Seminar “Sections of work on the development of speech in preschool children. Speech development of preschoolers using the ushakova method Teaching preschool children speech development

Ekaterina Mikhailovna Pashkina

Chief physician of the Central Clinical Hospital of Omsk

Reading time: 4 minutes

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Article last updated: 05/16/2019

Children begin to explore this world from the moment they are born. They explore everything around them and develop physically and mentally at a rapid pace. By age 3, most children can speak fluently. After 3 years, active social integration begins, in which speech plays a vital role. Therefore, it is so important to develop coherent speech in preschool children.

Stages of speech development in preschoolers

Speech is not an innate, but an acquired skill. That is why it is necessary to engage in its development from an early age. Parents should know the norms and features of the speech development of preschool children in order to notice deviations in time, consult a doctor and solve problems at an early stage of their appearance. To do this, it is recommended to familiarize yourself with the main stages of the development of spoken language:

Stage 1. Preparatory (from birth to 12 months). The first months of life a newborn only screams and cries. He doesn't understand words, only intonation. At about 3 months, the baby begins to make other sounds - babbling. It does not carry a semantic load, but requires mandatory encouragement, as it stimulates the speech apparatus.

After 5 months, the child tries to remember and repeat sounds heard from adults. At about 8 months he begins to understand that people are talking to him.

Stage 2. Pre-school (from 1 to 3 years). After 12 months, most already speak a few words (5 to 10). Until the age of 3, vocabulary actively grows, but children still understand more words than they can pronounce.

Stage 3. Preschool (from 3 to 7 years). During this period, colloquial speech actively develops. Children become inquisitive. They ask adults many questions, each of which must be answered so as not to discourage the child’s desire for self-development. Children who are 3 years old can describe various objects and even construct short stories. Their speech is unclear, many sounds are pronounced incorrectly: usually these are [Ш], [Ш], [Ч], [Ф], which are replaced by [С] and [З]. The sound [R] is especially difficult. It is either replaced by the sound [L] or skipped altogether. Even at 5 years old, not everyone can handle this sound.

By the age of 5, children are able to speak in a way that is understandable not only to their parents, but also to everyone else. They already know how to pronounce phrases, compose stories from pictures, and answer questions in detail.

By age 6, most children pronounce all sounds correctly. With children who distort some sounds, it is necessary to conduct correction classes. Otherwise, incorrect pronunciation will take root and it will be difficult to retrain the child.

The main reasons that have a negative impact on speech development in preschool age:

Unfavorable home environment. A tense atmosphere in the family, daily quarrels and screams from parents.
Incorrect speech of others, with errors.
Inattentive attitude of parents to the child’s speech. Perhaps they simply do not pay attention to the fact that their child pronounces some sounds incorrectly.
Defects of the speech apparatus (for example, short frenulum of the tongue).

Many preschool children have disturbances in the emotional and sensory sphere, which has a negative impact on the development of speech in preschool age. Usually the reason for this lies in the relationship with parents. This happens if mom and dad devote little time to communicating with the baby, do not engage in his development, or are engaged, but only in narrow areas. Parents are able to bring beauty and goodness into a child’s life, motivating him for creative impulses, and creating conditions for a constant desire to explore the environment.

It is worth noting that screen media (watching TV, playing on the computer), which occupy most of the leisure time, slow down the formation of coherent speech and communication skills.

To stimulate the speech development of preschool children, classes with them should be conducted not only in a preschool institution with a teacher, but also at home with their parents. Moms and dads should often communicate with their children in everyday life, stimulating the development of oral monologue and dialogic speech, and demonstrate personal examples of intonation expressiveness.

Development of a child’s monologue speech

Monologue speech is the speech of one person. A child with well-developed monologue speech is able to freely express his thoughts in an expanded form, convey them to the listener, and evaluate the events that have occurred. The development of monologue speech stimulates logical thinking. An important point is the presence of motivation, that is, the desire to tell something to someone.

Monologue speech has several functions:

Informational. With the help of a monologue, specific information is conveyed. This function is the most basic for children 3-7 years old.
Emotional-evaluative.
Impacted. A monologue can convince or even change your mind about something, and stimulate action.

The development of monologue speech is aimed at teaching the child the ability to clearly, distinctly and consistently voice his thoughts. This is necessary not only for preparing for school, but also for the development of the child as a full-fledged individual.

To develop monologue speech, you need to constantly enrich the child’s vocabulary, evoke the need to express his thoughts, and help him formulate the meaning of his words grammatically correctly.

Development of dialogic speech

To establish connections with other people, dialogical speech is used - a form of linguistic communication consisting of the exchange of statements. Through dialogue, contact is established and social relationships develop.

Dialogue speech is more complex than monologue speech. The child needs to be able to listen to the interlocutor, understand the idea that they want to convey to him, think about his remarks, and formulate them correctly.

Two methods are used to develop dialogical speech:

Conversation is the most accessible form of communication. You need to talk with children constantly and on any topic: what they see, what they read, what they learned, etc.
Conversation. During the conversation, questions are asked, answers are given, riddles are guessed, and logical problems are solved. The child learns to intuitively feel when a question needs to be answered in monosyllables, and when – in more detail.

One type of conversation is small talk, which involves dialogue on a free topic (vivid impressions, funny incidents, heard stories). In this case, the adult communicates with the child as an equal interlocutor.

The best way to improve dialogic speech is theatrical performance. Everyone tries on someone else’s role and moves away from their egocentric point of view.

Development of intonation expressiveness of speech

At the age of 5, most children already have intonation expressiveness due to regular communication with adults. But some children continue to read poems monotonously and inexpressively, and voice their roles in holiday productions and theatrical performances. Often they do not understand what an important role intonation plays in conveying the meaning of what is said and reflecting their feelings.

The development of intonation expressiveness occurs in 2 stages:

Formation of the ability to perceive intonation.
Learning the skills to use it in your own monologues.

The most obvious way to demonstrate to preschool children the importance of intonation is to read the same text, first monotonously, and then with expression.

The development of intonation expressiveness includes training:

Speech rate(slow, moderate, fast). Various tongue twisters are used for this. At first they are spoken slowly, and then the speed increases.

Game "Carousel": kids stand in a circle, hold hands and slowly dance in a circle . The teacher says: “The carousel spun slowly, but now it’s faster!” The children speed up, and after a few laps they slow down. The gradual slowing down and stopping is accompanied by the words: “Quiet, don’t rush! Stop the carousel! One-two, and the game is over! During the next game, the children pronounce the words together with the adult and at the same time change the speed of the spoken phrases with the tempo of the round dance.

