Topic: development of speech and speech communication of preschool children. Theoretical foundations of the methodology for the development of speech of preschool children

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The main goal of work on the development of speech- mastery of constructive ways and means of interaction with other people.

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… is achieved through the solution of private, special tasks. The basis for their selection is the analysis of the forms of speech communication, the structure of the language and its units, as well as the level of speech awareness. Imagine visually isolating the tasks of speech development of children:

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Let us dwell briefly on the characteristics of each task - the direction of speech development.

1. Development of the dictionary.

Vocabulary mastery is the basis of children's speech development, since the word is the most important unit of the language. The main thing in the development of a child's vocabulary is mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place.

2. Education of sound culture of speech- a multidimensional task, which includes more specific microtasks related to the development of perception of the sounds of native speech and pronunciation (speaking, speech pronunciation).

It involves: the development of speech hearing; teaching correct pronunciation; education of orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tone of speech, timbre of voice, tempo, stress, voice power, intonation); development of a clear diction. great attention is given to the culture of speech behavior.

3. Formation of the grammatical structure of speech involves the formation of the morphological side of speech (changing words by gender, numbers, cases, ways of word formation and syntax (mastering different types of phrases and sentences). Mastering the grammatical structure is very difficult for children. Children learn the grammatical structure practically, by imitating the speech of adults and language generalizations .

4. Development of coherent speech includes the development of dialogic and monologue speech.

a) Dialogic speech is the main form of communication for preschool children. It is important to teach the child to conduct a dialogue, develop the ability to listen and understand the speech addressed to him, enter into a conversation and support it, answer questions and ask yourself, explain, use a variety of language means, behave according to the situation of communication.

A monologue is born in the depths of a dialogue.(F. A. Sokhin)

b) The development of coherent monologue speech involves the formation of skills to listen and understand coherent texts, retell, build independent statements of various types.

5. The formation of an elementary awareness of the phenomena of language and speech ensures the preparation of children for learning to read and write.

At the senior preschool age speech for the first time becomes a subject of study for children. But the work itself, aimed at an elementary awareness of the sounds of speech, words, begins long before that. An important point is the use of the terms "word", "sound" in the wording of tasks. This allows children to form the first ideas about the distinction between words and sounds.

6. In accordance with the traditions of the domestic methodology, another task was included in the range of tasks for the development of speech - acquaintance with fiction, which is not verbal in the proper sense of the word. It was considered as a means of implementing all the tasks of developing the child's speech and acquiring the language in its aesthetic function.

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

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Principles of speech development:

Methodological principles are understood as general starting points, guided by which the teacher chooses teaching aids. They reflect the specifics of teaching native speech, complement the system of general didactic principles and interact with such principles as accessibility, visibility, systematicity, consistency, consciousness and activity, individualization of learning, etc.

1. The principle of the relationship of sensory, mental and speech development of children is based on the understanding of speech as a speech-thinking activity, the formation and development of which is closely connected with the knowledge of the surrounding world. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking. Following this principle obliges the teacher to widely involve visual teaching aids, to use such methods and techniques that would contribute to the development of all cognitive processes.

2. The principle of a communicative-activity approach to the development of speech.

This principle is based on the understanding of speech as an activity consisting in the use of language for communication.

3. The principle of development of linguistic instinct ("sense of language").

Linguistic flair is an unconscious possession of the laws of language.

Here the ability to remember how words and phrases are traditionally used is manifested. And not only memorize, but also use them in constantly changing situations of verbal communication.

The development of a "sense of language" is associated with the formation of linguistic generalizations.

4. The principle of forming an elementary awareness of the phenomena of language

is based on the fact that the basis of mastering speech is not only imitation, imitation of adults, but also an unconscious generalization of the phenomena of language, the formation of creative speech ability.

5. The principle of the relationship of work on various aspects of speech.

The implementation of this principle consists in such a construction of work, in which the development of all levels of the language is carried out in their close relationship. In the process of development of one of the aspects of speech, others simultaneously develop.

6. The principle of ensuring active speech practice.

The repetition of the use of language means in changing conditions allows you to develop strong and flexible speech skills, learn generalizations. Speech activity is not only speaking, but also listening, perception of speech. Therefore, it is important to teach children to actively perceive and understand the speech of the teacher.

7. The principle of motivation enrichment speech activity.

In the course of classes, the naturalness of communication often disappears, the natural communicativeness of speech is removed: the teacher invites the child to answer a question, retell a fairy tale, repeat something. This does not always take into account whether he has a need to do so. Psychologists note that positive speech motivation increases the effectiveness of classes.

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Speech development tools:

communication between adults and children;

cultural language environment, teacher's speech;

teaching native speech and language in the classroom;

fiction;

different kinds arts (visual, music, theater);

classes in other sections of the program.

The effectiveness of the impact on children's speech depends on the correct choice of means of speech development and their relationship. In this case, the determining role is played by the level of formation of children's speech skills and abilities, as well as the nature of the language material, its content and the degree of closeness to children's experience.

The most important means of speech development is communication.

Speech does not arise from the very nature of the child, but is formed in the process of his existence in the social environment. Its emergence and development are caused by the needs of communication, the needs of the child's life. The contradictions that arise in communication lead to the emergence and development of the child's language ability, to the mastery of new means of communication, forms of speech. This is due to the cooperation of the child with an adult, which is built taking into account the age characteristics and capabilities of the child, and starting from the age of 4–5 years, communication with peers has a great influence on the speech of children.

The means of speech development in a broad sense is the cultural language environment.

Imitation of adult speech is one of the mechanisms for mastering the native language. It should be borne in mind that, imitating others, children adopt not only all the subtleties of pronunciation, word usage, construction of phrases, but also those imperfections and errors that occur in their speech. Therefore, high demands are made on the speech of the teacher: richness and at the same time accuracy, logic; compliance with the age of children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional saturation, richness of intonations, slowness, sufficient volume; knowledge and observance of the rules of speech etiquette; correspondence of the words of the educator to his deeds.

In the process of verbal communication with children, the teacher also uses non-verbal means (gestures, facial expressions, pantomime movements). They perform important functions: they help to emotionally explain and remember the meaning of words. An appropriate well-aimed gesture helps to assimilate the meanings of words (round, large., Associated with specific visual representations, etc.

One of the main means of speech development is training. This is a purposeful, systematic and systematic process in which, under the guidance of an educator, children master a certain range of speech skills and abilities.

The native language acts as a means of forming a holistic picture of the world and elementary mathematical concepts, learning visual activity, music, physical culture, etc.

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Forms (methods and techniques) of speech development:There are three groups of methods visual, verbal and practical.

This division is very conditional, since there is no sharp border between them. Visual methods are accompanied by a word, and visual methods are used in verbal methods. Practical methods are also associated with the word and visual material. The reckoning of some methods and techniques as visual, others as verbal or practical depends on the predominance of visualization, words or actions as the source and basis of the statement.

Visual methods and game techniques are used more often in kindergarten. Words are also widely used. These include a speech pattern, repeated pronunciation, explanation, instructions, evaluation of children's speech, a question.

speech sample- the correct, pre-thought-out speech activity of the teacher, designed to be imitated by children and their orientation. The sample must be accessible in content and form. In the real pedagogical process, all forms are used in a complex manner, depending on the task, the content of the lesson, the level of preparedness of children, their age and individual characteristics.

Literature:

1. Somkova O. N. Educational area "Communication". How to work on the program "Childhood" - St. Petersburg. :, 2012.

2. Skorolupova O. A. Educational program of a preschool educational institution. - M., 2008.

3. Solovieva O. I. Methods of development of speech and teaching the native language in kindergarten. - M., 1966.

4. Sokhin F. A. Tasks of speech development / / Development of speech of preschool children / Ed. F. A. Sokhina. - M., 1984.

This material in the form of a memo to the teacher of the preschool educational institution: "The system of work on the development of pupils' speech" is presented at the end of the presentation. It will help in planning work in the educational area "Communication".

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Preschool children

Preschool children - section Education , Theory and Methods Analyze Articles М.м. Alekseeva, V.V. Gerbovoy, A.I.

Maksakova And Vyde...

To analyze articles by M. M. Alekseeva, V. V. Gerbova, A. I. Maksakov and identify approaches to the structure of classes for teaching children the sound culture of speech.

The work is carried out in two stages:

1. Highlight the features of the assimilation of sound and word pronunciation by preschool children based on the article by M. M. Alekseeva “Issues of teaching the correct pronunciation of preschool children” (Reader for the course “Theory and Methods for the Development of Speech of Preschool Children” / Compiled by L. V. Voroshnina, Perm, 2001).

When analyzing the article, pay special attention to the anatomical, physiological and psychological prerequisites for mastering the correct sound pronunciation in preschool age. Substantiate the following theses:

– activity of the anatomical and physiological apparatus;

- the ratio of the central and peripheral organs;

- role speech breathing;

- development of phonetic perception;

- the formation of analytical and synthetic activity of the auditory and speech-motor analyzers, allowing the transition from coarse acoustic and articulatory differentiations to ever more subtle ones;

- the child's ability to imitate (I. M. Sechenov, N. I. Krasnogorsky and others).

2. Supplement the map-scheme.

On this topic:

Preview:

Principles of work with children of primary preschool age.

The education of the sound culture of speech of children of primary preschool age (3-4 years) includes, first of all, work on teaching the correct sound pronunciation.

The content of the work on the education of the sound culture of speech of children of the younger age group includes games and exercises for the development of auditory perception, sound pronunciation, speech tempo, its intonational expressiveness. At the same time, it is important that children gradually learn the material, repeat it. The sequence of consolidation and differentiation of sounds is given taking into account the difficulty of their pronunciation and the sequence of their appearance in the process of development. A. I. Maksakov suggests working on consonants in this order: m, p, b, t, d, n, k, g, x (hard and soft).

The researchers emphasized that along with work on the correct sound pronunciation, it is necessary to work on all the elements of the sound side of speech - on the tempo of speech, voice power, intonation.

