Seminar “Sections of work on the development of speech in preschool children. Development of coherent speech in preschool children What is speech development in preschoolers

Junior preschool age

One of the main tasks of speech development at this age is formation of correct sound pronunciation.
Clarity and clarity of speech (diction) is practiced with the help of special speech material: jokes, nursery rhymes based on a given sound, songs, riddles.
Nursery rhymes are suitable for practicing sounds and sound pronunciation, where a vowel sound is heard under the stress:
— PetushO-Ok, rooster-Ok, Zoloto-Oy combO-Ok
- Our ducks in the morning-A-A Krya-A, krya-A, krya-A
- Our geese by the pond-A-A GA-GA, GA-GA, GA-GA!

First, you need to select nursery rhymes with sound combinations already in the child’s dictionary. To complicate the task, the teacher selects nursery rhymes with new sound combinations:
- Whoa! Whoa! Wash Tanya li-Chi-ko!
- Early early in the morning-oo-oo shepherds tu-RU-ru-ru
- Oh, DU-doo-doo-doo-doo, lost the shepherd DU-DOO
- KI-ska, KI-ska, KI-ska, scat
Don't sit on the path! Kitty Kitty Kitty!

IN vocabulary work pay special attention to enriching the vocabulary, and this is closely related to expanding the child’s knowledge about the surrounding world of objects, things, and phenomena.
The teacher's task: encourage to name an object, thing, toy, their qualities, properties, possible actions.
This work is planned in the form of various exercises and games for children (we will help the doll choose teaware; name what the cat can do, etc.).

At formation of grammatical structure of speech It is necessary to promote children’s ability to coordinate adjectives with nouns in gender, number, case, and to use nouns with prepositions.
Particular attention should be paid to working with verbal vocabulary, namely, to help children be able to:
- use the imperative singular form correctly. and many more numbers (run, catch, spin),
- conjugate the verb according to persons and numbers (run, run, run, run),
- to form others from one verb (rose-stands up, washed-washes) or form verbs from other parts of speech (sparrow chirp-chirp - chirps, drum - drums), etc.

At a young age, dialogue is mastered. A child receives examples of dialogue from communicating with an adult.
carried out in the form of activating communication. These can be didactic and outdoor games, creative activities, dramatizations, play dramatizations, etc.

At retelling training children learn to reproduce the text of a familiar fairy tale or short story, first based on questions from an adult, then together with him (the adult names a phrase or word, the child finishes the sentence).

At looking at paintings Kids first learn to answer questions about the content (about characters and their actions - who is this?, What is he doing?), then they compose a short story together with an adult.

At looking at toys or objects preschoolers answer questions about properties, qualities, actions and their purpose.
Then the teacher leads them to write stories about the toy. Shared storytelling is used for description. The adult begins, the child finishes: “This is (a cat). She is (gray, fluffy). The cat has a tail, paws, ears. The cat loves to eat (fish, sour cream).

Middle preschool age

IN vocabulary work the following tasks are solved:
— clarify general concepts (toys, vegetables, furniture, etc.),
- to develop the ability to understand polysemantic words, the compatibility of different words (“goes” - about a person, a train, a film),
- expand the understanding of synonyms and antonyms,
— teach different methods of word formation, continue to develop the ability to correlate the names of animals and their young (in singular and plural, in plural gender),
- develop the ability to form different forms of verbs, correctly conjugate verbs by persons and numbers.

In the middle group you should continue develop retelling skills and writing short stories. It is necessary to encourage children to compose stories from personal experience. Storytelling involves teaching different types of statements: description, narration, and some components of reasoning (e.g., identifying a causal relationship: I like this because...).

At formation of descriptive speech(describe toys, objects), it is also advisable to include elements of reasoning:
- initial definition of the subject,
- description of its properties and qualities,
- final assessment and attitude to the subject.

Continue formation narrative skills. Introduce the composition of a coherent statement (beginning, middle, end). Reinforce the idea that a story can begin in different ways (Once upon a time... It was in the fall... Once upon a time...).
As a methodological technique, you can invite children to fill out the outline of the story (Once animals gathered in a clearing. They became... Suddenly... The animals became... And then...). This technique consolidates the idea of ​​means of communication between sentences and between parts of a statement.

Use collective composition of a coherent statement, when each child can continue a sentence started by an adult or another child. Plot pictures will help with this, when one tells the beginning of the first picture, another develops the plot, and the third finishes the story. The teacher’s task: to help children when moving from picture to picture using linking words (and then..., suddenly..., at this time...).

Senior preschool age

At this age, special attention should be paid syntactic side of speech, namely, the development of the ability to construct not only simple common, but also complex sentences of various types. To do this, it is necessary to include exercises for extending and completing sentences started by adults: “The children went into the forest so that... they ended up where...”.

Be sure to lead children to understand that speech consists of sentences, sentences of words, words of syllables and sounds. This is necessary to prepare them for literacy.

IN vocabulary work The teacher’s task is to intensify the use of antonyms, synonyms, and homonyms in speech, and continue to introduce the meanings of polysemantic words.
Development of coherent speech. Children must analyze the structure of any statement: is there a beginning (beginning), how the action develops (event, plot), is there a conclusion (end).
The formation of the ability to construct different types of statements - description, narration, reasoning - comes to the fore.

You can download the speech development method on the page in the section "Speech development".

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to

A child acquires speech gradually, starting from birth. First he learns to understand speech addressed to him, and then he begins to speak himself. Therefore, you should protect your hearing from strong sound effects (do not turn on the TV or music at full volume), avoid chronic runny noses, and monitor the health of your hearing organs.

Already before the age of one year, you can hear the first “dad” and “mama” from the child. By the age of three, as a rule, the child already begins to speak in phrases. Simultaneously with the development of speech, the child’s thinking and imagination develops. Attention, memory, thinking - the foundations on which speech is built.

When talking to your child, constantly pay attention to your own speech: it should be clear and intelligible. Don't babysit, the child must learn to speak correctly. Don't talk loudly or too quickly to your child.

The reasons for poorly developed speech in a child can be:

disorders in the development of the muscles of the articulation-speech apparatus, low development of phonemic hearing, poor vocabulary, deficiencies in the development of grammatical skills.

Violation of sound pronunciation and articulation - the child pronounces individual sounds incorrectly, his speech is insufficiently intelligible and expressive, and its pace is slower than that of his peers.

Disadvantages in the development of sound-letter perception and sound-letter analysis (low development of phonemic hearing) - insufficient development of the ability to hear, recognize and distinguish sounds and their combinations, and not confuse them. No less important are the skills of sound-letter synthesis - the ability to understand the relationship between sounds and their combinations.

The main violations of this kind include: the inability to isolate sounds sequentially or at their location; inability to distinguish sounds by hardness, softness, sonority, deafness; inability to indicate hardness - softness in writing. For the same reasons, the acquisition of word formation and inflection skills is inhibited. Disadvantages in the development of the lexico-grammatical structure of speech - the child does not know how to correctly compose and understand grammatical structures, and incorrectly uses genders and cases. This also includes the inability to correctly place stress, which leads to the distortion of the word beyond recognition. Insufficient development of semantic guesswork - the child is not able, based on the context, to correctly predict the ending of a word or phrase. Insufficient development of vocabulary - poor vocabulary, difficulties in understanding the meaning of words due to their absence in the child’s active vocabulary. It is difficult for a child to establish a lexical connection between the words he read; he does not understand the new meaning that they acquire in combination with each other.

It should be noted that the quality and quantity of a child’s vocabulary largely determines the level of speech development as a whole. It is very important to pay attention to both passive (that is, those words that are stored in memory reserve) and active (words that are constantly used) vocabulary. It is necessary for the child to know what meanings a word has and to be able to use it correctly in independent speech.

In this section of the site you will find classes on speech development intended for classes with children from 1 to 7 years old (and possibly older, if the child does not speak well at school). The first activities with a child are finger games, because fine motor skills greatly influence the development of speech abilities. Next - poems, sayings, reading books. The articles will help you understand whether your child speaks correctly: whether there are enough words that he insists on, whether he connects them together correctly and pronounces them.

In the methodology, it is customary to highlight the following means of children’s speech development:

· communication between adults and children;

· cultural language environment, teacher’s speech;

· teaching native speech and language in the classroom;

· fiction;

· various types of art (fine, music, theater).

Let's briefly consider the role of each tool.

