Since the education of a comprehensively developed personality is impossible without improving such an important instrument of cognition and thinking as speech, the development of students’ speech is currently one of the main tasks of school education.

Preschool age is crucial for a child's learning: everything that a child learns or fails to learn in these early years will have a significant impact on his future intellectual development, and schooling will not be able to compensate for the gaps in children's development. Therefore, the main task of educators is to develop the cognitive abilities of preschoolers.

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Speech development of a preschooler

The development of speech is an urgent task of teaching in primary school, where the foundations of a person’s future personality are laid, because speech is the basis of all mental and practical activity, a means of human communication.

Since the education of a comprehensively developed personality is impossible without improving such an important instrument of cognition and thinking as speech, the development of students’ speech is currently one of the main tasks of school education, and, first of all, its initial level.

Preschool age is crucial for a child's learning: everything that a child learns or fails to learn in these early years will have a significant impact on his future intellectual development, and schooling will not be able to compensate for the gaps in children's development. Therefore, the main task of educators is to develop the cognitive abilities of preschoolers.

Formation the basics of children's intellectual abilities,The cognitive development of the child is carried out under the influence of the social environment. In the process of communicating with others, he learns the language, and with it the existing system of concepts. As a result, already at preschool age the child masters the language so much that he uses it freely as a means of communication.

Speech accompanies and improves the cognitive activity of children, makes work activity more focused and conscious, enriches games, promotes the manifestation of creativity and imagination in visual, musical, and literary activities.

To carry out work on the cognitive and speech development of children, the following means of speech development are used:

1. Communication between adults and children

2. Cultural language environment.

3. Teaching native speech and language in the classroom.

4. Fiction.

5. Various types of art.

The teacher helps the child achieve communicative competence by the end of preschool age by solving problems for the development of different aspects of speech in all age groups:

"Development of coherent speech"

"Vocabulary Development"

“Mastering grammatically correct speech”

“Mastering the sound culture of speech”

"Preparing for Literacy"

The tasks of cognitive and speech development of preschool children are solved comprehensively, taking into account the age characteristics of children and the requirements of the “Program of education and training in kindergarten”.

Based on all this, a model of children's speech development was developed.

(Annex 1)

Diverse speech, rich in additions, descriptions and synonyms, in children aged 3 to 7 years is an extremely rare phenomenon.Speech development in preschoolersis of primary importance because this is the time when the child is most receptive to its comprehension.

Children master their native language by imitating the spoken language of others.

It is a pity that constantly busy parents during this period often forget about this and leave the process of forming the child’s speech to chance.

Children spend very little time surrounded by adults (most often at the TV, at the computer, or with toys); they rarely hear fairy tales told by mom and dad, but plannedclasses for speech development preschoolers - quite rare.

So it turns out that by the time the child enters school, a lot of problems arise. Therefore, solving the problem,speech development in preschoolers, let’s look at what problems parents and teachers encounter most often in this area.

Typical problems of speech development in preschool children:

1. Monosyllabic speech, which consists only of simple sentences (also called “situational” speech). Inability to correctly and competently construct a common sentence.

1. Poverty of speech. Poor vocabulary.

1. Speech in which there is an excess of slang words (the result of watching TV),

Use of non-literary expressions and words.

1. Poor conversational speech: the inability to ask a question clearly and competently, to construct a detailed or short answer, if necessary and appropriate.

1. Inability to construct a monologue: for example, a descriptive or narrative story on a specific topic, or to retell the received text in your own words.

1. Lack of logical justification in your conclusions and statements.

1. Lack of speech culture: inability to use intonation, adjust speech tempo and voice volume, etc.

8. Poor diction.

Annex 1

The main task of the teacher is to explain to the child what a particular word means and its meaning.

Speech development classes necessarily include memorizing short poems and retelling the text read by the teacher.

As a result of these classes, by the time of school the child will learn to express himself competently, will have an impressive vocabulary and correctly pronounce all the sounds of the language.

Correct speech by an adult is very important for the development of a child’s speech.

That is why it is useful to extend speech rules for kindergarten teachers to parents and the child’s immediate environment.

After all, if, in spite of everything, the baby hears “che” and “nizya” at home, then all the development work done in kindergarten is gradually reduced to nothing. This is especially noticeable if the child is absent from kindergarten for a long time, for example, in the summer.

The speech of a teacher at a preschool educational institution has a teaching and educational orientation. The main thing is the quality of its language content, which ensures high work results.

The teacher’s speech is a reflection of the inner world, the characteristics of the intellectual and spiritual development of his personality, an important part of professional culture, which is a universal culture.

A preschool child spends most of his time in kindergarten: he communicates with the teacher, learns a lot from him, including speech culture. Therefore, the teacher should pay special attention to his speech.

Since the child perceives an adult’s speech as a model, the teacher must speak correctly, without distorting sounds, clearly articulating each word, without rushing, without “eating” endings.

You need to pronounce unfamiliar and long words especially clearly. Liveliness and richness of intonation also play an important role - they contribute to better assimilation of speech.

In cognitive development, the teacher’s task is to consistently increase children’s stock of knowledge, organize it, and systematize it.

The child should receive clear ideas:

About surrounding objects and their purpose;

About the qualities (color, size, shape) of objects;

About the properties (beats, breaks, tears, pours, etc.) of objects;

About the material from which objects are made

Even in ancient times, tongue twisters were invented - a type of colloquial speech with repetition and rearrangement of the same letters or syllables that are difficult to pronounce.

Practice tongue twisters with your child, moderate the haste of his speech. He will surely enjoy these funny and short poems.

Appendix 2

Tongue twisters for speech development

The ship was carrying caramel, The ship ran aground And the sailors for two weeks Caramel ate broke. The parrot says to the parrot: - I'll scare you, parrot! - Parrot me, parrot, - The parrot speaks to the parrot. Lenya climbed the ladder, Lenya picked peaches. With songs, with peaches Lenya rolled down the stairs! The small car has a mousy color. And the tires rustle like mice. I met a hedgehog in a thicket: - How is the weather, hedgehog? - Fresh. And we went home, trembling, Hunching, cowering, two hedgehogs. A weaver weaves fabric for Tanya's skirt. Potapka has a pair of slippers on his paws. I bought Potapka slippers from the store. Cuckoo bought a hood. Put on the cuckoo's hood. How funny he is in the hood!

Bought cuttlefish Lace dress. The cuttlefish walks Shows off her dress. Bagel, bagel, Loaf and loaf Baker's dough Bake it early. Ivashka has a shirt, The shirt has pockets. Nice pockets On Ivashka's shirt. Mol bought herself a coat, To have something to eat. Kondrat's jacket is a little short. Beavers wander into the cheese forests. Beavers are brave. Good for beavers. Malanya chatterbox The milk was chatting - chatting, I didn’t blurt it out. Natalka had a gurney on a stick. Natalka broke the gurney on a stick. They repaired and repaired Natalka’s gurney, But the gurney remained without a stick.

Appendix 3

Gymnastics for the tongue

1. The tongue is about to go for a walk

(open mouth and show tongue):
He washed his face

(we quickly run our tongue over our lips),
I combed my hair

(we pass the tongue several times between the upper

lower teeth, sticking it out),
Looked back at the passers-by

(circular movements with the tongue on the lips),
Turned right, turned left

(we stick out the tongue to the right and left),
Down fell

(stick the tongue down)

climbed up

(stick it up)
Um, and disappeared in my mouth

(we hide the tongue in our mouth).

1. The bear lives in the house (open your mouth wide),
   The bear loves honey very much (lick lips),
   He will fill his cheeks full (puff out his cheeks),
   And chews, chews, chews (pretend chewing).
   And how does Mishutka eat honey?
   He cleans his teeth with a brush (run the tongue along the top ones,

and then the lower teeth - up and down, left and right).

A cow was grazing in the meadow: “Moo-oo, moo-oo,”
The striped bumblebee flew: "Z-z-z, z-z-z"
The summer breeze blew: "F-f-f, f-f-f"
The bell rang: "Ding-ding-ding"
A grasshopper chirped in the grass: “Tr-rr, tsk-s-s,”
The prickly hedgehog ran by: “Ph, ph, ph,”
The little bird sang: “Til-l, til-l”,
And the angry beetle buzzed: “W-w-w, w-w-w.”

Readiness or unpreparedness of the child to start school

It is determined by the level of his speech development: it is with the help of speech that he will have to assimilate (and assimilate) the entire system of knowledge. If a six- to seven-year-old child mastered spoken language before school, he has yet to master written language.

A simple rule: the better a child’s oral speech is developed by the time he enters school, the easier it is for him to master reading and writing.

Unfortunately, for various reasons, every year more and more children come to the first grade with defects in the pronunciation of sounds, a poor vocabulary, and children who cannot construct a simple narrative sentence.

Testing speech readiness for school.

Correct pronunciation.

Before learning to read and write, the child must learn to pronounce all sounds correctly and clearly. It is unacceptable to have complete sound substitutions in his speech (SOLNYSKO instead of SOLNYSHKO, PALTA instead of PART). Such defects in the pronunciation of sounds are usually reflected in writing.

Presence of phonemic hearing.

To evaluate it, ask your child to write down a few words - not in letters, but in circles. There are as many circles as there are sounds in a word. For example, the word “house” should be depicted with three circles, the word “mother” with four.

Check whether the child understands the task correctly, and then dictate the words to the child so that he writes them in the form of circles.

Show him pictures on which animals are drawn (for example, a lion, a wolf, a cow) and the diagrams of their names are written in the form of circles (according to the number of sounds in a word). The child's task is to determine which circles go with which word.

Ability to distinguish sounds.

A clear distinction by ear of all speech sounds is one of the necessary prerequisites for mastering literacy. Writing any word requires the ability to identify each sound included in its composition and designate it with the corresponding letter. If some sounds seem the same to a child, when writing, he will inevitably have difficulty choosing the letters that correspond to these sounds (and make mistakes).

For example, if a baby does not distinguish between the sounds B and P by ear, he will not know which first letter (B or P) should be written in the word BALKA or in the word PALKA.

The study of auditory differentiation of sounds is carried out using specially selected pictures (the names of the objects depicted on them differ only in one sound being tested).

State of vocabulary.

A child of senior preschool age must have a vocabulary of at least 2,000 words (for some children it exceeds 5,000 words).

It should present the main parts of speech: nouns, verbs, adjectives, numerals, pronouns, adverbs, prepositions, coordinating and subordinating conjunctions.

To study it, a number of special techniques are used to determine the presence or absence of certain words in the child’s “dictionary” (see below).

Formation of grammatical systems.

This is, in essence, clarifying the question of whether the child has mastered the existing patterns of inflection and word formation in the language. A child with normally developing speech usually masters the grammatical system of inflection by the age of four, and the system of word formation by the age of seven.

These terms are quite arbitrary. Sometimes even a seven-year-old child says: “I got there by subway”, “there’s a sweater under my coat”, “hot coffee”, “put down my pencil”, “run faster”, “blizzard day”, “cyclist - a person who rides a bicycle”, etc. etc. (If the parents themselves say it correctly, this practically never happens).

Checking the child’s development of grammatical systems is important because even a very large vocabulary does not solve the problem of the usefulness of oral speech.

It is also important to be able to actively use existing words, to construct sentences and coherent statements from them, since only under this condition can one express one’s thoughts clearly enough. And for the correct construction of sentences, you need the ability to grammatically correctly coordinate words with each other.

Possession of coherent speech.

Coherent speech is usually understood as such extended (consisting of several sentences) statements that allow you to clearly and consistently express your thoughts.

Without fluency in coherent speech, the process of schooling is unthinkable (just think about the usual answers in class), so you need to worry about its development in a child already in preschool age.

Stories are usually divided into factual and creative.

The first, as the name shows, convey real events (facts) - based on their direct perception, or from memory.

The latter are built with the active participation of the creative imagination, thanks to which they can be supplemented with some details that did not exist in the real situation.

In form, stories can be descriptive or plot.

A descriptive story is a description of real or pictured things, plants, animals. There are no characters, there are no events, but the characteristics characteristic of a given subject are simply described. For example: “The puppy is black, shaggy; he has small ears and a short tail...”

In a plot story there is a beginning of action, its development, reaching some high point (culmination), and the completion of the “incident”, or denouement; events here must be transmitted in time sequence, taking into account cause-and-effect relationships.

