

For a 3-4 year old child, speech is a means of communication not only with adults, but also with peers. Therefore, you should support the child’s desire to actively engage in communication, respond to an adult’s questions and suggestions, speak out, express his desires, feelings, thoughts. Encourage your child's interests in the affairs of his peers and the desire to communicate with them. At this age , the formation of moral qualities occurs, so teach your child to understand the emotional state and mood of others: friends, relatives, fairy-tale characters. After watching a cartoon or reading a book, be sure to discuss the content: who did well, who did poorly, why this cannot be done. Exercise your child in situations in which you need to feel sorry, comfort, help (for example, a doll is sick, a sad bunny)

.

Another example of the form of speech development of preschoolers is offered by literary and musical festivals, folklore fairs, dramatization games, various types of theaters, social events, speech newspapers , homemade books, problem situations, gatherings.

When organizing any educational situation, any lesson in a preschool educational institution, it is important for the teacher to:

- firstly, think through the organization of different ways of adult-child and children’s activities,

-secondly, to see the resources of different stages of the lesson for the development of children’s communicative competence .”

Thus, various forms of work are resourceful in terms of the development of preschoolers’ speech children’s communicative competence , if: - children jointly solve an educational and gaming task that is interesting and significant for them, acting as assistants in relation to someone, - enrich, clarify and activate their vocabulary, performing speech and practical tasks - the teacher is not a tough leader, but an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.

The influence of fairy tales on speech development

“For a child, a fairy tale is as serious and real as a game: he needs it in order to make up his mind, to study himself, to measure his capabilities.” J. Rodari

A fairy tale teaches you how to live. Otherwise, why would our ancestors waste precious time on them? Why would they devote their evening hours to fairy tales and take away children's attention? And only children the listeners of the grandmother-storyteller in the family?

Fairy tales allow teachers to unobtrusively and with interest for children conduct moral conversations using the plots of fairy tales. Adults get the opportunity to engage in correctional work with conflict-ridden, anxious children, with children with high or, conversely, low self-esteem, self-centered, and also insecure.

Transforming into fairy-tale characters, children complete tasks with much more enthusiasm. Through fairy tales, a child gains knowledge about the world, about relationships between people, about the problems and obstacles that a person faces in life. Through fairy tales, a child learns to overcome barriers, find a way out of difficult situations, and believe in the power of goodness, love and justice.

Speech therapists know how difficult it is to perform, for example, articulation gymnastics with an excitable, disinhibited child. Not only does he have a naughty tongue, he is constantly distracted, fussing, asking questions, trying to talk about something. His concentration only lasts for a minute .

Are the children lethargic, weakened, with high nervous system exhaustion? They do not violate discipline, and sometimes they are not noticeable at all in the group, but the speech therapist has to experience considerable difficulties with them. After just a few minutes of work, the child announces in a weak and lifeless voice that he is tired and cannot do anything else. In such children , as a rule, it is difficult to produce sounds that require active exhalation, and automation occurs slowly and sluggishly.

If a child learns to be aware of what he sees, hears, feels, if he tries to determine the nature of what he feels, then his increased sensitivity greatly helps the speech therapist in such an area as, for example, the development of phonemic hearing. Most children quite easily begin to differentiate sounds that are similar in sound and articulation, to feel the rhythm of a word, its melody and structure.

Emotionally discharging, releasing tensions, anxiety, aggression, guilt, children become softer, kinder, more self-confident, more receptive to people and the world around them. They develop a positive image of their body, accepting themselves as they are.

"The influence of finger games on the development of children of primary preschool age "

“The hand is the tool of all tools”

, Aristotle concluded.

"The hand is the outer brain"

- Kant wrote.

Scientists, studying the activity of the children's brain, note the great stimulating value of the motor function of the hand. Scientists have found that the level of development of children's speech is directly related to the level of development of gross and fine motor skills. The higher the motor activity, the better speech development . In the cerebral cortex, the sections responsible for the development of articulatory and fine manual motor skills are located close to each other and are closely interconnected. develops earlier in the process of ontogenesis , and its development seems to “pull”

behind
the development of speech . Therefore, by developing a child’s fine manual motor skills, we stimulate the development of his speech .
It is best to sculpt from plasticine, fold pyramids, string rings on sticks, lace shoelaces, string buttons, play with construction sets, make mosaics, draw, etc. Exercises for palms and fingers with walnuts are widely used. Rolling a hexagonal pencil between your palms has a remarkable effect.

From an early age we were taught to play “Magpie – White-sided”

,
“Ladushki”
,
“Horned Goat”
.
“Whose nose?”
Today, experts
are reviving old games and inventing new ones. And so, the greatest impact of impulses from the arm muscles on the development of the cerebral cortex occurs only in childhood , while the motor area is being formed. Therefore, work on developing fine motor skills of the fingers in preschool age is of particular importance.
By developing fine motor skills of a child’s hands, several tasks are solved at once:

-stimulation of speech development in young children ;

-training attention, spatial thinking;

- education of emotional expressiveness, imagination and fine motor skills of the hands.

