Speech development in a 6-7 year old child. Development of coherent speech in older preschoolers

“What is a sound, a word, a sentence?”

Target: to clarify children’s ideas about the sound and semantic side of a word.

An adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - voiceless.) What is the name of the part of the word? (Syllable.) What does the word... table mean? (Item of furniture.)".
- Everything that surrounds us has its own name and means something. That’s why we say: “What does the word mean (or designate)?” The word sounds and names all the objects around, names, animals, plants.
- What is a name? How do we tell each other apart? By name. State the names of your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals... (nicknames).
Each thing has its own name, title. Let's look around and say: what can move? what might it sound like? what can you sit on? sleep? ride?
- Think about why they call it this: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear why they are needed.
- Each letter also has its own name. What letters do you know? How does a letter differ from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.
- Tell me which children’s names begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). What sound do the names Ira, Igor, Inna begin with? Choose names that begin with a hard consonant (Roma, Natasha, Raya, Stas, Volodya) or with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).
- We will play with words and find out what they mean, how they sound, what sound they begin with.

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

Listen to what I have to say. Where I stay, you will help me: select words and compose sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What kind of wind could it be? (Strong, sharp, impetuous, cold...) Vetrishche did not agree with his brother: “No, I’m the most important, my name is Vetrishche!” What kind of wind? (Powerful, angry, harsh, icy.) Little Breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate...) The brothers argued for a long time, but they never found out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent to the ground.) What did the wind do? (Blowed, rushed, hummed, grumbled.) The wind blew. What was he doing? (Blowed strongly, howled, howled, rushed rapidly.) What happened after that? (The branches of the trees broke, the grass died, clouds rolled in, birds and animals hid.) And then the breeze blew. What was he doing (blowing gently and tenderly, rustling leaves, playing mischief, swaying branches). What happened in nature? (The leaves rustled, the birds began to sing, it became cool and pleasant.)

Come up with a fairy tale about the wind, a breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

Find words with one and two syllables. How many syllables are in the word "chicken"? (The word “beetle” consists of one syllable, “fur coat”, “hat”, “toad”, “fence”, “heron” - of two, “chicken” - of three.)
- Which words begin with the same sound? Name these sounds.
(The words “hat” and “fur coat” begin with the sound “SH”, the words “beetle” and “toad” - with the sound “Zh”, the words “fence”, “castle” - with the sound “Z”, the words “chicken” , “heron” - from the sound “C”.)
- Name vegetables, fruits and berries with the sounds “P” (carrots, grapes, pear, peach, pomegranate, currant), “Pb” (pepper, turnip, radish, tangerine, cherry, apricot), “L” (eggplant, apple) , dogwood), “L” (raspberry, lemon, orange, plum).

"Painting - basket"

Target: find words with three syllables, select words that sound similar.

Together with the child, the adult examines the drawing, which depicts: a picture, a rocket, a frog.
- How many syllables are in the words “picture”, “frog”, “rocket”? (Three.)
- Choose words that sound similar to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (plane), “birch” (mimosa ).
- What is the frog doing (jumping, swimming), the rocket (flying, rushing), the picture (hanging)?
The child pronounces all the words and says that each of these words has three syllables.

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"What do you see around you?"

Target: clarify children's ideas about the names of objects.

Name the objects that you see around. How do we distinguish one object from another? (They sit at the table, study, eat, sit on a chair.)
- If two girls stand in front of you, both in red dresses, with white bows. How do we differentiate them? (By name.)
- What do the words... “ball”, “doll”, “pen” mean?
- I have... a pen in my hand. What are they doing with it? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held with their hands.) What does the word “handle” mean, denoting this object? (They write with it.) What does the word “handle” mean (point to the door handle)? (“They open and close the door with it.”)
-Can you name words that don’t mean anything? Listen to Irina Tokmakova’s poem “Plim”:

A spoon is a spoon. And I came up with a word.
The soup is eaten with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plim, plim, plim.
A rag is a rag. Here he jumps and jumps -
I'll wipe the table with a rag. Plim, plim, plim.
A hat is a hat. And it doesn't mean anything
I got dressed and went. Plim, plim, plim.

Come up with words that don’t mean anything (tram-tatam, tuturu).

"Tell me which one"

Target: name the signs of an object and action; enrich speech with adjectives and verbs; select words that are close in meaning.

When we want to talk about a subject, what is it, what words do we use?
- Listen to M. Shchelovanova’s poem “Morning”:

What is it like this morning? There will be no sun today
It's a bad morning, there won't be any sun today,
Today is a boring morning, Today will be gloomy,
And it looks like it will rain. Gray, cloudy day.
- Why is it a bad morning? - Why won’t there be sun?
Today is a good morning, there will probably be sunshine,
Today is a cheerful morning There will definitely be sun
And the clouds go away. And a cool blue shadow.