The most important means of speech development is communication. Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result (M. I. Lisina). Communication is a complex and multifaceted phenomenon of human life, which simultaneously acts as: a process of interaction between people; information process (exchange of information, activities, results, experience); a means and condition for the transfer and assimilation of social experience; the attitude of people towards each other; the process of mutual influence of people on each other; empathy and mutual understanding of people (B.F. Parygin, V.N. Panferov, B.F. Bodalev, A.A. Leontyev, etc.).

In Russian psychology, communication is considered as a side of some other activity and as an independent communicative activity. The works of domestic psychologists convincingly show the role of communication with adults in the general mental development and development of the child’s verbal function.

Speech, being a means of communication, appears at a certain stage in the development of communication. The formation of speech activity is a complex process of interaction between a child and people around him, carried out using material and linguistic means. Speech does not arise from the very nature of the child, but is formed in the process of his existence in the social environment. Its emergence and development are caused by the needs of communication, the needs of the child’s life. Contradictions that arise in communication lead to the emergence and development of the child’s linguistic ability, to his mastery of ever new means of communication and forms of speech. This happens thanks to the cooperation of the child with the adult, which is built taking into account the age characteristics and capabilities of the baby.

Isolation of an adult from the environment and attempts to “cooperate” with him begin very early in the child. The German psychologist, an authoritative researcher of children's speech, W. Stern, wrote back in the last century that “the beginning of speech is usually considered the moment when the child first utters sounds associated with the awareness of their meaning and the intention of the message. But this moment has a preliminary history that essentially begins from day one.” This hypothesis has been confirmed by research and experience in raising children. It turns out that a child can distinguish a human voice immediately after birth. He separates the adult's speech from the ticking of the clock and other sounds and reacts with movements in unison with it. This interest and attention to the adult is the initial component of the prehistory of communication.

Analysis of children's behavior shows that the presence of an adult stimulates the use of speech; they begin to speak only in a communication situation and only at the request of an adult. Therefore, the technique recommends talking to children as much and as often as possible.

In preschool childhood, several forms of communication between children and adults consistently appear and change: situational-personal (direct-emotional), situational-business (subject-based), extra-situational-cognitive and extra-situational-personal (M. I. Lisina).

First, direct emotional communication, and then business cooperation, determine the child’s need for communication. Emerging in communication, speech first appears as an activity divided between an adult and a child. Later, as a result of the child’s mental development, it becomes a form of his behavior. The development of speech is associated with the qualitative side of communication.

In studies conducted under the leadership of M. I. Lisina, it was established that the nature of communication determines the content and level of speech development of children.

The characteristics of children's speech are associated with the form of communication they have achieved. The transition to more complex forms of communication is associated with: a) an increase in the proportion of extra-situational utterances; b) with an increase in general speech activity; c) with an increase in the share of social statements. A study by A.E. Reinstein revealed that with a situational-business form of communication, 16.4% of all communicative acts are carried out using non-verbal means, and with a non-situational-cognitive form - only 3.8%. With the transition to non-situational forms of communication, the vocabulary of speech and its grammatical structure are enriched, and the “attachment” of speech to a specific situation decreases. The speech of children of different ages, but at the same level of communication, is approximately the same in complexity, grammatical form and sentence development. This indicates a connection between the development of speech and the development of communicative activity. It is important to conclude that for speech development it is not enough to offer the child a variety of speech material - it is necessary to set new communication tasks for him, requiring new means of communication. It is necessary that interaction with others enriches the content of the child’s need for communication (See Communication and speech, speech development in children in communication with adults / Ed. M. I. Lisina - M., 1985)

Therefore, the organization of meaningful, productive communication between teachers and children is of paramount importance.

Speech communication in preschool age is carried out in different types of activities: in play, work, household, educational activities and acts as one of the sides of each type. Therefore, it is very important to be able to use any activity to develop speech. First of all, speech development occurs in the context of leading activity. In relation to young children, the leading activity is objective activity. Consequently, the focus of teachers should be on organizing communication with children during activities with objects.

In preschool age, play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. All types of play activities are used for speech development.

In a creative role-playing game, communicative in nature, differentiation occurs between the functions and forms of speech. Dialogue speech is improved in it, and the need for coherent monologue speech arises. Role-playing contributes to the formation and development of the regulating and planning functions of speech. New needs for communication and leading gaming activities inevitably lead to intensive mastery of the language, its vocabulary and grammatical structure, as a result of which speech becomes more coherent (D. B. Elkonin).

But not every game has a positive effect on children's speech. First of all, it must be a meaningful game. However, although role-playing game activates speech, it does not always contribute to mastering the meaning of a word and improving the grammatical form of speech. And in cases of relearning, it reinforces incorrect word usage and creates conditions for a return to old incorrect forms. This happens because the game reflects life situations that are familiar to children, in which incorrect speech stereotypes were previously formed. The behavior of children in play and the analysis of their statements allow us to draw important methodological conclusions: children’s speech improves only under the influence of an adult; in cases where “relearning” occurs, you must first develop a strong skill in using the correct designation and only then create conditions for including the word in children’s independent play.

The teacher’s participation in children’s games, discussion of the concept and course of the game, drawing their attention to the word, a sample of concise and precise speech, conversations about past and future games have a positive effect on children’s speech.

Outdoor games influence the enrichment of vocabulary and the development of sound culture. Dramatization games contribute to the development of speech activity, taste and interest in artistic expression, expressiveness of speech, artistic speech activity.

Didactic and printed board games are used to solve all speech development problems. They consolidate and clarify vocabulary, the skills of quickly choosing the most suitable word, changing and forming words, practice composing coherent statements, and develop explanatory speech.

Communication in everyday life helps children learn the everyday vocabulary necessary for their life, develops dialogical speech, and fosters a culture of speech behavior.

Communication in the process of labor (everyday, in nature, manual) helps to enrich the content of children's ideas and speech, replenishes the dictionary with the names of tools and objects of labor, labor actions, qualities, and results of labor.

Communication with peers has a great influence on children’s speech, especially from 4–5 years of age. When communicating with peers, children more actively use speech skills. The greater variety of communicative tasks that arise in children’s business contacts creates the need for more diverse speech means. In joint activities, children talk about their plan of action, offer and ask for help, involve each other in interaction, and then coordinate it.

Communication between children of different ages is useful. Association with older children puts children in favorable conditions for the perception of speech and its activation: they actively imitate actions and speech, learn new words, master role-playing speech in games, the simplest types of stories based on pictures, and about toys. The participation of older children in games with younger children, telling fairy tales to children, showing dramatization, telling stories from their experience, inventing stories, acting out scenes with the help of toys contribute to the development of content, coherence, expressiveness of their speech, and creative speech abilities. It should, however, be emphasized that the positive impact of such a union of children of different ages on speech development is achieved only under the guidance of an adult. As the observations of L.A. Penevskaya showed, if you leave it to chance, elders sometimes become too active, suppress the kids, begin to speak hastily, carelessly, and imitate their imperfect speech.

Thus, communication is the leading means of speech development. Its content and forms determine the content and level of children's speech.

However, an analysis of practice shows that not all educators know how to organize and use communication in the interests of children’s speech development. An authoritarian style of communication is widespread, in which instructions and orders from the teacher predominate. Such communication is formal in nature and devoid of personal meaning. More than 50% of the teacher’s statements do not evoke a response from the children; there are not enough situations conducive to the development of explanatory speech, evidence-based speech, and reasoning. Mastering culture, a democratic style of communication, and the ability to provide so-called subject-subject communication, in which interlocutors interact as equal partners, is the professional responsibility of a kindergarten teacher.

The means of speech development in a broad sense is the cultural language environment. Imitating the speech of adults is one of the mechanisms for mastering the native language. Internal mechanisms of speech are formed in a child only under the influence of systematically organized speech of adults (N. I. Zhinkin). It should be borne in mind that by imitating those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that occur in their speech. Therefore, high demands are placed on the teacher’s speech: content and at the same time accuracy, logic; appropriate for the age of the children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional richness, richness of intonation, leisurelyness, sufficient volume; knowledge and compliance with the rules of speech etiquette; correspondence between the teacher’s words and his deeds.

In the process of verbal communication with children, the teacher also uses non-verbal means (gestures, facial expressions, pantomimic movements). They perform important functions: they help to emotionally explain and remember the meaning of words. The corresponding well-aimed gesture helps to assimilate the meanings of words (round, big) associated with specific visual representations. Facial expressions and phonation help clarify the meaning of words (cheerful, sad, angry, affectionate.) associated with emotional perception; contribute to deepening emotional experiences, memorizing material (audible and visible); help bring the learning environment in the classroom closer to that of natural communication; are role models for children; Along with linguistic means, they perform an important social, educational role (I. N. Gorelov).