Finger games and exercises are a unique means for developing fine motor skills and speech in their unity and interconnection. They are very emotional, fascinating, captivate the child with their improvisation, spontaneity, theatricality, elements of surprise, and contribute to the development of speech and creative mental activity.

All finger games are divided into several groups

Primary games or games are manipulations.

Subject finger exercises

Finger exercises combined with self-massage of the hands and fingers.

Primary games or games are manipulations. These games focus on simple touching of fingers, stroking hands, simple circular movements inside the palm clockwise and counterclockwise. In this way we activate points associated with the speech areas of the brain . Gradually we make the games a little more complicated. This includes: “Finger, boy?”

,
“This finger wants to sleep”
,
“This finger is a grandfather...”
,
“The fingers went for a walk...”
,
“One, two, three, four, who lives in my apartment?”
— the child bends his finger one by one.
He can do these exercises with the help of an adult. They develop imagination : in each finger the child sees one or another image.
Subject finger exercises. "Fingers say hello"

- the pads of the fingers are in contact with the thumb
(of the right and left hand at the same time)
.
“A flower is blooming”

fingers

“appear” from a clenched fist -
palms facing themselves, fingers intertwined.

"Christmas tree"

- palms facing you, fingers in
a “lock” (palms at an angle to each other)
.

The fingers are pointed forward, the elbows are not pressed to the body.

This group also includes exercises that allow children to depict objects of transport, furniture, domestic and wild animals, trees, birds, and insects.

Finger exercises combined with self-massage of the hands and fingers.

These exercises use traditional massage movements - kneading, rubbing, pressing, pinching (from the periphery to

- movements as when washing hands.

"We put on gloves"

— with the thumb and index fingers of the right and left hands, rub each finger of the left hand, starting with the little finger, from top to bottom. Finally, rub your palm.

"Pickling cabbage"

- movements of the edge of the palm of the right hand against the palm of the left hand: tapping, sawing. Movements of both hands: imitation of sprinkling salt, clenching the fingers into a fist.

"Let's warm our hands"

- movements as when rubbing hands.

"Hammer"

- use the phalanges of the fingers of the right hand clenched into a fist
to “hammer nails
.

"Geese are nibbling grass"

— the fingers of the right hand pinch the hand of the left. For more effective self-massage of the hands, use a walnut, chestnut, hex pencil, or massage ball.

Allows you to increase overall tone, develop attention and memory , and relieve psycho-emotional stress. "Butterfly"

- clench your fingers into a fist and alternately straighten the little finger, ring and middle fingers, and connect the thumb and index into a ring.
Make quick movements with straightened fingers ( “finger fluttering”
).

"Fairy tale"

- children are invited to act out a fairy tale in which each finger is a character.

"Octopussy"

- the right hand, carefully and one by one moving its tentacles - fingers, travel along the seabed. An octopus is moving towards - the left hand. They saw each other, froze, and then began to explore the seabed together.

And so, to summarize, we can state the following: finger games and exercises are a unique means for the development of fine motor skills and speech in their unity and interconnection. Learning texts using “finger”

Gymnastics stimulates
the development of speech , thinking, voluntary and involuntary attention, auditory and visual perception, speed of reaction and emotional expressiveness, the ability to concentrate.
The influence of family communication on the development of speech in children of senior preschool age .

Computer games can be introduced only after the child has mastered traditional types of children's activities - drawing, designing, perceiving and composing fairy tales. And, most importantly, when he learns to play ordinary children's games on his own (take on the roles of adults, invent imaginary situations, construct a game plot, etc.) and learn to distinguish the game from reality. Watching cartoons for young children should be strictly dosed. At the same time, parents should help children comprehend what is happening on the screen and empathize with the characters in the film. It is possible to provide free access to information technology only beyond preschool age (after 6-7 years, when children are already ready to use it for its intended purpose, when the screen will be for them a means of obtaining the necessary information, and not a powerful master over their souls and not the main teacher

Proper assistance in the development of a child’s speech is the most valuable thing that parents can offer their child.

Parents' activity in the development of their child's speech

Parents are the first to introduce their newborn to communication. By observing the stages of speech development every day, they can notice violations in time and correct them.

To help a preschooler’s speech development, at home parents need to:

• from the first days pronounce words clearly, do not distort sounds when imitating baby babble;
• use a lot of words, name surrounding objects, describe everyday actions to introduce the child to different concepts;
• in the form of a game, invent new word forms with the preschooler to understand their native language;
• enrich speech with emotions, accompany spoken words with expressive facial expressions and gestures (smile = joy, frown = sadness);
• introduce children's books, tell short stories, setting an example of a coherent monologue, invite the child to come up with a continuation or retell the plot.