These skills lay the most important condition for the formation of all aspects of speech, and especially its coherence. Work on the intonation and expressiveness of speech helps to avoid such shortcomings of the statement as monotony, inarticulateness of speech, illegibility of diction, slow (or accelerated) pace, since the understanding of the content and emotional meaning of the statement depends on how the sounds are pronounced in the speech of a preschooler.

At a younger preschool age, it is necessary to teach children to hear, distinguish and pronounce sounds in words. Work on the correct pronunciation of vowel sounds, their differentiation, must be carried out to form a clear articulation of the sounds of the native language, as well as to teach children to listen to the speech of an adult, to distinguish individual sounds and sound combinations by ear.

The pronunciation of consonants (their sequence is substantiated in sufficient detail in the works of speech therapists - m, b, p, t, d, n, k, g, x, f, c, l, s, c) prepares the organs of the articulation apparatus for the pronunciation of hissing sounds. To work with pronunciation, games and exercises are used aimed at developing the ability of children to differentiate sounds related to the place of formation (n and b, t and d, f and c) in small speech units - syllables: pa-pa; woman; so-and-so, to-to, etc. Then the differentiation of hard and soft consonants is worked out, the children are brought to the correct pronunciation of hissing.

Games for the development of the articulatory apparatus

"pipe and bell"

For the development of the articulatory apparatus, onomatopoeic words and animal voices are widely used. For example, children are given musical instruments - a pipe and a bell. The pipe blows "doo-doo", the bell rings "ding-ding".

The teacher shows the children the instruments, the children depict how they sound. Through the repetition of combinations of “doo-doo” and “ding-ding”, the pronunciation of hard and soft sounds is fixed.

“Guess what it sounds”, “Tell me who screams how”.

These games can be played with toys. The teacher shows a toy - an animal, the children depict how she "screams":

How does a frog scream (goose, duck, cockerel?

It is also possible vice versa: the teacher depicts the “cry” of the animal, and the children find this animal in a row of toys:

Who shouts ku-ka-re-ku (qua-qua, quack-quack)?

"Who's stomping"?

Visual material. Toys: a bear and a bear cub; screen.

The teacher shows a toy bear and a bear cub, calls them: "This is a big bear, and this is a small bear cub, his name is Mishutka." Then he invites the children to watch and listen to how the big bear walks (shows and says TOP-TOP-TOP loudly) and how the bear cub Mishutka (shows and says top-top-top quietly). When the children learn to pronounce these sound combinations quietly and loudly, the teacher sets up a screen and invites the kids to determine by ear who walks behind the screen: a big bear or a small one - Mishutka.

The teacher pronounces top-top-top in different ways: either loudly or quietly. Children guess.

The teacher makes sure that all children learn to pronounce top-top-top sound combinations both quietly and loudly; he makes sure that they all listen carefully and correctly determine the degree of loudness of the utterance by ear.

Exercises for the development of auditory attention and intonational expressiveness.

"On the drum - they drum, on the pipe - they buzz."

Considering musical instruments, the children call that they drum on the drum, on the pipe they blow.

Then the children close their eyes, the teacher hits the drum with drumsticks:

What is the bunny doing?

How does he drum?

Loud quiet) .

After the children have learned to identify the sound of various musical toys and instruments by ear, the teacher organizes games to determine the location of the sounding object (far, close).

New questions: “What did the bunny do with the drum?”, “What can you do with a pipe?” - make children find different grammatical forms of the past tense (drummed), infinitive (you can buzz into the pipe). In parallel, tasks are given to develop the correct intonation. The teacher offers the child: “Ask Dima if he can play the harmonica?”.

If the child transmits an interrogative intonation (“Dima, do you play the harmonica?”), He is asked a new question, and he finds an intonational answer. Such tasks encourage the child to look for both the necessary grammatical form and intonation.

Exercises for working out diction

Diction (distinct and clear pronunciation of words, syllables and sounds) is worked out with the help of special speech material.

These are jokes - tongue-twisters (“Would-would-would-there is smoke from the chimney”),
jokes, sayings,
phrases containing certain group sounds (“A sleigh rides by themselves”),
exercises for syllable negotiation, naming words similar in sound (mouse - bear).

Games and exercises for the pronunciation of hissing sounds can be thematically combined. So after looking at the picture “Hedgehog and hedgehog”, the adult offers to perform a number of tasks: clearly pronounce the phrases with the sounds Ш and Ж:

"Sha-sha-sha - we bathe the baby"

More details on the site nsportal.ru

level of volitional development.

The principle of accessibility.

According to scientists, education is only effective when it is feasible and accessible to children. Both the content of the training and its methods should be accessible. This principle underlies the content of all educational programs, children should, first of all, study those objects and phenomena of the world around them that are understandable and accessible to them.

The principle of systematic and consistent.

This principle implies such a logical order of studying the material, in which knowledge is based on previously acquired knowledge. This principle is especially important in the study of mathematics, teaching literacy, where each new knowledge, as it were, follows from the old, known.

The teacher distributes the program material in such a way as to ensure its consistent complication, the connection of subsequent material with the previous one. It is this study that provides solid and deep knowledge.

The principle of the strength of the assimilation of knowledge.

In the process of learning, it is necessary to achieve a solid assimilation of the knowledge gained by the child before moving on to new material. Children with developmental disabilities have difficulties in memorizing educational information, especially if it is not supported by visualization and is not associated with practical activities. In this regard, the role of repetition and consolidation of what has been covered with a special organization of various types of children's activities increases, which encourages the recall and reproduction of educational information or practical actions.

The principle of visibility.

This principle plays an important role in teaching preschool children, since the thinking of a preschooler is visual-effective and visual-figurative. The use of various types of visualization - the observation of living objects, the examination of objects, paintings, illustrations, samples, the use of diagrams, etc. - contributes to the conscious perception of those phenomena and objects that an adult introduces children to. Ya. A. Comenius considered it the "golden rule" of didactics.

The principle of visibility corresponds to the basic forms of thinking of a preschooler. Visualization provides strong memorization.

In the methodology of teaching children mathematics, the principle of visibility is closely associated with the activity of the child. Conscious mastery of the elements of mathematical knowledge is possible only if children have some sensory cognitive experience, the acquisition of which is always associated with the direct perception of the surrounding reality or the knowledge of this reality through visual and technical means.

In preschool institutions in the learning process are used the following types visibility:

subject
figurative
conditionally symbolic visibility

Using objective visualization, I show children natural objects of the outside world, three-dimensional images (toys, models, dummies of vegetables, fruits). When using figurative visualization, I show children pictures, illustrations, slides.

When using conditionally symbolic visualization, I demonstrate mathematical signs, word schemes, sentences, tables for studying the composition of numbers.

In teaching children in the classroom, I use visualization systematically: primarily in connection with communicating new knowledge to children, as well as in consolidating them, in organizing children's independent activities.

So, guided by didactic principles, I achieve the best results in teaching preschool children of the studio, Firefly ''.

Teaching methods

The process of teaching preschool children is carried out by various methods. A method is a system of consistent methods of interrelated activities of teachers and students, aimed at achieving the set educational tasks.

In accordance with the main forms of thinking of a preschooler, which determine the nature of the ways of his activity in the learning process, three groups of methods are distinguished:

- visual;
- verbal;
- practical.

In working with preschool children, visual methods are the most accessible and important, especially at the initial stages of work. Visuals should be large and accessible, in a realistic style.

Live communication between an adult and children, which is typical for speech methods, has a great educational impact - it excites feelings, causes a certain attitude to the content of knowledge being formed.

The main verbal methods used in preschool education are:

- a story is a teacher's monologue containing educational information. The story should be concise, clear, the presentation of the material requires emotionality and expressiveness.
Conversation is a dialogue between a teacher and a student. In a conversation, it is important to clearly formulate questions, they should be clear to the child.
- children's stories - this method is aimed at improving the knowledge and mental and speech skills of children.

- reading fiction to children - this method allows you to solve a number of problems: to expand, enrich children's knowledge about the environment, to form the ability of children to perceive and understand fiction, to recreate a verbal image, to form an understanding of the main connections in the work, the character of the hero, his actions and deeds.

From practical methods I use:

–exercises (oral and written);
- game method (didactic games, outdoor games, episodic game techniques (riddles, proverbs, tongue twisters ...);
- modeling (from geometric shapes, cash register of words).

All three groups of methods are used in teaching throughout the preschool years, just as the main forms of thinking coexist.

Forms of study

The form of learning is a way of organizing, which is carried out in a certain order and mode.

The main form of organizing the education of children in a preschool institution is classes. They are organized and conducted by the teacher in accordance with the program.

Historically, 3 forms of organization of training have developed:

individual,
group, (with subgroup),
frontal (with the whole group).

The individual form of organization of training contains many positive factors. The teacher has the opportunity to determine the task, content, methods and means of teaching according to the level of development of the child, taking into account the pace of assimilation of the material, the characteristics of mental processes, etc.

Group forms of training assume that classes are held with a subgroup of no more than 6 people. The basis for recruitment may be personal sympathies, the commonality of their interests, but in no case should they coincide in levels of development.

In each subgroup there should be children with different levels of development, then the "strong" ones will become "beacons" for those who are often referred to as lagging behind. To ensure such interaction of children in the educational process is the main function group form learning.

Frontal classes are also necessary in the conditions of modern preschool. Their content may be an artistic activity. In these classes, the effect of "emotional influences of empathy" is important, which leads to an increase in mental activity, encourages the child to express himself.

Thus, the above principles of teaching give unity to the practical activity of the teacher and the cognitive activity of children. Methods, content, organization of training sessions with preschool children are significantly dependent on the teacher's understanding of the principles of education and the ability to apply them in their activities.

On the topic: methodological developments, presentations and notes

More nsportal.ru

Alekseeva M. M., Yashina B. I. Methods of development of speech and teaching the native language of preschoolers: Proc. allowance

The course of theory and methodology of speech development is one of the main courses in the training of preschool specialists. The main goal of studying it in college and university is to develop in students a deep understanding of the linguodidactic and psychophysiological foundations of teaching native speech and equipping them with effective methods and techniques of working with children. In the process of studying the course, methodical thinking develops, the ability to correctly assess real pedagogical situations, apply theoretical knowledge in different conditions.