Periodically offer your child tasks that test fluency in coherent speech:

Let him listen and retell a previously unknown story close to the text;

He will tell you how today went;

Compose a short fairy tale or story;

Describe a picture of nature;

Describe drawings in which, for example, children play, help adults, relax by the sea;

Describe your family, friend or pet;

He will tell you how, for example, the preparation for the holiday and the holiday itself went, and will try to express and describe his impressions.

Appendix 4

Tasks for checking the state of the "dictionary"

Naming objects belonging to various logical groups.
For example, the child must name everything

species of trees, flowers, animals known to him.

Finding generalizing words for a group of homogeneous objects.
Squirrel, hare, wolf - who is it?

Cup, pan, frying pan, glass - what is it?

Blouse, trousers, T-shirt - what is this?

Selection of attributes for a specific subject.
The jacket is new, red, warm;

the snow is white, loose, sparkling.

Selection of possible actions to the subject.
The book is bought, read, considered;

the tree is planted, fertilized, etc.

Selection of objects for a given action.
Prepare lunch, soup; draw a picture, a house; petting a child's head or a kitten.

Selection of synonyms –

words with similar meaning

(kind, affectionate, gentle; huge, huge, big, tall).

Selection of antonyms –

words with opposite meanings

(hot - cold, fast - slow, high - low).

Appendix 5

Game "A Secret Around the World"

The children stand in a chain and whisper the phrase to each other. The last student in the group says it out loud.

The purpose and objectives of speech development in preschool children

Speech development: goal, objectives, typical mistakes in the development of children's speech and overcoming them.

The purpose and objectives of children's speech development

I was prompted to write this article by chance - on one of the popular “mom’s” sites I came across gross errors in explaining to parents the methods of speech development for preschoolers. And I realized that I definitely need to write an article for parents about the basics of speech development methods. We need moms and dads, grandparents to know What exactly is speech development in preschool children?, For what any family needs this and what are the effective ways speech games and activities with preschool children.

Who doesn’t write now about the development of children’s speech! It is very difficult for the average reader – a non-specialist – to understand all this confusion. For some reason, it is believed that it is enough to read articles on the Internet or books and retell them in order to declare oneself an “expert/consultant/specialist/trainer in the development of speech in preschool children” and begin teaching other adults how to develop the speech of children. But the theory and methodology of children’s speech development is a very deep, complex and versatile science that requires knowledge of psychological, psycholinguistic, physiological, and methodological foundations. And in order to advise and teach someone about the development of children’s speech, you need to know its basics and understand the system and patterns of a child’s speech development, as well as engage in daily practice of the speech development of many, very different kids. In this article, I will try, as a specialist and candidate of pedagogical sciences in this field, in simple, accessible language to “sort out” the confusion that exists on the Internet regarding the development of speech in children. I hope that as a result of reading this article, you will be able to correctly and effectively develop the speech of your children and will not make mistakes. You will also be able to navigate the literature and articles on children’s speech development.

What you will learn about in the article is not only my personal opinion, it is also the results of numerous scientific studies, as well as the results of my personal long-term work on the development of speech in children from a variety of families and social strata.

You will learn from this article:

Part 1 - “Hit the bull’s eye,” or about the main goal of developing the speech of children under seven years old and why all this is needed,

Part 2 - “Measure twice, cut once” or why you need to know the norms of children’s speech development,

Part 3 - “Wherever you go, you will find”, or the main directions of speech development and tasks,

Part 4 - “It’s hit or miss,” or effective and ineffective ways to develop children’s speech.

Speech development: how to and how not to develop speech in preschoolers

Part 1. Why do you need to develop speech and what is speech development? Or we determine the goal of speech development and “hit the bull’s eye”

Speech development: typical mistakes in understanding the goal.

To do anything effectively, we need to have a very precise idea of ​​the desired goal of our actions. Then we will be able to “hit the bull’s eye” and achieve it. What will happen as a result of our actions? What will the child or his speech be like?

If there is no precise understanding of the goal, then our actions will be very similar to shooting sparrows from cannons, and the goal will be difficult and almost impossible to achieve. The selection of ways to achieve it, that is, the selection of effective speech development techniques and the ability to distinguish them from ineffective ones, also depends on understanding the goal.

Therefore, at the beginning, let's look at the purpose of developing the speech of children in preschool age and the typical mistakes that are encountered in this very important issue.

What is speech development? Opinion 1 and error 1. The most common mistake in speech development, which I encounter every day in my practice of communicating with parents and teachers, with my friends, is the understanding of speech development is too narrow - as the work of a speech therapist to identify impaired sounds in children. It is believed that if a child pronounces all sounds, then his speech is well developed and there is no need to develop anything, which is not at all true! Once I even heard from the teacher’s lips (I went with a friend to pick up her child in kindergarten and accidentally heard the teacher’s remark): “You know! It turns out that we also need to develop children’s speech, but we are not a speech therapy group.” This was said by the teacher of the senior group of a kindergarten in a large city (!!!), which showed me that even many teachers do not understand the purpose of their own work on the development of children’s speech and do not know why it is necessary. This means they have no results in this direction.

Let's separate these two concepts and these two lines - speech correction and speech development.

Line 1. Speech correction. A speech therapist deals with speech correction, i.e. correction of speech disorders in children and adults. That is, a speech therapist conducts classes with children whose speech is already impaired and helps the child correct speech disorders. Moreover, speech disorders concern not only sounds, but also speech breathing, intonation, tempo and timbre of speech, as well as grammar, vocabulary, coherent speech, that is, all aspects of speech development. If a child does not have speech disorders, then he does not need speech therapy classes, but he does need speech development classes (see line 2).

Speech therapists conduct classes with the youngest children of early age with delayed speech development or mental retardation, as well as with older children - 3-7 years old, and even with schoolchildren, teenagers and adults. But the methods of teaching 2-year-olds and 5-year-olds or schoolchildren are different.

Line 2. Speech development and prevention of speech disorders. With normal speech development, the child does not require speech therapy classes. But developing his speech is very necessary and important! This means that he needs classes and games not for speech correction, but for speech development. A lot can be done from the first days of a baby’s life to prevent him from developing speech disorders in the future. And so that he speaks freely, beautifully, accurately, expressively, correctly and without mistakes. This is the development of speech.

I specifically wrote it in simple everyday language without terms, so that the difference would be clear.

What is “speech development”? Opinion 2 and error 2. Very often, the concept of “speech development” is narrowed in modern families, and in many centers of preparation for school and preschool education only to prepare children for learning to read and write, or is considered even more narrowly - only as learning to read. That is, in this case, teachers and parents believe that the development of speech in preschoolers is teaching children to read and children’s good knowledge of letters. But quick reading and knowledge of such concepts as “word”, “syllable”, “hard consonant”, “soft consonant”, “vowel”, “sentence” is only a small, very narrow part of the holistic system of speech development in preschool age. And it cannot be “torn out” from this system. More on this below.

A case from my practice. Many years ago I held a parent meeting for my new group of kids. The children in my group at that time were three years old, some were four. The first thing parents asked me at the meeting was how quickly I could teach their children to read, and at what speed they would read by the end of the school year. They thought that since I was working on speech development, this meant that the main thing for me in teaching three-year-old children was reading. Then I asked one of the mothers: “Irina, when you got your prestigious job, did you go through a competitive interview?” “Of course,” Anechka’s mother answered. “Did you have your reading speed checked when applying for this job?” Anya’s mother laughed: “Of course not.” Then I asked those mothers and fathers who had their reading speed tested when applying for a job to raise their hands. Haven't checked with anyone :). I asked what was being tested, and what tests did they need to pass? It turned out that absolutely everyone, when applying for a job, was tested for their ability to navigate new situations, as well as in typical and non-standard situations, think independently, prove their opinion correctly, conduct a discussion, analyze information, not get lost in life situations, general level of development, ability cooperate with people and other life skills. “This is what is laid down in preschool childhood, and this is what I will teach your children,” I said then. – “And have your own thoughts, and express them accurately and clearly for your interlocutor, conduct a discussion, clearly formulate questions and answers to them, defend your opinion, navigate different life situations of verbal communication. And this is the development of speech in babies!” So what will be the most important thing in children’s lives – reading speed or these vital skills of verbal communication with people, the ability to express oneself, one’s thoughts and feelings, to feel one’s individuality? Every parent answers this question for himself. (Note: I do not deny reading, but I believe that it should not be an end in itself and the most important thing in teaching children)

At this meeting we resolved this issue in favor of vital communication skills. And we did it brilliantly! These children not only spoke well by the end of preschool age, they became my co-authors of many speech games and activities that you are now reading on the site. And we also wrote two very real books, published by the Karapuz publishing house in the series “Development of Speech and Verbal Communication” on interesting expressions of the Russian language (counting crows, scratching with your tongue, and others). Games with these children and the stories and tasks they created formed the basis of my online course.”

What is “speech development”? Opinion 3 and error 3. Another very common mistake that I encounter in letters from readers of the site is equate the development of speech with its appearance in a child. From this point of view, it turns out like this: as soon as the baby speaks, as soon as his first words appear, there is nothing left to develop, no development of speech is needed, because the child speaks, which means speech is there and developed! This is wrong. The first words are just the first stage in speech development. All the most interesting things await you ahead. And writing fairy tales and riddles, and getting to know poetry and other genres of children's literature and the ability to distinguish them from each other, and logical speech problems, and games with sounds, syllables, sentences, and retellings, and much more.

What is speech development? Opinion 4 and error 4. Some believe that The methodology for developing speech is simply tongue twisters, counting rhymes, riddles, and pure tongue twisters. You need to use them with children in any order and more often, and everything will be fine.

Or is there an opinion that speech development is it’s just memorizing and naming different objects by a child from pictures(memorizing and naming the names of cities, trees, flowers, animals, countries, body parts, birds, fish, etc.). And we need to make sure that the baby remembers more words - the names of objects, so his speech will be developed. This is wrong. Developed speech is much more than simply naming objects.

I encounter this error all the time on different sites on the Internet. For example, on one of the sites for mothers, the author wrote that for early childhood there is a developed method for speech development, everything is clear, there are well-planned Doman classes, but “for preschool age there is no method for speech development, it needs to be created.” This phrase brought a sincere smile to my face, and I laughed heartily and for a long time. After all, entire teams of talented scientists and practitioners for many decades in our country have created and are creating methods for the development of speech in children! Students learn this technique for several semesters, and it is considered one of the most difficult. And the method of speech development is not a mountain of chaotically selected rhymes, poems or tongue twisters and games - but these are specific stages of solving specific problems in their system. Well-founded, proven steps! Since each pure tongue twister or tongue twister or other technique does not exist on its own, but “fits” into the system of speech development, and fits not just like that, but into a specific direction and at a specific stage of children’s education. It is then that they will really “work” most effectively on the development of children’s speech. Otherwise, we use only 10-20% of their potential.

What happens when this error occurs? We get the so-called “learned helplessness” in the development of a child’s speech. It manifests itself in the fact that the child perfectly and quickly completes tasks that he was taught and which were often repeated. But he does not speak as a means of communication and knowledge in life and is lost in any unfamiliar situation. But mastery of speech as a means of communication is the main thing! As one mother, a reader of my site and a graduate of my course for parents, said: “I was proud that my daughter knew the names of all the capitals of the world, but she could not meet other children in the yard or talk to them, tell a fairy tale. And only now I realized that this was not the main thing!” I’ll say right away that after this mother changed her position in communicating with her child, there was a sharp impetus in the development of the baby’s speech. Now the girl already uses phraseological units in her speech and actively composes stories and fairy tales with her mother. And if this had not happened, she would have remained at the level of memorized words.