Timbre of speech(high and low). For such classes of intonation expressiveness, reading the fairy tale “Teremok” is suitable. In it, the mouse speaks in a high voice, and the bear, on the contrary, speaks in a low voice.
The rhythm of speech. During intonation expressiveness classes, voice phrases are accompanied by movements and gestures. Let the children stomp their feet and clap their hands to the rhythm of the words. When teaching, you can use the well-known children's song “Tra-ta-ta, we are taking the cat with us” and other similar rhythmic pieces of music.
The power of the voice. All children are divided into two groups and stand opposite each other. One group loudly pronounces combinations of vowels “au”, “ou”, “ai”, “io” and others. The second one repeats after them, but much quieter. Then the groups change roles: the second speaks loudly, and the first speaks quietly.
Melodike- change in voice during interrogative, exclamatory and affirmative sentences. The lessons explain that the human voice can rise and fall (go up and down). Up and down arrows are clearly drawn on the cards. The teacher calmly narrates (“There was a fluffy Christmas tree in the forest”), exclaims (“How beautifully the ice glistens in the sun in winter!”) and asks (“Where is Marya Petrovna?”).

Thus, the development of coherent speech in preschoolers is an important process that should be given maximum attention. It includes the development of monologue, dialogic speech and intonation expressiveness. Children need to be properly motivated to learn, interested in this process, selecting the most entertaining game tasks and exercises.

Marina Maltseva
Seminar “Sections of work on speech development of preschool children”

Seminar« Sections of work on speech development of preschoolers»

Development of a clear, literate and rich speeches, which is the key to a child’s successful education at school and full communication with peers and adults, is of particular importance in preschool age.

Job in this direction should be built according to plan, covering the entire linguistic spectrum and all components speeches.

Yes, the system speech development child includes the following sections

Job sound pronunciation includes the following tasks

Education of auditory attention

Formation of phonemic hearing

Development articulatory apparatus

Job over speech breathing

Job over the pronunciation of all sounds

Working on diction

speeches

Education of auditory attention, formation of phonemic hearing

Phonemic hearing is responsible for distinguishing phonemes (sounds) speeches. It helps us distinguish between words and word forms that sound similar and correctly understand the meaning of what is said. Development Phonemic hearing in children is the key to successful learning of reading and writing, and in the future - foreign languages.

If the child is unwell phonemic hearing is developed, he can confuse phonemes that sound similar. This may slow down the process development of coherent speech, learning to read and write, because if a child is poorly able to distinguish sounds, he will perceive (memorize, pronounce, write) what he heard, not what he was actually told. Hence the errors in speech and writing.

Job over speech breathing

Source of sound formation speeches is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. The best type of speech breathing is: diaphragmatic - lower costal (when inhaling, the diaphragm lowers, the lower ribs move to the sides, but the shoulders do not rise).

Getting started development in a child's speech breathing, it is necessary, first of all, develop silent, take a calm breath without raising your shoulders, and also form a strong, smooth mouth exhalation. The duration of exhalation should be appropriate for age baby: for a three-year-old child, exhalation ensures the pronouncement of a phrase of 2–3 words, for a middle-aged and older child preschool age – phrases of 3 – 5 words. Gradually, children become accustomed to exhaling more forcefully.

For the purpose of control, the adult’s hand is placed on the child’s diaphragm area, and the child’s hand feels the adult’s respiratory movements.

Development articulatory apparatus

Clarity and purity depend on it speeches. If a child exhibits sluggishness of the articulatory apparatus, it is necessary develop

Tongue mobility (exercises on the ability to make the tongue wide and narrow, hold the wide tongue behind the lower incisors, lift it by the upper teeth, move it back deeper into the mouth)

Lip mobility (stretch, round, stretch into a smile)

Working on diction

Formation of correct pronunciation of all sounds, correct speech breathing, ability to control your voice.

Fuzzy diction is most often observed in children with unstable attention, easily excitable, and restless. (Dictaphone)

Teacher's speech. Children should hear only literate speech.

Intonation expressiveness speeches

The ability to accurately express your thoughts, feelings and mood with the help of logical pauses, accents, melodic tempo, rhythm and timbre.

Job in this direction is carried out mainly through imitation.

Slide 4 Formation of grammatical structure speeches

Term "grammar" used in linguistics in two values: firstly, it denotes the grammatical structure of the language, secondly, science, a set of rules about changing words and their combination in a sentence, and in kindergarten, the assimilation of the grammatical structure of the language with children.

The meaning of GSR - mastery of GSR influences the child’s thinking, since grammar is the result of abstraction work cerebral cortex, since grammar expresses the relationship between the meanings of words, which is already a product of mental activity. GSR gives the child logic, consistency of thinking, the ability to generalize, analyze, and synthesize speech flow.

Thus, based on developed GSR progresses more successfully mentally child development, ideas about the environment expand, knowledge is acquired.

Children's acquisition of grammatical structure speeches happens gradually, through imitation.

Causes of GSR errors in children preschool age

1. Adverse environmental influences (illiterate parents).

2. Pedagogical neglect (no one corrects children’s speech).

3. Psychophysiological characteristics development of preschool children– insufficiently stable processes of attention, memory, perception, which do not allow the child to distribute his forces between holding the thought that the child wants to express, selecting words, and observing grammatical rules.

4. Age-related imperfections of the articulatory apparatus and phonemic hearing – children "they don't listen enough" or cannot pronounce certain prefixes, suffixes and endings.

Classes on the formation of GSR in children preschool age – none. GSR is complex enough to be considered over the course of an entire lesson. Games and tasks for development GSR is inserted into other lessons for speech development, for example, in classes on vocabulary formation, on development of sound culture of speech, By development of coherent speech, etc..

During the 1st lesson, games and tasks on development GSR is carried out for no more than 10 minutes.

Feature of successful work on the formation of grammatical structure speech is:

1. the need for a large number of varied visuals;

2. the need to select the same type of speech material when working out new speech skill. Example: tables + cats + noses, but you can’t put them in the same row "mouths", since a vowel is dropped or "juices", because it turns out to be a different ending...

Sections formation of grammatical structure speeches

Forming the plural of nouns (ball-balls)

Agreement of nouns with numerals (one ball, two balls)

Agreement between pronouns and nouns

Each child has two pictures of a masculine and a feminine gender.

L. Guys, I have a lot of pictures. I will give everyone two pictures. Look at them carefully and remember them.

Pictures are being distributed.

L. Do you remember the pictures? And now I will collect them from you, mix them and show you one picture at a time. And you tell me whose picture this is.

Agreement of adjectives with nouns

Day (Which) cheese… -

Night (which) cheese… -

Morning (which) cheese…

Mastering the semantic meaning of prepositions

In the Russian language, simple prepositions, along with the expression of specific real relations, primarily spatial and temporal, which reflect the greatest wealth of meanings and semantic shades, also denote a variety of figurative, logical-syntactic shades, adverbial relations and connections between words.