The manual is written in accordance with the curriculum of the faculties of preschool pedagogy and psychology, pedagogical colleges and schools.

The sequence and content of the chapters is determined by the logic of the child's speech development and organization pedagogical process in kindergarten. The chapters reveal the basic concepts, features of the development of different aspects of children's speech, tasks, content and methods of work in<…>

The textbook has been prepared on the basis of the traditions of the national methodology for the development of speech and teaching the native language, the experience of teaching the course at the Moscow State Pedagogical Institute. V. Lenin, founded by E. A. Flerina and M. M. Konina.

It reflects modern views on the speech development of preschool children, materials from recent studies are used. In this regard, this manual can be considered as a collective work of all those who developed the issues of methodology for the development of speech in preschool children.

This is the first experience of creating a textbook on this course addressed to those who study at different levels of pedagogical education. The authors will be grateful for their suggestions for its improvement.

Educational and methodological development on the topic: "Means of development of speech creativity in preschool children"

Disadvantages in the conditions of professional activity The child does not know how to apply

in speech, words with the opposite meaning, with a similar meaning.

They do not speak according to the norms,

which makes it difficult for them to speak.

Application of methods in the work on the development of speech creativity without taking into account the age and individual characteristics of children. Not enough attention is paid to the problem

speech creativity in

Insufficient material base methodological equipment of distance learning in the development of speech creativity.

Insufficient qualifications of educators. Lack of social partnership with theaters, museums, organizations of additional education.

Not all children have well-developed speech, attention, memory, imagination, creative thinking. Insufficiently formed types of speech (monologic, dialogical, coherent). No activity of the educator is planned, aimed at improving the types of speech in children (connected, monologue, dialogic), at the development of cognitive processes (attention, memory, thinking, imagination). There is no interaction with parents pupils, with DOW specialists on this issue.

Pedagogical education of parents and educators on the problem of speech creativity is not carried out. Many children do not have an interest in speech creativity. In educational activities, the means of developing the child's creative imagination are practically not used (composing fairy tales, poems, fantasizing, multimedia games). The subject environment that promotes the development of children's speech creativity is not well created. There is a lack of material and technical equipment of educational activities.

contradictions

Thus, based on the analysis of shortcomings in the results, in the main process and in the conditions of professional activity, a professional problem arises, which consists in a conflict between the desire to educate a creative person and the educational means prevailing in pedagogical practice that do not activate the creative imagination and fantasy of the child, but focused on the reproducing nature of educational activities.

2. Formulation of a professional problem based on the analysis.

The organization of speech development is possible under the condition of organizing various types of children's activities, however, in the absence of multimedia aids, it does not create these conditions.

3. Description of new educational results formed by students.

Goal pointSpecification with age and theme

An example of manifestation in action and speech of a child The child masters the basic cultural ways activities, shows initiative and independence in various types of activities - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities. The child owns various forms of speech creativity, through inclusion in various types of activities (game, communication, OD). The child speaks as a means of communication and word creation, can convey his idea in speech, through a story, a fairy tale, etc. The child has a positive attitude towards the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Encouragement of active interaction with adults and children in creative activities. The child is able to turn to adults and peers for help, advice when compiling fairy tales, riddles, participates in joint creative activities. Able to negotiate, take into account interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts. The child expresses his feelings and thoughts in speech creative activity when compiling plot, narrative stories. The child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms. The child acquires the skills of speech creativity and imagination through games, looking at illustrations, through listening to works of art, joint visits to museums and theaters with parents. The child is able to write your own creative stories. The child has developed memory, imagination, verbal-logical thinking, which he demonstrates when compiling stories on a chosen topic. The child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build speech statements in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy. The child actively uses his own speech dictionary in grammatically correct, dialogic and monologue speech. The child is able to express his thoughts, observations and emotional experiences in speech utterances through the compilation of descriptive stories. The child has developed a large and fine motor skills; he is mobile, enduring, owns basic movements, can control his movements and manage them. Improving movements (physical minutes, finger gymnastics)

to stimulate speech activity and word creation.

The child knows how to correlate speech with movement in outdoor games, in chants, in physical minutes. The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is able to make his own decisions, relying on his knowledge and skills in various activities. The child develops cognitive interests through experimentation, problem situations in various activities. The child asks questions to an adult, is able to act independently, based on his knowledge and skills in composing riddles, short poems.

The child is interested in the new, unknown in the surrounding reality.

4. Characteristics of changes in the educational process (content, means of training and education, control).

For the development of speech creativity, daily, high-quality work is necessary both individually and with the whole group. To do this, it is necessary to teach children to compose fairy tales, riddles, and compose creative stories. Only daily and systematic work will make their riddles unusual and fairy tales amazing.

The speech creativity of the child is based on grammatically correct speech. The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his ability to know reality, establish a full relationship with children and adults, regulate his behavior, and, consequently, his personality as a whole.

Speech creativity is one of the key features child's speech development. The development of speech creativity of preschoolers will be effective if carried out with children special work aimed at developing fantasy by teaching children to invent new fairy tales, game plots, etc.

To achieve this goal, directions for the development of speech creativity have been set.

To promote the development of imagination and creative manifestations of children, interest in participating in artistic and speech activities with elements of creativity;

Develop imagination in artistic, speech and gaming activities;

Combine, articulate whole plot situations that contribute to the expansion of the content of the story;

Cultivate a sense of satisfaction and joy from the realization of their plans and desires;

To develop children's independence and initiative in speech creativity, the desire for vigorous activity in creating unusual stories.

Game activity means

Multimedia didactic game "One - many"

Purpose: Familiarization with game material on the formation of a dictionary in children; to form the grammatical structure of speech, the lexical system of words, to consolidate the ability to coordinate words; develop attention, memory, thinking, speech.

Didactic game: "Find another word"

Purpose: To teach to accurately designate a situation, to select synonyms and antonyms.

Didactic games: "Learn a fairy tale from the listed heroes",

"Recognize the work from the passage."

Role-playing game: "Reading Room"

Purpose: to expand the horizons of children, to teach children how to use the services in the reading room correctly, to apply the knowledge of literary works previously acquired in the classroom, to consolidate knowledge about the profession of a librarian,

Raise respect for the work of a librarian and careful attitude to the book, to expand the vocabulary of children: librarian, profession, library, reading room.

Communicative activity

Ethical conversations: "What are Russian fairy tales about a fox",

"Find the exact word"

Goal: Learn to accurately name an object, its qualities and actions "

Situational conversation "Name it in one word",

Purpose: To learn to find words that accurately assess the situation.

Conversations about children's fairy tales.

Learn more at dohcolonoc.ru

METHODOLOGY OF SPEECH DEVELOPMENT AS A PEDAGOGICAL SCIENCE, ITS SUBJECT, OBJECTIVES AND CONTENT.

The RR method for children is the science of the patterns of ped. d-sti, aimed at the formation of the correct oral speech and speech skills. communication in preschool children.

Subject - the process of mastering children native. speech and speech skills. communication in a purposeful setting. ped. air.

Fundamental tasks: 1.study of the processes of mastering children's native language, speech, speech. communication; 2. study of patterns of learning. native speech; 3.determination of the principles and methods of teaching.

Applied tasks: what to teach (what speech skills and language forms children should learn in the process of learning);

how to teach (what conditions, forms, means, methods and techniques to use for the development of speech); why so, and not otherwise (substantiation of the methodology for the development of speech).

The goal of speech development is the formation of communication skills in children, the development of their oral speech.

Tasks of the RR: 1. Development of the dictionary 2. Education. sound culture of speech 3. Formation of grammar. building speech 4. Development of coherent speech: a) the formation of dialogic (colloquial) speech, b) the formation of monologue speech.

The RR methodology is associated with other sciences, primarily with the science of language - linguistics: phonetics and orthoepy, dealing with the sound, pronunciation side of the language; lexicology and grammar - study the vocabulary of the language, the structure of words and sentences (morphology and syntax). MRR is based on anatomy, psychology, and pedagogy. Closely related to doshk. didactics. They have a common object of study - ped. d / garden process. MRR uses the main concepts and terms doshk. didactics (goal (Comprehensively developed harmonious personality), tasks (Ability to educate and educate children in accordance with the requirements of modern society), methods (1. Theoretical: analysis; synthesis; comparison; generalization; modeling. 2. Imperial (practical): verbal, visual, practical) and teaching methods), as well as its provisions relating to laws, principles, means.

Vocational training of specialists incl. mastering the theory of development-I children. speech and mastery of the ability to manage the process of RR and speech. communication. The specialist must know principles of speech communication and master the ways of speech. communication with children and adults; see and understand age and individual. features of RR and speech. communication doshk-kov at different age stages; have knowledge about the organization of work on the RR in conjunction with work aimed at mentality., Morals. and aesthetic development of r-ka; determine the content of speech. work, analyze the resulting result; stimulate the study of innovative experience in work on RR and the desire to create their own original ways of influencing children's speech.

THEORETICAL FOUNDATIONS OF THE SPEECH DEVELOPMENT METHOD IN PRESCHOOL CHILDREN.

Language is a system of verbal signs intended for purposes verbal communication. Speech is the implementation of the language system in speech activity. Types of speech: listening (listening), speaking, reading, writing. Language ability (Vygotsky) is the ability of speech skills and abilities that develop on the basis of a linguistic instinct or sense of language.