A case from my practice. Sasha is 4 years old. When monitoring speech development, I pay attention to the fact that the baby has a very low level of speech development and great difficulties with speech. He cannot retell “from the pictures and with my help even “Turnip”, several groups of sounds are disrupted, the boy gets confused in colors and shapes, cannot describe where the object is, cannot describe the toy even with my help, cannot continue the phrase, he finds words with difficulty, coordinates words with each other in sentences with errors, and has many grammatical errors in his speech. But to my amazement, he answers very accurately from the pictures and tells me all the prepositions (in, on, under, for, before, from under, because of). I ask Sasha’s mom what’s the matter and how does he know prepositions so well, because... I can't understand the reason. It turns out that for a whole year, every day, the mother memorized with her child pictures depicting various prepositions (a ball on the table, under the table, at the table, in front of the table, jumped out from behind the table, etc.). And in the end, Sasha remembered them all and knows how to reproduce and name them. It took a lot of time to do this activity - repeating pictures - daily speech exercises that the child dislikes in the evenings for a year!!! Did this give impetus to the development of Sasha’s speech? No. During this year of “training” the child only on knowledge of prepositions, very important other aspects of speech development were missed. “Training a child” to solve one problem never leads to good results in speech development. All prepositions could be learned very quickly and interestingly for the child with Sasha in exciting and fun speech games (you will find their detailed description in a series of my articles about). Were the mother’s heroic daily efforts to develop her son’s speech effective? No. But you could play speech games with joy and enthusiasm with your child and achieve better results instead of the painful repetition of the same pictures day after day!

Let’s now see how to avoid mistakes and develop children’s speech easily and joyfully without unnecessary “heroism.” And we will finally determine our true goal, what we will try for and what we want to get.

What actually is the method of speech development and the development of speech in children?

The methodology for developing children's speech answers the questions: 1) what to teach in the development of children's speech, 2) how to teach and 3) why and why to teach this way. Moreover, the answers to these questions and recommendations in the methodology for developing children’s speech are also not taken “from the head,” but are determined from the practice of developing children’s speech and from experimental work with children. How does this happen? To test a certain method of speech development, the authors take several groups of children (the groups should be approximately the same in terms of the children’s development level). Further work is carried out with these groups of children on speech development, but they are taught in different ways in order to choose the most effective one. Next, the researchers look at the difference in the results obtained in children. Then the results are rechecked with other groups of children. And based on a comparison of the data obtained, a conclusion is made about which method of speech development in working with children is more effective and gives the best results. And it is this method that is recommended for everyone to use - both teachers and parents. This is how the theory and methodology of children’s speech development was created and is being created. And I, as a researcher of children’s speech, when developing my own methods of developing children’s speech and game-based communicative situations for speech classes with children, do the same thing - I make sure to check all the speech development techniques when working with children before recommending them to other people - teachers and parents.

The goal of speech development for children in preschool age

What exactly is the development of speech in preschool children? Speech development has as its goal help the child master competent, beautiful, expressive oral speech in his native language, learn to accurately, vividly, figuratively convey HIS thoughts, feelings, impressions in speech (note - your own, i.e. do not memorize and repeat like a parrot what is said to an adult, but compose your opinion about the event and express it in speech, prove it, discuss it with others).

That is, a child’s well-developed oral speech should be: a) correct (that is, without errors), b) “good” in quality, that is, beautiful, imaginative, accurate, rich, expressive. This is our goal for the development of speech in children in preschool age.

Nowadays there are more and more children who are considered geniuses in the family. They know huge passages from encyclopedias by heart. But any creative or problematic situation baffles them. They also don’t have beautiful creative expressive speech. That is, they do not have the base, the basis for the development of abilities and speech development.

A case from my practice. Vanya was developed very intensively in the family, since he was the only son and grandson in a family of professors. Vanya’s speech was also developed, but in a special way: they read excerpts from encyclopedias to the child and forced the boy to retell them. This was a daily task - Vanya’s lesson with her parents “on speech development”. The child retold this story, indeed, at the highest level for his age - of course, daily training in the family was producing results! The family believed that a good retelling was the main thing Vanya needed to succeed in school. But the child had obvious problems with verbal communication and creativity, as well as with initiative and curiosity. They were not encouraged in the family. One day I asked Vanya (he was 6 years old at that time): “Will your wooden boat float in the water?” And he answers me: “Grandfather hasn’t read about this to me yet. When he reads it, I’ll tell you what he said.” And there is no attempt by the child to even try to reason, generalize or practically test his version - to launch the boat into the water and draw his own conclusion about its “buoyancy” and its reasons. Such children cannot write a fairy tale, meet a peer in the yard, or come to an agreement with the children. Is their speech well developed? Can they express themselves? No. Alas, they only repeat other people’s memorized thoughts. The goal was not achieved, although the adults in the family invested a lot of effort, but, alas, in the wrong direction! Vanya is currently studying at school - he is an average student, without outstanding success and without the desire for knowledge. After all, what is important in school is not retelling, but the child’s ability to highlight the main thing in educational material, generalize, draw an independent conclusion, analyze, compare, and not repeat after an adult. The parents are disappointed and offended by Vanyushka. But I won’t envy Vanya - after all, the family themselves “drove” him into this “dead end” of development.

This is interesting: When the method of speech development was just being created in Russia, it set an even more interesting and even higher level task - to educate a child not just in correct expressive speech, but individual speaking style! Pushkin, Lermontov, Gogol and other writers have an individual style of speech - we will never confuse the authors with each other, feeling their author's style. You can read more about this in the article (the article was written almost 100 years ago, but what deep and very modern thoughts are in it! And how you want to go to these heights!).

Alas, in the modern situation there is no time for this task, because... Usually children do not “mature” to this level. We are already talking about the fact that almost every child has a disorder in speech development! But a huge number of these violations simply could not have happened if the child had been properly treated and communicated in the family and in the kindergarten!

So, with the goal and typical mistakes in determining the goal of speech development, as well as with what the methodology for speech development is, we have decided. The goal is high, interesting, very necessary for all of us in life, and the main thing for us is to start moving forward - to go towards it in small steps.

Now let's talk about indicative indicators of speech development - or about “norms” and monitoring of child development.

Part 2. Who came up with the standards for children’s speech development and why you need to know them.

Speech development is a process that a child goes through a number of stages. And there are indicative indicators of a child’s speech development at each age period. All standards for children’s speech development that exist in our country are the result of serious, long-term and in-depth scientific research into child development.

Of course, all children are very individual! But a lag in development of 2-3 periods is already an alarm signal that requires contacting specialists. And if help is provided to the child on time, then everything will be fine. But if you ignore the delay in the development of your child’s speech, then there may be problems at school - great difficulties in writing and in learning in general. The development of speech is closely related to the development of thinking, with communication with peers, so it is very important that the child does not experience problems. And if there are problems, so that they are resolved in a timely manner.

A little about the baby’s vocabulary and approximate indicators in his development.

Just today I received a comment on my website: “Ha ha ha. 200-300 words by 2-3 years!” (subtext is unreal!) But this is the modern minimum - the standard for speech development. The reader laughs at these numbers, because... Indeed, many children do not speak at all now at 2-2.5 years old. And she thinks it's normal! But these numbers are not random! This is the minimum, not the maximum! Let's see what the maximum is and what children at 2-3 years old can really do.

To do this, let's go back to our story. 1965 This is 49 years ago. This year, the book “Development and Education of the Child from Birth to Three Years” was published, edited by the remarkable scientist - classic, researcher of early child development N.M. Shchelovanova. I quote from this book:

“In the third year of life, the child’s speech continues to develop rapidly. His vocabulary is growing every day. Over the course of a year, it increases 3-4 times, reaching 1300-1500 words (my note - let’s compare these figures for the number of words in a child’s dictionary by the age of three!). The child, as if on the fly, catches and repeats not only new words, but now entire turns of speech, and easily remembers poems, songs, fairy tales, although he does not understand everything that he grasps so quickly... As has been said more than once , the level of speech development depends on upbringing. The main means of developing the speech of a 2-3 year old child, as well as a younger one, is his communication with adults and the speech of adults.” This was written when I and many of you – my dear readers – were not yet in this world. Pay attention to the number - 1300-1500 words!!! Not 300, but five times more!!!

When I read these old lines about two-year-old children, I involuntarily compare the two-year-olds of 1965 and modern, even non-speaking children. And this despite the fact that we are all intensively engaged in “early development” from the cradle, buying expensive toys, taking them to centers from almost six months and paying quite a lot of money for it. But children lag behind their peers in previous years in speech development! And they lag behind in basic indicators! And after all, speech - all specialists know this - is a mirror of the child’s overall development, which reflects all his achievements and problems. Why is this “mirror” showing us such sad results now? Maybe we lost something very important or missed it in the race for the unimportant and set other goals for speech development? Yes! This is true!

And when this important thing is revived again, speech problems go away! When we start:

- correctly use lullabies, nursery rhymes, pesters, roll calls from the cradle,

- listen and look closely at your baby and follow him, and not try to impose your ideas and ideas on him,

- conduct communication taking into account the form of communication with the child characteristic of a given age,

- when we, in the course of ordinary affairs, attract the child’s attention to the word and expression of his thoughts and feelings,

- when we try not to speak ourselves, but to create situations for the baby to actively speak -

then children change after us and there is a sharp leap in the development of children’s speech! How sometimes you want children to change on their own. This is unrealistic. When we, adults, change, our children and their speech change after us!

This has already been proven by many mothers with children who took my Silent children not only spoke in this course last fall, but now - a year later - they began to speak better than their peers! This result is not a “magic pill”, it is the spiritual work of parents, but the work is very grateful, joyful, creative and interesting! And yet, this is the result of these mothers and fathers’ understanding of the patterns of speech development. And when you understand not only “what and how to do,” but also “why and why exactly to do this,” then a creative spring awakens inside, everything becomes clear and understandable, fits into the system. And there is no need for extra “developmental” courses and toys. Since there is already an understanding of what a child really needs for development and what not.

You will find a small “cheat sheet” on the development of children’s speech in the course of everyday life in the article. And if you want to learn this and find out all the details, welcome to my course. Sign up and receive information about recruiting a new group in the mailing list. I do not advertise the course, since the number of people willing to study on it is always greater than the number of places in the group of the course, which comes with my individual support for each participant and her baby.

Why is it so important to know the standards of speech development? Or about monitoring the speech development of children.

Are standards necessary and do we need to know them if all children have individual developmental characteristics? Yes need. Although very often I read online in mom’s forums that “there are old farts - they came up with standards, they fit everyone into one size fits all.” Of course, this is written by those who know nothing about standards - indicative indicators of the development of children. Or those who prefer not to solve the problems of their baby’s speech development, but to hide their head in the sand like an ostrich - this is not the best tactic. Any problem in the development of a child’s speech can be solved if it is solved and you contact specialists in a timely manner!

"Tentative"– they are not called that for nothing. They are like a guideline for us - a lighthouse on our journey through the sea of ​​child development. And we need to notice this beacon and understand what it is signaling to us.

Why is it important and necessary to know them? To track the dynamics of your baby's development. So that if you suddenly have problems, you can immediately notice them, contact a specialist - a doctor or speech therapist, and not waste precious time. To not just watch, but to see your baby - what is constantly changing in him, what new things he is learning, what he needs help with, where he is especially strong, and where he is not yet succeeding and needs to be supported with additional games and exercises.

This is important to know: When monitoring the development of a child’s speech, it is important not even how much he can now, but dynamics in its development. And it is important to see that the baby is learning new things, which is happening all the time in his development. forward movement. But if there is no such movement, then there is reason to think. Two reasons may contribute to developmental delay:

A) either we – adults – have “behind” the child and are giving him old tasks that he has long outgrown. And it’s time to give him more complex tasks of verbal communication according to his age

For example, we understand the baby at a glance, we can immediately guess what he will need and what he wants. Why then does the child need to speak? She simply is not needed in his life! No speech! This is one of the reasons that a child’s speech does not appear on time - and a very common reason, which, fortunately, is easy to overcome and correct, and the baby will soon speak.

B) Or there are problems in the child’s development and it is worth consulting with specialists.

I will give examples of the importance of parents and teachers knowing development standards.

Example 1. Baby talk. All children begin to babble, even the deaf! Moreover, they begin to babble at approximately the same time. And this applies to children of different nationalities and from different social classes. Surprisingly, this is a scientifically proven fact! One gets the impression that babbling appears and develops on its own, and the child babbles “for himself.” But what is important to know: in deaf children, babbling gradually fades away (by the way, babbling also fades away in another case - if the mother does not communicate with the baby, for example, if the baby is in the orphanage). In deaf babies, babbling does not become more complicated (there are certain stages of babbling complexity in the normal development of a child, which are described in the section “Baby development from birth to one year”).

Therefore if:

A) the child does not babble (and he, for example, is already 10 months old),

B) babbling has appeared, but does not become more complex, but remains at the same level,

B) babbling appeared and then began to fade

– then you need to immediately contact specialists.