Features of speech formation in preschool childrenmaterial on speech therapy (middle group)

Features of speech formation in preschool children

Speech, a wonderful gift of nature, is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

V.A. Sukhomlinsky

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonemic, lexical, grammatical. Full command of the native language in preschool age is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future. At preschool age, children's social circle expands. By becoming more independent, children go beyond narrow family ties and begin to communicate with a wider range of people, especially peers. Expanding the circle of communication requires the child to fully master the means of communication, the main one of which is speech. High demands on speech development are also made by the child’s increasingly complex activities.

S.L. Rubinstein said that speech is the activity of communication - expression, influence, communication - through language, speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which designates and, designating, reflects being. More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of social reflection of reality.

Speech is a process of communication that arises and develops under the influence of the need for communication and serves the purposes of social unification of people. Speech is one of the indicators of child development. It fulfills several needs of the child: communicative, informative, cognitive (developmental), which already speaks of its great significance.

The primary function of speech is communicative. Speech is, first of all, a means of expression and understanding.

The development of speech for a child plays a fundamental role. Speech development is the basis of communication in the family. The development of speech is the main means of achieving desires for an individual. Without the development of speech, full communication of a person in society is impossible. Language development is at the center of a child's learning.

Speech development in preschoolers occurs over several age periods. The most important period is considered to be the age from one year to four years, when the child masters the basic laws of language.

In the process of interacting with the world and the people around him, a child enriches his experience, receives new impressions, and in connection with this, his mental abilities and, accordingly, speech develop.

Work on the development of children's speech must be comprehensive and solve problems associated with all aspects of speech development - phonemic, lexical, grammatical. A comprehensive influence on a child’s speech is a prerequisite for the development of coherent speech. But the spontaneous development of speech cannot raise a child to a high level; the help of an adult is necessary, i.e. targeted learning and communication. In addition, an adult awakens a child’s interest in language and encourages him to be creative.

Timely and complete development of speech in preschool age is one of the main conditions for the normal development of a child and his subsequent successful education at school. Any delay and any disturbance in the development of a child’s speech is reflected in his behavior, as well as his activity in its various forms.

Modern and complete mastery of speech is the first most important condition for the formation of a full-fledged psyche in a child and its further correct development. Modern means started from the first days of a child’s life. Comprehensive means a sufficient amount of language material, encouraging the child to master speech to the best of his ability at each age level.

The speech development of children is considered as the development of skills to understand and use language: the development of phonemic hearing, sound analysis, vocabulary, grammatical categories, the development of communication skills, skills and abilities of coherent speech. Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones.

1. Features of speech development in children 2-3 years old.

By the end of the child’s year, we can already talk about speech development, since the foundations of understanding are formed, the child begins to use a few simple words. An adult’s speech to a child can calm him down and encourage him to perform simple actions.

The second year of life is a period of intensive speech formation. Connections between an object, an action and the words denoting them are formed 6 to 10 times faster than at the end of the first year of life. By the age of two, a child’s active vocabulary grows to 200–300 words. The child understands speech addressed to him and begins to speak himself. It is at the age of 2 that speech becomes the main means that a child uses to communicate with loved ones.

Young age is the most important period in the development of a preschooler. It is at this time that the baby transitions to new relationships with adults, with peers and with the objective world around him. By the age of 2, children practically master the skills of using singular and plural forms of nouns, tense and person of verbs, and use some case endings. At this time, understanding an adult’s speech significantly exceeds spoken capabilities.

At the age of 2–3 years, a peak occurs in the development of a child’s speech. He begins to actively listen, and remembers and analyzes information. During the 2nd and 3rd years of a child’s life, a significant accumulation of active and passive vocabulary occurs, along with the expansion of which comes the assimilation of speech sounds.

In the third year of life, children look at pictures in books and listen to stories. Not only does their stock of commonly used words increase, but they also develop a desire for word creation—new words are invented. By the age of 3, the need for independence arises, the desire to act independently of adults, and self-esteem develops. This is reflected in speech behavior, in the choice of lexical and emotional-expressive means. The child begins to talk about himself in the first person. By this time, the child’s active vocabulary includes up to 1,500 words. Instead of a simple two-syllable phrase, he begins to use detailed sentences of 5–8 words, having mastered the plurality of nouns and verbs. The child says his name, gender, age; understands the meaning of simple prepositions - performs tasks such as “put the cube under the cup”, “put the cube in the box”, uses simple prepositions and conjunctions in sentences - because, if, when. He understands short stories and fairy tales read with or without the help of pictures, can evaluate his own and others’ pronunciation, and asks questions about the meaning of words. With the mastery of phrasal speech, the assimilation of the grammatical system of the language improves. By the age of 3, the child uses all parts of speech in speech and constructs 5 complete grammatical sentences. Characteristic signs of verbal communication appear. According to the definition of A.N. Gvozdeva, by the age of 3, children have formed all the basic grammatical categories.