What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How can I say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is like? Choose words that are close in meaning (cheerful, joyful, blue,
cloudless). What else could be gloomy? (Mood, weather, sky, person.) What can be sunny?
- There are also words that describe what a person does, what can be done with this or that object. If a person frowns, how can you say it differently? (Sad, sad, upset, offended.)
- And there are words and expressions that do not express the meaning entirely accurately. I heard other children say: “Dad, go in a whisper,” “I woke up my sister,” “I put my shoes on inside out.” Is it possible to say that? How should I say it correctly?

"Find the exact word"

Target: teach children to accurately name an object, its qualities and actions.

Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” Items may differ from each other not only in taste, but also in size, color, and shape.
- Complete with other words what I start: snow is white, cold... (what else?). Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold).
- Name what things in the room are round, tall, low.
- Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (roars), mouse... (squeaks), cow... (moos).
- Help me find words that are opposite in meaning in D. Ciardi’s poem “The Farewell Game”:

I will say a word highly, I will tell you a word coward,
And you will answer... (low). You will answer... (brave man).
I’ll say the word far away, Now I’ll say the beginning -
And you will answer... (close). Well, answer... (end).

Now you can come up with words that have opposite meanings.

"High Low"

Target: learn to compare objects and find words that have opposite meanings.

For this game you need to select pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep plate of soup, a cheerful face of a girl (laughing or smiling), a boy in dirty clothes, and also: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl , boy in clean clothes, small plate (Fig. 5).
- Look at the pictures. Name words that have opposite meanings. Tell me how similar faces and objects differ.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the following picture: a big house and a small house, a river - a stream, a strawberry - a strawberry.
- Tell me what you see in these drawings? Make up sentences with words that have opposite meanings. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “Strawberries are large, but wild strawberries are small.”)
- Listen to an excerpt from Silva Kaputikyan’s poem “Masha is having lunch”:

...There is no refusal for anyone,
Lunch served for everyone:
For the dog - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a shell,
And Mashenka - in a plate,
In the deep, not in the shallow.

What is deep and shallow? How do you understand the expression: deep river (has great depth); deep secret (hidden); deep feeling (strong).

“Is this true or not?”

Target: find inaccuracies in the poetic text.

Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
Late autumn bear
Loves to sit in the river.
And in winter among the branches
"Ga-ha-ha!" - the nightingale sang.

Quickly give me the answer: is it true or not?
- Listen to how the other children spoke, think about whether it is possible to say this, and tell me how to say it correctly:
“Auntie, look: the horse has two tails - one on its head, the other on its back”; “Daddy, this is the horse’s soles being beaten”; “Dad, they recently sawed wood here: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; “Mommy, I love you loudly and loudly.”
- Can you come up with tall tales or confusions so that other children or adults can unravel them?

"Find another word"

Target: accurately identify the situation; select synonyms and antonyms.

Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.” Misha brought him another one. “But this one will never break.” What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.)
- Dad made the swing in the summer. But then... winter came. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger).
- How do you understand the expression “a tough nut to crack”? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (durable), “sound sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word “strong” have you come across in fairy tales and which ones? (In the fairy tale “The Little Goats and the Wolf,” the goat firmly (very strictly) ordered the children to lock the door tightly (very tightly).
- Come up with sentences with the word “strong”.
- I will tell you words, and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run.
- Come up with a story so that it contains words that have opposite meanings. You can take the words that we just mentioned.

“Call it in one word”

Target: find words that accurately assess the situation.

The student was solving a problem and could not solve it. He thought for a long time, but finally solved it! What task did he get? (Difficult, difficult, difficult.) Which of these words is most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), difficult to climb (difficult to decide on something) ), severe punishment (severe).
- How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (difficult to educate). What other expressions with this word have you heard?
- Listen to E. Serova’s poem “Give me a word.” You will tell me the right words.

The verse flowed smoothly, smoothly, I say to my brother: “Oh!
Suddenly he stumbled and fell silent. Peas are falling from the sky!”
He waits and sighs: “What an eccentric,” the brother laughs, “
Words are not enough. Your peas are... (hail).”
To be on a good journey again From whom, my friends,
The verse flowed like a river, Is there no way to escape?
Help him a little, persistently on a clear day
Give me a word. Walking next to us... (shadow).

Come up with a story so that it contains the following words: “big”, “huge”, “huge”; “small”, “tiny”, “tiny”; “runs”, “rushes”, “rushes”; “walks”, “travels”, “drags”.
By developing children’s understanding of the meanings of polysemantic words of different parts of speech (“lightning”, “faucet”, “leaf”; “pour”, “swim”; “full”, “sharp”, “heavy”), we teach them to combine words according to their meaning according to the context.

"Who has whom"

Target: correlate the names of animals and their young, select actions to match the names of animals.