One of the main means of speech development is training. This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities. The role of education in a child’s mastery of his native language was emphasized by K. D. Ushinsky, E. I. Tikheeva, A. P. Usova, E. A. Flerina and others. E. I. Tikheyeva, the first of K. D. Ushinsky’s followers, used the term “teaching their native language” in relation to preschool children. She believed that “systematic teaching and methodical development of speech and language should form the basis of the entire system of education in kindergarten.”

From the very beginning of the formation of the methodology, teaching the native language is considered widely: as a pedagogical influence on children’s speech in everyday life and in the classroom (E. I. Tikheeva, E. A. Flerina, later O. I. Solovyova, A. P. Usova, L. A. Penevskaya, M. M. Konina). As for everyday life, this refers to promoting the child’s speech development in the joint activities of the teacher with the children and in their independent activities.

The most important form of organizing speech and language teaching in the methodology is considered to be special classes in which certain tasks of children’s speech development are set and purposefully solved.

The need for this form of training is determined by a number of circumstances.

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. In-class training allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material that children have difficulty mastering and develops those skills and abilities that are difficult to develop in other types of activities. A.P. Usova believed that the learning process introduces qualities into the speech development of children that under normal conditions develop poorly. First of all, these are phonetic and lexico-grammatical generalizations, which form the core of a child’s linguistic abilities and play a primary role in language acquisition, sound and word pronunciation, construction of coherent statements, etc. Not all children spontaneously, without the targeted guidance of an adult, develop language generalizations, but this leads to a lag in their speech development. Some children master only elementary forms of spoken language, find it difficult to answer questions, and cannot tell a story. And on the contrary, in the learning process they acquire the ability to ask questions and tell stories. “Everything that previously belonged to the qualities of a “creative” personality, was attributed to special talent, during training becomes the property of all children” (A.P. Usova). Classes help to overcome spontaneity, solve problems of speech development systematically, in a certain system and sequence.

Classes help realize the possibilities of speech development in preschool childhood, the most favorable period for language acquisition.

During classes, the child’s attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of his awareness. In everyday life, speech correction does not give the desired result. Children who are carried away by some other activity do not pay attention to speech patterns and do not follow them,

In kindergarten, compared to the family, there is a deficit in verbal communication with each child, which can lead to delays in the speech development of children. Classes, when organized methodically, help to a certain extent compensate for this deficiency.

In the classroom, in addition to the teacher’s influence on the children’s speech, the children’s speech interacts with each other.

Team training increases the overall level of their development.

The uniqueness of classes in the native language. Classes on speech development and teaching the native language differ from others in that the main activity in them is speech. Speech activity is associated with mental activity, with mental activity. Children listen, think, answer questions, ask them themselves, compare, draw conclusions and generalizations. The child expresses his thoughts in words. The complexity of the classes lies in the fact that children are simultaneously engaged in different types of mental and speech activity: speech perception and independent speech operation. They think about the answer, select from their vocabulary the right word that is most suitable in a given situation, form it grammatically, and use it in a sentence and coherent statement.

The peculiarity of many classes in the native language is the internal activity of children: one child tells, the others listen, outwardly they are passive, internally active (they follow the sequence of the story, empathize with the hero, are ready to complement, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.

The effectiveness of classes in the native language is determined by how fully all the program tasks set by the teacher are implemented and ensures that children acquire knowledge and develop speech skills and abilities.

Types of classes in the native language.

Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:

· classes on the formation of a dictionary (inspection of the premises, familiarization with the properties and qualities of objects);

· classes on the formation of the grammatical structure of speech (didactic game “Guess what is missing” - the formation of plural nouns of the gender case);

· classes on developing the sound culture of speech (teaching correct sound pronunciation);

· classes on teaching coherent speech (conversations, all types of storytelling),

· classes on developing the ability to analyze speech (preparation for learning to read and write),

· classes on familiarization with fiction.

Depending on the use of visual material:

· classes in which objects of real life are used, observations of phenomena of reality (examination of objects, observations of animals and plants, excursions);

· classes using visual aids: with toys (looking at, talking about toys), pictures (conversations, storytelling, didactic games);

· activities of a verbal nature, without relying on clarity (general conversations, artistic reading and storytelling, retelling, verbal games).

Depending on the stage of training, i.e. depending on whether a speech skill (skill) is being formed for the first time or is being consolidated and automated. The choice of teaching methods and techniques depends on this (at the initial stage of teaching storytelling, joint storytelling between the teacher and the children and a sample story are used, at later stages - a plan for the story, its discussion, etc.).

Close to this is the classification according to didactic purposes (based on the type of school lessons) proposed by A. M. Borodich:

· classes on communicating new material;

· classes to consolidate knowledge, skills and abilities;

· classes on generalization and systematization of knowledge;

· final, or accounting and verification, classes;

· combined classes (mixed, combined).

(FOOTNOTE: See: Borodin A. M. Methods of developing children's speech. - M., 1981. - P. 31).

Complex classes have become widespread. An integrated approach to solving speech problems, an organic combination of different tasks for the development of speech and thinking in one lesson are an important factor in increasing the effectiveness of learning. Complex classes take into account the peculiarities of children’s mastery of language as a unified system of heterogeneous linguistic units. Only the interconnection and interaction of different tasks lead to correct speech education, to the child’s awareness of certain aspects of language. Research carried out under the guidance of F.A. Sokhin and O.S. Ushakova led to a rethinking of their essence and role. This does not mean a simple combination of individual tasks, but their interrelation, interaction, mutual penetration on a single content. The principle of uniform content is leading. “The importance of this principle is that children’s attention is not distracted by new characters and manuals, but grammatical, lexical, and phonetic exercises are carried out on already familiar words and concepts; hence the transition to constructing a coherent statement becomes natural and easy for the child” (Ushakova O. S. Development of coherent speech // Psychological and pedagogical issues of speech development in kindergarten / Edited by F. A. Sokhin and O. S. Ushakova. - M., 1987. P.23-24.)

Such types of work are integrated that are ultimately aimed at developing coherent monologue speech. The central place in the lesson is given to the development of monologue speech. Vocabulary, grammatical exercises, and work on developing the sound culture of speech are associated with completing tasks for constructing monologues of various types. Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.

An example of a lesson in the senior group: 1) coherent speech - inventing the fairy tale “The Adventure of the Hare” according to the plan proposed by the teacher; 2) vocabulary work and grammar - selection of definitions for the word hare, activation of adjectives and verbs, exercises for agreeing adjectives and nouns in gender; 3) sound culture of speech - practicing clear pronunciation of sounds and words, selecting words that are similar in sound and rhythm.

Complex solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes ensures a high and average level of speech development for the majority of students, regardless of their individual abilities. The child develops search activity in the field of language and speech, and develops a linguistic attitude towards speech. Education stimulates language games, self-development of language ability, manifested in the speech and verbal creativity of children (See: Arushanova A.G., Yurtaikina T.M. Forms of organized teaching of the native language and the development of speech in preschoolers//Problems of speech development of preschoolers and primary schoolchildren/ Edited by A. M. Shakhnarovich. - M., 1993.)

Lessons dedicated to solving one problem can also be built comprehensively, on the same content, but using different teaching methods.

For example, a lesson on teaching the correct pronunciation of the sound w may include: a) showing and explaining articulation, b) an exercise in pronunciation of an isolated sound, c) an exercise in coherent speech - retelling a text with a frequently occurring sound w, d) repeating a nursery rhyme - a practice exercise diction.

Integrative classes, built on the principle of combining several types of children's activities and different means of speech development, received a positive assessment in practice. As a rule, they use different types of art, the child’s independent speech activity, and integrate them according to a thematic principle. For example: 1) reading a story about birds, 2) group drawing of birds and 3) telling children stories based on the drawings.

Based on the number of participants, we can distinguish frontal classes, with the whole group (subgroup) and individual ones. The smaller the children, the more space should be given to individual and subgroup activities. Frontal classes with their obligatory nature, programming, and regulation are not adequate to the tasks of forming verbal communication as subject-subject interaction. At the initial stages of education, it is necessary to use other forms of work that provide conditions for involuntary motor and speech activity of children (See: Arushanova A.G., Yurtaikina T.M. Forms of organized teaching of the native language and the development of speech of preschoolers // Problems of speech development of preschoolers and junior schoolchildren / Edited by A. M. Shakhnarovich. - M., 1993. - P. 27.)