In preschool age children master 4 forms of communication (Lisina):

1. Situational-personal (emotional) (up to 6 months);

2. Situational-business (young preschool age);

3. Extra-situational-cognitive (average d / age 4-5 years);

4. Extra-situational-personal (st.d / age 6-7 years).

The linguistic basis of work with children is the doctrine of language as a sign system. This doctrine speaks of the systemic organization of the language (the presence of lexical, grammatical, phonetic subsystems). This teaching requires the development of all aspects of children's speech. The psychological basis of the methodology is the teaching of psycholinguistics about speech as a speech activity. In the structure of the selection. several stages (incentive-motivational, orienting-research, performing, reflection). The natural scientific basis of the methodology yavl. Pavlov's doctrine of 2 signal systems and their relationship (sensitive (sensory) system and the word system (speech). The pedagogical basis for the composition of dosh. pedagogy (cf., methods, techniques, forms of work).

Children's speech is studied by the science of ontolinguistics, which studies the ontogeny of a child's language and its development.

FORMATION OF THE METHOD OF DEVELOPMENT OF CHILDREN'S SPEECH.

Comenius - “Mother's school, or about caring bring up. youth in the first 6 years "- PP in it is dedicated to the chapter (8): a person by nature has a mind and speech, this distinguishes him from an animal → the mind and language of a person should be developed. Recommended: up to 3l. - correct pronunciation; 4-6l. - based on the perception of things - enriching speech, naming with a word what the r-k sees. → it is given to visibility, consistency and gradual complication of material.

Pestolozzi book "How Gertrude teaches her children" (letter 7): exposition. teaching methodology. native language: 1.hearing. ex. with sounds: imitating mother's speech → 2. learn to pronounce vowels first, → consonants in decomp. syllables → 3. study letters and move on to reading syllables and words; → 4. ex. to add to the noun. append s. 5. compilation of extended sentences (contains definitions of signs of objects and their relationships). Pestalozzi overestimated the capabilities of children; in practice, his exercises were tedious, mechanical, formal.

KD Ushinsky argued the need to educate. and training in the native language, wide development early. schools for the people, believed that the native language should be Ch. the subject of the first education. The goals of the system: 1. development of the gift of speech (the ability to express one's thoughts in oral and written speech); 2. the assimilation of the forms of the language developed both by the people and the thin. lit-roy; 3. mastering the grammar, or logic, of the language. Princes of the control system: visualization; availability; systemat-sti; developmental training - "Native word" and "Det. world".

E. I. Tikheeva created her own system for the development of the speech of preschool children in the conditions of a public preschool education. She believed that PP must necessarily be associated with some kind of d-stu r-ka (game, work, holidays, intellect. d-st). She worked out in most detail such questions as enriching the dictionary (plan-program for familiarization with the environment; methods of working on the dictionary of children), development of coherent speech (stories about games and cards, classes on a living word). The practical recommendations contained in the book “Speech Doshk-ka” are still widely used.

EA Flerina paid serious attention to working with children's books. Most deeply she dealt with the problem of thin. reading to children, considering it as an integral part of the overall system of aesthetic. education. The book "The Living Word in D / Y" (1933) Osn. sections are devoted to colloquial speech and conversation, art. reading and storytelling to children, children. storytelling.

In the "Guide for in-la d / s" (1938) RR children for the first time distinguished themselves in self. chapter. Ch. attention in Ruk-ve was given to the culture of speech. communication, express children. speech. As the main means → reading and storytelling to children were put forward.

Gradually, with the reprints of the Ruk-va, the content of speeches. work was supplemented → in 1947. the section “Educate. sound. kul-ry of speech”, increased attention to children. storytelling.

A.P. Usova (1953 lesson - the main form of education) developed a general system of work. in d / s on the material of the native language. She put forward a position on the need for a system of knowledge and skills for preschoolers - general knowledge that reflects simple patterns and dependencies between the phenomena of the real world. Sokhin → RR det. has its own meaning and should not be considered only as an aspect of familiarization with the environment. the world. The definitions were made. conclusions → develop a speech program. child development method. manuals for in-lei, reflecting an integrated approach to speech. development and considering the acquisition of speech as a creative process.

SYSTEM OF WORK ON THE DEVELOPMENT OF CHILDREN'S SPEECH IN INSTITUTIONS OF PRESCHOOL EDUCATION.

The goal of the speech development of children is the mastery of two closely related languages at the communicative level, which is due to the sociolinguistic situation. The general goal is specified in a number of particular tasks:

1. Development of coherent speech of children - development of communicative skills and abilities of children (development of dialogic speech), learning to retell. Description, narration, reasoning.

2. Vocabulary development - vocabulary is the basis of children's speech development. 3. Education of the sound culture of speech 4. Formation of the grammatical structure of children's speech - mastering by children the categories of gender, number, case, time (development of the morphological side of speech); mastering different types of sentences (development of the syntactic side) and mastering the ways of word formation.

5. The formation of an elementary awareness of the phenomena of language and speech by children is a task aimed at preparing children for learning to read and write. Knowledge about the structure of speech: about sound, word, syllable, sentence, about the sound, syllabic and verbal composition of speech; about the various connections and relationships between words in the language.

6. Familiarization of children with thin. literature - the development of perception, the development of interest in the book, the development of artistic and speech activities, the formation of erudition.

Methodological principles of speech development of children:

1. The principle of a communicative-activity approach to the development of children's speech requires the organization of meaningful learning with children in various types of activities.

2. The principle of the relationship between the sensory, mental and speech development of children: 3. The principle of an integrated approach to the development of children's speech - the development of all aspects of children's speech (lexical, phonetic, grammatical). 4. The principle of motivating the speech activity of children - requires the creation of interest in this complex type of activity. Game motives prevail. 5. The development of a linguistic instinct, a sense of language - the children's unconscious possession of the laws of the language. 6. Formation of a conscious attitude to linguistic phenomena - requires the enrichment of elementary linguistic knowledge of children. 7. Ensuring active speech practice: involving all children in the process of communication, constant communication with them.

Methods: 1. Verbal (storytelling, reading, summarizing conversation, retelling) 2. Visual (viewing pictures, toys, observation, excursions, inspections) 3. Practical: didactic games, role-playing, dramatization, crops,

Techniques: 1. Verbal (sample, indication, explanation) 2. visual (showing articulation, pictures, illustrations)

3. Gaming

Media: communication, speech of the teacher, types of activities, types of art (theatre, music, children's art literature), native nature, special classes.

Conditions: - organization of meaningful developmental communication with children and children with peers in various types of activities; - creation of a cultural bilingual speech environment, language environment, special requirements for the teacher's speech; - timely diagnosis of the level of speech development - the equipment of the pedagogical process of speech development of children. - the presence of speech subject-developing zones in groups (book corner, art-speech activity, all types of theaters, attributes for role-playing games); - correct methodological management of the process of development of children's speech by the administration of the DU (control, methodological assistance, creation of conditions); - cooperation of the kindergarten with the family:

PREPARATION OF CHILDREN DOSH. AGE TO LITERATURE.

Literacy is the process of mastering the skills of reading and writing native speech. Program Req. DO defines the tasks and content of this work.

Preparation for the exhaust gas starts on Wednesday. gr: children are introduced to the terms "sound" and "word" → words consist of sounds, sounds. pronounce in a certain sequence, words are long and short; learn to distinguish between hard and soft consonants by ear; select the 1st sound in words by ear. In Art. a group of users uses terms for the quality of the characteristics of sounds: vowel, according to; hard and soft; stressed - soundless vowel; sound-syllable-word-sentence. Form-Xia skills sound-th and syllable-th analysis of words; an-for the words of the composition of the pre-i. On the 7th year. predus-Xia learning to read and write.

The technique of signing with the sound structure of the word: 1. R-ka needs special. to teach a special lingering pronunciation of a sound, its intonational emphasis (dddom, kkkot). In this case, the word should be pronounced together - you can not tear one sound from another. Techniques for comparing speech sounds with “songs” of the wind - shshsh, pump - sss, their pronunciation, detection of sound (“songs”) in words spoken by an adult (with intonational sound emphasis) words. → they offer to name pictures, toys so that the “song” of the wind can be heard: shshshar, koshshshka, pencilshsh; "song" of the beetle - zhzhzhuk, scissors. Anchoring in game tasks“Tell me how I am”, “Tell everyone to hear the sound c in the word oil”, “Name the words”. 2. learn to determine where the desired sound is located - at the beginning, middle or end of a word. 3.children themselves name words that have the desired sound. 4. Formation of the ability to name an isolated sound and make 1 sound in a word: hard and soft concordant sounds: pppetukh (n "), kkkit (k"). Game technique: paired phonemes (m-m \ s-s") are called - big and small "brothers").

The method of conducting the sound-th anal. words: define a word for parsing, number of sounds (according to the cells in the diagram); pronounce the word with the intonation of the allocation of each sound in it. in turn; reb. define and name this sound, gives its character, designate it with the necessary chip. First for analysis, words from 3 stars are offered (poppy, house, nose), then 4 and 5.

M-a training. doshk-kov syllable-mu analysis of words. 1.two-word words consisting of direct open syllables (Masha, fox). Games. situations: the words are pronounced in a singsong voice, stretching out syllables (“The girl got lost, and her name was loud: Ma-sha! Ma-sha! The boys played, their mother called them home: Sa-sha! Vo-va!”) - offer to repeat. 2. Learn how to count syllables in a word (claps, palm on the chin). Graph. fig. words: in the form of a horizontal line, divided in the middle by a small vertical line. 3. enter words consisting of 3 parts (ma-li-na, kar-ti-na); 4. monosyllabic words (cheese, house). Didact. game: Children are given pictures and offered to distribute them according to the appropriate schemes, guided by the number of syllables.

Planning work on the development of children's speech.

The work plan for the RR of children in kindergarten is a system of measures that provides for the order, sequence and terms for the implementation of all areas of work.

4.complexity - the establishment of the unity of all parts of the ped. process

In the studies of scientists Zvereva, Pozdnyak, 3 levels of planning are defined: strategic (figurative program for 3-5 years), tactical (year, prospective), operational (perspective plan for 5-10 days or for a month; calendar or block (1 block - training in the classroom; 2 - organization of various types of children (play, work, communication, etc.); 3 - independent children))

In the annual plan, on the basis of an analysis of the work for the previous year, specific ways to improve the work on the RR are outlined: the content of seminars and consultations with the aim of improving the qualifications of senior officials; content ped. council at which materials from work experience can be heard (for example, “Form-tion of coherent speech among preschoolers”); open events; organ-tion control over the assimilation of the program in different. asc. groups; content and forms of joint. work with parents.