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- Name the animals and their young.
- Choose definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

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"One is many"

Target: practice the formation of the plural and the correct use of words in the genitive case; match words with definitions and actions; find the first sound in words, determine the number of syllables, select words that sound similar.

This is a ball, and these are... (balls). There are a lot of... (balls). What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.)
- This is a poppy, and this is... (poppies). There are a lot of... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “red maiden”? Where does this expression occur? In what fairy tales?
- Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)
- What is this? What is there a lot here?
- And if all the objects disappear, how will we say what is missing? (Needles, saws, bears, mice, cones, spoons, legs, cats.)

“Make a description”

Target: teach children to describe an object, naming its characteristics, qualities, actions.

Describe the berry or fruit that you love most, and we will guess. (“It’s round, red, juicy, tasty - this is my favorite... tomato”; “It’s dark burgundy in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit... pomegranate” .)
Let us give an example of classes where all speech tasks are closely intertwined: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

"Make up a story"

Target: teach children to understand the figurative meaning of words and expressions, which change their meaning depending on phrases, and transfer them into a coherent statement.- Finish the phrase:

1. The pillow is soft, and the bench... (hard).
Plasticine is soft, and stone... (hard).

2. The stream is shallow, and the river... (deep).
Currant berries are small, and strawberries... (large).

3. The porridge is cooked thick, and the soup... (thin).
The forest is dense, and sometimes... (sparse).

4. After rain, the ground is damp, but in sunny weather... (dry).
We buy raw potatoes and eat... (boiled).

5. We bought fresh bread, but the next day it became... (stale).
In summer we ate fresh cucumbers, and in winter... (salted).
Now the collar is fresh, but tomorrow it will be... (dirty).

Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows.
- How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)?
- Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a coherent ending to the phrases: “Teddy bear, where were you walking? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).”
- Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

The development of speech in children aged 6–7 years leads to the fact that a six-year-old child communicates freely with his peers and adults. If the topic of conversation is familiar to children, they can freely support it, generously sharing their knowledge on the problem and their still small experience.

At this age, intensive development of thinking occurs, which is closely related to the development of speech. A 6-year-old child vitally needs communication with an adult, when he can discuss everything that happens around him: objects, phenomena and relationships with people.

Play is still the main activity for a six-year-old preschooler. Only in the game will he learn and understand new material many times faster than during classes that imitate school lessons. Playing with peers and with older children requires developed speech, otherwise it is very difficult to establish close interaction and satisfy the very important need for a small person to communicate and express emotions. At the end of preschool childhood, speech becomes an important means of communication.

Features of speech of six-year-old children

At this age, the level of children's speech is directly dependent on the speech culture of the adults who surround the preschooler. If the speech of close people is grammatically correct, it often contains vivid epithets, it is rich in content, if adults correct the child’s mistakes in a timely manner, we can say with complete confidence that the child’s speech will have similar qualities.

Lexicon

Children during this period have from three to five thousand words in their active vocabulary. You should not assume that older preschoolers use all this vocabulary in everyday speech; most often, their everyday vocabulary is somewhat more modest. Children do not attach the correct meaning to all words; there are also erroneous interpretations of meanings. Sometimes their speech is clogged with colloquial or slang expressions and phrases.

We must strive to ensure that six-year-old children use words with meaning, use vivid expressions, for example, “in a hurry”, “neither light nor dawn”, know that some words have figurative meanings, for example, “the sun has set”, “ The minutes are passing." The Russian language, despite the fact that it is considered one of the most difficult because of the many rules and exceptions to them, is extremely rich and beautiful. Helping a child master this wealth is the most important task of parents and teachers.

Grammatical structure

Although the speech of a six-year-old child is becoming more and more perfect, there are still errors in it. Children cannot always correctly inflect words by case and number: “no friends”, “many gloves”, “near the houses”. If the word is inflexible, difficulties may also arise with it, for example, “no coat”, “seen in the cinema”. Children's utterances consisting of simple sentences are replaced by complex sentences. For example, “We went for a walk yesterday and saw beautiful water lilies on the lake” or “Give me a car, but not a blue one, but a red one, because it goes faster.”

Teachers working with children and caring parents can already tell which child has the most valuable quality - “a sense of the native language,” when children can spontaneously use new words, change them in accordance with already learned norms and rules, subconsciously focusing on the sound and word form. They enjoy puns when, instead of one meaning of a word, another, similar in sound, is used. Remember the immortal lines about an absent-minded person: “Dearly respected carriage, dear carriage dear! ...Can’t we stop at the tram station?”

Connected speech

This area of ​​children's speech blossoms wildly at the end of preschool childhood. It is not difficult for children to independently retell a work of art, the content of a film, describe an object, a toy, come up with a fairy tale, describe what he feels in different situations. A very useful quality that appears at this age is a sense of foresight, when children can talk about what is about to happen or could happen, but has not happened yet, or come up with a continuation of a story started by adults.