Classes on speech development and teaching the native language must meet didactic requirements, justified in general didactics and applied to classes in other sections of the kindergarten program. Consider these requirements:

1. Thorough preliminary preparation for the lesson.

First of all, it is important to determine its objectives, content and place in the system of other classes, connections with other types of activities, teaching methods and techniques. You should also think over the structure and course of the lesson, and prepare appropriate visual and literary material.

Correspondence of the lesson material to the age-related capabilities of the mental and speech development of children. Children's educational speech activities should be organized at a sufficient level of difficulty. Training should be developmental in nature. Sometimes it can be difficult to determine children's perception of the intended material. The children's behavior tells the teacher how to change the pre-planned plan, taking into account their behavior and reactions.

Educational nature of the lesson (principle of educational training). During the classes, a complex of problems of mental, moral, and aesthetic education is solved.

The educational influence on children is ensured by the content of the material, the nature of the organization of training and the interaction of the teacher with children.

Emotional nature of activities. The ability to assimilate knowledge, master skills and abilities cannot be developed in young children through coercion.

Their interest in activities is of great importance, which is supported and developed through entertainment, games and gaming techniques, imagery and colorful material. The emotional mood in the lesson is also ensured by the trusting relationship between the teacher and the children, and the psychological comfort of children in kindergarten.

The structure of the lesson should be clear. It usually has three parts - introductory, main and final. In the introductory part, connections are established with past experience, the purpose of the lesson is communicated, and appropriate motives for upcoming activities are created, taking into account age. In the main part, the main objectives of the lesson are solved, various teaching techniques are used, and conditions are created for active speech activity of children. The final part should be short and emotional. Its goal is to consolidate and generalize the knowledge gained in the lesson. Artistic expression, listening to music, singing songs, round dancing and outdoor games, etc. are used here.

A common mistake in practice is mandatory and not always appropriate, often formal assessments of children’s activities and behavior.

An optimal combination of the collective nature of learning with an individual approach to children. An individual approach is especially needed for children who have poorly developed speech, as well as those who are uncommunicative, silent or, conversely, overly active and unrestrained.

2. Proper organization of classes.

The organization of the lesson must meet all hygienic and aesthetic requirements for other classes (lighting, air purity, furniture according to height, location of demonstration and handout visual material; aesthetics of the room, aids). It is important to ensure silence so that children can correctly hear the teacher's speech patterns and each other's speech.

Relaxed forms of organizing children are recommended, contributing to the creation of a trusting atmosphere of communication, in which children see each other’s faces and are at a close distance from the teacher (psychology notes the importance of these factors for the effectiveness of verbal communication).

Taking into account the results of the lesson helps to monitor the progress of learning, children’s assimilation of the kindergarten program, provides feedback, and allows you to outline ways for further work with children both in subsequent classes and in other activities.

Connection of the lesson with subsequent work on speech development. To develop strong skills and abilities, it is necessary to consolidate and repeat the material in other classes, in games, work, and in everyday communication.

Classes for different age groups have their own characteristics.

In younger groups, children do not yet know how to study in a group, and do not relate to themselves the speech addressed to the whole group. They do not know how to listen to their comrades; A strong irritant that can attract children's attention is the teacher's speech. These groups require extensive use of visualization, emotional teaching techniques, mainly playful, surprise moments. The children are not given a learning task (no information is given - we will study, but the teacher offers to play, look at a picture, listen to a fairy tale). Classes are subgroup and individual. The structure of the classes is simple. At first, children are not required to give individual answers; the teacher’s questions are answered by those who want to, all together.

In the middle group, the nature of learning activities changes somewhat. Children begin to become aware of the features of their speech, for example, the features of sound pronunciation. The content of classes becomes more complicated. In the classroom, it becomes possible to set a learning task (“We will learn to correctly pronounce the sound “z”). The requirements for the culture of verbal communication are increasing (speaking in turns, one at a time, and not in chorus, if possible in phrases). New types of activities are appearing: excursions, teaching storytelling, memorizing poetry. The duration of classes increases to 20 minutes.

In the senior and preparatory groups for school, the role of compulsory frontal classes of a complex nature increases. The nature of activities is changing. More verbal classes are conducted: various types of storytelling, analysis of the sound structure of a word, the composition of sentences, special grammatical and lexical exercises, and word games. The use of visualization is taking on other forms: paintings are being used more and more - wall and tabletop, small, handouts. The role of the teacher is also changing. He still leads the lesson, but he promotes greater independence in children’s speech and uses speech patterns less often. Children's speech activity becomes more complex: collective stories, retellings with text restructuring, reading in faces, etc. are used. In the preparatory group for school, classes are closer to school-type lessons. The duration of classes is 30–35 minutes. At the same time, we should not forget that these are children of preschool age, so we must avoid dryness and didacticism.

Conducting classes in a mixed age group is more difficult, since different educational tasks are being solved at the same time. There are the following types of classes: a) classes that are conducted with each age subgroup separately and are characterized by content, methods and teaching techniques typical for a particular age; b) classes with partial participation of all children. In this case, younger students are invited to class later or leave earlier. For example, during a lesson with a picture, all children participate in looking at it and talking. The elders answer the most difficult questions. Then the kids leave the lesson, and the older ones talk about the picture; c) classes with the participation of all children in the group at the same time. Such classes are conducted on interesting, emotional material. This can be dramatization, reading and storytelling with visual material, filmstrips. In addition, classes are possible with the simultaneous participation of all students on the same content, but with different educational tasks based on taking into account the speech skills and abilities of the children. For example, in a lesson on a painting with a simple plot: the younger ones are active in looking, the middle ones write a description of the painting, the older ones come up with a story.

A teacher of a mixed-age group must have accurate data on the age composition of children, know well the level of their speech development in order to correctly identify subgroups and outline the tasks, content, methods and techniques of teaching for each (For examples of classes in different-age groups, see: Gerbova V.V. Classes on speech development with children 4–6 years old. – M., 1987; Gerbova V.V. Classes on speech development with children 2–4 years old. – M., 1993.)

In the early 90s. A discussion ensued, during which classes as a form of organized education for preschoolers were sharply criticized. The following disadvantages of the classes were noted: learning in the classes is the main object of attention of the teacher to the detriment of other types of activities; training sessions are not related to children’s independent activities; the regulation of classes leads to formal communication between the teacher and the children, a decrease and suppression of children’s activity; The teacher’s relationship with children is built on an educational and disciplinary basis; for the teacher, the child is an object of influence, and not an equal partner in communication; frontal classes do not ensure the activity of all children in the group; they use the school uniform of the organization; teaching the native language is little aimed at developing communicative activities; in many classes there is no motivation for speech; Reproductive teaching methods (based on imitation of a model) predominate.

Some authors believe that special classes on speech development should be abandoned, leaving them only in senior and preparatory school groups as classes in preparation for learning to read and write. The problems of speech development need to be solved in other classes, in the process of live communication between the teacher and the children (and the joint activities of the children themselves), the child’s story telling to an interested listener, and not in special classes on retelling a given text, describing objects, etc. (Mikhailenko N. Ya., Korotkova N. A. Guidelines and requirements for updating the content of preschool education. - M., 1991.)

We cannot agree with this point of view; it contradicts scientific data about the role and nature of teaching native speech. Without detracting from the importance of the teacher’s communication with children, we once again emphasize that a number of speech skills and abilities that form the basis of language ability are formed only in the conditions of special education: development of the semantic side of the word, mastery of antonymic, synonymous and polysemic relationships between words, mastery of coherent skills monologue speech, etc. In addition, an analysis of the shortcomings in the organization and methodology of classes does not indicate their inexpediency, but the need to improve them and increase the level of professional training of the teacher. A kindergarten teacher must master a methodology for conducting classes that corresponds to general didactic and methodological principles, and the ability to interact with children, taking into account their characteristic form of communication.

Speech development is also carried out in classes in other sections of the kindergarten program. This is explained by the very nature of speech activity. The native language serves as a means of teaching natural history, mathematics, music, visual arts, and physical education.

Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language and develops figurative speech. The development of speech in the process of familiarization with fiction occupies a large place in the general system of working with children. On the other hand, the impact of fiction on a child is determined not only by the content and form of the work, but also by the level of his speech development.

Fine arts, music, theater are also used for the benefit of children's speech development. The emotional impact of works of art stimulates language acquisition and creates a desire to share impressions. Methodological studies show the possibilities of the influence of music and fine arts on the development of speech. The importance of verbal interpretation of works and verbal explanations to children for the development of imagery and expressiveness of children's speech is emphasized.