It is important to help the child learn the semantic meaning of each preposition, since only under this condition will he be able to use them correctly in speeches. The speech therapist teaches children to differentiate prepositions, listen to instructions, and remember the sequence of their implementation.

Job over case constructions

Slide 5 Expanding vocabulary

Learning to read and write is impossible without a dictionary work

Children clarify the meaning of words, recognize their semantic shades, get acquainted with new words, and relate them to objects and phenomena of the world around them.

What is important is not vocabulary itself, but the ability to actively use it, correctly combine words, and form new ones.

The enrichment of a child’s vocabulary with adjectives, nouns, verbs, and pronouns occurs during games.

When introducing new words and transforming them, you should draw children’s attention to the fact that the same object can have different qualities. For example, a fox can be cunning and red and fluffy.

Speech games are useful, during which the child learns to select as many signs as possible for an object. The vocabulary is also enriched due to the formation of adjectives at the expense of nouns (games "what are they made of", "whose tail")

Job The dictionary can be worked on both in a node and during a whole series of didactic and gaming exercises.

Slide 6 Development of coherent speech

Formation of a coherent speeches inseparable from the world of thoughts, it reflects the logic of the child’s thinking, his ability to comprehend what he perceives and correctly express it.

Formation of a coherent speeches can be perceived both as a goal and as a means of language acquisition. She absorbs all the achievements preschoolers(vocabulary, grammatical structure speeches, zkr.

Children of Art. preschool age should be able to compose descriptive and plot stories on the proposed topics.

Development speaking skills speech is to listen and understand an adult’s speech, answer his questions, and speak out in the presence of other people.

There are several types works on the formation of a coherent speeches.

1 Retelling of literary works

Creative reproduction of literary text. By learning to retell, children become familiar with truly artistic speeches, remember figurative words and phrases.

2 Storytelling from the picture

You can use both subject and plot paintings. The teacher’s task is to teach to see not only what is depicted on it, but also what may remain "behind the scenes". When describing a picture, children often describe small, insignificant details, without noticing the main thing.

3 A story from a child's experience

The main topic for them may be the child’s daily life, impressions of what he saw and heard. The child independently constructs a story, remembering more interesting moments. The teacher listens carefully, asks questions, corrects if the child incorrectly uses certain phrases or coordinates words in a sentence.

4 Creative story

The child must independently think through the content of the story. This requires a large vocabulary and the ability to convey an idea, which is achieved through repeated exercises.

Slide 8 Development of fine motor skills

Slide9 Formation of writing skills

Weak developed hand muscles, poor coordination of the movements of the fingers of the writing hand lead to the fact that preschooler is experiencing a number of difficulties.

Ability to sit correctly at a table

Ability to hold a pencil

Coloring drawings, shading, stenciling

Ability to navigate on a sheet of paper

The traditional system of activities often leads to the fact that a child loses interest in reading before he has even learned to read. Therefore, it is important at the first stage -

Get the child interested (you cannot force the child to automatically remember

Game material ( "Guess", "Read the words" etc.)

Thus speech development involves the child’s gradual and consistent mastery of its various components. Acceleration of this process, both by teachers and parents, can lead to various speech disorders speeches.

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INTRODUCTION

2. SPEECH AS A MEANS OF COMMUNICATION

2.2 Game as a means of communication

2.3 Relationship between thinking and speech

CONCLUSION

LIST OF SOURCES USED

INTRODUCTION

One of the most important tasks of preschool institutions is the formation of correct oral speech in children. Speech is a tool of communication, a necessary tool of cognition.

In preschool childhood, the long and complex process of speech acquisition is largely completed. By the age of 7, language becomes a means of communication and thinking of the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school. According to psychologists, the child’s language truly becomes native.

Having mastered the initial forms of independence, the child quickly accumulates his sensory and practical experience. The child’s activities are becoming more diverse and meaningful: creative and didactic games, drawing and counting classes, special speech classes, as well as everyday communication with adults in everyday life.

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

The relevance of the problem of speech development will always come first in educating a child’s personality and preparing him for school, since it is speech that makes us human. Underdevelopment of speech function has an adverse effect on children's learning at school and causes a delay in the mental development of children. Thus, the relevance of speech research is determined by the enormous role of speech in human life.

The problem of readiness for schooling has been considered by many foreign and Russian scientists, methodologists, and teacher-researchers, such as: L.F. Bertsfai, L.I. Bozhovich, L.A. Wenger, G. Witzlack, W.T. Goretsky, V.V. Davydov, J. Jirasik, A. Kern, N.I. Nepomnyashchaya, S. Shtrebel, D.B. Elkonin, etc. One of the most important components of school readiness, as noted by a number of authors: A.V. Zaporozhets, A.N. Gvozdev, E.P. Kravtsova, T.V. Purtova, G.B. Yaskevich, etc., is a sufficient level of speech development.

The object of our research is: higher mental functions of preschool children.

Subject of research: speech of preschool children.

Purpose of the study: to determine a set of pedagogical conditions for speech development as a necessary aspect of readiness for school education for preschool children.

This goal determined the following research objectives:

Identify the place of speech development in the overall process of preparing children for school;

Show speech as a tool of communication and thinking;

The course work consists of an introduction, three chapters, conclusions, a conclusion and a list of references.

speech preschool readiness learning

1. SCIENTIFIC APPROACHES TO SPEECH DEVELOPMENT IN CHILDREN

1.1 Speech development in preschoolers

Speech is a form of communication that has developed in the process of human historical evolution and is mediated by language. There are four functions of speech:

Semantic (denoting) - involves the possibility of using speech for communication, by means of denoting one’s thoughts and feelings;

Communicative - denotes the possibility of a communication process between people, where speech is a communication tool;

Emotional (expressive) - the ability of language to convey internal states, desires, emotions, etc.;

Regulatory (function of influence) - speech, being a means of communication, has a social purpose and serves as a means of influence.

The communicative function of speech is initial and fundamental. Speech as a means of communication arises at a certain stage of communication, for the purposes of communication and in the conditions of communication. Its emergence and development are determined, other things being equal and favorable conditions (normal brain, hearing organs and larynx), by the needs of communication and general life activity of the child. Speech arises as a necessary and sufficient means for solving those communication problems that confront a child at a certain stage of his development. In the formation of the communicative function, three stages are distinguished: preverbal, the emergence of speech, the development of verbal communication.

Psychologists specializing in the field of developmental psychology and preschool childhood distinguish three periods (L.S. Vygotsky, D.B Elkonin, A.V. Zaporozhets, etc.):

1 Younger preschool age (3 - 4 years), is characterized by high intensity of physical and mental development. The child’s activity increases and its focus increases; movements become more diverse and coordinated. The leading type of activity at this age is objective-effective cooperation.