Example 2. Child’s food and… speech development. In the “standards”, that is, in the approximate indicators of child development, the approximate age is given when we begin to accustom the baby to solid food. It would seem, what difference does it make when to start giving your child solid food? It turns out that this is very important! I know friends who ignored solid food until they were 3 years old, and processed all their son’s food in a blender (there were no medical indications for this, the mother just wanted it that way - she thought it would be better for the baby’s digestion). The result is that the child has huge problems with articulation and speaks very poorly!

Let's look at why solid food is so important and how it affects speech.

If a baby after a year or even after 2 - 2.5 years eats only pureed food, then it will be difficult for him to start speaking well. Why? Because speaking requires the ability to control the muscles in the mouth and the ability to control breathing. And chewing solid food is not just about nourishing the body and eating, but also about developing the ability to coordinate muscle work. Food for the little ones is a kind of “articulation gymnastics”, which is “carried out” 3-4 times a day (the number of times the child chews solid food, the number of times he trains his muscles, that is, he did such “gymnastics”). Need to know this? Yes! And on time, start giving your child crackers, fruit, cookies, dried fruit. And also provide cocktail straws to drink juice from or play with them - blowing bubbles. This is also useful for muscle development.

That is why the norms for the development of a child’s speech are not just written words, they contain very deep factors and patterns of the child’s development. But these patterns and factors are not immediately visible at a glance if you look at the norms superficially! They still need to be seen and understood. I'm glad we got to take a deeper look today! I will continue to reveal some secrets of child development that are familiar to professionals. And if you want to know such secrets, write :-), I will tell you on the website and in my courses. And I already tell you a lot in the course I wrote about above. There is an idea to create a creative workshop - a workshop on communicating such secrets and jointly composing - inventing family speech leisure and activities. Therefore, I will be glad to know your wishes and interests. Write in the comments!

Part 3. Speech development tasks.

So, we have determined that speech development is not a narrow area of ​​working with sounds or learning to read, but is a very broad area that is very important in the development of a child. What does speech development include - what areas are highlighted in it:

1. Sound culture of speech– correct sound pronunciation, rhythm, tempo, timbre, intonation, speech breathing, diction and other indicators of “sounding speech”.
2. Vocabulary development: includes three lines - a) enriching the dictionary with new words, b) activating the dictionary, c) clarifying the dictionary (that is, the ability to select the most accurate and appropriate word in a given situation).
3. Mastering the grammatical structure of speech: a) morphology (that is, the ability to correctly and without errors coordinate words with each other in sentences - for example, say “red boots”, but “red dress”, and not “red boots”, “red dress”), b) syntax ( the ability to construct sentences and texts of various types), c) word formation (the ability to form new words from known ones by analogy, for example: builds - builder, teaches - teacher, development of linguistic flair and word creation)
4. Development of coherent speech– the ability to build dialogue and monologue (description, narration, reasoning), creative composition of fairy tales, fables, stories, riddles.
5. Preparing for literacy– familiarization with a word, sound, sentence, syllable, mastering the sound analysis of words. Initial learning to read (this is not a mandatory part of the program for preschoolers, so it is not included in all preschool education programs, but most modern children are already fluent in reading by the time they reach school, and many school teachers require this from future first-graders).

In the continuation of the article next week, you will learn how to effectively solve some of these problems and what typical mistakes are usually made and how they can be overcome. We will talk about presentations on speech development - which of them are useful and which are useless for the development of children's speech, how to find time for the development of speech in children, how to make speech classes interesting and many other interesting things. You will learn not only about my experience, but also about the experience of mothers who are readers of the “Native Path” website.

You will hear useful information about the development of children's speech in the video lectures presented below from the series “Talk to me, Mom.” Lecturer - T.D. Yakovenko, teacher of psychology and children's literature at NSPU.

Lecture 1 “Speech and literary and artistic development of preschool children” (from 3 years old)

Lecture 2. Speech development of the youngest children - from zero to three years

And I want to finish the first part with a poem by Sergei Skachko about his native language and speech:

Touch with reverence
To what you are armed with,
Create lightly and revel in
Boundless Russian language

Airy, juicy, tasty,
Severe and gentle, many-sided,
Skilled in all melodies
Our amazing language.

The narrow term suits him,
And an interjection sigh, and a cry,
Be proud that you understand Russian,
Try to comprehend the depth.

It's funny and sad to hear, really,
Like ellochek and fimok army
To the overseas “ings”, “shn” and “wow”
They want to press him, groaning.

Get a NEW FREE AUDIO COURSE WITH GAME APPLICATION

"Speech development from 0 to 7 years: what is important to know and what to do. Cheat sheet for parents"

“And the way it speaks, It’s like a river babbling...”

Every person represents a unique world - with his own feelings, knowledge and ideas. And it is vital for him to be able to convey this knowledge and feelings to other people - those who live, study, work next to him, as well as future generations.

The entire history of civilization is the history of communication between people and human communities. It is important for a person to satisfy his eternal need to transmit and receive information. How to do it?

Nature contributed to this process. We humans are proud that our speech is articulate, unlike animals, who are not given the ability to combine sounds at will, to pronounce words and sentences.

What is speech?
From the moment of birth, the child gradually masters speech. At first he says short, simple words, then phrases and sentences. The child grows - his speech develops. The school curriculum includes special classes on speech development.

Let's give the concept of speech.

Speech is the skill, the ability of a person to speak.

Speech is a certain technology for creating and expressing thoughts through language.

Speech is an action using sounds performed by a person to convey information.

If you ask a psychologist what speech is, he will say that speech, first of all, is one of the highest mental functions of a person, in all the scope of its relationships with important mental functions - thinking, emotions, memory.

Language and speech
Speech is directly related to language. Language is a system of signs that is original in complexity and perfection, conveying information both orally and in writing.

Language and speech are closely related concepts, but they are not the same thing. Language must be used for the purpose of communication - only then does speech arise. A language becomes ineffective after people stop communicating in it.

Speech is language in action, that is, language used to express certain ideas, emotions, feelings.

The basic unit of speech is the word.

Take care of your speech
Life shows how great is the commitment of young children to all sorts of shapeshifters, nursery rhymes, tall tales, and improbable stories. Everyone knows the children's manner of distorting speech, imitating adults, imitating animals, chatting in secret languages, and playing around with speech. But children can, their growing up is accompanied by an increased interest in the sound side of speech.

But pranks with speech in later life are often inappropriate. Take care of your speech! Try not to use junk words in your speech. There is such a good discipline - “rhetoric”. She teaches us speech behavior, teaches us to communicate. Rhetoric is our assistant in the correct choice of verbal means and in solving communicative problems.

A small child does not need to be specially taught language; he hears the family’s speech and begins to imitate. In the modern world, unfortunately, parents often do not devote enough time to their children, leaving them to themselves or to electronic games. This can negatively affect what and how the child says. Mastering coherent, literate speech requires effort and time, and preschoolers’ speech is best developed through daily conversations, reading and games with parents.

What factors influence speech development?

There are two main factors influencing the development of a child’s speech:

Biological factor. The likelihood that a child may have difficulties or impaired speech development is much higher if problems arose before birth: developmental delays, hypoxia, or an infectious disease suffered by the mother during pregnancy. Diseases that the child himself suffered in the first years of life can also affect speech. In this case, the development of speech abilities will be effective with the well-coordinated work of parents, a neurologist, and a speech therapist; communication with a preschool teacher will be useful.

Socio-psychological factor. The second very important aspect for the development of speech in a preschooler is the environment at home, communication with parents and peers. As a rule, parents practically do not talk to children who have delayed speech development. The more a child interacts with other people, conducts a dialogue, learns to choose the right words, and tries to understand speech addressed to him, the sooner and more fully he will master speaking skills. Improving speech skills is an important process for a child in preschool age. To understand how well your child is developed, you can do a little testing yourself. Ask him to tell a story that happened to him today, retell it, or make up a fairy tale. Pay attention to whether the sentences are related to each other, whether the words in cases and word forms are used correctly.

Typical speech development problems in preschoolers

The following speech problems are typical for many preschoolers:

Situational speech. Monosyllabic sentences depending on the child’s demands (for example, “give me the doll”, “I’m thirsty”) are the norm for a 2-3 year old child. But then children gradually increase their vocabulary. Often this happens so intensely that by the age of 5, preschoolers are already able to talk with adults almost as equals. If a child over 4 years old is not able to compose a detailed, literate sentence, this is a reason to turn to specialists.

Poor speech, small vocabulary. By the age of 5, a child has a vocabulary of 2500–3000 words; by the age of 7, the vocabulary expands by another 500 words. At this age, children easily construct phrases and maintain conversations with adults, including on abstract topics.

Inability to competently build a dialogue. The question must be formulated simply and clearly - this assumes that the answer will be appropriate, short or detailed. If a preschooler has difficulty formulating questions and answers, it will be difficult for him to communicate.

Difficulties with constructing a monologue. You also need to learn how to conduct a monologue on a given topic and retell the text. Average preschoolers under 4 years old do not really need these skills - they are not so in demand in their everyday life. But for children 5–7 years old, the ability to coherently tell a story and retell a fairy tale is necessary, otherwise they may have difficulties with their studies at school.

Inability to make an argument. The ability to explain one’s point of view, justify the conclusions drawn, give reasons in favor of one’s statement is a complex but important skill for a future student; the absence of this skill in the elementary grades can provoke the first complexes and affect the child’s academic performance.
Poor diction, speech therapy problems. Most often they are diagnosed in a preschool institution. But if the child is a “home child”, and no one takes care of his diction, by the time the mandatory school socialization begins, difficulties may begin with learning to read, with mastering the rules of the Russian language, with the development of communication skills.

How to develop a preschooler's speech?

When are specialists needed? A speech therapist will help solve a lisp, burr and other similar problems with sound pronunciation. Stuttering is treated with the participation of a neurologist, since the problem does not lie in the speech apparatus. Some structural features of the oral cavity may require consultation with a dentist or orthodontist. A psychologist will help the child cope with excessive shyness, haste, etc. characterological features.

The two most important rules for developing correct and beautiful speech in a child are regularity of classes and an integrated approach with the involvement of specialists.

But no specialist will solve the problem if parents do not take part in the development of their child’s speech. How can you help your baby?

• Don't be lazy to repeat. If you notice that a child is pronouncing a word incorrectly, pronounce the word correctly several times, do it slowly and clearly. It is important not to criticize, but to help - the child must understand that you want to help him, then he will be happy to join in the lessons.
• Learn to hear. It is important that a preschooler not only develop speech functions, but also learn to hear, understand the meaning of what was said or heard, and be able to answer questions. To do this, you need to communicate with your son or daughter as much as possible, read aloud, and then retell, learn poems and funny songs. Joint activities with parents will not only benefit the child’s speech development, but will also strengthen family relationships.

Useful exercises for preschooler speech development

We offer you several simple exercises that will help develop speech skills and facilitate the formation of communication skills.

"A Tale from a Picture"

This exercise is aimed at improving coherent speech. You will need a picture that the child likes. You can draw it together and then write a story based on it. Don't turn the game into a boring lesson, let your child gain knowledge in a fun way. Ask open-ended questions, push the preschooler to answer, help construct a sentence if the task causes difficulties. Praise your child for the result, he tried really hard!

“Describe the object”

The exercise will help in developing imagination and forming correct, beautiful speech. Ask your child to describe any object, relying on all his senses - sight, smell, touch, taste. For example, lemon. Determine what shape it is? What colour? Smooth or rough? What smells? What does it taste like? Ask additional questions: in what fairy tale could the child see him? Why do they use lemon at home (drink tea with it, bake lemon pie)? The more “questions and answers” ​​you can play with, the more words you will pick up for your preschooler’s vocabulary.

"Find a suitable adjective"

It will teach the child to understand how objects are similar, to look for differences, thanks to which the grammatical backbone of speech is formed, which in the future will help to assimilate information well. You can play it from the age of 3. Show your preschooler several objects that differ in size. He must not only determine which is larger and which is smaller, but also name various suitable adjectives, for example “giant”, “tiny”, “big”, “tiny”. Try to use more different topics so that the development of speech abilities is varied.

Reading for speech development

Read to your child – and with your child! And not only children's poems and fairy tales: try offering him a short excerpt of a poem by Pushkin or Yesenin about nature, ask him to comment on what and how he understood, if necessary, explain all incomprehensible phrases and expressions. The simpler you can explain, the more words your preschooler will understand.
Rely on the search for books on your child’s favorite topics or characters that he will be interested in reading or listening to.