Thus, various means are used to develop speech. The effectiveness of influencing children's speech depends on the correct choice of means of speech development and their relationship. In this case, a decisive role is played by taking into account the level of development of children’s speech skills and abilities, as well as the nature of the language material, its content and the degree of proximity to children’s experience.

To assimilate different material, a combination of different means is required. For example, when mastering lexical material that is close to children and associated with everyday life, direct communication between children and adults in everyday activities comes to the fore. During this communication, adults guide the process of children's vocabulary acquisition. The skills of correct use of words are refined and consolidated in a few classes that simultaneously perform the functions of verification and control.

When mastering material that is more distant from children or more complex, the leading activity is educational activity in the classroom, appropriately combined with other types of activity.

The technique is carried out in several stages. The methodology is based on the assimilation of simple material and techniques, which subsequently develop into complex classes. However, the gradual complication of tasks for children goes unnoticed. And after just a few sessions you can see positive results.

It is gradually complicated tasks that are very well absorbed by the child and very effectively influence his further speech development.

Preschool institutions use a lot of techniques that help children actively develop and improve their knowledge and skills. However, there are some children who need an individual approach, where the problem will be clearly identified and its solution will depend on the correctly selected methodology and technique.

The following factors should be considered when identifying the problem:

• Child's age;
• Peculiarity;
• Baby's skills and abilities.

In addition, genetic predispositions should be studied. For example, if one of the parents had a speech delay or other speech problems in childhood. All this will help direct the technique to an effective result.

Techniques for speech development of preschoolers

Each technique according to Ushakova’s method is designed for the individual characteristics of the child, which involve performing certain tasks and exercises.

Thus, taking into account the psychological state of the child, his acquired skills and abilities, a positive result is possible.

Today, some methods are actively used in practice in kindergartens and even at home. For the most effective speech development, constant participation from parents is required.

Ushakova O.S. has developed methodological manuals for teachers of preschool and school institutions, which describe in detail each stage and method of working with a child. The entire technique is designed to improve and correct the baby’s speech.

Each technique has a specific goal and a structured plan, which involves training from simple exercises to more complex ones. In all processes, the reasons why the child has certain deviations that do not allow the child to fully develop his speech must be taken into account.

Such factors may be:

• Insufficient attention from adults. That is, they communicate little with the child, do not read books to him, do not voice the actions taking place;
• A child whose attention is distracted;
• · Children with psychological characteristics. These may be genetic diseases, congenital speech retardation.

It is an individually selected technique that allows you to establish a correct, and most importantly, effective process of speech development in a child. It is the correct diagnosis of the problem that significantly increases the chances of the baby’s full development.

What parents should pay attention to

Every parent must remember that the child's development largely depends on them. And timely identification of any speech problem can be eliminated.

It is in preschool age that it will be easier for a child to improve his speech, learn to use new information and formulate sentences beautifully.

Every baby begins to make various sounds and syllables from an early age, and by the age of one and a half years he can say some simple words. Children at the age of three can already calmly formulate sentences and can explain what they need or what they don’t like.

If parents note that it is easier for the baby to express his thoughts through gestures or crying, then it is worth seeking advice from a speech therapist. The sooner you do this, the faster you can fix the problem.

Parents should not rely on the fact that the child will talk out over time. You should help him, and then he will be able to fully communicate and live in society.

How to help a child develop speech at home?

First of all, the child’s speech development depends on the parents themselves. With proper communication and sufficient attention, unwanted problems can be avoided:

• Parents should talk to their child correctly, even if he is very small. Do not distort your speech; every situation or subject must be stated clearly and correctly;
• Constantly read books to your child and tell fairy tales;
• During the game, say the name of this or that object;
• Ask your child to repeat simple words after you;
• If the pronunciation or wording is incorrect, try to correct it;
• Sing more songs. It is the song form that promotes quick memorization of words;
• Talk to your child everywhere. Even if you are busy with something, you can tell your child about the work done during the process. In this case, the baby will even be interested. This may provoke him to some questions or actions;
• During games, use a variety of toys and various objects.

All this will become a faithful assistant in the speech development of a preschooler.

Today, almost every kindergarten has speech therapy groups, where the main task of the specialist is to develop the child’s speech and eliminate deficiencies.

It is worth remembering that the correct speech of a preschooler is the main criterion of his readiness for school.

The main signs that determine readiness for school

There are several main criteria by which you can determine whether your child is ready for school or not:

• The child must be able to listen to the interlocutor;
• Perceive information correctly;
• Be able to express your actions;
• Display information;
• Use your verbal knowledge as a means of influence;
• Retell a short text or fairy tale.

All these points determine that the child will be able to fully learn and develop.

All methods of child speech development involve the help of parents. That is, classes with specialists alone will not give one hundred percent results without the participation of parents.

This or that program should be consolidated and worked out at home. If you follow all the recommendations and pay full attention to the baby, then soon the child will begin to please his parents with his skills.

Each lesson should take place in the form of a game. Otherwise, the child may simply refuse to study. If the baby is tired, then you can postpone the tasks for another time.

All children really enjoy communication and active games. Therefore, spend more time with your kids, talk to them and play.

The emergence of speaking is the mystery of language ka.
Paul Ricoeur

IS - information block

Text No. 1.

Goals and objectives of speech development in preschool educational institutions.

The goal of speech development in preschool children- the formation of not only correct, but also good oral speech, of course, taking into account their age characteristics and capabilities. The general task of speech development consists of a number of private, special tasks. The basis for their identification is the analysis of forms of speech communication, the structure of language and its units, as well as the level of speech awareness.Research into speech development problems in recent years, conducted under the leadership of F. A. Sokhin, made it possible to theoretically substantiate and formulate three aspects of the characteristics of speech development problems:

Structural (formation of different structural levels of the language system - phonetic, lexical, grammatical);

Functional, or communicative (formation of language skills in its communicative function, development of coherent speech, two forms of verbal communication - dialogue and monologue);

Cognitive, educational (formation of the ability to basic awareness of the phenomena of language and speech).

Basic work on speech development– the formation of oral speech and verbal communication skills with others based on mastery of the literary language of one’s people. The development of speech is closely related to the development of thinking and is the basis for mental, moral and aesthetic education. Problems of speech development of preschoolers were studied by teachers and psychologists: Rubinstein, Zaporozhets, Ushinsky, Tikheyeva, etc.

The theoretical approach to the problem of speech development is based on ideas about the patterns of speech development of preschool children (formulated in the works of psychologists and linguists Leontyev, Ushakova, Sokhin, Konina (patterns of speech activity)).

The main directions for determining the tasks of speech development:

Structural - the formation of phonetic, lexical, grammatical components.

Functional or communicative – the formation of verbal communication skills (forms of dialogue and monologue).

Cognitive, i.e. cognitive – the formation of abilities to understand the phenomena of language and speech.

Speech development tasks:

1) education of sound culture of speech(development of speech hearing, learning the correct pronunciation of words, expressiveness of speech - tone, intonation, stress, etc.);

Tasks of educating the sound side of speech can be formulated as follows:

Work on the sound and intonation characteristics of speech;

Formation of ideas about linear sound units: sound - syllable - word - sentence - text;

Distinguishing sounds according to their qualitative characteristics: vowels and consonants (voiced and voiceless, hard and soft);

Training in sound analysis of a word (singling out sounds at the beginning, middle and end of a word), isolating hissing and whistling sounds at the beginning of a word, finding the same sound in different words;

Development of the ability to analyze words of various syllabic structures: naming words with one, two and three sounds, determining the number of syllables;

Finding words that sound similar and different.

2) vocabulary development(enrichment, activation, clarification of the meaning of words, etc.);

Vocabulary work tasks:

Enrichment of the dictionary with thematic groups of words;

Consolidating ideas about general concepts (vegetables, fruits, transport);

Development of ideas about the semantic side of a word: work on a correct understanding of the meaning of a polysemantic word; disclosure of semantic relations (familiarization with synonyms and antonyms of different parts of speech - nouns, adjectives, verbs); formation of skills in word selection and accuracy of word use.

3) formation of grammatical structure of speech(syntactic, morphological aspects of speech - methods of word formation);

Tasks of forming the grammatical structure of speech:

Formation of the ability to coordinate nouns and adjectives in gender, number, case;

Teaching the correct formation, declension and use of words in the singular and plural;

Development of the ability to form names for baby animals (cat-kitten, dog-puppy, chicken-chick);

Learning the ability to correlate the name of a verb-movement with the action of an object, person, animal;

Compiling sentences of different types - simple and complex.