The most important achievement of this age is that the child’s actions become purposeful. In various types of activities - playing, drawing, designing, as well as in everyday behavior, children begin to act in accordance with a predetermined goal, although due to instability of attention, unformed voluntary behavior, the child is quickly distracted and leaves one thing for another. Children of this age have a pronounced need to communicate with adults and peers. Particularly important is the interaction with an adult, who is the guarantor of psychological comfort and security for the child. In communication with him, the child receives information that interests him and satisfies his cognitive needs. Throughout early preschool age, interest in communicating with peers develops. The first “creative” associations of children arise in games. In play, the child takes on certain roles and subordinates his behavior to them. At this age, significant changes occur in the development of speech: the vocabulary increases significantly, elementary types of judgments about the environment appear, which are expressed in detailed statements.

2 Middle preschool age (4 - 5 years): this period is a period of intensive growth and development of the child’s body. There are noticeable qualitative changes in the development of children’s basic movements. Emotionally charged motor activity becomes not only a means of physical development, but also a way of psychological relief for children, who are characterized by fairly high excitability. Particular importance is attached to joint role-playing games. Didactic and outdoor games are also essential. In these games, children develop cognitive processes, develop observation skills, the ability to obey rules, develop behavioral skills, and improve basic movements. Children master the ability to examine objects, sequentially identify individual parts in them and establish relationships between them. In the fifth year of life, children actively master coherent speech, can retell short literary works, talk about a toy, a picture, and some events from their personal life.

3 Senior preschool age (5 - 6 years): at this age there is intensive development of the intellectual, moral-volitional and emotional spheres of the personality. At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs arise (the need for respect and recognition from an adult, the desire to do “adult” things that are important to others, to be an “adult”; the need for peer recognition, etc.). One of the most important achievements of senior preschool age is awareness of one’s social “I” and the formation of an internal social position.

The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child: L.S. Vygotsky, N.I. Zhinkin, A.A. Leontyev, S.L. Rubinstein, F.A. Sokhin et al.

Mastering coherent oral speech is the most important condition for successful preparation for school. The psychological nature of coherent speech in children is revealed in the works of L.S. Vygotsky, A.A. Leontyeva, D.B. Elkonina and others. All researchers note the complex organization of coherent speech and point to the need for special speech education, in particular A.A. draws attention to this. Leontyev and L.V. Shcherba.

L. S. Vygotsky, A. R. Luria, A. A. Leontiev identified motivational, performing and orienting parts in the structure of speech activity, its components such as motive (what I want to achieve with a speech act), the stage of planning, building an internal program of utterance, executive part and control unit. All blocks in speech activity work simultaneously.

1.2 Basic approaches to speech development

For the first time, the laws of learning established by experimental methods were established within the framework of behaviorism. These patterns, or “laws of learning,” were formulated by E. Thorndike and supplemented and modified by K. Hull, E. Tolman and E. Ghazri.

The theory developed by B.F. Skinner, is called the theory of “operant conditioning”. He believes that speech acquisition occurs according to the general laws of operant conditioning. The child receives reinforcement when pronouncing certain sounds. Reinforcement is the approval and support of adults.

The main thesis of A. Bandura's theory was the assertion that learning can be organized not only through the implementation of any actions, as B. Skinner believed, but also through observation of the behavior of other people and, as a result, imitation.

Domestic psychologists are addressing the issue of the role of natural, innate factors in the formation of abilities. They are considered as anatomical and physiological inclinations that underlie the formation of abilities; the abilities themselves are always the result of development in specific activities. S. L. Rubinstein believed that the initial natural differences between people are differences not in ready-made abilities, but in inclinations. There is still a very large distance between inclinations and abilities; between one and the other - the entire path of personality development. The abilities themselves, according to B. M. Teplov, not only appear, but are also created in activity.

In general, the thesis is true that the development of children's speech involves the action of two factors: the sociolinguistic influences of the people who make up the child's environment and the implementation of the genetic program. The influence of the first factor is evidenced by the fact that the child learns the language spoken by the people around him. The second factor is found in all those phenomena of speech ontogenesis that have the character of spontaneity. These are spontaneous early vocalizations, an excess of the child’s phonetic capabilities compared to those required; the originality of the semantics of children's first words; children's word creation; egocentric speech.

J. Piaget has the indisputable and enormous merit of carefully clinically identifying and describing egocentric child speech, measuring it and tracing its fate. In the fact of egocentric speech, J. Piaget sees the first, main and direct evidence of the egocentrism of a child’s thought. J. Piaget showed that egocentric speech is internal speech in its psychological function and external speech in its physiological nature. Speech thus becomes psychologically internal before it becomes truly internal. This allows us to find out how the process of formation of inner speech occurs.

Egocentric speech is a transitional form from external speech to internal speech; that is why it is of such great theoretical interest. The scientific merit of J. Piaget was that, by studying children's speech, he showed its qualitative originality and difference from the speech of adults. The speech of a child differs from the speech of a mature person not quantitatively, as in its insufficiently developed, rudimentary form, but in a number of specific features; it obeys its own laws.

J. Piaget and his research group were able to establish a number of forms of speech behavior characteristic of childhood. The child’s word can act not only as a message, but also as:

- “causative agent” of action (some activity);

Accompaniment / accompaniment of already ongoing activities (drawing, playing);

Substitution of action that brings “illusory satisfaction”;

- “magical action”, or “command addressed to reality” (to inanimate objects, animals and other objects). The last function correlates with the features of the magical thinking of archaic man, with the principle of “participation” (mystical participation).

The listed functions reflect the influence on the child’s speech of the egocentric tendencies inherent in his thinking.

Research conducted by J. Piaget and his colleagues led to the conclusion that in the case of egocentric statements of a child, speech deviates from its social purpose, ceasing to be an addressed message - i.e. a means of conveying thoughts to another or a way of influencing the interlocutor.

According to J. Piaget, egocentric speech arises from insufficient socialization of initially individual speech. In contrast to this, L.S. Vygotsky puts forward a hypothesis about the original sociality of speech, about the emergence of egocentric speech as a result of insufficient isolation, differentiation, and emphasis of individual speech. Based on his research, together with A.R. Luria, A.N. Leontyev, R.T. Levina L.S. Vygotsky comes to the conclusion that egocentric speech does not disappear with age, but turns into inner speech.

At present, there is no need to prove that the development of speech is closely related to the development of consciousness, knowledge of the surrounding world, and the development of personality as a whole. The central link with which a teacher can solve a variety of cognitive and creative problems is figurative means, or more precisely, model representations. Proof of this is many years of research conducted under the leadership of L.A. Venger, A.V. Zaporozhets, D.B. Elkonina, N.N. Poddyakova. An effective way to solve the problem of developing a child’s intelligence and speech is through modeling. Thanks to modeling, children learn to generalize the essential features of objects, connections and relationships in reality. A person who has ideas about connections and relationships in reality, who owns the means of determining and reproducing these connections and relationships, is necessary today for society, in whose consciousness significant changes are taking place. Society is trying to comprehend and rethink reality, which requires certain skills and certain means, including the ability to simulate reality.