Pay attention to lullabies and nursery rhymes. This is a storehouse of interesting words, word forms that we rarely hear in everyday life (“house”, “wattle fence”, “beauty”, etc.). Nursery rhymes also help you remember the order of actions.

Repeated sound combinations, words, phrases, onomatopoeia develop phonemic hearing and logical thinking, help the child remember words, thus enriching the preschooler’s vocabulary. Under the influence of such games with sounds, the child masters sound literacy quickly and comfortably. Instead of monosyllabic sentences, he learns to use more complex ones.

Beautiful, developed speech is very important for learning at school. First grade is often accompanied by stress associated with a change in the usual lifestyle, a new team, and existing communication problems may worsen. The task of parents is to prepare the child morally, to set up a positive perception of school and the educational process, and also to choose the right school program that will be interesting and exciting for children. Parents who care about the psychological state of the child, which can affect speech development, as well as his adaptation and self-esteem, can pay attention to. It takes into account the individual characteristics of each student and allows him to develop at the pace that is most comfortable for him. At the same time, the absence of grades in the first grade stimulates the learning process, because the child is not afraid to make a mistake by speaking incorrectly. This educational system makes it possible to avoid stress in the first grade and helps to reveal the speech potential of each child.

Olga Fateeva

consultation for parents

“Smart books for smart kids”

ISSUES OF SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN

Fiction is a powerful, effective means of mental, moral and aesthetic education of children; it has a huge impact on the development and enrichment of children's speech.

Books open and explain to a child the life of society and nature, the world of human feelings and relationships. They make children's emotions more intense, develop imagination and provide preschoolers with excellent examples of the Russian literary language. These samples are different in their impact: in stories, children learn conciseness and precision of words; the verses capture the musicality, melodiousness, and imagery of Russian speech; folk tales reveal to them the accuracy and expressiveness of the Russian word, show how rich their native speech is in humor, lively and figurative expressions, and comparisons.

Preschool children are listeners, not readers; works of art are conveyed to them by an adult; Therefore, adults’ knowledge of children’s literature and mastery of expressive reading skills are of particular importance. An adult who decides to read a book to a child or tell something about what they read has an important task - to convey what they read to children as a work of art, to reveal its intent, to infect the child with an emotional attitude to what they read: feelings, actions, lyrical experiences of the characters.

The ability to correctly perceive a literary work, to understand, along with the content, elements of artistic expression, does not come to the child by itself: it must be developed and educated from a very early age. In this regard, it is very important to develop in children the ability to actively listen to a work, to listen attentively to artistic speech. Thanks to these skills, the child will develop his own bright, imaginative, colorful, grammatically correct speech.

We, kindergarten teachers, are forced to note that modern children increasingly spend their time playing computer games, watching TV shows and reading books less and less. Today, the relevance of solving this problem is obvious, because reading is associated not only with literacy and education. It forms ideals, broadens one’s horizons, and enriches a person’s inner world. In conditions where entire electronic libraries are being created, it is difficult to force a child to pick up a book. But this needs to be done: look for interesting forms of work to introduce children to reading, involving you, the parents, in this search.

Dear parents! Remember how important your role is in ensuring the full speech development of your child. Without your help, all the efforts of educators will be insufficient and ineffective. Many parents believe that developed speech is the ability to read and write, recite a poem, and they try to teach all this to their child as early as possible. But it has long been known that reading and writing skills are not indicators of children’s speech development; they are only one of the stages of a large, complex, long-term work.

In kindergarten, this work begins with an examination of the state of children’s speech, during which the level of speech development of each child and the group of children as a whole is revealed. The examination is carried out in four sections: sound pronunciation, vocabulary, grammatical structure of speech, coherent speech.

During individual consultations, each of you, dear parents, was familiarized with the level of speech development of your child. We talked to you about joint actions in the development of children's speech. Please remember that this is not a one-time event, but a complex and lengthy process.

TRADITIONS OF FAMILY READING.

I think that many will agree with me that the traditions of reading together with a child, uniting all family members and cultivating interest in books, are becoming more and more a thing of the past. Some parents, making attempts to introduce their child to reading, are faced with the problem of holding the child’s attention and the inability to interest the child in the plot of the work. As a result, they leave this activity, believing that the child is simply not interested, and therefore he does not want to read or listen. And children's books gather dust on the shelves. Do not give up!

Regular reading to a child is a guarantee that the child will have a large vocabulary, construct sentences correctly, and speak expressively and beautifully. In addition, reading develops intelligence, gives new knowledge, develops the habit of searching for new knowledge, and develops perseverance. Turning to a book plays a very important role in the psychophysiological development of a preschooler: phonemic hearing, memory, attention, and imagination develop.

Your child doesn't want to read? And you put everything aside for 10-15 minutes, invite dad, grandmother, son and daughter to a soft cozy sofa, turn on the table lamp and open an interesting book. Who is reading today? You? Then get started! Just 10-15 minutes, and the evening will become unforgettable. Just don’t forget to talk about what you read together afterwards; this is very important for the child to form the correct idea of ​​the book and its characters.

Joint actions in the development of children's speech. Please remember that this is not a one-time event, but a complex and lengthy process.

• advice on vocabulary work with children;
• playing breathing exercises to develop speech breathing;
• finger games and exercises;
• games aimed at enriching the vocabulary and developing the grammatical structure of speech;
• recommendations “How to read a book to children”, “How to conduct a conversation based on a work of art”, “What book to buy for a child”, etc.

Let's start our interesting conversation about the correct speech development of preschool children withTRADITIONS OF FAMILY READING.

I think that many will agree with me that the traditions of reading together with a child, uniting all family members and cultivating interest in books, are becoming more and more a thing of the past. Some parents, making attempts to introduce their child to reading, are faced with the problem of holding the child’s attention and the inability to interest the child in the plot of the work. As a result, they leave this activity, believing that the child is simply not interested, and therefore he does not want to read or listen. And children's books gather dust on the shelves. Do not give up!

Regular reading to a child is a guarantee that the child will have a large vocabulary, construct sentences correctly, and speak expressively and beautifully. In addition, reading develops intelligence, gives new knowledge, develops the habit of searching for new knowledge, and builds perseverance. Turning to a book plays a very important role in the psychophysiological development of a preschooler: phonemic hearing, memory, attention, and imagination develop.

Your child doesn't want to read? And you put everything aside for 10-15 minutes, invite dad, grandmother, son and daughter to a soft cozy sofa, turn on the table lamp and open an interesting book. Who is reading today? You? Then get started! Just 10-15 minutes, and the evening will become unforgettable. Just don’t forget to talk about what you read together afterwards; this is very important for the child to form the correct idea of ​​the book and its characters.

It is very important to choose the right books to read to children. We recommend reading “smart” fairy tales and poems by classical poets to children, and purchasing audio cassettes if possible. When a child listens to fairy tales and stories performed by masters of artistic expression accompanied by music, the impact on his imagination increases, and the expressiveness of speech develops.

• the text in them is a condensed or incorrect retelling of the author's fairy tales;
• illustrations do not correspond to the text or are not aesthetically pleasing;
• the author of the book is not a children's writer, and his texts are works of fiction for children;
• The book must be age appropriate.

On the day of the consultation in a group or in the reception area, you can arrange the exhibitions “Our Favorite Books”, “What to Read to a Preschool Child”

photo exhibition “Read to me, mother!” with photographs of family reading.

Dear parents! Please pay special attention to the presence in the houseBOOK CORNER or BOOKSHELF,where the child keeps his books with fairy tales, poems and stories. A child should grow up with the firm conviction that a book is his friend, and friends should be treated with love. Careful treatment of the book is ensured by work"BOOK HOSPITAL"in a kindergarten group where children learn how to repair books: glue torn pages together with the teacher, smooth out wrinkled sheets. If you have “sick” books at home, do not throw them away, but treat them with your child. And let the day of purchasing a new book be a holiday in the family.

I think that many parents will agree with this statement that there are situations when you decide to read to your child or tell something, but he does not want to listen to you, he is busy with something else. How to force him? Forcing you to listen will not give any benefit; rather, it will cause an aversion to reading. There are specialTECHNIQUES FOR ATTRACTING CHILDREN'S ATTENTION AND MAINTAINING INTEREST IN STORYTELLING AND READING:

• "An unexpected start."Communication with children can take place in any environment. The main thing is the effect of surprise. When the child is not expecting anything special, suddenly an unusual story or reading of a new book begins.
• “We expected one thing and got something else.”If the children are naughty and do not listen to the adult, instead of the traditional method - a stern shout, a serious suggestion, which children are ready (expect) - the adult suddenly sits the children around him or next to him and begins a story. The topic can be anything - the main thing is interest.
• “Not only do, but also listen.”During the work of children (in a corner of nature, on a site, in play areas), an adult begins to talk about something or someone. The main thing is that the theme of the story must correspond to the activity in which the children are engaged. This will make the story not only an interesting message, but also much needed information.

Developing interest in books and reading, the desire to re-open a familiar book and remember its contents"BOOK HOLIDAYS". We

We conduct them in a kindergarten group and strongly recommend that they be carried out at home, in the family. They do not require any special serious and troublesome preparation. Invite your child to the bookshelf, pick up a book that has been familiar to him for a long time and say: “You know, today is your book’s holiday. Today marks a year since you and I bought it in the store and it lives on our bookshelf. Let's do something nice for her, because you like her. We will now take it off the shelf, leaf through its pages, look at the bright pictures again, and remember her heroes, let's read our favorite places from this book. She will be very pleased that we love and remember her.”

You can give gifts to your favorite books - thisCHILDREN'S DRAWINGS AND CRAFTS,made based on the works they read. In kindergarten we regularly registerEXHIBITIONS of children's drawings and crafts.

By the day of the consultation for parents, you can arrange exhibitions of children's drawings for Russian folk tales or invite parents to make crafts together with their children and also arrange an exhibition.

And if you, dear parents, hear a request from teachers to complete a drawing or craft based on a fairy tale or story with your child at home, do not refuse. Give your child the joy of joint creativity. Your children do not leave the work they brought to kindergarten and talk about what they drew with you. Even in a family setting, at home, you can also organize such an exhibition. If your child loves to draw and draws a lot, here is our advice - do not throw away his drawings, collect them, and then you can make an exhibition and invite grandparents, aunt, neighbor to look at the children's creativity. We are sure that the child will be very flattered by the attention of adults and will be happy to talk about his work.

Children's drawings can be used for another type of joint activity between a child and an adult, aimed at developing children's speech. ThisMANUFACTURING HANDMADE BOOKS.

Introduce homemade books to parents “Riddles from the Garden”, “Through the Pages of Favorite Fairy Tales”, “New Year at the Gate”.

The work of creating a book is very exciting for children. It’s one thing to read a book that adults bought in a store, quite another to make it yourself. To create such a homemade book, in kindergarten we collect children’s drawings, write down their stories, together we come up with and design the cover, and when everything is ready, we sew the leaves together. And here's a miracle - the book is ready! As a rule, for a whole week this homemade book holds the palm among all the books in the group. All children, and every day, want to look at this particular book, and not any store-bought one.

You can make such books at home with your child by collecting his drawings and recording his stories. We are sure that such a book will be in demand by your child for a very long time. The day will come when the child will have enough of playing with this book, but even then, do not throw it away, put it away... You can give it to your child again, for example, on the day he comes of age. Let him receive greetings from his distant childhood.

Another form of introducing children to books and reading isVISITING THE LIBRARY.Pupils of the older groups of the kindergarten often visit the library of the House of Culture, where a series of lessons “Through the Pages of Favorite Fairy Tales” has been developed for them, including competitions and quizzes. We donate children's drawings to the library and organize exhibitions of children's creativity in the reading room. If in your families, dear parents, someone is a library reader, then bring your children with you to the library, teach them to choose books, treat them with care, and introduce them to the work of a librarian.