Another achievement is explanatory speech, when it is necessary, for example, to explain to peers the rules of an outdoor game, to agree on roles in a story game or in a tabletop theater performance. This requires special precision of statements and a logical determination of the sequence of actions. For example, when explaining the rules of the game “Third Wheel,” you need to keep in mind the order in which the players are placed, how and under what conditions they change, who is considered the winner, and who is eliminated from the game.

Phonetics of children's speech

The sounds of the native language at this age stage are almost completely pronounced without errors. Children have mastered and clearly pronounce all words, in most cases in accordance with the norms of literary pronunciation. They can speak slowly and quickly (tongue twisters), loudly and quietly, have mastered whispered speech, and widely use intonation.

Occasionally, the following phonetic problems may occur:

• Blurred pronunciation of words and phrases, unclear endings. This defect is most often found in those who have recently mastered the pronunciation of all sounds, and in children with a fast speech rate;
• Fuzzy differentiation of sounds by ear, when a child confuses pairs of sounds: [s]-[ts], [l]-[r], [z]-[zh], [s]-[sh], [ts]-[ h] and others when pronouncing syllable chains, for example, sa-za-sa, la-ra-la, za-za-zha, sa-sha-sa, cha-cha-tsa and others.
• Incorrectly placed emphasis: chauffeur - chauffeur, calls - calls.

At the stage from 6 to 7 years, it is necessary to pay special attention to the formation of phonemic hearing, the ability to do sound analysis: to isolate individual sounds from words, and words from sentences; consistently name sounds in words; determine the place of sound in a word, divide words into syllables. These skills are the basis for learning to read and write; they are more necessary for a child than knowing letters. Without these skills, the child does not read, but mechanically learns syllables and words.

Preparing a preschooler for reading and writing

Despite the fact that the first grade program is designed for children who come to school not knowing a single letter, parents strive for their children to arrive at school already reading and, preferably, writing. They motivate this by the fact that while the child reaches reading fluency, it will not be easy for him to read and understand tasks in other textbooks: in mathematics, on getting to know the world around him.

Unfortunately, we often see how preschool preparation is carried out by those who do not have the slightest idea about the capabilities of children at 6–7 years old. With such “would-be teachers,” the child begins to master reading without having the skills to analyze words, without being able to determine what sounds a word consists of.

“Homework” that is not designed for the capabilities of a preschooler leads children to feel the incredible difficulty of their upcoming studies. After such classes, they come to school with a negative attitude towards the learning process, which initially should have become a source of joy and new emotions for them.

Preparing to Learn Writing

For learning to write, numerous exercises in copybooks are not as important as special tasks for developing fine motor skills and establishing connections between the eye and hand:

• Unfastening and fastening buttons, complex fasteners, lacing;
• Collecting constructor models, for example, Lego, according to the proposed model;
• Weaving from fabric, thread, paper;
• Unscrewing and screwing in children's construction set bolts and screws;
• Hatching, coloring drawings;
• Laying out like a mosaic;
• Writing graphic dictations.

It is desirable that the child is well oriented on the plane of the sheet and can draw a line along the cells up, right, left, down. These skills will come in handy when he begins to master the correct writing of letters and numbers.

Preparing for literacy

You need to start this complex process not with showing letters, but with the ability to hear the sounds of speech. It’s not at all easy to explain to a child what a word is – you can’t touch or see it. You can play word games “Give me a word”, “Finish the line”. When children understand what a word is, they need to be taught to isolate sounds from the word. For this, they also use various games where an adult pronounces words, highlighting some sound. The child’s task is to determine whether this sound is in the word or not.

Gradually making the task more difficult, children are taught to look for these sounds at the beginning, at the end, and in the middle of a word. For sound analysis of a word, you need cards with drawn cells and chips of two colors made of cardboard. You need to start with words that are simple in sound-syllable structure, for example, consisting of three sounds: cat, house, smoke, bow, ball, where these sounds are pronounced clearly and clearly. When pronouncing a word, an adult intonationally emphasizes all sounds in order. The child must name the sound and cover the square with a chip. This work does not tolerate haste and negligence; the intellectual characteristics of the child must be taken into account; the more capable child should be given more complex tasks; the passive child should be offered help without being discouraged from doing the work.

Having consolidated these skills, the adult teaches children to distinguish between vowels and consonants (the pronunciation of some is interfered with by the tongue, lips, teeth, while others are pronounced without interference), soft (lips smile more) and hard, voiced (there is vibration) and dull sounds. Chips for sound analysis of a word are already becoming multi-colored: red (vowels), blue (hard consonants), green (soft consonants). Words for analysis are already offered that are more complex - from 4–5 sounds.