2. Features of speech development in children 3-4 years old.

The age of 3–4 years is a very important stage in a child’s life. At this age, the foundations of the future personality are formed, the “foundation” is laid for the physical, mental, and moral development of the child. It is still difficult for a three-year-old child to control his behavior. The formation of self-esteem begins, where the leading place belongs to the adult.

Speech development in children 3–4 years old occurs especially quickly. As a rule, by the age of 3, a child has almost mastered his native language. The active vocabulary of children from 3 to 4 years old grows literally by leaps and bounds, up to about 100 new words per month. If at the age of three a child needs a few hundred words to communicate, at the age of 4 this figure reaches 1.5 - 2 thousand words.

The sound design of words also improves quickly, and phrases become more developed. However, not all children have the same level of speech development: by the age of three, some often and correctly pronounce words, while others do not speak clearly enough and pronounce words incorrectly; others do not speak clearly enough and pronounce individual sounds incorrectly. The most typical errors are omission and replacement of sounds, rearrangement of sounds and syllables, and violation of syllabic structure.

The speech of three-year-olds is the same. They pronounce all verbs in the present tense. A child's understanding of the past and future is still limited. The sentences are similar to each other: the subject comes first, and then the predicate, then the object. At this age, children develop a special interest in words. They try to establish the meaning of words, their origin, create their own words (a mug instead of a spring). Children are attracted by the sound design of words, and he even tries to correct poorly speaking peers, although he still cannot determine which sound or often the word is pronounced incorrectly.

At 3–4 years old, children already correlate knowledge with speech form. Having certain life experience helps them enrich their monologues with words - definitions. Based on the picture, children can even tell a short fairy tale they know. They are able to comprehend short stories without pictures. At this age, children are characterized by dialogical speech.

The child speaks a lot himself, loves to listen to short fairy tales, stories, memorizes poems and recites them with pleasure.

At 4 years old, the phrases spoken by the child already include sentences consisting of 5–6 words. There are complex and complex 6

sentences use prepositions “by, before, instead”, conjunctions “what, where, how much”. At this age, they begin to accompany their play with speech. He actively uses generalizing words (clothes, vegetables, animals, etc.), names a wide range of objects and phenomena of the surrounding reality.

3. Features of speech development in children 4–5 years old.

The average preschool age of 4–5 years is characterized by increasing volitionality, intentionality, and purposefulness of mental processes, which indicates an increase in the participation of the will in the processes of perception, memory, and attention.

What is most striking about a four- to five-year-old child is his success in mastering his native language. By the age of five, the vocabulary exceeds 2000 words. Abstract concepts appear in it. The baby is trying to understand the meaning of general categories: happiness, tenderness, justice, love. The child wants to comprehend the meaning of words and explain their origin. He is interested in all the characteristics of words: meaning, sound form, melody and musicality. The child seems to be playing with words, as before he carefully and for a long time examined various objects. The baby can spend hours modifying words, inventing new ones. He “plays” with rhymes, but this is not poetry. Most often, the rhyme is not related to the content, but only sounds special.

In the fifth year of life, children improve their ability to perceive and pronounce sounds, they are able to recognize by ear this or that sound in a word, and select words for a given sound. The pronunciation of individual sounds in some children may still be unformed.

In the child’s speech, in addition to simple sentences, complex sentences also begin to appear. The baby swaps parts of speech and often uses conjunctions and prepositions.

At this age, at some point, the child begins to speak only in interrogative sentences - so much, why and why, he attacks his parents! This age is sometimes called the age of “why”. The child is even able to ask a question – a prediction: what will happen?

His verbal (verbal) activity is aimed at solving global problems. If a 2-3 year old child uses his motor abilities to thoroughly and instantly explore space, a 4-5 year old child, having mastered language, uses it to explore this unknown outside world. The child strives to understand: what is good, what and why?

Simultaneously with the enrichment of the child’s vocabulary, he more intensively masters the grammatical structure of the language. He answers adult questions with detailed phrases. His speech is dominated by simple common members, nouns and verbs in the plural. In children's speech, the number of abbreviations, rearrangements, and omissions decreases, and words formed by analogy appear.

In the fifth year of life, the morphological composition also changes due to the more frequent use of verbs, adjectives and adverbs. Sentences with homogeneous circumstances appear in their speech. They agree adjectives with nouns correctly. This contributes to the appearance of simple, common and complex sentences in speech. Speech becomes more coherent and consistent.

Children begin to master monologue speech. At this age, the child is not yet able to logically and clearly talk about events on his own. His speech is still situational in nature. But with a little help from adults, a 4-5 year old child can convey the content of a well-known fairy tale, recite a short poem by heart, describe a picture, and clearly convey his impressions of what he saw to others.