4 ) development of coherent speech(central task) - the main function of language is realized - communicative (communication), the formation of ideas about different types of text - description, narration, reasoning;

Tasks for the development of coherent speech:

Formation of elementary ideas about the structure of the text (beginning, middle, end);

Learning to connect sentences using different communication methods;

Developing the ability to reveal the topic and main idea of ​​a statement, to title a story;

Learning to construct statements of different types - descriptions, narratives, reasoning; bringing to awareness of the content and structural features of a descriptive, including literary, text; compiling narrative texts (fairy tales, stories, histories) in compliance with the logic of presentation and using means of artistic expression; learning to compose arguments with the selection to prove compelling arguments and precise definitions;

The use of different types of corresponding models (schemes) for statements, reflecting the sequence of presentation of the text.

Central, leading task is development of coherent speech. This is explained by a number of circumstances:

Firstly, in coherent speech the main function of language and speech is realized - communicative (communication). Communication with others is carried out precisely with the help of coherent speech.

Secondly, in coherent speech the relationship between mental and speech development is most clearly evident.

Thirdly, coherent speech reflects all other tasks of speech development: the formation of vocabulary, grammatical structure, and phonetic aspects. It shows all the child’s achievements in mastering his native language.

5) preparation for literacy(sound analysis of words, preparation for writing);

6) familiarization with fiction(as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books).

The teacher’s knowledge of the content of the tasks is of great methodological importance, since the correct organization of work on speech development and teaching the native language depends on it.

Most speech development tasks are set in all age groups, but their content has its own specifics, which is determined by the age characteristics of the children. Thus, in younger groups, the main task is the accumulation of vocabulary and the formation of the pronunciation side of speech. Starting from the middle group, the leading tasks are the development of coherent speech and the education of all aspects of the sound culture of speech. In older groups, the main thing is to teach children how to construct coherent statements of different types and work on the semantic side of speech. In the senior and preparatory groups for school, a new section of work is being introduced - preparation for literacy and literacy training.

Version of the program 2005 (edited by Vasilyeva, Gerbova, Komarova) includes a new section “Developing speech environment” (speech as a means of communication).

Leading tasks by age:

up to 1 g.	develop the ability to understand adult speech, form the prerequisites for active speech	from 2-3 to 5-7 minutes. - games-activities
up to 2 l.	+ development of understanding of speech, vocabulary, artistic literature.
I ml.	+ formation of a dictionary + development of sound culture of speech + coherent speech	15 minutes. - individual lessons or in subgroups (introductory, main, final parts)
I I ml.	+ formation of grammatical structure of speech
avg.	- “ -	20 minutes. – memorization, storytelling – ex.
old	- “ -	30-35 min. – classes are frontal and comprehensive, less visual, children are more independent
preparation	+ preparation for literacy training

Exercise. Consider diagrams No. 1, 2. Characterize the tasks of speech development in accordance with the Federal State Educational Standard in preschool education.

Scheme 1.

Scheme 2.

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About the tasks of speech development

F. SOKHIN

One of the important tasks of education and training in kindergarten is the development of speech and teaching the native language. This general task includes a number of specific tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, teaching colloquial (dialogical) speech, developing coherent monologue speech, cultivating interest in the artistic word, preparing for learning to read and write. Let's consider some of the listed tasks.

Children, mastering their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - understanding speech and active speech - develops gradually.

The formation of verbal communication between a child and an adult begins with emotional communication. It is the main content of the relationship between an adult and a child during the preparatory period of speech development (in the first year of life). The child responds with a smile to the smile of an adult, makes sounds in response to a gentle conversation with him, to sounds uttered by an adult. He seems to be “infected” by the adult’s emotional state, his smile, laughter, and gentle tone of voice.

In emotional communication with an adult, a child reacts to the characteristics of the voice, the intonation with which words are pronounced. Speech participates in this communication with its sound form, intonation, accompanying the actions of an adult. The semantic content of the speech is incomprehensible to the child.

In emotional communication, an adult and a child express their general attitudes towards each other, their pleasure or displeasure, and express feelings, not thoughts. This becomes completely insufficient when in the second half of the year the baby’s relationship with an adult (as well as with other children) is enriched, his movements and actions become more complex, and his cognitive capabilities expand. Now it is necessary to talk about many interesting and important things around, and in the language of emotions it is sometimes very difficult to do this, and most often it is simply impossible. We need the language of words, we need verbal communication between an adult and a child.

In a situation of emotional communication, the child is initially interested only in adults. But when an adult attracts his attention to something else, he seems to switch this interest to an object, an action, to another person. Communication does not lose its emotional character, but it is no longer actual emotional communication, not an “exchange” of emotions for their own sake, but communication about the subject. The word spoken by an adult and heard by a child, bearing the imprint of emotions (in such cases it is pronounced expressively), is already beginning to be freed from the captivity of emotional communication, and gradually becomes for the child a designation of an object, action, etc. On this basis, from the second During the first six months of life, the baby develops an understanding of words and speech. Elementary, incomplete verbal communication appears, since the adult speaks, and the child responds only with facial expressions, gestures, movements, and actions. The level of such understanding is sufficient for the child to be able to meaningfully respond to comments, requests and demands in everyday situations that are well known to him. At the same time, the baby’s proactive approach to adults also develops: he attracts their attention to himself, to some object, and asks for something using facial expressions, gestures, and sounds.

Pronouncing sounds during an initiative address is especially important for the development of verbal communication - this is where the intentionality of speech arises, its focus on another person. It is equally important to imitate the sounds and sound combinations that an adult pronounces. It contributes to the formation of speech hearing, the formation of arbitrary pronunciation, and without it it is impossible to imitate whole words, which the child will later borrow from the speech of surrounding adults.

The first meaningful words appear in a child’s speech usually by the end of the first year. They, however, are not very suitable for verbal communication with adults. Firstly, there are not enough of them - only about ten (“mother”, “grandfather”, “yum-yum”, “av-av”, etc.). Secondly, the child very rarely uses them on his own initiative.

Around the middle of the second year of life, a significant shift occurs in the development of a child’s speech: he begins to actively use the vocabulary accumulated by this time in order to address an adult. The first simple sentences appear.

A characteristic feature of these sentences is that they consist of two words, used in an unchanged form (three- and four-word sentences appear later, by the age of two): “ise maka” (more milk), “maka boil” (milk is boiling) , “kisen petska” (jelly on the stove), “mama bobo” (mom is in pain) [i]. Even such imperfect grammatical structure of a child’s speech significantly expands the possibilities of his verbal communication with adults.

By the age of one and a half years, a child speaks about one hundred words; by two years, his active vocabulary increases significantly - up to three hundred words or more. Individual differences in speech development can be very large, and the data given are, of course, approximate. The development of speech during this period (by the end of the second year) is characterized not only by the quantitative growth of the vocabulary, but also by the fact that the words that the child uses in his sentences (now often three- and four-word) acquire the appropriate grammatical form: “the girl of the village” , “the girl is sitting”, “the woman divided the spatula” (made) (examples from the book by A.N. Gvozdev) [i].

From this time on, one of the most important stages of mastering one’s native language begins—mastering the grammatical structure of the language. The assimilation of grammar occurs very intensively; the child masters the basic grammatical patterns by the age of three to three and a half years. So, by this time, the child correctly uses case forms in his speech without prepositions and with many prepositions (“looks like a wolf”, “hid underground”, etc.), uses various forms of verbs, complex sentences with conjunctions: “In I saw in a dream that a wolf bit my hand”; “The window is open for ventilation,” etc. (examples from the book by A.N. Gvozdev).

By the age of three, a child’s vocabulary grows to a thousand or more words. The dictionary includes all parts of speech, particles, interjections.

During this period of intensive speech development, verbal communication remains the mainchild with adults. At the same time, the possibilities of verbal communication between children and each other increase significantly. When perceiving a child’s imperfect speech, an adult corrects deficiencies in pronunciation and word usage, “deciphers” an incorrectly constructed phrase, etc. A child, perceiving the imperfect speech of his peer, cannot do all this; such correction is not available to him. But when, in the third year of life, children’s speech begins to approach in structure the speech of adults (and they already understand it quite well), then conditions are created for verbal communication of one child with another, with a group of children. The teacher should use this opportunity by specially organizing children’s communication (for example, in a game).