Our dear mothers and fathers, grandmothers and grandfathers! The teachers of our kindergarten intend to turn to you with a request: please agree to fulfillHOMEWORK ON SPEECH DEVELOPMENT.We invite you to play the game with us"NEW WORD".The purpose of this game is to expand the child's vocabulary. And it's very easy to play. On a day off, parents “give” the child a new word, always explaining its meaning. Then, together with the child, you need to make a drawing on a sheet of paper that represents this new word, and write it on the back. On Monday, the children will bring the “word given at home” to the group and introduce it to their friends. We will put these “pictures-words” into"BOX OF SMART WORDS"and periodically conduct speech games with them. Such a simple game will haveGreat help for adults in replenishing a child’s vocabulary.

There is another remedy that has a positive effect on the development of a child’s speech. ThisWRITING LETTERS.Well-known specialist in the field of children's speech E.I. Tikheyeva spoke about the benefits of children writing letters as a means of preparing the child to master the art of epistolary. Involving a child in correspondence helps to develop in children moral qualities and feelings, friendliness, love and attentive attitude towards loved ones, and caring. You can practice writing a letter with your child before your favorite children's holiday - New Year. Many children in kindergarten say that they and their mother wrote a letter to Santa Claus. Why not write a letter to Cinderella or Thumbelina? In order for writing a letter to become an exciting activity for a child, it is important not to force him to do it, but to arouse interest by reading the poem “My Good Children” by Y. Tuvim, “Mail” by S. Marshak. You can take your child to the post office so that he can put the letter in the mailbox himself. When composing a letter, the child will tell the story, and the adults will write down the text. The finished letter must be read aloud. Before writing a letter, we advise you to tell your child some rules for writing it:

• the letter begins with an address;
• then information about yourself is provided;
• then questions are asked, any wishes are expressed, etc.;
• at the end of the letter you must say goodbye and write your name;
• You can attach children's drawings to the letter, it will be pleasant for the recipient.

You can show parents children's letters that children wrote in a group, for example, a letter in the fairy tale "Teremok" to the animals, the inhabitants of a fairy-tale house, or a letter to Kolobok with children's drawings.

In order for a child’s speech to be beautiful, correct, and intonationally expressive, one more tool can and should be used - thisMEMORIZING POEMS BY MEMORY.Every parent wants their child to know a lot of poems. There is no greater joy for mothers and fathers than to see their child performing at a holiday and reciting by heart. But many of you, mothers and fathers, complain that the child cannot remember the text, and sometimes does not want to learn poetry. What then should adults do?

For children to successfully memorize poems, a combination of different types of memory should be used: auditory, visual, tactile, motor, emotional. Dear parents, when memorizing, do not use only repeated repetition of the text, but turn this process into a fun play on the content of the poem. What can be done for this? Learn by heart, play with your child. For example:

• Game "STEPS" when a child happily stomps on bumps and recites the text of a poem;
• Game "Loud - Quiet" when you can invite the child to pronounce one line of text loudly and another quietly;
• A game "Fast slow",when one line of a poem is pronounced quickly and another slowly;
• A game "We speak in turns"when a child says one line of a poem and an adult says another, then they change the order of the lines.

Conversations with the child about the content of the poem, acting it out in different ways (dramatization, finger games, dialogue), expressive reading develop figurative memory and help quickly remember the text.

Dear parents! When solving problems of your child's speech development, please do not forget about the main thing - before you is a CHILD. And the most important thing for your baby is play. After all, play is the main activity for preschool children. While playing, the child masters such an important type of activity as speech. Let's talk about GAMES, which can be used in work on children’s speech development. There are many of them: dramatization games, theatrical games, various types of theater, didactic games, finger games, games for the development of speech breathing and fine motor skills of the hands, for the formation of intonation expressiveness of speech.

Often, educators hear from parents that they simply do not have time to play with their child at home: work, fatigue accumulated at the end of the day, household chores. Therefore, very often in such families children are seated in front of the TV or computer, and the problem is solved - the child is busy.

Dear parents! You can even play with your child in the kitchen. For this, simple finger exercises can be used (sort through cereals, pasta, make a house out of matches, etc.), games to enrich the child’s vocabulary (“What words can be pulled out of soup, compote, stove?”, “Name tasty words? Sour words "Bitter words?", "Wonderful bag" (guessing fruits and vegetables by touch and naming qualities). In order to develop the grammatical structure of speech, you can play the game "Let's make jam from...." (apples - apple, cherries - cherry, etc. .d.), “What kind of dishes do we have?” (made of glass - glass, made of wood - wooden, etc.).

When working on speech development for preschool children, we recommend usingDIDACTIC GAMES.There are a lot of them, here are some: “Whose baby is this?”, “What grows where?”, “Wild and domestic animals”, “Find and name”, “Who is whose mother?”, “Where is whose leaf?”, “Whose is this a house?”, “Who’s hiding?”, “Clever fairy tales”, “Finish the fairy tale”, “Dangerous - safe”, “Who wears what”, “Memory”, etc.

One of the main tasks of speech formation is the development of speech breathing, which includes the development of a long and sufficient force of oral exhalation, the ability to silently and timely draw in air during the process of speaking. Help solve this problemGAME BREATHING EXERCISES

“Hit the gate”, “Skiers”, “Whose leaf will fly further?”, “Blow, blow, breeze”, etc. To improve speech breathing, we suggest you, parents, together with your children, pronounce small tongue twisters, tongue twisters, riddles on one exhale , counters.

Solving developmental problems in children THE POWER OF THE VOICE, adults should not only pay attention to the fact that the child answers loudly, but also teach him

speak in different ways: loudly, quietly, moderately - depending on the content of the text; learn to control your speech. The games “Let's Talk Quietly”, “Thunder Rumbles”, “Hush, Hush, the Cat is on the Roof...”, etc. can help teach children this skill.

If you want your child’s speech to be beautiful, then from early childhood you need to teach children to use different words in their speech.INTONATION: INTERROGATIVE, EXCLAMATIVE AND AFFIRMATIVE. And this

training can also be carried out in the game. Prepare cards with the image of a dot (“we speak calmly”), an exclamation mark (“we speak loudly, we are happy, we are angry, we are upset”), a question mark (“we ask about something”). By playing with such cards, we train children to pronounce the same phrases with the intonation of joy, surprise, request, grief or a simple message. These simple games, which can be played during any homework, on vacation, or while traveling, help develop intonation and expressive speech in a child.

Invite parents to practice this type of speech training and say several phrases with different intonations, for example: “MOM BOUGHT ME A BALL!?”, “WE ARE GOING FOR A WALK TODAY!?”

Observing the speech of children, we note that some of them speak quickly, rush, and swallow words; others, on the contrary, speak very slowly and drag out their words. Introduce children to concepts"FAST SPEECH, SLOW SPEECH,

MODERATE SPEECH" You can also use the game. For example, the game “DRUMMER”, when children practice tapping with their palms the beat set by the teacher when reading a poem.

Invite parents to play this game to gain experience in its implementation, for which they recite any short poem at a different pace.The game-exercise “Round Dance” helps to consolidate the ability to coordinate the tempo of movements and speech. Children dance in a circle, holding hands, and pronounce at a slow pace the words of any familiar nursery rhyme or small poem, for example, “THE DROPPED THE BEAR TO THE FLOOR..” As the movement accelerates, the pace of speech also accelerates. Children really like these games, and they quickly learn the concepts of “fast and slow speech.”

Since the formation of children’s speech is closely related to the development of fine motor skills of the hands, systematic work is carried out in kindergarten to train the fine movements of children’s fingers. This happens during drawing, sculpting, appliqué, working with scissors, and breaking small objects. For the development of fine motor skills of the hands, there are specialFINGER GAMES(“Building a house”, “Jump rope”,"I - artist”, “Basket”, “Bell”, “Bird” and others).

Show parents two or three finger games.These games do not require special long-term preparation; you can play them with your child at home in the evenings, gathered around the TV, or in the kitchen, with the whole family. Dear parents, we invite you all to our kindergarten for our classes so that you can watch joint finger games and breathing exercises. In kindergarten there are selections of such games, there are many of them in magazines on preschool education that we are ready to offer you for your reference.

In order for our kids to learn bright, expressive speech, we, adults, have a lot of work to do to enrich the vocabulary of our preschoolers, develop

grammatical structure of speech. And here, too, games for consolidating speech skills, selecting figurative language means (“Which one? Which one?”, “Comparisons”, “Why did they call it that?”), for describing a variety of objects (“What is made of what?”, etc.) will also come to the rescue. “What color?”, “Who can name the most?”, “Where is whose house?”, “Who gives their voice?”).

Offer parents 2-3 games for training.In such games, adults involve children in a playful dialogue, thereby creating an atmosphere of common interests between the adult and the child.

A special place in the work on children’s speech development is occupied byTHEATER GAMES.Theatrical activities not only introduce children to the world of beauty, but also awaken in them the ability to compassion, empathy, and activate thinking, imagination, attention, and memory. But the theatrical game will not take place if the speech of the participants is not expressive. Even children 3-4 years old, for whom the visual and figurative range is more important, listen to the words of the artists, perhaps not fully understanding what they mean. Theatrical games unite children, instill in them a sense of partnership, mutual assistance, accelerate the process of mastering public speaking skills, help them step over the “I won’t, I’m shy!”, and believe in themselves.

Dear mothers and fathers, grandparents!Let's play theater with the children. Our kids should begin their “stage activity” with toys: learn to talk with a toy, perform certain movements, and only then move on to fairy tales and dramatization of individual passages. Fairy tales have always had enormous power over children's hearts. A wise fairy tale teaches our children to live and believe in goodness.

You can play with children only well-known fairy tales, based on the content of which the child can easily and willingly answer questions. Dramatization games should be based on simple dialogue that is easy for children to remember and reproduce. And if you also dress up the little actors in costumes, then the success of the performance is guaranteed.

Children enjoy playing “theater”; they like to transform into fairy-tale characters. First, children learn the role by playing with a toy (fox, bunny, bear). It seems to us, adults, that portraying a fox or hare is very simple. But all this is difficult for children and does not come easy right away: after all, they need to learn to speak in the voice of the one who needs to be portrayed, and to move like a fairy-tale hero.

Having learned to play with a toy, children get acquainted with the table theater. Each group has the following fairy tale theaters: “KOLOBOK”, “TEREMOK”, “THREE BEARS”, “ZAYUSHKINA IZBUSHKA” and other fairy tales. Teachers use them in speech development classes, and children play with them in their free time. Now in the store you can buy bright, homemade cardboard books based on various fairy tales familiar to children. These are ready-made infusions l ny theaters, all you have to do together with your child is cut out the fairy tale characters, glue them together, decorate the scenery - and the theater is ready. You can play this tabletop theater with the whole family.

After making sure that the kids have mastered the table theater, the kindergarten moves on to the “mask theater.” If in the tabletop theater the child manipulated toys, now he himself is an artist: a bunny, a bear, a fox, etc. In kindergarten, each group is equipped with a theatrical corner, where you can find masks of many fairy-tale characters, they are available to children. Teachers are happy when children are passionate about the theater, help them learn the role, teach them facial expressions and gestures. Children in kindergarten get acquainted with BI-BA-BO dolls, finger theater, and shadow theater. Classes in the TEREMOK (theatricalization of Russian folk tale) circle help preschoolers improve their speech through theatrical activities.

Theatrical games and dramatization games are not just fun and entertainment, it is not just an opportunity to prepare a performance and demonstrate the achievements and talents of children, but also to open for them the complex world of the native Russian language, the richness of their native speech.

Dear parents! You were shown various means by which you can activate your child’s speech. But let me tell you that all of them may turn out to be ineffective and not bring any positive results if one more factor is missing -COMMUNICATION OF A CHILD WITH PEOPLE,and, first of all, with PEERS. No matter how expensive toys we fill a child with, if he is isolated from the children's world, loneliness will leave a terrible imprint on him - he will grow up silent, unable to ask and answer. Take care of your child’s childhood environment, rejoice in his ability to talk and play with others like himself: after all, it is in play that the child’s communicative sphere is formed, a certain value system is developed, a sense of responsibility for a common cause, and a desire to express oneself among peers and adults. Children acquire an additional opportunity to consolidate such skills as the ability to clearly express their thoughts, intentions, emotions to others, and the ability to understand what others want from you.

Your baby will grow up and go to school. One of the conditions for his successful education at school is the full formation of speech in preschool age. Adults are the main “guides” of the child into the world of speech culture - speech thinking and communication. The organization of meaningful children's communication depends on us, adults. In communication with adults, the child masters speech norms, learns new words and thereby expands his vocabulary. And so that new words are not quickly forgotten by the child, children need to communicate with each other. The desire to be understood, heard and to receive an answer makes the preschooler’s speech in communication with peers coherent and complete. Their mutual connections are more emotional, which creates conditions for versatile speech development. This is why it is so important to encourage children's play communication.