A child at this age learns grammar rules and remembers letters more easily than ever. With proper organization of a child's literacy training, he can easily and quickly learn to read.

1. Features of speech development in children 5-6 years old.

Speech development in older preschool age is one of the central tasks of education. The formation and development of the grammatical aspect of speech is the foundation for the subsequent acquisition of the native language.

In improving the grammatical structure of the speech of older preschoolers, the central task is the formation of linguistic generalizations, which is based on teaching children to independently form new words, understand the semantic nuances of a word, as well as the use of various grammatical structures and methods of connection between sentences in a coherent statement. Awareness of the verbal composition of a sentence is the basis for mastering literacy and consciously operating the language in any coherent utterance.

A child of 5–6 years old strives to know himself and another person as a representative of society, and gradually begins to realize the connections and dependencies in social behavior and relationships between people. The child makes a positive moral choice (mainly in the imaginary plane).

At this time, a change occurs in the child’s ideas about himself; the assessments and opinions of their comrades become significant for them. The creativity and stability of relationships with peers increases. Communication becomes less situational.

By the age of 5, preschoolers have a fairly large stock of ideas about the world around them, which they gain thanks to their activity, desire to ask questions and experiment.

At this stage, children are usually ready to correctly perceive and pronounce all the sounds of their native language; correct pronunciation becomes the norm. The child is able to detect speech defects in the pronunciation of other children and some shortcomings in his own speech.

The vocabulary of a child aged 5–6 years increases to 2500–3000. Generalizing words appear in the active dictionary; children correctly name a wide range of objects and phenomena of the surrounding reality. In the process of using words, their pronunciation improves. In the speech of a child of the sixth year of life, as a rule, there are no omissions or rearrangements of words and sounds. The only exceptions are some difficult, unfamiliar words.

Older preschoolers freely use means of intonation expressiveness and are able to regulate the volume of their voice and the pace of speech. The dictionary is actively updated with nouns, verbs, adjectives and adverbs.

In the sixth year of life, the entire speech system continues to improve. The dictionary is enriched with generalizing concepts and systematized (the relations of antonymy-synonymy, polysemy are learned). The function of inflection develops: the child learns to change nouns by cases, verbs by persons and numbers. The sound aspect of speech is improved. The child begins to distinguish newly acquired sounds (whistling, hissing, sonorant).

Actively mastering the system of declension and conjugation, the child encounters historical alternations (for example: mowing - mowing, guest - guest, writing writing), which are difficult for children of this age, especially against the backdrop of the ongoing formation of the phonemic system: insufficiently formed phonemic perception and auditory - pronunciation differentiation of whistling, hissing, whistling - hissing, and sonorant sounds. To master these phenomena, a lot of language practice is required.

At this age, children's vocabulary is improved and enriched. Children can compose complex sentences; many retell and compose stories on their own. Dialogue and monologue speech of children is more perfect. Children can read, form words from sounds, and identify the location of a sound (at the beginning, in the middle and at the end).

5. Features of speech development in children 6–7 years old.

At this age, the preschool period of child development ends, the main result of which is readiness for systematic learning.

A child of senior preschool age, 6–7 years old, recognizes himself as an independent subject of activity and behavior. He can make positive moral choices not only in the imaginary plane, but also in real situations. By the end of preschool age, significant emotional developments occur. At this time, generalized emotional representations are formed, which allows them to anticipate the consequences of their actions. Thanks to such changes, the preschooler’s behavior becomes less situational and is more often structured taking into account the interests and needs of other people.

The child’s sound pronunciation is fully formed, and work is underway to improve diction and the ability to correctly use sounds in the flow of speech.

In older preschoolers 6–7 years of age, phonemic perception and auditory–pronunciation differentiation of the following oppositional phonemes are formed: S–Z, Sh–Z (they differ in the functioning of the vocal cords); S_Sh, S-Shch, Z-Zh (differs in the place of formation); T_Ts, S-Ts, Th – Ch, Shch-Ch, R-L (differs in the method of formation).

The child already understands that changing one phoneme in a word (dar-dal, sor-bor-khor) or their sequence (sol-los, lock-smear) changes the meaning or destroys the word.

The ability to isolate from a variety of sounds, perceive, separate from others and remember certain semantic distinctive reasons for phonemes is the fruit of the combined work of several brain systems: speech-auditory and speech-motor analyzers.

Preschoolers continue to develop speech: sound, grammatical structure, vocabulary. Coherent speech develops. Children's statements reflect both the expanding vocabulary and the nature of generalizations that are formed at this age. Children begin to actively use generalizing nouns, synonyms, adjectives, etc.