Perspective plans are among the methods. d / y materials, developed by the group with the participation of the hands-va d / y. Compiled for the current quarter: 1.distribution of program tasks by definition. topic: for example, for the coming month, you can outline a list of new words to introduce children to the season. phenomena, for a year to outline the sequence of work on difficult word forms or sounds. 2. complex distribution of program tasks of the entire section "Speech Development".

The calendar plan indicates the content and organization of speeches. d-sti children during the day. When developing it, it should be taken into account that RR classes are held on the day of rest, 2 p. per week in all doshk. groups. Contains:

1. Special organ class (classes), program tasks were noted: a) teaching, b) developing, c) educational.

2. Interaction of a teacher with children: an individual. work, communication, did. and sub. games, educational and practical. d-st.

A necessary condition for planning a single speech. spaces in UDO yavl. the study of the state of oral speech doshk-kov, which is included. in carrying out in-lyami diagnostics of speech. development children (2 times a year). D-ka different aspects of speech. d-sti - lexical, phonetic, grammatical, coherent speech - is necessary for the correct definition of the content and methods of training, implementation of the individual. approach to children, and is also designed to help teachers and parents build a ped. communication with each child.

Methods for studying the speech of children for children (in the entire program)

PEDAGOGICAL CONDITIONS FOR AN EFFECTIVE SUB-MATHEME. PREPARATION OF CHILDREN IN DU

In order to prepare children for schooling in various regions, including

number and in the region formation and development of elementary mathematics. performances created by spec. educational standard, which indicates the amount of knowledge, skills and abilities that children must acquire before entering school. Its requirements are fully consistent with the nat. pr. "Praleska", which gives not only the amount of knowledge, but also takes into account age and individual characteristics children. All material in it is divided into age groups. It also provides for a personal approach to each child, points to the need to conduct not only subgroup classes on FEMP, but also k-venous individual work, both with lagging behind children and geeks.

FEMP methods are: practical, visual, verbal, gaming. When choosing a method, a number of factors are taken into account: program tasks to be solved at this stage, age and individual characteristics of children, the availability of didactic resources, etc. leading yavl. practical method - its essence lies in the organization of practical activities for children, aimed at mastering strictly defined methods of action with objects or their substitutes (images, graphic drawings, models, etc.). X-rny features of this method are:

1. performing a variety of practical actions that serve as the basis for mental activity.

2. wide use of didactic material.

3. the emergence of ideas as a result of practical actions with didactic material.

4. development of counting, measurement and calculation skills in the most elementary form.

5. widespread use of formed ideas and mastered actions in everyday life, play, work, i.e. in a variety of activities. This method involves the organization of special ex., to-rye can be offered in the form of a task, organized as actions with demonstration material, or proceed as an independent. work with handouts.

Ex. there are collective (to-rye children do everything together) and individual - carried out by an individual child at the blackboard or table in la. Collective ex. in addition to assimilation and consolidation, they can be used for control. Individual exercises still serve as a model. Game elements are included in ex. in all age groups.

Forms of organization of children's. activities - classes (once a week), educational and developing games (as part of the lesson and in everyday life), individual work with lagging behind and child prodigies, mat. Entertainment.

DEVELOPMENT OF THE SIMPLE FUNCTIONAL DEPENDENCIES OF DOSHES, REGULARITIES (PRINCIPLE) OF CONSERVATION OF QUANTITY.

PEDAGOGICAL PROCESS DESIGN SUB-MATH. PREPARATION DOSH-KA.

Plan-ie - 1 of the ways to manage the process of FEMP in children. It makes it possible to purposefully and systematically distribute program tasks and ways of their implementation over time.

Planning principles (Davidchuk A.N.):

1. perspective - orientation to the prospects for the development of children in accordance with their age. and individual. opportunities;

2. continuity - defining the conditions for the further development of children, taking into account achieved level;

3. concreteness - the transformation of general tasks into private ones, the definition of ways to solve them in specific conditions;

4.complexity - establishing the unity of all parts of the ped. process

FEMP work plan → in 3 forms: a) year. d / y plan; b) long-term plan; c) work schedule in la.

In the annual plan, based on an analysis of the work for the previous year, specific ways to improve the work on FEMP are outlined: the content of seminars and consultations in order to improve the qualifications of senior officials; content ped. advice: materials can be heard (for example, “Continuity in teaching mathematics at elementary school and preschool”); open events; organization of control over the assimilation of the program at different ages. groups; content and forms of joint. slaves with relatives.

Long-term plans are among the methodical. d / y materials, developed by the group with the participation of the hands-va d / y. Compiled usually for the current quarter. 2 ways of planning: 1. distribution of programs. tasks according to topic (number and count, value, etc.). 2. complex distribution of program tasks of the entire section “Development of elementary mathematics. representations."

When developing a calendar plan, it should be taken into account that classes in mathematics are held 1 time on a fixed day. Contains:

1. Specially organized. d-st (classes), program tasks are noted: a) training, b) developing, c) educating.

2. Interaction between a teacher and children: an individual. work, communication, didactic and sub. games, cognitive-practical. d-st.

The program content of the lesson determines its structure, vyd-Xia department. parts: from 1 to 4-5 depending on the number, volume, nature of the tasks and the age of the children: the older the children, the more parts in the lessons.

Types of FEMP classes: 1. in the form of didactic. ex.; 2.in the form of a didact. games; 3.in the form of a didact. exercises and games.

The generally accepted class of classes: a) according to the message to children of new knowledge and their consolidation; b) on closing and application received. representations in the solution of practical. and know. tasks; c) accounting and control, verification classes; d) combined s-I.

The knowledge gained in the lesson is consolidated in the process of individual work, on a walk, during games.

Form of work with personnel: Collective: pedagogical meetings; seminars, workshops, open screenings; ped. trainings; non-trad events (ped-rings, ped-e KVN, etc.); schools of ped. master-va. Individual: cons-tions, conversations with peds, mutual visits, visits and analysis of classes.

PLANNING WORK TO FAMILIARIZE PRESCHOOLS WITH NATURE.

The purpose of the area is the natural history district you are in the image. areas "Child and nature": the implementation of the formation of a knowledge system, the gradual build-up (expansion and deepening) of the content of knowledge, the formation of practical. skills and abilities, ways of learning. d-sti.

Meaning: a comprehensive solution to bring up images. tasks as a result of establishing a connection with other images. region programs: with fine arts and music. d-stu - aesthetic. brought up. The development of speech in the process of learning with pr-doy - the mind. brought up.

In the studies of scientists Zvereva, Pozdnyak L.V. definitions of 3 levels of the plan: strategic (example pr-ma for 3-5 years), tactical (annual, long-term), operational (long-term plan for 5-10 days or for a month; calendar or block (1 block - training in class; 2 - organization of different types of children's group (play, work, communication, etc.); 3 - independent group of children))

Pl-s work to familiarize doshk-kov with nature is carried out in 3 forms: a) an annual plan for d / y; b) a long-term work plan for the season; c) work schedule in la.

The year of planning is carried out by the deputy head, the head of the d / y in collaboration with the educators. Outlining specific ways to improve the slave. on familiarity with nature: content of seminars and consultations with the aim of improving qualifications and in-lei; content of the teachers' council per cat. can hear materials from work experience; open events; organization of control over the slave ped-in according to the section of the program; content and forms of joint work. with parents on the formation of the personality of children in the environment of nature.

Perspective plans for the season are among the methodological materials for the d / y, developed by the group with the direct participation of the management of the d / y.

Contents: 1.tasks of familiarization with nature for the season in a certain way. group; 2.content of knowledge, skills and abilities that need to be formed in this period; 3. a list of classes indicating the leading method and a brief description of program tasks; 4. a list of observations and the content of work on walks and in a corner of nature, indicating the main. receptions hands-va d-stu children; 5. list didakt. natural history games for outside classes; 6) books for additional reading.

Calendar plan made for 1 day or for a week.

1 floor day. Morning is an individual. and with subgroups of observation in a corner of nature, organization of labor d-sti (assignments and duties), didact. games. In plan → the content of the school, the purpose, material, forms and methods of organizing children.

Classes: structure, program. content, visual material, the need for an individual is taken into account. work.

On a walk → observations: object of observation, target, main. techniques, ways of fixing what he saw. Labor: content, tasks, list of labor. skills and abilities, forms of organization of children, equipment for labor d-sti. Games of nature content: name, goal, hands-on techniques.

2 half day plan-Xia: - the work of children in the corner of the avenue; - observation in the corner of the pr-dy and from the window; - didactic games; - reading children's nature book; - viewing filmstrips about the pr-de; - organization of holidays-entertainment.

In RB. BASIC CONCEPTS OF THE THEORY OF PHYS. EDUCATION. PURPOSE, OBJECTIVES, MEANS.

The physical system brought up. - This is a historically determined type of social. physical practices. educate., including worldview, theoretical and methodological, program-norm. and organizational foundations that provide physical. improvement of people and the formation of a healthy lifestyle.

Phys. kul-ra - part of the general kul-ra, characterizing the achievements of the community in the region. physical, psych. and social human health

Phys. brought up. - ped. process aimed at achieving good health, physical. and engine development of the district.

Phys. development is the process of formation, formation and subsequent change during the life of an individual of the morphofunctional properties of his body and the physical properties based on them. qualities and sp-stey. 3 groups of indicators: physique (length, body weight, posture, volumes and shapes of individual parts of the body). health, reflecting the morphological and functional changes of the physiologist. systems of the human body; physical development. qualities (strength, speed sp-stey, endurance, etc.).

Phys. fitness - the level of development of motor skills and abilities, physical. qualities.