It is advisable to start teaching modeling in preschool age, since, according to L.S. Vygotsky, F.A. Sokhina, O.S. Ushakova, preschool age is the period of the most intensive formation and development of personality. As the child develops, he actively masters the basics of his native language and speech, and his speech activity increases. Children use words in a wide variety of meanings, express their thoughts not only in simple but also in complex sentences: they learn to compare, generalize and begin to understand the meaning of the abstract, abstract meaning of a word. The assimilation of the abstract meaning of linguistic units, conditioned by the mastery of the logical operations of generalization, comparison, juxtaposition, and abstraction, makes it possible to use modeling not only to solve problems of the development of logical thinking of a preschooler, but also to solve problems of speech development, especially coherent speech. The degree of development of the problem and the theoretical basis of the study. Features of children's mastery of language and speech in a variety of aspects: the connection between language and thinking, the connection between language and objective reality, the semantics of linguistic units and the nature of their conditionality - have been the subject of study by many researchers (N.I. Zhinkin, A.N. Gvozdev, L. V. Shcherba). At the same time, researchers call text mastery as the main result in the process of mastering speech. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinstein, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methods of speech development.

According to the definition of S.L. Rubinstein, coherent speech is such speech that can be understood on the basis of its own subject content. In mastering speech, believes L.S. Vygotsky, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences. Grammatical connections in a sentence and connections between sentences in the text are a reflection of connections and relationships that exist in reality. By creating a text, the child models this reality using grammatical means.

At preschool age, the child actively masters speech as a means of communication. With the help of speech, he learns to talk about events that are significant to him, to share impressions and experiences. In his speech, the child unconsciously adopts the communication style adopted in the family, imitating his parents and loved ones. In their child, each family receives an impression of their shortcomings and emotional manifestations. The development of speech in a preschooler proceeds in several directions: its practical use is improved, speech becomes the basis for the restructuring of mental processes and a tool of thinking. The growth of vocabulary directly depends on and reflects the living conditions and upbringing of the child. Here the most noticeable features of individual mental development. Children of this age are characterized by experiments with rhyme, with suffixes, with changing the semantic meaning of words.

To master a genuine word, it is necessary that it is not just learned, but that in the process of use, satisfying the real needs of the speaker, it is included in his life and activities. The role of adult speech in the mental development of a child is great; it introduces into the child’s everyday life a qualitatively different way of classifying things, built on objective principles, which has developed as a result of social practice.

The patterns of development of children's coherent speech from the moment of its emergence are revealed in the studies of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, changes in its functions depend on the content, conditions, forms of communication of the child with others, and is determined by the level of his intellectual development. The formation of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbova, G.M. Lyamina.

The methodology for teaching monologue speech is clarified and supplemented by the research of N.G. Smolnikova on the development of the structure of coherent utterances in older preschoolers, research by E.P. Korotkova about the peculiarities of preschoolers’ mastery of various functional types of texts. Methods and techniques for teaching preschoolers coherent speech are also studied in many ways: E.A. Smirnova and O.S. Ushakov reveal the possibility of using a series of plot paintings in the development of coherent speech; V.V. writes quite a lot about the possibility of using paintings in the process of teaching preschoolers to tell stories. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.

But the proposed methods and techniques for the development of coherent speech are more focused on the presentation of factual material for children's stories; intellectual processes that are significant for the construction of the text are less reflected in them. Approaches to the study of coherent speech of a preschooler were influenced by studies carried out under the leadership of F.A. Sokhin and O.S. Ushakova (G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, N.G. Smolnikova, E.A. Smirnova, L.G. Shadrina). The focus of these studies is the search for criteria for assessing the coherence of speech, and as the main indicator they highlight the ability to structure a text and use various methods of connections between phrases and parts of different types of coherent statements, to see the structure of the text, its main compositional parts, their interrelation and interdependence .

Thus, many authors use different approaches to considering the patterns of speech development in preschool children. Speech development in preschool children is the main task of speech education. Speech is socially significant and plays a huge role in the formation of personality. Many researchers (L.S. Vygotsky, A.A. Leontyev, L.V. Shcherba, etc.) point to the complexity of speech organization and the need for special speech education. The main and, one might say, central task is the development of coherent speech, which was studied by such authors as: S.L. Rubinshtein, A. M. Leushina, V.I. Loginova, V.V. Gerbova and others. Great credit goes to J. Piaget, who identified and described egocentric children's speech, showed its qualitative originality and difference from the speech of adults. L.S. Vygotsky also made a significant contribution, who, based on his research, together with A.R. Luria, A.N. Leontyev, R.T. Levina concluded that egocentric speech does not disappear with age, but becomes internal.

2. SPEECH AS A MEANS OF COMMUNICATION

2.1 Stages of speech development and their characteristics

Preschool age (from 3 to 7 years) is a direct continuation of early age in terms of general sensitivity. This is a period of mastering the social space of human relationships through communication with close adults, as well as through play and real relationships with peers. During this period, speech, the ability to substitute, symbolic actions and the use of signs, visual-effective and visual-figurative thinking, imagination and memory continue to develop rapidly. The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. But they still retain their previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children's words.

Becoming more independent, preschool children go beyond narrow family ties and begin to communicate with a wider range of people, especially peers.

Speech development goes through three stages:

1 Preverbal - occurs in the first year of life. During this period, in the course of preverbal communication with others, the prerequisites for the development of speech are formed. The child cannot speak. But conditions arise that ensure that the child masters speech in the future. Such conditions include the formation of selective sensitivity to the speech of others - preferential selection of it among other sounds, as well as a more subtle differentiation of speech effects compared to other sounds. Sensitivity to the phonemic characteristics of spoken speech occurs. The preverbal stage of speech development ends with the child understanding the simplest statements of an adult and the emergence of passive speech.

2 The child’s transition to active speech. It usually occurs in the 2nd year of life. The child begins to pronounce the first words and simple phrases, and phonemic hearing develops. Of great importance for the timely acquisition of speech by a child and for the normal pace of its development in the first and second stages are the conditions of communication with an adult: emotional contact between an adult and a child, business cooperation between them and the saturation of communication with speech elements.

3 Improving speech as the leading means of communication. It more and more accurately reflects the speaker’s intentions, and more and more accurately conveys the content and general context of the events being reflected. The vocabulary is expanding, grammatical structures are becoming more complex, and pronunciation becomes clearer. But the lexical and grammatical richness of children’s speech depends on the conditions of their communication with people around them. They learn from the speech they hear only what is necessary and sufficient for the communicative tasks facing them.