Knowledge of your native language is not only the ability to correctly construct a sentence, even a complex one (“I don’t want to go for a walk because it’s cold and damp outside”). The child must learn to speak coherently.

In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking is clearly evident; perception, observation. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story (subject, event), be able to analyze the subject, select its main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena.

Coherent speech is not just a sequence of words and sentences, it is a sequence of interconnected thoughts that are expressed in precise words in correctly constructed sentences. A child learns to think by learning to speak, but he also improves his speech by learning to think.

Coherent speech, as it were, absorbs all the child’s achievements in mastering his native language, in mastering its sound side, vocabulary, and grammatical structure. This does not mean, however, that it is possible to develop a child’s coherent speech only when he has very well mastered the sound, lexical and grammatical aspects of the language. Work on developing speech coherence begins earlier.

An adult shows a small child an object picture depicting a blue ball and asks: “What is this?” It is unlikely that the baby will answer: “Blue ball.” Rather, he will say: “This is a ball” or simply “Ball.” The adult’s next question is: “Which one?” What colour?". Answer: Blue.

And then comes the important point: the child's isolated remarks need to be put together to give him a sample of a more complete answer. But how to connect? After all, you can say both “blue ball” and “blue ball”. Let’s listen to these combinations of words and think about them. “Blue ball” is a simple name, a designation of an object, including one of its properties. “Blue ball” is no longer just the name of an object, it is a judgment about the object, i.e. a thought in which, through affirmation or negation, a sign of this object is revealed (“The dog is running”).

Therefore, if we limit our task only to teaching the baby to distinguish and name different colors or other qualities and properties of objects, we can say: “This is a blue ball.” But you can say it another way: “This is a ball. The ball is blue." It seems like a small difference, but it is significant. After all, here we give the child an example of constructing a coherent statement. In fact, two judgments are consistently expressed here: “This is a ball” and “The ball is blue.” And the second does not just follow the first, it is closely connected with it, follows from it. In the first, the object stands out from many others: it is a ball and not something else. In the second, this selected and named object is characterized by one of its properties, in this case - by color. This is a very simple, elementary case of a coherent utterance, the beginning of coherent speech, but it develops gradually in the child, from simple to complex forms.

The simplest tasks for constructing a coherent statement, for example, retelling a short fairy tale, impose two most important requirements on a child’s monologue speech: firstly, the speech must be constructed deliberately to a greater extent than, for example, a remark in a dialogue (answering a question, etc. ), secondly, it must be planned, i.e. milestones must be outlined along which a complex statement or story will unfold. The formation of these abilities in simple forms of coherent monologue speech serves as the basis for the transition to more complex forms (for example, creative storytelling).

The coherence of monologue speech begins to form in the depths of dialogue as the main form of verbal communication. Dialogue must also be assessed in terms of coherence, but in it coherence depends on the abilities and skills of not one person, but two. The responsibilities for ensuring the coherence of the dialogue, initially distributed between the adult and the child (of course, with the leading role of the adult’s speech), are gradually learned to be performed by the child. In a dialogue, each interlocutor answers the other’s questions; in a monologue, the speaker, consistently expressing his thoughts, seems to be answering himself. A child, answering an adult’s questions in dialogue, learns to ask questions to himself. Dialogue is the first school for the development of a child’s coherent monologue speech (and, in general, the activation of his speech). Therefore, it is important to learn how to “construct” dialogue and manage it.

The highest form of coherent monologue speech is written speech. It is more intentional, conscious, more planned (“programmed”) than oral monologue speech. The task of developing written speech in preschoolers now, naturally, cannot be set (specifically, written coherent speech, the ability to compose a text, and not the ability to compose a split alphabet or write two or three sentences; the latter can be accomplished when teaching preschoolers to read and write). This requires a good level of writing skills.

And yet, the psychological characteristics of written speech can be used to develop in preschoolers the ability to deliberately, arbitrarily construct a statement (story, retelling), plan it, and to form coherent oral speech. This opportunity is realized on the basis of a “division of labor”: the child composes the text, the adult writes it down. This technique - writing a letter - has long existed in the methodology of speech development for preschoolers. E.I. Tikheyeva pointed out: “It is necessary to develop in children an attitude towards letters as a serious matter; you need to think carefully about what you will write, how best to express your thoughts.” E.I. Tikheyeva even considered it possible to conduct classes on writing letters “with three- and four-year-old children,” but this position must be tested.

Writing a letter is usually carried out collectively, but this does not mean that the monologue of speech disappears, the requirements for intentionality and awareness of the construction of the text are reduced: after all, every child composes the text. Moreover, collective writing of a letter makes it easier for the teacher to develop in children the very important ability to select the best, most suitable version of a sentence (phrase) or a larger part of the text that continues the presentation of the content. This ability, in fact, is the essence of arbitrariness (intentionality), awareness of the construction of a statement. However, the predominant use of a collective form of work does not exclude individual writing of a letter. A combination of both is needed.

Psycholinguist A.A. Leontyev, considering the relationship between oral and written speech and emphasizing the greater expansion, arbitrariness and organization of the latter, puts forward the position that it is easier to start teaching organized (i.e. planned, “programmed”) speech from written speech. As for such training for preschoolers, it is carried out in the form of writing a letter.

Using letter writing, you can achieve significant results in developing the coherence of a child’s oral speech and enriching it with complex syntactic structures. In this case, speech, while remaining oral in external form, is built at the level of expansion and arbitrariness characteristic of written speech, and thanks to this, in its structure and quality of coherence it will approach it.

The formation of voluntary speech, the ability to choose linguistic means is an important condition not only for the development of speech coherence, but also for language acquisition in general, mastering what the child does not yet have in active speech. Let us assume that a small child actively speaks only the first two words from the synonymous series “walk - walk - stomp - wander” (although he can understand all these words). If he has not yet developed the ability to select linguistic means in accordance with the tasks of the utterance, he will simply reproduce the word that, so to speak, first comes to mind (most likely it will be “go”, as it is more general in meaning). If the selection ability already exists (at least elementary, initial), then the child will use a word that is more suitable for the given context (“step” rather than “go”). The main thing is that the child faces the task of selection itself. He can, of course, only choose from what he has. But “there is” is both in the active vocabulary and in the passive one, i.e. in the dictionary that the child understands, the nose does not use it. And when the conditions for constructing an utterance are such that none of the words that the child actively owns fits the given context, he can turn to his passive stock and use not “go”, but, for example, “wander.” The situation is similar with the activation of complex grammatical (syntactic) constructions.

Coherent speech, thus accumulating the child’s success in mastering all aspects of his native language, acting as one of the most important goals of speech education, at the same time, from the first classes on its formation, becomes an important condition for mastering the language - the sound side, vocabulary, grammar, a condition for developing skills It is appropriate to use linguistic means of artistic expressiveness of speech.

In the general system of speech work in kindergarten, vocabulary enrichment, consolidation and activation occupy a very important place. And this is natural. The word is the basic unit of language; improving verbal communication is impossible without expanding the child’s vocabulary. At the same time, the development of a child’s thinking is impossible without him mastering new words that consolidate the new knowledge and ideas he acquires. Therefore, vocabulary work in kindergarten is closely connected with the cognitive development of the child, with familiarizing him with the surrounding reality.

Emphasizing the importance of vocabulary work in terms of its connection with the cognitive development of the child, it is necessary to note the importance of working on the word as a unit of language, in particular on the polysemy of the word. Thus, under certain conditions of familiarizing children with the properties and qualities of objects, new words “green” (to denote color), “fresh” (meaning “just made”) are introduced. Here we introduce new words based on the properties of the object. And this is very important, since both the child’s vocabulary and his knowledge of the subject are enriched. But at the same time, it is important to take into account the actual linguistic characteristics of the word, in particular its polysemy. For example, the word “green” has both the “color” meaning and the “unripe” meaning, while the word “fresh” means both “freshly made” and “cool.” By revealing to children (older preschoolers) the polysemy of a word, we show them the “life” of the word itself, because objects and phenomena corresponding to its different meanings can be completely different, unrelated or little related to each other. Thus, the word “strong,” if used in the sense of “durable, such that it is difficult to break, break, tear,” refers primarily to the physical properties of objects (“a strong nut,” “a strong rope”). If we take this word in a different meaning - “strong, significant in manifestation”, then it will be used to designate the properties of completely different phenomena and, moreover, very different ones (“hard frost”, “strong sleep”, “strong wind”). Discovering the polysemy of a word (and most words are polysemous) plays a big role in shaping the accuracy of word usage.