Motor d-st of a person - d-st, osn. which component yavl. movement and which, for example, on physical. and move. development

Motor activity (DA) is an inborn biologist. the need for movement, the satisfaction of which is the most important factor in health and diversity of times.

Phys. exercises - movements, motor activity, which is used to solve physical problems.

Sports - spec. d-st, directing to achieve the highest. results in different. types of physical ex., revealed during the competition.

Health is a state characterizing physical, mental, social. well-being and absence of diseases; value to be striven for.

The purpose of physical education - the formation of physical culture in children, including healthy lifestyle skills.

In order to make the goal realistically achievable in physical. education, the complex is solved specific tasks(should be decided in mandatory unity, in a complex):

Improving tasks: protecting the life and strengthening the health of children, their comprehensive physical. development, perfection of body functions, increase in activity and general work.

Educational tasks: the formation of motor skills and abilities in children, the development of physical. qualities, mastering children with elementary knowledge about their body, the role of physical. ex. in his life, ways of strengthening his own health.

Educational tasks are aimed at the diversified development of children (mind .. morality, aesthetic labor), the formation of their interest and need for systematic physical education. ex.

To successfully solve the problems of physical. brought up. children of early and d / in the complex application of physical. ex., eco-natural (solar, air and water procedures - hardening) and psychohygienic. (compliance with sleep and nutrition, physical activity and rest, body hygiene, massage, etc.) factors.

PHYSICAL CULTURE IN THE CURRICULUM OF PRESCHOOL EDUCATION.

Physical education in UDO is a unity of purpose, tasks, means, forms and methods of work aimed at improving health and comprehensive physical education. children development.

Phys. development of yavl. one of the main directions of development of the district. Provides for the formation of the foundations of a healthy lifestyle, physical. culture, physical and personal qualities of doshk-ka, his activity, cheerfulness, positive attitude towards the world and himself, mastering movements, the formation of primary knowledge about health, ways to preserve and strengthen it, the formation of adaptive abilities, survival, the foundations of safe life. Implemented through an image. area: "Physical culture”, “Child and society”.

On: physical health (components: health and personal hygiene; physical activity);

Movement development (components: movement training and education physical qualities);

Vital activity (components: nutrition culture; life safety).

Goal: ensuring a high level of children's health; development of healthy lifestyle skills; physical education. personal culture.

The tasks of the development of the pupil in the activity:

Stimulate the physiological maturity of the systems and functions of the body, taking into account age-related capabilities;

To promote the development of r-com movements in accordance with age and individual capabilities;

Create a safe environment for the child;

Provide adequate nutrition to the child;

Develop the body's defenses, improve health.

The creation of safe conditions for the life of recollections in UDO is one of the important directions in images. process.

Directed to:

Understanding by children the value of their own. life and health;

Familiarization with natural phenomena nature (earthquake, storm, thunderstorm, hail, etc.), their origin, characteristic features, negative consequences;

Development of understanding of the danger of fire, electric. current, training in fire safety rules, the formation of the ability to quickly find right exit their emergency;

Formation of a cautious attitude to medicines and chemicals (mercury in a thermometer, pesticides against pests in the garden and vegetable garden, household chemicals);

Enrichment of knowledge about poisonous plants (berries, mushrooms);

Formation of knowledge of the rules traffic, rules of conduct on the street, pedestrian crossing, etc.;

Formation of the ability to help oneself and others with injuries received as a result of an accident.

In each age group, daily routines and hardening systems, indicators of physical development are presented.

INDEPENDENT MOTOR ACTIVITY OF CHILDREN.

Independent movement-I d-st arises at the initiative of children. It is organized at different times of the day: in the morning before breakfast, between classes, after a daytime sleep, during walks. Being engaged independently, the r-k focuses on the actions leading to the achievement of the goal that captivates him. Achieving success, he changes the methods of action, comparing them and choosing the most appropriate. The duration of DDS depends on the individual manifestations of children. Should be 2/3 of the total YES.

Guidelines:

1. establishing contact with each r-com to fulfill his interest in games, exercises, benefits - provide each r-ku with a place for movements so that no one interferes, protect this space; relieve tension, stiffness children with a smile, encouragement; if r-k is at a loss, choose a manual for movements, help with a question, a riddle, advice;

2.skillful influence of the teacher on motor activity children - the individual must know the vosp-l. especially YES children, keep all children in sight and, if necessary, provide assistance;

3.Establishment of communication in the content of organized and independent. motor d-sti;

4. rational use of physical education aids - give preference to aids and toys that require active actions; change their location more often, ensure turnover not only during the week, but also during the day; play with new manuals, showing how you can act with them in different ways. For example, on the board - walk, run, jump, crawl, roll a car, a ball; the rope can be twisted together, make a path, a circle out of it, and then perform different movements, including with a doll; ball - rotate on the spot, roll, throw, throw, hit, play together, etc .;

5.organization of space for DDS - the motor environment should be saturated with various equipment and sports equipment that contribute to the development of the game.

6. joint exercise - sometimes join in a joint game with one of the children to show new movements or actions, to arouse interest in them;

7.Encourage creativity. initiatives and self-sufficiency r-ka;

8. association of children with different. level YES in joint games. According to the degree of mobility, children are differentiated in three directions: optimally mobile, inactive, and hyperactive. To try, without imposing, to unite children of different mobility in a joint pair game, providing them with one object for two (ball, doll, hoop, rope, etc.) and showing options for action, if necessary.

9.use of game exercises. varying degrees intensity. Gradually involve inactive children in an active day, and switch overly active children to a more calm one.

A wide range of hands-wa movements of the doshk-kov and the variation of their use depending on the individual. motor characteristics of children allows the teacher to achieve the optimal level of DA for each child.

DOSH TEACHING METHODOLOGY

PHYS. EXERCISES.

Main physical development tool. dosh cultures - physical. ex.

Physical classification. exercises: gymnastics (combat, general developmental exercises, as well as basic types of movements (walking, running, throwing, jumping, climbing)) games (mobile, low mobility), sports exercises. (skiing, sledding, skating, cycling (from 4 years old), swimming) the simplest tourism.

At the heart of all methods of application of physical. ex. lie the regulation of the load (duration and intensity of exercise), as well as the variability of the combination of load with rest.

Stages of learning physical. ex.:

1. initial learning exercise. Main the task is to familiarize children with a new action, influencing all the senses - sight, hearing. Receptions: demonstration, explanation and practical. testing.

2. in-depth learning, multiple repetition - 1. showing in a "step by step" mode with an explanation of all actions. 2. display without division into separate small movements.

3. fixing exercises (training). The task of the teacher at this stage is to correct partially incorrect physical. movements of children, help (show, remind) in performing movements.

Teaching methods are chosen depending on the tasks set, the age characteristics of the children, their readiness, the complexity and nature of the exercises, the stage of training - verbal, visual and practical. Each method is implemented with a method. techniques included in this method. For example, the display method can be carried out in different ways: display ex. in profile or full face, showing in necessary pace or slow, etc.

The specifics of the methodology of teaching physical. ex. children in different age groups:

In ml. d / in the training of physical. ex. to a greater extent use display, imitation, visual, sound landmarks. Verbal techniques are combined with the demonstration and help to clarify the technique of exercises.

On Wednesday. and Art. At the same age, with the expansion of the motor experience of children, the role of verbal techniques (explanations, commands, etc.) increases without being accompanied by a demonstration, more complex visual aids (photographs, drawings, cinematographs, films and filmstrips) are used, more often exercises are performed in a competitive form.

Evaluation: brief, specific, indicating some. errors.

I.N. Shevchenko,
MDOU teacher
"Kindergarten of combined type No. 18
Razumnoye village, Belgorod district, Belgorod region»