We gradually complicate the tasks, the adult lays out a diagram of the word, and the child must either choose pictures to go with it, or come up with his own word. While playing, you can help with questions that lead to inventing words. We assemble a ladder, come up with a word where the given sound is on the first, second, third, etc. place. We come up with chains, select a word for the last sound, for example, sledge-willow-August-axe-satchel-flowers. And only after a solid mastery of these skills can you begin to get acquainted with letters. To teach syllabic reading it is convenient to use a special manual. These include Chaplygin's cubes and all sorts of objects consisting of a sheet of cardboard with windows through which a strip with vowels and a second with consonants are pulled. The stripes move to form syllables.

This is an important preparatory period that precedes learning to read and write. It is impossible to skip this stage; such exercises help children easily master the skills of reading and error-free writing, which contributes to normal learning according to the school curriculum.

Norm of speech development in the period from 6 to 7 years

Children of the seventh year of life can easily choose words that are similar in meaning and opposite in meaning. They make excellent use of the capabilities of their voice, they can give their statements different shades of intonation, speak in a whisper, louder and quieter, faster and slower. They easily describe objects, phenomena and features of their relationships with adults and peers.

At this age, they can answer adults’ questions with a complete and detailed answer, putting their thoughts into a clear and precise form. They not only easily retell literary works, but they themselves can compose a fairy tale and story, and come up with a beginning and an end for them. When retelling, these children are consistent and logical, and do not deviate from the main storyline.

In the speech of a 6-7 year old child there are almost no grammatical errors, all sounds are pronounced correctly, speech is clear, words are correctly stressed. Vocabulary allows you to create figurative and vivid statements using interjections and set expressions.

Speech development disorders in children and their prevention

Children with delayed speech development at the age of 6 years are characterized by the following deficiencies in mastering their native language:

• The absence of a large number of sounds or the replacement of some sounds with others, several sound groups may be missing: whistling, hissing, sonorant (r, l);
• Words of 4–6 syllables are pronounced distortedly, they lack sounds and entire syllables, syllables can be rearranged, replaced by others (hammer - hammer, curdled milk - post-milk, traffic controller - allener);
• The vocabulary is poor, there are not enough complex nouns, very few adjectives, a large number of substitutions are noted (cup - mug, stork - heron, strawberry - strawberry, skirt - dress, elk - deer, cooks - cooks, sews - embroiders, big - tall, wide - long);
• Prepositions are often missing from sentences, statements are unclear, and children are unable to voice what they think.

It is very important to limit the deficiencies in the pronunciation of individual sounds from such complex disorders as dysarthria, alalia, general speech underdevelopment, rhinolalia, stuttering, mental retardation. Only a speech therapist together with a neurologist, otolaryngologist, psychologist, and defectologist can determine this accurately. Timely correction of speech pathologies will help the child successfully study in school in the future.

To prevent the speech lag of 6-year-old children from becoming a factor in their future academic failure, care must be taken in advance to stimulate speech development. Children are taught to pronounce proverbs, tongue twisters, sayings, recite poetry, retell works they have read, and dramatize fairy tales. They play various word games with them: “Say the opposite”, “Third is a wheel”, “Living-non-living”, “Say it differently” and others.

If parents want their baby to have meaningful speech, they need to read to him as much as possible, selecting the best works of children's literature for this. Not a single work read should go unnoticed; we need to talk about its content, pay attention to vivid epithets, comparisons, metaphors, and explain the meaning of incomprehensible words. The child is given riddles, asked to make up a story based on the pictures, and to make up a sentence on his own. At the same time, parents carefully monitor their children’s speech, not ignoring any mistakes.

All pronunciation defects must be corrected before school, otherwise difficulties will arise in mastering reading and writing, and you will have to look for a speech therapist who will help overcome problems that could have been avoided before school. We have such specialists, we will be happy to help your child with difficulties in mastering written language, but it is still better to take care of this issue in advance and prevent the problem.

The development of speech at the age of 6–7 years is a clear evidence of the efforts of parents and teachers invested in the development of a child. Mastering speech will help the future first-grader successfully master the school curriculum. Improving speech skills does not end at this age; it will continue throughout a person’s life. A rich vocabulary, correct speech, the ability to express oneself interestingly and convey one’s thoughts to others are a worthy result of a preschooler’s speech development and a solid foundation for a successful start to school life.