The “Education Program in Kindergarten” states: “In the preparatory group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.”

When perceiving and understanding speech, one is aware, first of all, of the semantic content that is conveyed in it. When expressing a thought in speech, when communicating it to the interlocutor, the semantic content of the speech is also realized, and awareness of how it is “structured”, in what words the thought is expressed, is not mandatory. The child does not realize this for a very long time, he does not even know what he is saying in words, just like the hero of one of Moliere’s plays, who spoke in prose all his life, did not know that he was speaking in prose.

If we highlight in preparation for learning to read and write, first of all, a general task (“speech becomes the subject of study”), then in simpler forms the solution to this task begins and should begin not in the preparatory group, but earlier, in previous groups. For example, in classes and didactic games on the sound culture of speech, in particular on the formation of auditory attention, phonemic hearing, correct sound pronunciation, children are given tasks to listen to the sound of a word, find the most frequently repeated sounds in several words, determine the first and last sounds in a word , remember words beginning with the sound indicated by the teacher, etc. Children are also involved in enriching and activating their vocabulary, during which they receive tasks, for example, choosing antonyms - words with the opposite meaning (“high” - “low”, “strong” - “weak”, etc.), synonyms - words that are close in meaning (“path”, “road”; “small”, “small”, “tiny”, “tiny”, etc.). The teacher draws the attention of the older preschooler to how snow is described in a poem or story, for example, what it is like (“fluffy, “silver”). In this case, the teacher can ask about the word, use the word “word” (for example: “What word does the author use to describe snow, talk about his impression of snow, how snow appears to him?”).

By receiving such tasks and completing them, children begin to learn the meaning of the words “sound”, “word”, but this is only possible when the teacher sets himself a special task to include the word “word” or the word “sound” in the formulation of the task, otherwise the use of them becomes a matter of chance 1 .

After all, the task can be formulated in such a way that the word “word” is not needed. For example, instead of saying: “Remember the words that have the sound w,” you can say: “What objects have the sound sh in their names?” Another example. The children are given the task: “Which house is shown in the picture? (Small.) Yes, a small house. What other word can be used to describe such a house? (A small house.) That’s right, a small house.” However, instead of asking: “What other word can be used to describe such a house?” another question is quite possible: “How else can you say about such a house?” The meaning of the task does not change if the teacher set as his task only, for example, the activation of the dictionary.

What is the difference between the given formulations? In cases where the word “word” is used, children’s attention is drawn to the fact that various words are used in speech, that we speak in words.

Here the teacher leads children to understand the meaning of the word “word”, the verbal composition of speech (long before they begin to form such an understanding). In cases where the word “word” is not used in the formulation of speech tasks, children complete the tasks without thinking about the fact that they are using a word.

For preschoolers (if special work has not yet been carried out with them), the words “word” and “sound” have a very vague meaning. As observations show, in response to a question about what words he knows, even an older preschooler can pronounce a sound, name a letter (me, be), say a sentence or phrase (“good weather”), or even note that there are no doesn’t know words, but knows a poem about a ball. Many children name words, usually only nouns that denote objects (“table”, “chair”, “tree”, etc.). When children are asked to pronounce a sound, they very often also name a letter (this, by the way, is not the worst option: even fully literate adults often mix sound and letter), remember onomatopoeia (tu-ru-ru), say about some sound phenomenon (“thunder roars”), etc. This vagueness of children’s ideas about words and sounds is largely caused by the polysemy of the corresponding words.

“Word”, “sound” are the same words as many others. Like others, they have a certain meaning and denote a certain phenomenon. But the meanings of these words are not simple things. In explanatory dictionaries of the Russian language you can read that a word is a “unit” of speech that serves to express a separate concept” or “a unit of speech that is the sound expression of a concept about an object or phenomenon of the objective world.” However, along with this basic meaning, “speech”, “conversation, conversation” (“gift of speech”, “convey a request in words”, “tell in your own words”, etc.) and a number of others. The word “sound” has two meanings: 1) “a physical phenomenon perceived by the ear,” 2) “an articulate element of human spoken speech.”

Dictionary definitions of the meanings of the words “word” and “sound” cannot be given to a preschooler - he will not understand them (although in general it is possible and necessary to develop a methodology for using dictionary definitions for the development of speech of preschoolers in kindergarten). However, it does not follow from this that children do not receive any definitions at all.

In the science of logic there is a term “ostensive definition”, which is contrasted with verbal, verbal definition. The word “ostensive” comes from the Latin words ostensio – “showing”, ostendo – “I show, demonstrate, indicate as an example.” These are precisely the definitions that are given to children when the teacher uses the words “word” and “sound” in the formulation of the tasks discussed above. The situation is exactly the same with the words “sentence” and “syllable”, when direct work is carried out to prepare children for learning to read and write. Children are not given a grammatical definition of a sentence (for example: “A sentence is a grammatically and intonationally designed combination of words or a separate word that expresses a complete thought”). The “Kindergarten Education Program” notes that children’s ideas about a sentence, a word (and, of course, a syllable) are reinforced in practical exercises. Such exercises are the use of ostensive definitions.

The formation of elementary meanings of the words “word” and “sound” on the basis of ostensive definitions in various speech exercises allows the child to be given initial ideas about the distinction between words and sounds. In the future, when teaching children how to divide sentences into words, sound analysis of words, etc. These meanings are used because the child identifies and isolates words and sounds as units of speech and has the opportunity to hear them as components of a whole (sentences, words).

When familiarizing children with the verbal composition of a sentence, with the sound composition of a word, we not only form in them ideas about the sentence, about the word, etc. We reveal the most general properties of human speech as a process - discreteness, the separateness of its constituent units (human speech is called “articulate speech”) and linearity, the sequence of these units.

Speaking about a child’s awareness of speech and the identification of linguistic units in it, it should be emphasized that it has the meaning of both direct preparation for learning to read and write, and the formation in children of those elementary knowledge and ideas about speech that will help them master the course of their native language at school. The awareness of speech that occurs in preparation for learning to read and write is of great importance for overall speech development. On the basis of awareness, the arbitrariness of speech is formed: the intentionality of the choice of both the semantic content of the statement and the linguistic means by which it can be expressed most accurately. The child masters the ability to consciously and voluntarily construct his speech.

By comprehending the laws of physics, a person gains the opportunity to control certain phenomena of the external world. By learning the laws of some of his own human activities, he acquires the ability to control it and improve it. Therefore, a child’s awareness of speech is not just a condition for successfully mastering reading and writing, not just an expansion of knowledge and ideas about speech. This is an important means of further developing it, improving it, and enhancing its culture.

The famous Soviet linguist and methodologist A.M. Peshkovsky considered the conscious use of linguistic means to be the main difference between literary speech and everyday speech. “Any awareness of the facts of language is based primarily on the conscious snatching of these facts from the general flow of speech-thought and on observation of what is snatched, that is, primarily on the dissection of the speech-thought process... Natural speech ideas flow together. It goes without saying that where there is no skill for such division, where speech complexes move in the brain with the dexterity of a bear dance, there can be no talk of conscious use of the facts of language, of their selection, comparison, evaluation, etc. d. There, it is not the person who owns the language, but the language who owns the person” [h].

At senior preschool age, one of the most important periods of a person’s life (and perhaps the most important), his first “university,” ends. But, unlike a student at a real university, a child studies in all faculties at once. He comprehends (of course, within the limits available to him) the secrets of living and inanimate nature, and masters the basics of mathematics. He also takes an elementary course in oratory, learning to express his thoughts logically and expressively; he also becomes familiar with philological sciences, acquiring the ability not only to emotionally perceive works of fiction, to empathize with its characters, but also to feel and understand the simplest forms of linguistic means of artistic expression. He also becomes a little linguist, because he learns not only to pronounce words correctly and construct sentences, but also to realize what sounds a word is made of, what words a sentence is made of. All this is very necessary for successful study at school, for the comprehensive development of the child’s personality.

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1 Instead of the expression “the word “word” (“sound”)”, the expression “term “word” (“sound”)” is usually used, however, it should be borne in mind that in terms of determining the meaning, much higher requirements are imposed on the term than on the word.

Sources

1. Gvozdev A.N. Issues in studying children's speech. M.: Publishing house of the Academy of Sciences of the RSFSR, 1961.
2. Leontyev A.A. Fundamentals of the theory of speech activity. M.: Nauka, 1974.
3. Peshkovsky A.M. Selected works. M. 1959.
4. Tikheeva EM. Speech development in children (early and preschool age). 4th ed. M., 1972.