Thus, in the 2-3rd year of life, intensive accumulation of vocabulary occurs, the meanings of words become more and more defined. By the age of 2, children master singular and plural numbers and some case endings. By the end of 3 years, the child has a set of approximately 1000 words, by 6-7 years - of 3000-4000 words. The quantitative growth of vocabulary, points out D. B. Elkonin, is directly dependent on the living conditions and upbringing of children; individual differences here are more noticeable than in any other area of mental development.

When teaching young children, there is no other way to expand their vocabulary other than experience and observation. The child visually becomes familiar with the object itself and its properties and, at the same time, remembers words that name both the object and its qualities and characteristics. The sequence of assimilation is as follows: acquaintance with the subject, formation of the idea, reflection of the latter in the word.

By the beginning of the 3rd year, children develop a grammatical structure of speech. By the end of preschool age, children practically master almost all the laws of word formation and inflection. The situational nature of speech (scarceness and intelligibility only in specific conditions, attachment to the current situation) becomes less and less pronounced. A coherent contextual speech appears - detailed and grammatically formatted. However, elements of situationality have been present in the child’s speech for a long time: it is replete with demonstrative pronouns, and there are many violations of coherence.

The vocabulary of a preschool child quickly increases not only due to nouns, but also due to verbs, pronouns, adjectives, numerals and connecting words. In itself, an increase in vocabulary would not be of much importance if the child did not simultaneously master the ability to combine words in a sentence according to the laws of grammar. During the period of preschool childhood, the morphological system of the native language is mastered, the child practically masters the main features of the types of declensions and conjugations. At the same time, children master complex sentences, connecting conjunctions, and most common suffixes (suffixes to indicate the gender of baby animals, etc.).

At preschool age, children begin to form words with extraordinary ease and change their meaning by adding various suffixes.

Language acquisition is determined by the child’s own activity in relation to language. This activity manifests itself during word formation and inflection. It is in preschool age that sensitivity to linguistic phenomena is revealed.

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

Along with focusing on the meaning of words, on the reality denoted by words, preschoolers show great interest in the sound form of a word, regardless of its meaning. They enthusiastically practice composing rhymes.

Orientation towards both the semantic and sound side of the language is carried out in the process of its practical use, and until a certain point one cannot talk about the awareness of speech, which presupposes the assimilation of the relationship between the sound of a word and its meaning. However, the linguistic sense gradually develops and the mental work associated with it occurs.

Sufficient comprehension of speech appears in preschoolers only in the process of special training.

Autonomous child speech is one of the early stages of child speech development, transitional to mastering adult speech. In their form, its “words” are the result of children distorting the words of adults or their parts repeated twice (for example, “coco” instead of “milk,” “kika” instead of “pussy,” etc.).

Characteristic features are:

1) situationality, entailing instability of word meanings, their uncertainty and polysemy;

A study conducted by A.M. Leushina showed that throughout preschool age children’s speech in stories about topics from their everyday life is situational. Situationalism, even in the youngest children, noticeably decreases in retellings that reproduce heard stories, and when pictures are introduced into retellings, speech again becomes situational due to the fact that children begin to rely on them. In children of senior preschool age, the situational nature of speech is noticeably reduced both in independent stories on topics from their own lives and when relying on pictures; when retelling (with and without pictures), speech is largely contextual in nature;

2) a unique way of “generalization”, based on subjective sensory impressions, and not on objective signs or functions of an object (for example, one word “kika” can mean all soft and fluffy things - a fur coat, hair, a teddy bear, a cat);

3) lack of inflections and syntactic relationships between words.

Autonomous children's speech can take more or less developed forms and persist for a long time. This undesirable phenomenon delays not only the formation of speech (all its aspects), but also mental development in general. Special speech work with children, correct speech of surrounding adults, excluding “adjustment” to the child’s imperfect speech, serve as a means of prevention and correction of autonomous children’s speech. Autonomous children's speech can take especially developed and protracted forms in twins or in closed children's groups. In these cases, temporary separation of children is recommended.

Internal speech is silent speech, hidden verbalization that arises in the process of thinking to oneself. It is a derivative form of external (sound) speech. It is presented in the most distinct form when solving various problems in the mind, during mental planning, memorization, etc. Through it, the logical processing of the experience gained, its awareness and understanding occurs, self-instruction is given when performing voluntary actions, introspection and self-evaluation of one’s actions and experiences are carried out.

The child’s speech that occurs during activity and is addressed to himself is called egocentric speech.

J. Piaget characterized it as:

Speech in the absence of an interlocutor (not aimed at communication);

Speech from one’s own point of view without taking into account the position of the interlocutor.

Egocentric speech is distinguished by the fact that the child speaks for himself, not addressing his statements to anyone, not expecting an answer and not being interested in whether they are listening to him or not. The child talks to himself as if he is thinking out loud.

This verbal component of children's activity differs significantly from socialized speech, the function of which is completely different: here the child asks, exchanges thoughts, asks questions, tries to influence others, etc.

The child’s “interlocutor” becomes the first person he meets. The child himself is content with only the visible interest of others in his statements or does not notice the complete absence of it and adheres to the illusion that others perceive and experience what is happening in exactly the same way as he does.

J. Piaget characterized egocentrism as a state when a child views the whole world from his own point of view, which he is not aware of, and therefore it appears as absolute. The child does not yet realize that things may look different than he imagines.

J. Piaget found that in preschool age egocentric speech makes up a significant part of all statements of children, reaching 56% at the age of 3 and falling to 27% by the age of 7. The ever-increasing socialization of speech, according to Piaget, is associated with the development of joint activities in children by the age of 7-8 years. Throughout preschool age, egocentric speech changes. It contains statements that not simply state what the child is doing, but precede and guide his practical activities. Such statements express the child’s figurative thoughts, which are ahead of practical behavior. At an older age, egocentric speech undergoes internalization, turns into inner speech, and in this form retains its planning function. Egocentric speech is thus an intermediate step between the child’s external and internal speech.

From the point of view of J. Piaget, egocentric speech plays a predominant role in younger ages and is gradually replaced by socialized forms. As a result of systematic observations, Piaget identified two components in the verbal behavior of children:

Egocentric speech;

Socialized (i.e., aimed at communication and addressed to another) speech.

Analyzing the statements of children, J. Piaget divided egocentric speech into three relatively independent categories:

Echolalia or simple repetition, which takes the form of a kind of game: the child takes pleasure in repeating words for their own sake, without addressing anyone at all;

Monologue or verbal support (accompaniment) of the actions performed;

A monologue for two or a collective monologue is the most socialized type of egocentric speech, in which the pleasure of pronouncing words is added to the pleasure of real or imaginary attracting the attention and interest of others; however, the statements still do not address anyone because they do not take into account alternative points of view.