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Features of speech development of a 6-7 year old child

A child of the sixth year of life improves coherent, monologue speech. He can, without the help of an adult, convey the content of a short fairy tale, story, cartoon, or describe certain events that he witnessed.. At this age, the child is already able to independently reveal the content of the picture if it depicts objects that are well known to him. But when composing a story based on a picture, he often concentrates his attention mainly on the main details, and often leaves out the secondary, less important ones.
In the process of rich speech practice, the child also masters the basic grammatical patterns of the language by the time he enters school. He constructs sentences correctly and competently expresses his thoughts within the scope of concepts accessible to him. The first sentences of a preschool child are characterized by simplified grammatical structures. These are simple, uncommon sentences, consisting only of a subject and a predicate, and sometimes only of one word, with which it expresses the whole situation. Most often he uses words denoting objects and actions. Somewhat later, common sentences appear in his speech, containing, in addition to the subject and predicate, definitions and circumstances. Along with the forms of direct cases, the child also uses forms of indirect cases. The grammatical constructions of sentences also become more complex, subordinate constructions with conjunctions “because”, “if”, “when”, etc. appear. All this indicates that the child’s thinking processes are becoming more complex, which is expressed in speech. During this period, he develops dialogical speech, which is often expressed in conversation with himself during the game.
Thus, we can say that the foundation of a child’s speech development is laid in the preschool period, therefore speech at this age should be the subject of special care from adults.
A 7-year-old child continues to develop his speech further: his vocabulary increases and becomes enriched, phrasal speech and grammatical structure become more complex, and the correct literary language is acquired. The vocabulary of a child entering school contains approximately 3 to 7 thousand words, in some cases up to 10 thousand words. The vocabulary is dominated by nouns, verbs, qualitative adjectives, and adverbs. The percentage of concrete nouns compared to abstract nouns is quite high - 85%. This is explained by the fact that the child thinks in specific categories, relying on the visual properties of specific objects and phenomena.
The attentive eye of a child notices many details and details in the world around him, his visual-figurative memory, like a sponge, absorbs the impressions of directly perceived reality, the statements of adults, what he read and heard. Children at this age are already trying to analyze, contrast and compare the phenomena of reality, and draw conclusions. This is evidenced by interesting comparisons that appear in their speech. And by the end of preschool age, verbal communication with adults on personal topics arises.
In the seventh year, the child’s speech becomes more and more structurally accurate, sufficiently detailed, and logically consistent. When retelling and describing objects, the clarity of presentation and completeness of statements are noted. At this age, a child is able to independently describe a toy or object, reveal the content of a picture, retell not only what is depicted, but also describe events that could happen before or after what he saw.
In the process of verbal communication, children use both simple and complex sentences. To connect simple sentences, they use connecting, adversative and disjunctive conjunctions; sometimes they include participial and adverbial phrases in complex sentences. At this age, children correctly agree words with each other (for example, nouns and adjectives in gender and number), use case endings (difficulties most often arise only when using indeclinable nouns).
The pronunciation side of speech of a child of the seventh year of life reaches a fairly high level. He correctly pronounces all the sounds of his native language, pronounces phrases clearly and distinctly; speaks loudly, but depending on the situation can speak quietly and even in a whisper; knows how to change the pace of speech taking into account the content of the statement, clearly pronounce words, taking into account the norms of literary pronunciation; uses intonation means of expressiveness.

“Speech development in 6 year old children”

A child is not born with developed speech. It is impossible to unambiguously answer the question of when and how a child masters the ability to speak - to pronounce sounds correctly and clearly, to connect words with each other, changing them in gender, number, case, to construct sentences of varying complexity, to express his thoughts coherently and consistently. Mastering speech is a complex, multifaceted mental process: its appearance and further development depend on many factors. Speech begins to form only when the child’s brain, hearing, and articulatory apparatus reach a certain level of development. But, even with a fairly developed speech apparatus, a formed brain, and good physical hearing, a child without a speech environment will never speak. In order for him to develop speech and subsequently develop it correctly, he needs a speech environment. However, this is still not enough. It is important that the child develops the need to use speech as the main way of communicating with peers and loved ones. Speech includes several components: phonemic (sound culture), lexical, grammatical structure, coherent speech. Let's consider the development of speech in children aged 6-7 years (preparatory group).

SOUND CULTURE OF SPEECH. In children of this age, deficiencies in pronunciation are rare, only in isolated cases. Some children continue to incorrectly pronounce hissing, sonorant, whistling sounds, and less often - hard and soft, voiced and voiceless consonants. A speech therapist works with such children individually. Typically, children 6 years old speak clearly and clearly. Errors occur in the correct placement of verbal stress: “understood”, (instead of understood), “shop” (instead of store), etc. An adult always corrects the child, giving an example of how to pronounce the word. In addition, with children who have deficiencies in the ability to control their voice, change the tempo of speech, as well as in mastering intonation expressiveness, the teacher organizes additional classes to develop speech hearing and attention.