The vocabulary of a 6-7 year old child increases to 3000-3500 words, figurative words and expressions, and stable phrases are actively accumulating in it. Grammar rules for changing words and combining them in sentences are learned. Children accurately use words to convey their thoughts, feelings, and ideas. They can explain the meaning of words that are unfamiliar or close in meaning. But despite a fairly large stock of words, their use is characterized by a number of features: a discrepancy between active and passive vocabulary, inaccurate use of words.

At the age of 6-7 years, the child has well-developed dialogic speech and actively develops monologue speech. The child can retell or narrate coherently and consistently. He is critical of mistakes and strives for accuracy and correctness of statements. Uses complex (conjunctive and non-conjunctive) sentences in speech.

Children show creative activity: they come up with an ending to a story, a new plot, write riddles, and dramatize excerpts from works.

By the end of preschool age, the child accumulates sufficient reading experience.

Thus, preschool childhood is a period of intensive development of communicative forms and functions of language activity, practical speech skills, and awareness of speech activity.

The development of speech in a child occurs as a process of mastering his native language, the richness of its vocabulary and grammatical forms necessary for each person to understand other people and the ability to express their thoughts, desires, and experiences.

Speech develops in the process of a child’s daily communication with adults and peers. The success of speech development is ensured not only by the richness and correctness of the adult’s speech, but also by the growing needs of the child. The need for communication, the desire to learn, understand something new, the desire to be understood, to inform another about something, the need to influence another are the motives that encourage a child to actively master a language.

The level of development of coherent speech is closely related to the level of mastery of all aspects of the native language: vocabulary, grammatical structure, sound composition.

With age, an increasingly important role in the general and specifically speech development of a child is played by listening, reading, conversations, arguments, reasoning - specific forms of human speech activity. In such forms of communication, the child masters speech as a means of influencing others and himself, as a means of self-knowledge and self-regulation.

Formed in the process of communication between a child and an adult in the child’s various practical activities, speech goes through a number of stages in its development: mastering the word as a signal that generalizes on the basis of identifying essential features, and mastering simple grammatical forms; mastery of situational speech, rapid increase in understood and spoken words; transition to mastering situational coherent and expressive speech, mastering more complex grammatical structures; the emergence of inner speech.

By the time a child enters school, he has mastered the correct sound design of words, pronounces them clearly and clearly, has a certain vocabulary, mostly correct speech: constructs sentences of different constructions, coordinates words in gender, number, case, accurately conjugates frequently used verbs; fluently uses monologue speech: is able to talk about experienced events, retell the content of a fairy tale, stories, describe surrounding objects, reveal the content of a picture, some phenomena of the surrounding reality. The development of speech development features is considered as the core of the full formation of the personality of a child - a preschooler, who provides rich opportunities for solving many problems of mental, aesthetic and moral education.

Speech development is becoming a pressing problem in modern society. Forming the speech of the younger generation is the responsibility of teachers involved in speech development.

How to help young children develop speech

To stimulate the formation of speech from an early age, it is necessary to develop all modes of perception. In the first years, the child learns about the world around him through sensations, his own actions and the feedback he receives.

Recommendations for speech development through the sensory system:

1. Touch. Tactile senses give the first ideas about life. It is important to constantly touch the newborn, massage, and exercise. It is also recommended to introduce him to textures: choose toys from different materials, offer to touch water, grass or flowers outside, cereals or sand.
2. Vision. Teaches you to focus, concentrate, pay attention to an object and hold it with your gaze. In addition to the mobile or the bumpers in the crib, it is also necessary to show the situation in the apartment and introduce objects (cars, trees, birds, etc.) on the street.
3. Hearing. It is recommended to create a rich sound space: everyday sounds, music, singing. From birth, you are required to constantly talk to your child, comment on your actions, and name objects around you. It is important to respond to babbling and repeat sounds in order to stimulate imitation of adult speech.
4. Taste. When offering an unfamiliar product, you need to name it, describe its taste (sweet applesauce), properties (cottage cheese is made from milk given by a cow). This will introduce the child to new concepts.
5. Smell. Smells are associated with the objects they correspond to. Through the sense of smell, the child learns to distinguish between pleasant and unpleasant sensations and expands the sensory range.
6. Motor skills. Mobility contributes to understanding the world, so movement should not be limited. In a safe space, self-confidence increases, curiosity and play skills develop. The connection between fine motor skills and speech has been scientifically proven. Finger games, any exercises with small objects, everyday activities (tying shoelaces, eating independently with a spoon) contribute to the development of precision of movements and pronunciation.

Methods of speech development in preschoolers.

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF SPEECH DEVELOPMENT OF A CHILD

Author: Kovalenko Lidiya Aleksandrovna

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF SPEECH DEVELOPMENT OF A CHILD

The native language plays an important role in the development of a child’s personality. Language and speech have traditionally been viewed in psychology, philosophy and pedagogy as a node at which various lines of mental development converge: thinking, imagination, memory and emotions.