Dear Parents! Only together with you, trying to find different forms of introducing children to speech development, will we be able to overcome the complex process of forming correct figurative speech, which begins in the preschool years and improves throughout life.

Municipal budgetary preschool educational institution

Anzhero-Sudzhensky urban district "DS No. 31"

“Speech development of middle preschool children in the process

Teaching storytelling"

teacher of preschool educational institution No. 31

Rasskazova N.S.

1. Introduction
2. Theoretical background
3. Practical part

• Content module
• Diagnostics

1. Used Books
2. Applications

Introduction:

A story is a relatively complex type of coherent speech, since creating a new text is more difficult than reproducing a finished literary work. The development of children's coherent speech is carried out primarily through teaching storytelling, which begins with a simple retelling of short literary works with a simple plot and is brought to the highest forms of independent creative storytelling.

Target: teach children different types of storytelling.

Tasks:

1. Teach children to use different parts of speech (nouns, verbs, adjectives) in:

• descriptive stories based on the painting
• description of the toy

2. Teach children to use monologue speech when telling descriptive stories.

3.Continue to teach children to use diagrams when telling stories.

4. Constantly enrich children's vocabulary.

5. Teach children to listen carefully to each other (complement).

6. With the help of storytelling, develop the following mental functions: speech, memory, thinking, attention.

7. Work among parents on the development of children’s speech (consultations, individual conversations, parent-teacher meetings)

Risks:

1. Speech impairment.

2. Individual characteristics of children.

3. Non-systematic visits by children to kindergarten.

Overcoming risk:

1. Individual work of the teacher with children.

2. Individual work of teachers with parents.

Relevance of the project:

To successfully master the school curriculum, kindergarten graduates must develop the ability to coherently express their thoughts, build a dialogue and compose a short story on a specific topic. The development of coherent monologue speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent monologue speech that the main, communicative, function of language and speech is realized. Therefore, I believe that teaching storytelling will contribute to the development of coherent monologue speech, and the sooner children begin teaching storytelling, the better the result will be.

Based on the above, I decided to develop a project

"Teaching storytelling as a means of developing the speech of children 4-5 years old."

Hypothesis:

I assume that after a series of activities on teaching storytelling, the vocabulary will expand, children will be able to write simple stories, describe toys and pictures. Children will develop the ability to coherently express their thoughts and build a dialogue.

Theoretical justification of the project.

The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Connected speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinstein, F. A. Sokhin and others). Mastering coherent oral speech is the most important condition for successful preparation for school.

The psychological nature of coherent speech, its mechanisms and developmental features in children are revealed in the works of L.S. Vygotsky, A.A. Leontyeva, S.L. Rubinstein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education (A.A. Leontyev, L.V. Shcherba).

Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. The fundamentals of the methodology for developing coherent speech in preschoolers are defined in the works of M.M. Konina, A.M. Leushina, L.A. Penevskaya, O.I. Solovyova, E.I. Tikheyeva, A.P. Usova, E.A. Flerina. The problems of content and methods of teaching monologue speech in kindergarten were fruitfully developed by A.M. Borodich, N.F. Vinogradova, L.V. Voroshnina, V.V. Gerbova, E.P. Korotkova, N.A. Orlanova, E.A. Smirnova, N.G. Smolnikova, O.S. Ushakova, L.G. Shadrina and others. The features of children's coherent speech and methods of teaching different types of texts based on different sources of statements were studied. The authors defined the goals and objectives of the development of coherent speech, methodological principles, created systems of training sessions for various types of coherent statements, and considered the specific conditions for children to master coherent speech.

Most pedagogical studies are devoted to the problems of developing coherent speech in children of senior preschool age. Further development requires questions of the formation of speech coherence in the middle group, taking into account the age and individual differences of children in the fifth year of life. The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D.B. Elkonin, V.I. Yadeshko, etc.). At this age, there is a transition from situational to contextual speech (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinstein, D.B. Elkonin).

In modern pedagogical practice, there is a very contradictory picture of the state of teaching children of this age coherent speech. On the one hand, in many preschool educational institutions, the capabilities of children from 4 to 5 years old in mastering their native language are underestimated; learning coherent speech is limited only to the framework of dialogue or retelling of well-known fairy tales and stories, descriptions of individual objects, on the other hand, they are unjustifiably transferred content, forms and methods of teaching coherent speech to older preschoolers in secondary groups. This approach is reflected in a number of numerous variable programs.

Thus, there is a contradiction between the needs of mass practice in the methodology of forming the coherence of speech in children of middle preschool age and its insufficient development.

This circumstance led to special work, the purpose of which was to solve the following problem: under what pedagogical conditions is it possible to more effectively develop speech coherence in children of the fifth year of life.

With the help of cross-sectional experiments, the features of coherent utterances of children of the fifth year of life were identified, depending on the nature of the visual material and the communication situation, the most effective methodological techniques for forming speech coherence were determined, and situations were selected in which the development, coherence, and compositional completeness of children's utterances are better ensured .

In modern methods of speech development, coherent speech is considered as the central task of children's speech development. Most studies are devoted to the problems of developing monologue speech in children of senior preschool age. The issues of speech development in children of middle preschool age remain insufficiently studied.

In the training system, it is important to use special speech exercises aimed at developing all aspects of speech, especially its semantics, and mastering the methods of intra-textual connections; variable visualization, enriching the content of the children's monologue, ensuring the dynamics of actions and allowing children to master the structure of a coherent statement (series of pictures with a developing plot, sets of toys, figurines for flannelgraph).

The teacher must teach children to talk about events from their own lives; describe things, plants, animals or toys that replace them; talk about what is depicted in pictures, static and moving (series of pictures on one plot, filmstrips, slides), films.
Depending on this, children's stories can be classified as follows:
1) story about events:

a) happened just now, b) happened much earlier;
2) a story about objects (things, plants, animals):

a) observed at the moment, b) from memory;
3) story based on the picture:

a) static, b) moving - a series that develops the plot (done in a typographical way, like a slide, a filmstrip, or a similar positive);
4) a story based on a movie.
All of the listed types of stories, depending on the purpose of learning, can be performed as a description, narration or elementary reasoning.
Children are prepared for a story in the same way as for a conversation: children must imagine the subject of the story in all its vital fullness, accessible to sensations (size, shape, color, smell, taste, sound, nature of movements, etc.); To name all the signs of an object, actions and their relationships, children must already have words and grammatical forms in stock. Therefore, storytelling exercises should be preceded by lexical, grammatical (if necessary, phonetic) exercises, as well as interview exercises. The special task of the story (as well as the task of retelling) is the development of monologue speech in children.
The teacher teaches storytelling using chains of questions, i.e., a plan that provides for guiding the logic of the child’s narration, description, or reasoning.
The story plan can be simple, that is, a linear chain of questions, or complex, that is, branched out with additional chains of questions (prompting or just leading). Naturally, classes are held differently with children of different age groups, and the requirements for children in these classes are also different.
Discussions on this topic can also be offered to children in the middle group if they are well prepared.
During a story lesson, it is always advisable to recall poems, fairy tales, proverbs, and riddles already known to children: this increases the emotional mood of children and makes their stories more expressive.
Children learn to tell a story from a picture by looking at the corresponding pictures: static or moving. Static paintings are didactic material for descriptions: the story about the objects or actions depicted on them is told in one time plan.
Movable pictures (typographic series, filmstrips, code positives, etc.) are didactic material for narratives: a story about objects or actions depicted on them is a reproduction of successive situations.
Any picture can provide material for reasoning; you just have to ask the question why? (this or that action occurred) or under what condition? (the object receives one or another attribute).
So, teaching storytelling is carried out using techniques of relying on real objects, relying on memories, relying on pictures. The process of teaching a monologue (narration, description, reasoning) is that the teacher, firstly, helps the child, with the help of a plan (chain of questions), not to deviate from the topic, to present events in a logical sequence, and secondly, takes care of the emotional expressiveness of speech the narrator, prompting him with appropriate intonations and offering excerpts of poems, fairy tales, riddles, stories suitable for the given topic

№ p/p	Event name	date	Responsible
1.	Looking at the painting “Rabbit with Little Rabbits”	September	Rasskazova N.S.
	Lesson "Visiting a squirrel"		Rasskazova N.S.
	Reinforcement lesson “Visiting a squirrel”		Rasskazova N.S.
2.	Looking at the painting “Cat with Kittens”	October	Rasskazova N.S.
	Complex “Visiting the Hedgehog”		Rasskazova N.S.
3.	Lesson “A wizard came to us” (children’s creative work)	November	Rasskazova N.S.
	Lesson “Tell about birds, big and small”		Rasskazova N.S.
4.	Lesson from the series “Forest Dwellers” (Writing a story about a bunny)	December	Rasskazova N.S.
	Lesson “Birds in winter”		Rasskazova N.S.
5.	Compiling a story using given words (children’s creative work)	January	Rasskazova N.S.
6.	Looking at the painting “Winter Fun”	February	Rasskazova N.S.
	Lesson “Bring the Picture to Life”		Rasskazova N.S.
7.	Lesson “Description of the characters in Grandma Dasha’s fairy tale”	March	Rasskazova N.S.
	Compiling a descriptive story “My favorite toy”		Rasskazova N.S.
8.	Consideration of the plot painting “Spring has come”	April	Rasskazova N.S.
	Compiling a descriptive story “Family”		Rasskazova N.S.
9.	Compiling the story “Me and my family”	May	Rasskazova N.S.
	Compiling a story on the topic “The house where I live”		Rasskazova N.S.
	Final lesson		Rasskazova N.S.

Diagnostics to identify the level of composing a creative story in children of the middle group

1st level – high

The topic has been resolved. The stories are compositionally complete. The text consists of 10-12 sentences, the text is presented sequentially. Various types of communication are used. The number of pauses and repetitions is no more than two. The story is independent.

2 oh level – above average

The narrative is compositionally complete. The content is revealed partially and presented sequentially. Children use different types of communication. But the dominant one is the chain - pronominal. The number of pauses and repetitions is 2-3. The story is independent. The text contains 6-8 sentences.

3rd level – intermediate

The narrative is characterized by partial compositional completeness (no beginning or end). The content is partially disclosed, there are violations of the sequence. Mainly formal and chain-pronominal connections are used. Repetitions of words, phrases, and sentences are observed. The story was written with the help of an adult. The text contains 4-5 sentences.

4th level – low

Children try to compose a story, but are limited to individual sentences without a beginning or end. There is only a formal connection. The number of repetitions and pauses is more than five. The text contains 1-3 sentences.

Diagnostics to identify the level of composing a descriptive story based on a toy in children of the middle group

1st level – high

The description is complete. The stories are compositionally complete. The text consists of 10-12 sentences and is presented sequentially. The number of pauses and repetitions is no more than two. A descriptive story is self-contained.

2 oh level – above average

The description is compositionally complete. The content is revealed partially and presented sequentially. The number of pauses and repetitions is 2-3. A descriptive story is self-contained. The text contains 6-8 sentences.

3rd level – intermediate

The description of the toy is characterized by partial compositional completeness (no beginning or end). The content is partially disclosed, there are violations of the sequence. Repetitions of words, phrases, and sentences are observed. The story was written with the help of an adult. The text contains 4-5 sentences.

4th level – low

Children try to write a descriptive story, but are limited to individual sentences without a beginning or end. There is only a formal connection. The number of repetitions and pauses is more than five. The text contains 1-3 sentences.

Bibliography

1. Alekseeva M.M., Ushakova O.S. Interrelation of tasks of speech development of children in the classroom // Education of mental activity in preschool children. - M., 1983. - P.27-43.

2. Arushanova A.G. On the problem of determining the level of speech development of a preschooler // in collection. scientific articles: Problems of speech development of preschoolers and primary schoolchildren / Responsible. ed. A.M. Shakhnarovich. - M.: Institute of National Problems of Education MORF, 1993. - P. 4-16.