GRAMMARICAL STRUCTURE OF SPEECH. In children 6 years old, it is possible to improve speech, especially its syntactic side, through mastering the methods of word formation of all parts of speech, single forms, exceptions. The child’s speech is enriched with grammatical forms and structures. Children aged 6 years correctly change and coordinate words in a sentence and can create difficult grammatical forms of nouns, adjectives, and verbs. They independently form words denoting a person of a certain profession, baby animals, dishes, and select words with the same root. And most importantly, children are able to think critically about their grammatical errors; they, as a rule, strive for correctness and accuracy of speech. They know that the word coat does not change; what to “dress” - whom, and “to put on” - what; and the word want changes differently, depending on whether we are talking about one person or many: I want - we want, etc. Children 6 years old use complex (conjunctive and non-conjunctive) sentences in their speech. They can be asked questions about the grammatical correctness of statements, since they are already able to analyze. If children do not know all of the above, you should understand the reasons for the delay in speech development, then, depending on the reasons, offer the child the most accessible material (that which is recommended for 5 years and earlier) or seek help from a specialist. It is necessary to pay very close attention to all deficiencies in speech development discovered at the end of preschool childhood, as they will negatively affect learning at school.

LEXICAL SIDE OF SPEECH. By the time children enter school, their vocabulary is saturated with generalizing nouns, adjectives denoting the properties of objects and phenomena, names of actions and their qualities, etc. Children use precise expressive words to convey their emotions, impressions, and ideas. Accordingly, their speech is enriched with synonyms and antonyms, children are able to explain unknown and little-known meanings of polysemantic words, they are able to correctly combine words according to their meaning and consciously use specific generic concepts. For example, children correctly use generalizing words like: plants - trees, flowers, shrubs or fruits - grapes, plums, apples, pears and similar ones, knowing at the same time that the concept of “plant” is broad and includes such concepts as “trees” ", "flowers", "shrub"; and the concept of “fruit” is broader than “grapes”, “plum”, “apple”, etc. Children are also able to identify words in sentences that are similar or opposite in meaning. They are able to understand the different meanings of the same word, correctly evaluate the figurative meaning of words (in sayings, proverbs), and choose the most accurate words and expressions suitable for a given situation. If children 6 years old have not mastered the vocabulary of their native language, then the cause of the underdevelopment can be discovered by seeking help from a specialist (speech therapist, psychologist, speech pathologist).

CONNECTED SPEECH. Children aged 6 years have well-developed dialogical speech: they answer questions, make remarks, and ask questions. At the same time, they freely use interrogative and exclamatory intonations and can express surprise or request; accompany speech with gestures and facial expressions. They are already able to construct short statements. Having mastered monologue speech, children construct their speech meaningfully, grammatically correct, consistently and coherently, accurately and expressively during retellings and independent storytelling. Children can retell a literary work, having certain ideas about its composition and linguistic means of artistic speech. In stories based on pictures, children are able to convey the content, compose an independent story, come up with events preceding and following what is depicted, can describe the landscape, convey the mood of the picture, and compare different pictures. When talking about toys, children use the exact names of their qualities (shape, color, size, size) and functional purposes. They actively use definitions in their stories. Children 6 years old are already able to write stories using a set of toys. Children can also tell what happened to them, convey their impressions, their experiences in a coherent narrative, lively and interesting. If children do not have coherent speech at the age of 6, it is worth using recommendations for its development at earlier stages of the child’s development, if this, of course, is associated with some developmental delay for one reason or another (illness, temperament, insufficient attention to the child’s cognitive life and etc.). In other cases, you should contact specialists of a different profile (psychologist, psychotherapist, doctor, defectologist).

LITERACY TRAINING. By the age of 6, a child is able to master the basics of literacy: become familiar with all the letters of the alphabet and know them; conduct sound analysis of words; analyze sentences (by verbal composition) and compose them from words and letters of the alphabet (3-5 words); read simple texts syllable by syllable and whole word by word. If a child does not master all of the above, he should be given additional training. Children of this age are especially drawn to the graphic side of the language, letter symbols and reading. Therefore, it is very easy for a teacher or parent to simply use this high sensitivity to the graphic representation of words and teach children to read. In preschool childhood, naturally, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, or grammatically correct. Enrichment of vocabulary, development of grammatically correct speech, improvement of the ability to express one’s thoughts through speech, interestingly and expressively convey the content of a work of art will continue during school years and throughout life.

Games for speech development for preschoolers of the preparatory group

Game "Make a sentence".

Target: develop the ability to compose sentences from these words and use plural nouns.

Description: invite the child to make a sentence out of words. In the first lessons, the number of words should not be more than three, for example: “shore, house, white.” Sentences can be like this: “There is a house with a white roof on the bank of the river” or “In winter, the roofs of houses and rivers become white from snow,” etc. Explain to the child that the form of words can be changed, that is, they can be used in the plural, changed ending.

Game "Opposites".

Target: consolidate the ability to select words that have opposite meanings.

: chips.