One of the leading tasks that preschool educational institutions solve is the development of children's speech.
Speech as the leading means of communication accompanies all activities of the child. From the quality of speech, the ability to use it in the game, during the joint activities of the teacher and the child, when planning and discussing a drawing, in observing on a walk, when discussing a performance, etc. depends on the success of the child, his peer acceptance, authority and status in the children's community.
According to the Federal State Educational Standards, the content of the educational area "Speech Development" is aimed at achieving the goals of the formation of oral speech and the skills of verbal communication with others based on the knowledge of the literary language of their people through the following tasks:
Mastering speech as a means of communication and culture
Active Vocabulary Enrichment
Development of coherent, grammatically correct dialogic and monologue speech
Development of speech creativity
Development of sound and intonation culture of speech, phonemic hearing
Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature
Formation of sound analytics synthetic activity as a precondition for literacy
The process of forming children's speech should be built taking into account not only general didactic, but also methodological principles of teaching. Methodological principles are understood as general starting points, guided by which the teacher chooses teaching aids. These are the principles of learning, derived from the laws of children's learning of language and speech. They reflect the specifics of teaching native speech, complement the system of general didactic principles and interact with such principles as accessibility, visibility, systematicity, consistency, consciousness and activity, individualization of learning, etc. Methodological principles also act in interconnection with each other.
With regard to a preschooler, based on an analysis of research on the problems of speech development of children and the experience of kindergartens, we will highlight the following methodological principles for the development of speech and teaching the native language.
The principle of the relationship of sensory, mental and speech development of children. It is based on the understanding of speech as a speech-thinking activity, the formation and development of which is closely connected with the knowledge of the surrounding world. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking. Therefore, work on the development of speech cannot be separated from work aimed at the development of sensory and thought processes.
The principle of a communicative-activity approach to the development of speech. This principle is based on the understanding of speech as an activity consisting in the use of language for communication. It follows from the goal of developing the speech of children in kindergarten - the development of speech as a means of communication and cognition - and indicates the practical orientation of the process of teaching the native language.
This principle is one of the main ones, since it determines the strategy of all work on the development of speech. Its implementation involves the development of speech in children as a means of communication both in the process of communication (communication) and in various activities. The principle of development of linguistic flair ("sense of language"). Linguistic flair is an unconscious possession of the laws of language. In the process of repeated perception of speech and the use of similar forms in their own statements, the child forms analogies on a subconscious level, and then he also learns patterns. The principle of formation of elementary awareness of the phenomena of language. This principle is based on the fact that the basis of mastering speech is not only imitation, imitation of adults, but also an unconscious generalization of the phenomena of language. A kind of internal system of rules of speech behavior is formed, which allows the child not only to repeat, but also to create new statements. Since the task of teaching is the formation of communication skills, and any communication involves the ability to create new statements, then the formation of language generalizations and creative speech ability should be taken as the basis for language learning.
Leontiev distinguishes three ways of awareness, which are often confused: the arbitrariness of speech, singling out, awareness itself. At preschool age, the arbitrariness of speech is first formed, and then its components are isolated. Awareness is an indicator of the degree of formation of speech skills.
The principle of the relationship of work on various aspects of speech, the development of speech as a holistic education. The implementation of this principle consists in such a construction of work, in which the development of all levels of the language is carried out in their close relationship. The principle of enrichment of the motivation of speech activity. The quality of speech and, ultimately, the measure of learning success depend on the motive, as the most important component in the structure of speech activity. Therefore, the enrichment of the motives of children's speech activity in the learning process has great importance. In everyday communication, motives are determined natural needs child in impressions, in vigorous activity, in recognition and support. In the process of organized educational activity, the naturalness of communication often disappears, the natural communicative nature of speech is removed: the teacher invites the child to answer a question, retell a fairy tale, repeat something.
The principle of ensuring active speech practice. This principle finds its expression in the fact that the language is acquired in the process of its use, speech practice. Speech activity is one of the main conditions for the timely speech development of a child. Speech activity is not only speaking, but also listening, perception of speech. Therefore, it is important to teach children to actively perceive and understand the speech of the teacher.
The main areas of work on the development of children's speech in preschool educational institutions:
- Vocabulary development (learning the meanings of words and their appropriate use in accordance with the context of the statement, the situation in which communication takes place)
- Education of sound culture (development of perception of the sounds of native speech and pronunciation), love and interest in the artistic word
- Development of coherent speech (dialogical (colloquial) speech, monologue (narration).
- Formation of an elementary awareness of the phenomena of language and speech (the difference between sound and word, finding the place of sound in a word)
- Formation of the grammatical structure (morphology, syntax, word formation)
In the practice of the work of preschool teachers on the development of speech, the following methods are used:
Visual:
- Direct observation and its varieties (observation in nature, excursions);
- Indirect observation (pictorial clarity: looking at toys and pictures, telling about toys and pictures).
Verbal:
-Reading and storytelling of works of art;
- learning by heart;
-Retelling;
- generalizing conversation;
- Narrative without relying on visual material.
Practical:
- Didactic games;
- Dramatization games;
-Staging;
- Didactic exercises;
-Plastic sketches;
- Round dance games.
For the development of speech, various means are used:
communication between adults and children;
cultural language environment, teacher's speech;
teaching native speech and language in the classroom;
fiction;
various types of art (fine, music, theater).
Let us briefly consider the role of each tool.
The most important means of speech development is communication.
In domestic psychology, communication is considered as a side of any other activity and as an independent communicative activity. The works of Russian psychologists convincingly show the role of communication with adults in the overall mental development and development of the child's verbal function.
Speech, being a means of communication, occurs at a certain stage in the development of communication. The formation of speech activity is a complex process of interaction between a child and other people, carried out with the help of material and linguistic means. Speech does not arise from the very nature of the child, but is formed in the process of his existence in the social environment. Its emergence and development are caused by the needs of communication, the needs of the child's life. The contradictions that arise in communication lead to the emergence and development of the child's language ability, to the mastery of new means of communication, forms of speech. This is due to the cooperation of the child with an adult, which is built taking into account the age characteristics and capabilities of the baby.
An analysis of children's behavior shows that the presence of an adult stimulates the use of speech; they begin to speak only in a situation of communication and only at the request of an adult. Therefore, it is recommended to talk with children as much and as often as possible.
Speech communication at preschool age is carried out in different types of activities: in the game, work, household, educational activities and acts as one of the sides of each type. Therefore, it is very important to be able to use any activity for the development of speech. First of all, the development of speech occurs in the context of leading activity. Applied to children early age the leading activity is subject. Therefore, the focus of teachers should be the organization of communication with children in the process of working with objects.
At preschool age, play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. For speech development, all types of game activities are used.
In a creative role-playing game, communicative in nature, there is a differentiation of functions and forms of speech. Dialogic speech is improved in it, there is a need for coherent monologue speech. The role-playing game contributes to the formation and development of the regulatory and planning functions of speech.
Outdoor games have an impact on the enrichment of the vocabulary, the education of sound culture. Dramatization games contribute to the development of speech activity, taste and interest in the artistic word, expressiveness of speech, artistic and speech activity.
Didactic and board-printed games are used to solve all the problems of speech development. They consolidate and refine the dictionary, the skills of quickly choosing the most appropriate word, changing and forming words, exercise in making coherent statements, and develop explanatory speech.
Communication in everyday life helps children learn the everyday vocabulary necessary for their life, develops dialogic speech, and educates the culture of speech behavior.
Communication in the process of labor (household, in nature, manual) helps to enrich the content of children's ideas and speech, replenishes the dictionary with the names of tools and objects of labor, labor actions, qualities, and results of labor.
Big influence children's speech is influenced by communication with peers, especially starting from the age of 4–5. In communicating with peers, children use speech skills more actively. A greater variety of communicative tasks that arise in children's business contacts creates a need for more diverse speech means.
Useful communication of children different ages. Combining with older children puts kids in favorable conditions for the perception of speech and its activation: they actively imitate actions and speech, learn new words, master role-playing speech in games, the simplest types of stories from pictures, about toys. Thus, communication is the leading means of speech development. Its content and forms determine the content and level of children's speech.
The means of speech development in a broad sense is the cultural language environment. Imitation of adult speech is one of the mechanisms for mastering the native language. Internal mechanisms Speech is formed in a child only under the influence of the systematically organized speech of adults (N. I. Zhinkin). It should be borne in mind that, imitating others, children adopt not only all the subtleties of pronunciation, word usage, construction of phrases, but also those imperfections and errors that occur in their speech. Therefore, high demands are made on the speech of the teacher: richness and at the same time accuracy, logic; compliance with the age of children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional saturation, richness of intonations, slowness, sufficient volume; knowledge and observance of the rules of speech etiquette; correspondence of the words of the educator to his deeds.
One of the main means of speech development is training. This is a purposeful, systematic and systematic process in which, under the guidance of an educator, children master a certain range of speech skills and abilities. The role of teaching in mastering a child's native language was emphasized by K. D. Ushinsky, E. I. Tikheeva, A. P. Usova, E. A. Flerina and others. E. I. Tikheeva, the first of the followers of K. D. Ushinsky, used the term “teaching the native language” in relation to preschool children. She believed that "systematic training and methodical development of speech and language should underlie the entire system of education in kindergarten."
The most important form of organizing the teaching of speech and language in the methodology is considered to be special classes in which they set and purposefully solve certain tasks of the speech development of children.
Without special training sessions, it is impossible to ensure the speech development of children at the proper level. Learning in the classroom allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material in which children have difficulty mastering, develops those skills and abilities that are difficult to form in other activities.
Classes help to realize the possibilities of speech development in preschool childhood, the most favorable period for mastering the language.
In the classroom, in addition to the influence of the teacher on the speech of children, there is a mutual influence of the speech of children on each other.
Training in a team increases the overall level of their development.
In practice, integrative classes based on the principle of combining several types of children's activities and various means of speech development received a positive assessment. As a rule, they use different types of art, independent speech activity of the child and integrate them according to the thematic principle. For example: 1) reading a story about birds, 2) collective drawing of birds, and 3) telling children from drawings.
The development of speech is also carried out in organized educational activities in other sections of the kindergarten program. This is due to the very nature of speech activity. Mother tongue is a means of teaching others educational areas.
Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language, develops the figurativeness of speech.
Visual arts, music, theater are also used in the interests of the speech development of children. The emotional impact of works of art stimulates the assimilation of the language, causes a desire to share impressions.
For assimilation different material a combination of different means is required. For example, when learning lexical material, close to children, connected with everyday life, the direct communication of children with adults in everyday activities comes to the fore. In the course of this communication, adults direct the process of mastering the vocabulary by children. The skills of the correct use of words are refined and consolidated in a few classes that simultaneously perform the functions of verification and control.
When mastering material that is more distant from children or more complex, the leading one is educational activity in the classroom, appropriately combined with other activities.
In the practice of work of teachers of preschool educational institutions are used the following forms work by types of educational activities.
- regime moments
- joint activities of the teacher with children
- independent activity of children
- joint activities with the family.
The practical implementation of this system of work on the development of speech contributes to the formation of speech activity, the foundations of the child's communicative competence.

Literature:
1. Arushanova A.G. Speech and verbal communication of children: A book for kindergarten teachers. - M.: Mosaic-Synthesis, 2000. - 272 p.
2. Approximate program from birth to school according to GEF Ed. M.A. Vasilyeva, N.E. Veraksa, T.S. Komarova - M.: Mosaic-Synthesis, 2014 - S. 130 - 132.
3. Development of speech in preschool children / Ed. F. Sokhin. - M.: Enlightenment, 2001.
4. Say differently: Speech games, exercises, situations, scenarios / Ed. O.S. Ushakova. - Samara, 2001. - 10 p.

educational institution

Department of Practical Psychology and Defectology

Course work

on developmental psychology

Features of the development of speech of preschool children

Introduction

1 Speech and its functions

1.2 Periodization of speech development

1.3 The formation of speech in preschoolers

2.1 Speech examination methods

Conclusion

Appendix

Introduction

Speech is one of the most important properties of a person, the main tool of thinking and the main means of communication between people. A person's speech is an indicator of his intellect and culture. Psychologist N.I. Zhinkin believes that speech is a channel for the development of intellect. The earlier the language is mastered, the easier and more fully knowledge is acquired. The more accurately and figuratively the speech expresses the thought, the more significant the person as a person and the more valuable he is for society.