3. Gerbova V.V. Classes on speech development in the middle group of kindergarten. - M.: Education, 1983.

4. Diagnostics of mental development of preschool children / Ed. L.A. Venger, V.M. Khomlovskaya. - M.: Pedagogy, 1978.

5. Elkina N.V. Formation of speech coherence in children of the fifth year of life: Author's abstract. diss. ...cand. ped. Sci. - M., 1999. - 16 p.

6. To prepare this work, materials from the site http://www.yspu.yar.ru were used

Applications:

Topic: “Describe the toy”

Target: Coherent speech: teach children to write descriptions of toys;

Grammar: practice agreeing nouns, adjectives, pronouns in gender and number. Activate adjectives in children’s speech

Sound culture of speech: reinforce the correct pronunciation of the sound (c). Teach children to pronounce this sound for a long time in one breath.

Progress of the lesson:

Guys, I was going to kindergarten today and on the way I met a bunny, he was also going to kindergarten. Here he is. How can you call a hare affectionately? (bunny, bunny, bunny, bunny - go run)

Children, what is this from the bunny? (ears)

What kind of ears does he have? (long)

That's right, the bunny's ears are long.

What is this? (tail)

What kind of tail does a bunny have? (short)

The bunny has long ears and a short tail. What can a bunny do? (Run, jump, jump, bite carrots)

Bunny - go run, you had a bag. Where is he? Bunny takes out a bag

This is the kind of bag the bunny has. Is there something in the bag? I wonder what’s in the bag? (takes out carrots)

What is this? (carrot) what kind of carrot? (long, orange)

It is long, orange (we repeat all together)

And what's that? (cucumber). What cucumber? What color? (long, green)

It's long and green

What tomato? (round, red, large)

Well done, bunny! Made the guys happy.

Who knows where the bunny lives? (In the woods).

It’s cold in the forest now, and the wind blows often.

How does the wind blow? (V-v-v-v-v...)

Game “How the bunnies were afraid of the wind”

(The teacher puts vegetables and fruits in a bag)

And now the little bunny will play with you. He will take some object and, without removing it from the bag, tell you about it, and you must guess what it is. Listen carefully.

It is long and orange. What is this? (carrot)

It is green and long. What is this? (cucumber)

It's round and red. What is this? (tomato) Children talk while holding the guessed vegetable in their hands

“This is a carrot, it’s long and orange,” etc.

Well done! All the riddles were solved. And you can guess another one

“Long ears, short tail” Who is this?

Class

Topic: “Compiling a descriptive story “My Doll.”

Target: Teaches children to carefully examine the subject. Teaches the simplest comparisons with different objects, and composes descriptive stories.

Children, the doll Nastya came to visit us. Nastya met a girl, she lives in another city. The girl asks Nastya to tell her about herself, but she finds it difficult to do so. We will help her.

Children, can we help Nastya?

Yes.

First, we must take a close look at Nastya.

What is the doll's name?

What material is it made of?

Name the parts of the doll's body? (head, torso, legs)

How are you dressed?

What color eyes does the doll have?

What can you compare them to? (blue like the sky)

What kind of hair does the doll have? What color are they? What can they be compared to?

(light, like ears of wheat)

Writing a descriptive story.

The doll's name is Nastya. It is made of plastic. The doll is large and has a round face. Oval body, long legs. Nastya has big blue eyes like the sky. Her hair is as light as ears of wheat.

She is wearing a yellow hat and white shoes. The Nastya doll is very beautiful.

Children's stories.

The lesson is complex.

Topic: Examination of a painting from the “Wintering Birds” series.

Target: Teach children to carefully look at the picture and write a short story based on the picture. Repeat the names of the birds with the children.

1. Submit a painting.

Conversation: 1. Children, what time of year is shown in the picture? How did you guess? What birds are shown? What are they, migratory or not? What other birds do you know?

1. I put a branch of dried rowan, bread crumbs and millet in the bird feeder, hung a piece of lard and began to observe.

First, small gray birds flew in. They chirped happily and pecked at crumbs of bread and millet. Birds with yellow breasts and black ties flew after them. They sat funny on a stick with pieces of lard hanging from it. When there was only one rowan left in the feeder, the birds scattered. And then fluffy grayish-brown birds with red breasts flew up to her. The ends of their tail, wings and head were black and blue, and their wings had white stripes. After their visit, there were no berries left on the branch. And after everyone else, two large, almost black birds flew to the feeder, looking around with their curious eyes and shouting: “Kar-kar!” What birds did we feed?

3. Compilation of stories by children.

Lesson Complex

Topic: “Visiting the Bunny.”

Target: Continue to introduce children to the inhabitants of the autumn forest. How does a hare prepare for winter? Who are his enemies? Who are your friends? Learn to write short stories.

Children, today I received a letter from the forest, a magpie brought it to me. This is a letter from a bunny, he invites us to visit.

Let's go.

Yes.

The forest is far away, let's go by train

Here comes the forest, where is the bunny?

Oh here he is

Looking at the painting, conversation:

Why does a bunny need long ears?

Does a bunny change his fur coat?

Why does he need a white coat in winter?

Who are the bunny's enemies?

Who are his friends?

Does the bunny make provisions for the winter?

What does he eat?

Teacher's story.

The bunny lives in the forest. It has long, long ears and a short tail. The hare has a fur coat, it is gray in summer and white as snow in winter. The cowardly bunny is afraid of everything. He will curl up into a ball, prick up his long ears and listen, afraid that a fox or a wolf will suddenly find and catch him. The bunny eats grass, leaves, and in winter gnaws the bark of trees. This is how a bunny lives in the forest.

Children's stories using cards.

Topic: “Visiting the squirrel.”

Program content :

1. Introduce children to the inhabitants of the autumn forest: where they live, what they eat, how they prepare for winter, practice writing descriptive stories

1. Looking at the painting “Squirrels in the Forest”

Conversation: “How to prepare a squirrel for winter?”

What is the squirrel doing? (stocks)

Where does she hide them? (in the storage room)

Where does the squirrel live? (in the hollow)

Who makes the hollow for her? (woodpecker)

Who are the squirrel's friends? (woodpecker, hare, hedgehog)

Who are the squirrel's enemies? (owl, eagle owl, marten)

Does a squirrel change its coat? (changes to gray)

Why is the squirrel not afraid of the fox and the wolf? (because they don't know how to climb trees)

What does a squirrel like to eat? (nuts, cones, mushrooms)

2. Compiling a story according to the scheme.

The lesson is complex.

Topic: Writing a story from the perspective of the hero.

Target: Teach children to get used to the character and compose a connected story in the first person, using different pictures.

Children today we will try to get used to the image that you choose and tell us about ourselves.

I imagined myself as a little puppy.

I'm a little puppy, my name is Bim. I have a brother, Druzhok, he is as small as me. Our mother Palma is big and fluffy. We live in a booth. There is a bowl near the booth. The hostess pours milk in there for us. My brother and I love to walk in the yard and play. We have a very close-knit family.

Children's stories.

Lesson Complex

Topic: “Tell us about the birds: big and small...”

Target: Help children remember the names of some birds of prey and insectivores. Practice writing stories.

Strengthen children's ability to work with bricks and bars, improve their ability to make floors.

Progress of the lesson.

There are pictures of various birds on the board. How to name in one word everyone you see in the pictures.

These are birds

Take a closer look. Are all birds the same?

No, they are all different

What do birds look like?

They can fly

Their body is covered with feathers

How are they different?

They eat differently and live in different conditions.

Where do these birds live? (In the forest, in the meadow, in the swamp, next to a person, in the mountains)

Guys, their appearance depends on the lifestyle of birds. For example, birds that live in swamps have very long legs. For what? (To walk on water and not get your feathers wet). They have a long beak, and some even have a pocket, like a pelican. For what? (To catch fish and frogs)

But why does an owl have very big eyes? (To see clearly at night.)

Sharp, curved beak? (Catch and eat its prey. An owl is a bird of prey. It feeds on other animals).

Why do you think an owl needs huge wings and sharp, tenacious claws? (To grab your prey, lift it into the air and float with it. Sometimes this prey can be very heavy).

What about the titmouse? Why does she need a small sharp beak? (So ​​that they can crawl into every crevice under the bark of trees and pull out cleverly hidden bugs, worms, and larvae from under the bark.

Why does a woodpecker need its large and sharp beak, reminiscent of a hammer? Why does it need a huge tail that looks like a fan? (With its beak, the woodpecker chisels the bark of trees and takes out harmful insects from under it, and with its tail it rests against the tree so as not to fall, and sits on it like on a chair.)

Birds that feed on insects are called insectivores, and birds that feed on other animals and catch them as prey are called carnivores.

Write a story about any bird.

The titmouse is an insectivorous bird, it is small, its eyes are like beads. The titmouse gets food for itself during the day - it snoops through cracks, in the bark of trees and takes out bark beetles from them, and in winter, when insects are hiding, it flies closer to human habitation and feeds on bread crumbs, seeds and fruits of trees.

Children's stories.

Lesson Complex

Topic: “Visiting the hedgehog.”

Target: Continue to introduce the children to the inhabitants of the autumn forest: where the hedgehog lives, what it eats, why it needs a prickly coat, what a hedgehog does in winter.

Continue to learn how to compose stories according to the scheme.

1. Children today we will go by train to the forest to see a hedgehog.

Sit down and let's go

And here comes the forest

Look, here comes the hedgehog

What hedgehog?

What kind of fur coat does he have?

Why does he need such a fur coat?

Who are the hedgehog's enemies?

Who are his friends?

What does a hedgehog eat for lunch?

Teacher's story:

A hedgehog lives in the autumn forest. He is small, round, his eyes are like beads, and his coat is prickly, covered in needles. She protects the hedgehog from enemies,

for example from a fox. The hedgehog curls up into a ball, puts out its needles and puffs menacingly. The fox cannot turn it over because the prickly coat protects the hedgehog.

The hedgehog also has friends: a squirrel and a bunny. They don't hurt him. The hedgehog loves to eat mushrooms, apples, and catch mice. This is how a hedgehog lives.

Children's story according to the scheme.

The lesson is complex.

Topic: Compiling a story using given words.

Target: Compose creative stories of 3-4 sentences, practice monologue speech.

Fluffy came to visit and brought pictures about winter. And he also brought an envelope, in the envelope there was a piece of paper, and on it the words: winter, snow, frozen, warm, ride, a lot, fly, good, fun.

Children Fluffy wants us to come up with a story about winter and use these words.

Repeating words

Example: Winter has come. White, fluffy snow fell, puddles and rivers froze. The children put on warm jackets, hats, and boots.

There is a lot of snow outside, you can sled, ski, or skate. Children make a snowman, play with snowflakes, they have a lot of fun. It's a good winter.

Children's stories.

Lesson Complex

Target:

Do you want to hear

Yes?

Children's stories.

Lesson Complex

Topic: Composing a creative story “A wizard came to us: I can only hear”

Target: - Learn to imagine different sounds and convey your ideas in a finished story.

Encourage imagination by constructing supposed dialogues between living and inanimate objects based on the plot of the picture.

Children, a wizard came to us today, he has a magic wand, if he touches you with his magic wand, a miracle will happen. You will hear birds, animals, animals, plants speaking.

Do you want to hear

Yes?

Prepared (The Wizard touched)

Now look carefully at the objects shown in the picture, imagine what they are talking about, and then make up a story.

I hear the hedgehog joyfully shouting: “Wow, what a mushroom.” I found a big, big mushroom." I hear the squirrel say to him: “I found it ahead of you.” I hear the hedgehog say: “Well, will you give me at least a piece?” I hear the squirrel say, “Okay, we’ll divide it equally, we’re friends.”

Children's stories.

Lesson Complex

Topic: Compiling a story based on the painting “Cat with Kittens”

Target: Teach children to compose short stories based on a familiar picture that reflects the content of the picture, according to the plan proposed by the teacher.

Conversation about the painting.

Who is in the picture? Look at the mother cat, tell us what she is like, how she looks at the kittens. (The cat is big, fluffy, gray in color, and her paws are white.. The cat looks affectionately at her kittens). What is the ginger kitten doing? What other kitten do you see? What can you say about him? What is the third kitten doing?

Now let’s talk about the cat and kittens together.

This is the cat Masha. She is large, fluffy, gray in color, and her paws are white. The cat Masha has three kittens: gray, red and black. A red kitten plays with a ball, a gray one with a red kitten's tail, and a third black one drinks milk from a bowl. Mom, the cat looks affectionately at her kittens.

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