The main functions of egocentric speech, according to Piaget, are “scanning of thought” and “rhythmization of activity” for the sake of providing pleasure, and not the organization of the communicative process. Egocentric speech does not pursue the goals of dialogue and mutual understanding.

In turn, socialized speech differs sharply from all monological forms of egocentric speech in its targeting, focus on the interlocutor, and can include elements that are different in content, such as:

Transmitted information;

Criticism;

Inducements to action or prohibitions (orders, requests, threats);

Questions;

According to L.S. Vygotsky, egocentric speech can be phenomenologically described as a special type of speech of young children, which does not serve the purposes of communication (message), does not significantly change the child’s behavior, but only accompanies his activities and experiences as an accompaniment. This is nothing more than speech addressed to oneself in order to influence one’s own behavior. Gradually, this form of verbal self-expression becomes more and more incomprehensible to others; by the beginning of school age, its share in the child’s speech reactions (“egocentric speech coefficient”) decreases to zero.

According to J. Piaget, egocentric speech on the threshold of schooling simply becomes an unnecessary rudiment and dies out. L.S. Vygotsky had a different opinion on this issue: he believed that this form of speech activity does not disappear without a trace, but goes into the internal plane, becomes inner speech and begins to play an important role in controlling human behavior. In other words, it is not egocentric speech as such that disappears, but only its external, communicative component. What appears to be an imperfect means of communication turns out to be a subtle tool of self-regulation.

Based on his experiments, L. S. Vygotsky suggested that one of the factors causing egocentric speech is difficulties or disturbances in smoothly flowing activity. In such speech, the child uses words to try to comprehend the situation and plan his next actions.

As L.S. believed Vygotsky, the appropriateness of these egocentric statements, their obvious connection with observable behavioral acts do not allow, following J. Piaget, to recognize this type of speech activity as a “verbal dream.” In this case, there are attempts to cope and resolve the problem situation, which makes egocentric speech (in a functional sense) no longer related to childish egocentrism, but to the realistic thinking of an adult. Egocentric statements of a child in difficult conditions of activity are similar in function and content to silently thinking through a complex task, i.e. inner speech, characteristic of later age.

According to L.S. Vygotsky, speech is initially social, because its initial functions are message, communication, establishment and maintenance of social connections. As the child develops mentally, it differentiates, breaking up into communicative and egocentric speech, and in the second case there is not an egoistic closure of thought and words in themselves, but a transition of collective forms of speech activity to the internal plane, their expedient use “for oneself.” The line of speech development can be reflected in the following diagram:

social speech > egocentric speech > inner speech

Throughout preschool age, the child masters speech practically, without realizing either the patterns to which it obeys or his actions with it. And only towards the end of preschool age does he begin to realize that speech consists of individual sentences and words, and the word consists of individual sounds, and comes to the “discovery” that the word and the object it denotes are not the same thing. At the same time, the child masters generalizations of various levels contained in the word, learns to understand the cause-and-effect relationships contained both in the sentence and in the text.

2.2 Game as a means of communication

Role-playing play, as the leading type of activity for preschool children, plays a significant role in the mental development of the child. The possibilities of play in satisfying the child’s inherent need for communication are very great.

First of all, in the game children learn to fully communicate with each other. Younger preschoolers do not yet know how to truly communicate with peers. The game contributes to the development of not only communication with peers, but also the child’s voluntary behavior. The mechanism for controlling one’s behavior—subordination to the rules—develops precisely in the game, and then manifests itself in other types of activities.

The purpose of a role-playing game is the activity being carried out - a game; the motive lies in the content of the activity, and not outside it. The educational nature of the game is not realized by preschoolers. From the position of an educator, role-playing can be considered as a form of organizing the educational process. For educators and teachers, the goal of the game is the formation and development of students’ speech skills and abilities. Role play is guided.

From the point of view of the process of generating a speech utterance, learning to speak should begin with the activation of the motivation mechanism. Taking into account the role of motivation contributes to a more productive assimilation of the material, the active inclusion of preschool children in activities (A. N. Leontyev, A. A. Smirnov, etc.) Role-playing play is based on interpersonal relationships that are realized in the process of communication.

Having real team relationships in the game is very important. These relationships within the playing group support and control the fulfillment of roles and require each player to perform their role well and correctly.

Role-playing game can be classified as educational games, since it largely determines the choice of language means, promotes the development of speech skills and abilities, allows you to model student communication in various speech situations, in other words, role-playing game is an exercise for mastering the skills and abilities of dialogical speech in conditions interpersonal communication.

Role-playing develops in preschoolers the ability to play the role of another person, to see themselves from the position of a communication partner. It focuses students on planning their own speech behavior and the behavior of their interlocutor, develops the ability to control their actions, and give an objective assessment of the actions of others.

While playing together, children begin to take into account the desires and actions of the other, defend their point of view, build and implement joint plans.

In a role-playing game, children quickly select and find the necessary speech actions in accordance with the role-playing actions of the character. Role-playing and plot-role-playing, theatrical games are a school for mastering various methods and options of speech behavior (repressive and tolerant speech behavior, as well as “teacher”, “prosecutor” or ingratiating, benevolent).

2.3 Relationship between thinking and speech

A child is born without thinking. Cognition of the surrounding reality begins with the sensation and perception of individual specific objects and phenomena, the images of which are stored in memory.

On the basis of practical acquaintance with reality, on the basis of direct knowledge of the environment, a child’s thinking develops. Speech development plays a decisive role in shaping a child’s thinking. Mastering the words and grammatical forms of his native language in the process of communicating with people around him, the child learns at the same time to generalize similar phenomena using words, formulate the relationships that exist between them, reason about their characteristics, etc.

Psychologists (L.S. Vygotsky, A.N. Leontyev, A.R. Luria, L.I. Bozhovich, P.Ya. Galperin) believe that the formation of thinking and speech occurs in the process of practical activity. Language as a means of communication between people is a special type of intellectual activity.

The problem of interaction between speech and thinking has always been the focus of psychological research. And here the central point, according to L.S. Vygotsky, is the “relationship of thought to word,” since since ancient times researchers have either identified them or completely separated them. He analyzed the teachings of J. Piaget, who believed that the speech of a young child is egocentric: it does not perform communicative functions, does not serve the purpose of the message and does not change anything in the child’s activity, and this is a symbol of the immaturity of children’s thinking. By 7-8 years, egocentric speech curtails and then disappears. L.S. Vygotsky showed in his research that on the basis of egocentric speech, the child’s inner speech arises, which is the basis of his thinking.