The problems of speech development in preschool children were studied by such scientists as L.S. Vygotsky, A.A. Leontyev, D.B. Elkonin, E.I. Tikheyeva, S.L. Rubinshtein, O.I. Solovyova and others.

Let's consider how the concept of “speech” is revealed in psychological and pedagogical literature, and what significance it has for development.

A.A. Leontyev considers speech as follows: “The activity of cognition, i.e. such activity, which consists in the “distribution” of reality using the language of cognitive tasks, highlighted by the course of social practice.

This activity is communication, communicative activity. Speech can act as a tool for planning speech or non-speech actions” [13, p. 18].

Revealing the structure that any speech utterance has, A.A. Leontiev notes a number of skills: quick orientation in communication conditions, the ability to plan your speech and select content, and for this you need to find linguistic means to convey it and be able to provide feedback, otherwise communication will be ineffective and will not give the expected results. At the same time, the most important means of acquiring speech skills is the ease of transferring language units to new, not yet encountered combinations. This is where the so-called sense of language comes into force, which gives the child the opportunity to use speech skills on unfamiliar language material, to distinguish correct grammatical forms from incorrect ones. If a child instantly orients himself in linguistic material and attributes a new word to some class of language phenomena already known to him (for example, the definition of gender or number), then we can talk about his developed sense of language.

There are various aspects of speech development.

The physiological basis for the development of speech is the teaching of I.P. Pavlova about two signaling systems of higher nervous activity in humans, explaining the mechanism of speech formation. Speech activity is ensured by different, very complex physiological mechanisms, depending on the content of various speech phenomena (naming objects, understanding words, phrasal speech, etc.). When perceiving and reproducing speech, there is primarily an unconscious or conscious choice of words based on their meaning. In physiology, a word is considered as a special signal that replaces direct signals: sensations, perceptions and ideas, and language as a whole is considered as a second signaling system.

The linguistic basis for the development of speech is the doctrine of language as a sign system. At the same time, the issue of the difference and relationship between the concepts of “language” and “speech” is resolved.

It is advisable to consider language as a sign system that encodes the reality surrounding a person.

Speech represents different forms of using language in different communication situations. It is interpreted as an activity included in the general system of human activity.

Speech without language acquisition is not possible, while language can exist and develop relatively independently of a person, according to laws not related to either his psychology or his behavior. Linguistics studies language as an abstract system, as a system in the unity of all its levels: phonetic, lexical, word-formation, morphological and syntactic.

The psychological aspect of speech development is based on the position of L.S. Vygotsky that the development of speech is closely related to the development of thinking and consciousness. Considering the problem of concept formation, Vygotsky said that the accumulation of associations and groups of ideas does not lead to their formation, “a concept is impossible without words, thinking in concepts is impossible without verbal thinking” [1, p. 124]

A.V. attached great importance to the interaction of speech and thinking. Zaporozhets. Giving examples of studies of the speech of young children, he emphasized that only in preschool age a complex system of speech connections develops. Zaporozhets O. [2, p. 98]

S.L. Rubinstein spoke about the interaction of thinking and speech: “Speech is not just the outer clothing of thought, which it sheds or puts on without thereby changing its essence. Speech, the word, serves not only to express, to externalize, to convey to another a thought that is already prepared without speech. In speech we formulate a thought, but in formulating it, we very often form it. Speech here is more than an external instrument of thought; it is included in the very process of thinking as a form associated with its content. Thinking and speech, without being identified, are included in the unity of one process. Thinking is not only expressed in speech, but for the most part it is accomplished in speech.” [5, p.117]

It is at the moment when the child finds a new speech solution in any specific situation that the development of language ability occurs. And here the most important task becomes training, the formation in the child of this ability, the basis of which is the semantic component.

Considering the pedagogical foundations, it can be noted that even Jan Amos Comenius, the great Slavic teacher, establishing the sequence of studying different disciplines, believed that first one must master the language (grammar), then the real sciences and, finally, rhetoric.

Works by K.D. Ushinsky has not lost its significance to this day. It was he who came up with the idea that the native language is the main, central subject, included in all other subjects and collecting their results.

All pedagogical research related to the development of children's speech refers to the legacy of Ushinsky, since he owns works that emphasize the role of the native language in raising a child and reveal specific teaching methods.

Ideas of L.N. Tolstoy and especially K.D. Ushinsky was developed by E.I. Tikheyeva, who is the founder of the method of speech development. She believed that to master all types and manifestations of speech means to master the instrument of human mental development.

A great contribution to the development of the problem of speech development was made by AM Leushina, who proposed to reveal the strong positive aspects of children's speech, to understand for themselves all the wealth of its potential capabilities in order, based on them, to develop what is already available in children's speech. [4, p.232]

In the development of monologue speech, many researchers have focused on the issues of perception of fiction: A.V. Zaporozhets, O.I. Nikiforova, N.S. Karpinskaya, A.E. Shibitskaya, L.Ya. Pankratova, S.M. Chemortan, L.M. Gurovich.