Description: invite the child to come up with pairs of opposite words one by one. For each pair invented, a chip is given out. The one with the most chips at the end of the game wins. In the first part of the game, pairs are made - nouns; then - adjectives, verbs and adverbs (fire - water, smart - stupid, close - open, high - low).

Game "Good and Bad".

Target: develop monologue speech.

Description: invite the child to identify good and bad traits in fairy tale heroes. For example: the fairy tale “The Cat, the Rooster and the Fox.” The rooster woke the cat up for work, cleaned the house, cooked dinner - this is good. But he did not listen to the cat and looked out the window when the fox called him - this is bad. Or the fairy tale “Puss in Boots”: helping your master is good, but for this he deceived everyone - this is bad.

Game "Contradictions".

Target: develop the ability to select words that are opposite in meaning.

Description: invite the child to find signs of one object that contradict each other. For example: a book is dark and white at the same time (cover and pages), an iron is hot and cold, etc. Read the poem:

In plain sight of passers-by

An apple hung in the garden.

Well, who cares?

The apple was just hanging.

Only the horse said that it was low,

And the mouse is high.

Sparrow said it was close

And the snail is far away.

And the calf is worried

Because the apple is not enough.

And the chicken - because it is very

Big and heavy.

But the kitten doesn’t care:

Sour, why is it?

"What do you! - the worm whispers. -

He has a sweet side.”

G. Sapgir

Discuss the poem. Draw the child's attention to the fact that the same object, the same phenomenon can be characterized differently, depending on the point of view, both in the literal and figurative sense.

Game "Who left?"

Target: teach to use proper nouns in the nominative singular case.

Game material and visual aids: chairs.

Description: children spectators sit on chairs. In front of them, on the side, 4 chairs are placed for the participants in the game. The teacher tells the children that now they will guess who left. Summons four children. Three sit in a row, the fourth sits opposite. The teacher invites him to carefully look at who is sitting opposite him, say what their names are, and go to another room. One of the three is hiding. The guesser returns and sits down in his place. The teacher says: “(Child’s name), look carefully and tell me who left?” If the child guesses, the hidden person runs out. The children sit down, and the teacher calls the next four children, and the game resumes.

Game “How do we dress?”

Target: teach the correct use of common nouns in the accusative case, singular and plural.

items of children's clothing.

Description: each child thinks of an item of clothing, for example: a scarf, a skirt, a dress, gloves, panties, a T-shirt, etc. Then he quietly names it to the teacher so that the other children do not hear (the teacher makes sure that the children do not choose the same thing ). The teacher begins to talk about something, for example: “Vasya was going sledding and put on...”

Interrupting the story, he points to one of the participants in the game. He names the item of clothing he has in mind. The rest of the children must judge whether the boy is dressed correctly. This game is very fun, as sometimes you get funny combinations.

Game “Who will move the objects most quickly?”

Target: to reinforce in children’s speech the correct use of common nouns in the singular accusative case.

Game material and visual aids: children's dishes and furniture.

Description: children playing sit on chairs, opposite them are two chairs, on which 5-6 items of different categories are placed, for example: children's dishes (cup, saucer, teapot), children's furniture (crib, chair, table). Two empty chairs are placed at a distance. Two children from different teams stand near the chairs and on command: “One, two, three - take the dishes!” - they begin to transfer the necessary objects to the empty chairs standing opposite. The winner is the one who most correctly and earlier than others transfers all the objects belonging to the category named by the teacher and names them. Then the next pairs of children compete.

Sample speech:“I moved the teapot (cup, saucer).”

Game "One - one - one."

Target: teach to distinguish the gender of nouns.

Game material and visual aids: Small items are mixed in the box (pictures):

Masculine

pencil

Neuter gender

towel

Feminine

pot

Description: Children take turns taking objects out of the box, calling them: “This is a pencil.” The teacher asks the question: “How much?” The child answers: “One pencil.” For the correct answer, the child receives a picture, at the end of the game he counts the number of pictures for each child and reveals the winner.

Game "Guess what it is?"

Target: learn to use adjectives in speech, correctly coordinate them with pronouns.

Game material and visual aids: natural fruits (dummies).

Description: The teacher shows the children fruits, then calls the children one by one. The person called is blindfolded and asked to choose a fruit. The child must guess by touch what kind of fruit it is and what its shape is or determine its hardness.

Children's speech sample:"This Apple. It is round (solid).”

Game “What do you love?”

Target: learn to conjugate verbs.

Game material and visual aids: subject pictures on any topic.

Description: one child chooses a picture (for example, with a picture of cherries), shows it and, turning to another child, says: “I love cherries. What do you like?" In turn, the second child takes a picture (for example, with a picture of plums) and, turning to the third child, says: “I love plums. What do you like?"

When playing the game again, you can change the theme of the pictures.