In most currently existing approaches to the periodization of the stages of development of thinking, it is generally accepted that the initial stage of the development of human thinking is associated with generalizations. At the same time, the child’s first generalizations are inseparable from practical activity, which is expressed in the same actions that he performs with objects that are similar to each other.

A word always refers not to one particular object, but to a whole class of objects. Because of this, every word is a hidden generalization, every word already generalizes, and from a psychological point of view, the meaning of a word, first of all, is a generalization. But a generalization, as is easy to see, is an extraordinary verbal act of thought, reflecting reality in a completely different way than it is reflected in immediate sensations and perceptions. The next stage of a child’s development is associated with his mastery of speech. The words that a child masters provide him with a basis for generalizations. They very quickly acquire a general meaning for him and are easily transferred from one subject to another. However, the meanings of the first words often include only some individual signs of objects and phenomena, which the child is guided by when relating the word to these objects. It is quite natural that a sign that is essential for a child is in fact far from essential. Children often associate the word “apple” with all round objects or with all red objects.

At the next stage of development of the child’s thinking, he can name the same object in several words. This phenomenon is observed at the age of about two years and indicates the formation of such a mental operation as comparison. Subsequently, on the basis of the comparison operation, induction and deduction begin to develop, which by three to three and a half years have already reached a fairly high level of development.

Thus, an essential feature of a child’s thinking is that his first generalizations are associated with action. The child thinks by acting. Another characteristic feature of children's thinking is its clarity. The clarity of children's thinking is manifested in its concreteness. The child thinks based on isolated facts that are known and accessible to him from personal experience or observations of other people. To the question “Why can’t you drink raw water?” the child answers based on a specific fact: “One boy drank raw water and got sick.”

Unlike the period of early childhood, in preschool age thinking is based on ideas. The child may think about things that he does not perceive at the moment, but that he knows from his past experience. Operating with images and ideas makes the preschooler’s thinking extra-situational, going beyond the perceived situation, and significantly expands the boundaries of cognition. The theory of the development of intelligence in childhood, proposed by J. Piaget within the framework of the ontogenetic direction, has become widely known. Piaget proceeded from the assertion that the main mental operations have an activity origin. Therefore, it is no coincidence that the theory of the development of a child’s thinking, proposed by Piaget, was called “operational”. An operation, according to Piaget, is an internal action, a product of transformation (“interiorization”) of an external objective action, coordinated with other actions into a single system, the main properties of which are reversibility (for each operation there is a symmetrical and opposite operation). In the development of mental operations in children, Piaget identified four stages: the stage of sensorimotor intelligence (1-2 years), the stage of operational thinking (2-7 years), the stage of concrete operations with objects (from 7-8 to 11-12 years), the stage of formal operations (from 11-12 to 14-15 years).

The theory of the formation and development of intellectual operations proposed by P. Ya. Galperin has become widespread. This theory was based on the idea of a genetic dependence between internal intellectual operations and external practical actions. P.Ya. Galperin believed that the development of thinking in the early stages is directly related to objective activity, to the manipulation of objects. However, the translation of external actions into internal ones with their transformation into certain mental operations does not occur immediately, but gradually.

Other well-known domestic scientists also dealt with the problem of the development and formation of thinking. Thus, a huge contribution to the study of this problem was made by L. S. Vygotsky, who, together with L. S. Sakharov, studied the problem of concept formation. Associated with consciousness as a whole, human speech is included in certain relationships with all mental processes; but the main and determining thing for speech is its relationship to thinking. Since speech is a form of existence of thought, there is unity between speech and thinking. But this is unity, not identity. Equally illegitimate are the establishment of identity between speech and thinking, and the idea of speech as only an external form of thought.

The entire process of speech is determined and regulated by semantic relationships between the meanings of words. We sometimes search and do not find words or expressions for an already existing and not yet verbally formulated thought; we often feel that what we say does not express what we think. Therefore, speech is not a set of reactions carried out by trial and error or conditioned reflexes: it is an intellectual operation. It is impossible to reduce thinking to speech and establish identity between them, because speech exists as speech only due to its relation to thinking. It is impossible to separate thinking and speech from each other. Speech, the word, serve not only to express, to externalize, to convey to another a thought that is already ready without speech. In speech we formulate a thought, and by formulating it, we shape it. By creating a speech form, thinking itself is formed. Thinking and speech, without being identified, are included in the unity of one process. Thinking is not only expressed in speech, but for the most part it is accomplished in speech.

The presence of unity and lack of identity between thinking and speech clearly appears in the process of reproduction. The reproduction of abstract thoughts is usually cast in verbal form, which, as has been established in a number of studies, has a significant, sometimes positive, sometimes - if the initial reproduction is erroneous - inhibitory influence on the memory of the thought. At the same time, memorizing thoughts and semantic content is largely independent of the verbal form. Memory for thoughts is stronger than memory for words, and it very often happens that a thought is preserved, but the verbal form in which it was originally clothed drops out and is replaced by a new one. The opposite also happens - so that the verbal formulation is preserved in memory, but its semantic content seems to have faded away; Obviously, the verbal verbal form in itself is not yet a thought, although it can help restore it. These facts convincingly confirm, on a purely psychological level, the position that the unity of thinking and speech cannot be interpreted as their identity.

The statement about the irreducibility of thinking to speech applies not only to external, but also to internal speech. The identification of thinking and inner speech found in literature is untenable. It obviously proceeds from the fact that speech, in contrast to thinking, refers only to sound, phonetic material. Therefore, where, as is the case in inner speech, the sound component of speech disappears, nothing is seen in it other than mental content. This is wrong, because the specificity of speech does not at all come down to the presence of sound material in it. It lies primarily in its grammatical - syntactic and stylistic - structure, in its specific speech technique. Inner speech also has such a structure and technique, which is unique, reflecting the structure of external, loud speech and at the same time different from it. Therefore, inner speech cannot be reduced to thinking, and thinking cannot be reduced to it. So:

The purpose and objectives of children's speech development

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

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

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

You will learn from this article:

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

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

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

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

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

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

Speech development: typical mistakes in understanding the goal.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The goal of speech development for children in preschool age

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Therefore if:

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

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

B) babbling appeared and then began to fade

– then you need to immediately contact specialists.

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

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

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

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

Part 3. Speech development tasks.

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

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

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

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

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

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

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

Touch with reverence
To what you are armed with,
Create lightly and revel in
Boundless Russian language
Airy, juicy, tasty,
Severe and gentle, many-sided,
Skilled in all melodies
Our amazing language.
The narrow term suits him,
And an interjection sigh, and a cry,
Be proud that you understand Russian,
Try to comprehend the depth.
It's funny and sad to hear, really,
Like ellochek and fimok army
To the overseas “ings”, “shn” and “wow”
They want to press him, groaning.

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

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 young 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.	from 2-3 to 5-7 minutes. - games-activities
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 manage 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

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