I would like to note that questions of speech development have long been of interest to many researchers. Each of them has their own understanding of the problem of teaching, their own attitude to the methodological solution of the problem, their own positions in developing the content and methods of speech development.

Considering the main tasks aimed at developing children's speech, it should be noted that preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech: phonemic, lexical, grammatical. Full mastery of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future.

Research by psychologists, educators, linguists (L.S. Vygotsky, S.L. Rubinshtein, D.B. Elkonin, A.V. Zaporozhets, A.A. Leontyev, L.V. Shcherba, A.A. Peshkovsky, A. N. Gvozdev, V. V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin, L. A. Penevskaya, A. M. Leushina, O. II. Solovyova, M.M. Konina) created the prerequisites for an integrated approach to solving problems of speech development of preschool children.

O.S. Ushakova says that there are three main directions for developing psychological and pedagogical problems in the development of speech in preschoolers, improving the content and methods of teaching their native language. Firstly, structural (formation of different levels of the language system: phonetic, lexical, grammatical); secondly, functional (formation of language skills in its communicative function: development of speech, verbal communication); thirdly, cognitive, educational (formation of abilities for elementary awareness of the phenomena of language and speech). All three areas are interconnected, since the issues of developing awareness of phenomena are included in the problems of all studies studying different aspects of the development of speech in preschool children. [6, p.203]

The problem of speech development in preschool children has been and remains the focus of attention of psychologists and teachers. Correct, competent speech is the key to a person’s successful adaptation in society. Therefore, many teachers and psychologists directed their efforts towards solving this particular problem.

Bibliography

1. Vygotsky L. S. Thinking and speech. - Collection op. in 6 volumes - M.: “Pedagogy”, 1983. - T.2. — 340 s.

2. Zaporozhets A.V. Psychology of fairy tale perception by a preschool child. // Psychology of preschoolers. Reader / Comp. G.A. Uruntaeva - M.: ed. "Pedagogy", 1998. - 138 p.

3. Leontiev A.A. Language, speech, speech activity. – M.: Education, 1969. -214 p.

4. Leushina AM Development of coherent speech in a preschooler. // Reader on the theory and methods of speech development in preschool children. / Comp. M.M.Alekseeva, V.I.Yashina. -M.: Publishing House, 1999. -560 p.

5. Rubinshtein S.L. Development of coherent speech. //Anthology on the theory and methods of speech development in preschool children. / Compiled by M.M. Alekseeva, V.I. Yashina.-M.: Publishing House, 1999.-560 p.

6. Ushakova O.S.
Development of speech in children four to seven years old // Preschool education. – 1995. – No. 1. – P.59-66 comments powered by HyperComments

Methods of speech development in preschoolers

Preschoolers learn their native language in different ways. Communication is the basis of speech development in children over 3 years old, therefore, in a group, speech development occurs faster. Games with peers always require comments, explanations, and questions.

Other tips on developing speech skills for kindergarten teachers:

• observe the world - not only show surrounding objects, but also pictures, books, films, etc.;
• come up with your own stories - the teacher tells the beginning of the story, describes a phenomenon or toy, then invites preschoolers to compose a continuation;
• reading children's works - teaches attention, develops listening skills, sometimes after reading children are asked to retell it in their own words;
• develop diction - dialogues, word creation, short poems with clear pronunciation of sounds in order to train the articulatory apparatus;
• gaming methods - didactic games, dramatizations teach monologue and colloquial speech, communication culture, and enrich vocabulary.

These methods help consolidate acquired skills and expand the child’s communication capabilities.

Development of children's speech in different types of activities

The relationship between speech and the content of activity intensifies with age. The need for verbal expression differs in different types of activities.

While playing with his toy, the preschooler conducts a dialogue with it. This one-sided conversation can be internal, not expressed in words. But more often the child says out loud all his calls to his toy friend.

Playing with peers offers other conditions. It is necessary to contact your partner, it is also important to hear him and exchange information. If at younger preschool age verbal communication in the game is simple and may be limited to role-playing participation, then older preschoolers often use explanatory speech.

The speech of a preschooler, which presents a holistic message and fully describes the situation, is called explanatory.

Explanatory speech develops well when preschoolers agree on the rules of the game or coordinated actions and explain the structure of the toy.

The creative activity of a preschooler is also permeated with speech. A child's drawing often needs explanation. And not only due to the fact that the adult asks what is shown on the sheet. More often than not, the author himself wants to tell what he drew. Speech description invariably enriches the content of the picture. Or dots the i's if something incomprehensible is depicted.

With the help of speech, children convey the character of their characters, thus overcoming the limitations of their own artistic abilities.