Speech, speech development is the central channel of the mental development of the child. The development of speech is closely connected with the formation of thinking and imagination of the child. "An extraordinary increase at the level of a person," - so the great Russian physiologist I.P. Pavlov called the human ability to speech and abstract thinking. Mastery of speech and its further formation are closely dependent on the physical and mental development of the child, on the state and characteristics of the development of his GNA. It has been established that children with cognitive impairments (c / o), as a rule, lag behind in speech development. Children are physically weak, often sick with various infectious diseases also often lag behind in speech development. Thus, the formation of speech cannot be considered in isolation from general development child. The study of speech and its development was of interest to many linguists (psycholinguists, sociolinguists, specialists in stylistics), physiologists, specialists in GNI, communication theory, philosophers, sociologists, and literary critics.

One of the first to study the importance of speech for the development of the child's psyche was the Soviet psychologist L.S. Vygotsky. Later, psychologists A.A. devoted a lot of research to this issue. Lyublinskaya, A.R. Luria, N.Kh. Shvachkin and others. They found that from the early stages of a child's development (already from the beginning of the second year of life), the word begins to influence the perception of the properties of objects, the formation of ideas about them, etc. The older the children, the stronger and brighter will be the influence of speech on all aspects of their mental activity. Of absolutely exceptional importance is speech in adapting the child to the requirements of human society, establishing contact with other children.

Every year, life makes ever higher demands not only on us, adults, but also on children, the amount of knowledge that needs to be transferred is steadily growing; moreover, teachers want the assimilation of this knowledge to be not mechanical, but meaningful.

In order to help children cope with the complex tasks that await them, you need to take care of the timely and complete design of their speech. This is the main condition for successful learning. Indeed, through the medium of speech, the development of abstract thinking takes place, with the help of words we express our thoughts.

The most important prerequisite improving the speech activity of preschoolers is to create an emotionally favorable situation that contributes to the emergence of a desire to actively participate in speech communication. With normal development in children of senior preschool age, independent speech reaches a fairly high level: in communicating with adults and peers, they show the ability to listen and understand addressed speech, maintain a dialogue, answer questions and ask them independently. The ability to compose simple but interesting stories in terms of semantic load and content, build phrases grammatically and phonetically correctly, arrange their content in a compositional way contributes to the mastery of monologue speech by children, which is of priority importance for the full preparation of the child for schooling. At preschool age, the child's vocabulary is constantly increasing, but its qualitative transformation is entirely mediated by the participation of adults.

The development of children's activities, the understanding of its various types by the child contributes to the development of speech functions. On the one hand, with the help of speech, the child seeks to formulate a task that would help find a way out of the difficulties that arise in activities, on the other hand, to plan activities. Moreover, if at an early preschool age speech accompanies a child's activity throughout its entire duration, then at an older preschool age it gradually concentrates on the function of planning the activity itself. This allowed experts to conclude that a new function of speech is formed in preschool age - intellectual (planning and regulating practical action). In general, the speech development of a preschooler undergoes the following changes:

It works in two directions:

a) social - its practical use is improved in the process of communication with adults and peers;

b) semantic (denoting, symbolic) - speech becomes the basis for the qualitative transformation of mental processes and turns into an instrument of thinking.

) goes through two successive stages:

a) passive possession of the word, when the child understands the speech addressed to him, but still does not know how to speak;

b) active use of speech.

The purpose of the course work is to study the directions of the speech development of a preschooler, the stages of speech activity, the features of the development of a preschooler's speech: the development of his vocabulary, coherent speech, grammatical structure. Based on the knowledge of the patterns of mental and individual development of the child, try to find the most effective methods to eliminate shortcomings, to select the appropriate practical material in order to be able to form the qualitative side of speech activity in the children I teach.

Methods: study of literature on the topic; the use of experimental techniques "Tell by the picture", "Name the words"; statistical processing of results.

The object is the features of the development of speech of preschool children (from 3 to 7 years).

Subject - the study of the lexical side of the speech of preschool children (3 to 7 years old)

development of speech and vocabulary;

development of speech communication (education of a sound culture of speech, enrichment, consolidation and activation of the dictionary, improvement of grammatically correct speech, the formation of colloquial (dialogical) speech, the development of coherent speech, the cultivation of interest in the artistic word, preparation for teaching literacy).

Theoretical foundations for studying the speech of preschool children (from 3 to 7 years old)

1 Speech and its functions

Speech is the main means of human communication. Without it, a person would not be able to receive and transmit a large amount of information, in particular, one that carries a large semantic load or fixes in itself something that cannot be perceived with the help of the senses (abstract concepts, not directly perceived phenomena, laws, rules, etc.). .P.). Without written language, a person would be deprived of the opportunity to learn how people of previous generations lived, thought and did. He would not have had the opportunity to communicate his thoughts and feelings to others. Thanks to speech as a means of communication, the individual consciousness of a person, not limited to personal experiences, is enriched by the experience of other people, and to a much greater extent. more than observation and other processes of non-verbal, direct cognition, carried out through the sense organs: perception, attention, imagination, memory and thinking. Through speech, the psychology and experience of one person become available to other people, enrich them, and contribute to their development. speech children preschool memory

According to its vital importance, speech has a multifunctional character. It is not only a means of communication, but also a means of thinking, a carrier of consciousness, memory, information (written texts), a means of controlling the behavior of other people and regulating a person’s own behavior. According to the set of its functions, speech is a polymorphic activity, i.e. in its various functional purposes, it is presented in different forms: external, internal, monologue, dialogue, written, oral, etc. Although all these forms of speech are interconnected, their vital purpose is not the same. External speech, for example, plays mainly the role of a means of communication, internal - a means of thinking. Written speech most often acts as a way of remembering information. The monologue serves the process of one-way, and the dialogue serves the two-way exchange of information.

It is important to distinguish language from speech. Their main difference is as follows. Language is a system of conditional symbols, with the help of which combinations of sounds are transmitted that have certain meanings and meanings for people. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. The language is the same for all people using it, speech is individually unique. Speech expresses the psychology of a single person or a community of people for whom these features of speech are characteristic, the language reflects the psychology of the people for whom it is native, and not only living people, but also all others who lived before and spoke given language.

Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws that are not related either to his psychology or his behavior.

The link between language and speech is the meaning of the word. It is expressed both in units of language and in units of speech.

At the same time, speech carries a certain meaning that characterizes the personality of the person who uses it. The meanings of the same words are different for different people, although the linguistic meanings may be the same.

The most important role of the word is that in its meaning it generally reflects the reality that exists outside and independently of individual human consciousness. Meaning reflects not only the objective, but also the subjective world. this person and purely individual. Speech, saturated with subjective semantic content, reflects the entire psychology of a person, and this circumstance is the basis for using speech in the system of personal psychodiagnostics.

The idea of them as concepts is directly connected with the meaning of words. What is a concept? Why is the assimilation of concepts by children given such great importance in training and education?

There are infinitely many different objects and phenomena in the world around us, and if we tried to call each of them a separate word, then the vocabulary that we would have to use would become almost boundless, and the language itself would become inaccessible to man. We simply could not use it as a means of communication.

Fortunately, the situation is such that we do not need to invent its own specific name, an independent word for each separately existing object or phenomenon. In our communication and thinking, we quite satisfactorily manage with a very limited number of them, and our vocabulary is much less than the number of objects and phenomena denoted by words. Each such word is a concept that refers not to one object or phenomenon, but to their whole class, distinguished by a combination of general and specific features. The same signs for the distinguished class of phenomena and objects act as essential ones, i.e. expressing their main qualities and properties, and not secondary about the volume and content of the concept. To know it means to be able to correctly indicate the scope and content of the corresponding concept.

Words-concepts allow us to generalize and deepen our knowledge about objects, going beyond the limits of direct experience, beyond what is given to us through the senses. The concept captures the essential and ignores the non-essential in objects and phenomena, it can develop by enriching its scope and content. New knowledge, therefore, can enter into the old system of concepts and be expressed with the help of already known words. In this regard, it is rarely necessary to invent completely new words in order to express newly acquired knowledge. Thanks to the conceptual structure of the language, we have the opportunity, with the help of a limited number of words, to designate an almost infinite number of phenomena and objects. This purpose, in particular, is served by polysemantic words and expressions. These are the majority of words that form the basis of modern developed languages. Using a very conditional analogy from the field of mathematics, one could say that the number of words in a language grows in arithmetic, and the amount of knowledge expressed with their help - in geometric progression.

Possessing a concept, we know a lot about an object or phenomenon. If we were shown some unfamiliar object and called it a known concept, then we automatically attribute to this object all those qualities, even if not yet really seen in it, that are contained in the content and volume of the corresponding concept.

Concepts also act as an important element of perception, attention, memory, and not just thinking and speech. It gives all these processes selectivity and depth. Using the concept to designate an object or phenomenon, we seem to automatically see in them (understand, imagine, perceive and remember them) more than is given to us directly through the senses. Turning to concepts, we significantly save the time of communication and thinking, reducing to a minimum the number of necessary words and maximum operations.

Of the many qualities and attributes of an object or phenomenon contained in a word-concept, the child at first assimilates only those that directly appear in his actions with the corresponding objects. In the future, as life experience is gained and enriched, he assimilates a deeper meaning of the corresponding concept, including those qualities of objects designated by him that are not directly perceived.

The process of forming a concept begins in a child long before mastering speech, but becomes truly active only when the child has sufficiently mastered speech as a means of communication and has developed his practical intellect.

Human speech can be abbreviated and expanded from both conceptual and linguistic points of view. In the expanded type of speech, the speaker uses all the possibilities of symbolic expression of meanings, meanings and their shades provided by the language. This type of speech is characterized by a large vocabulary and richness of grammatical forms, the frequent use of prepositions to express logical, temporal and spatial relationships, the use of impersonal and indefinite personal pronouns, the use of suitable concepts, clarifying adjectives and adverbs to indicate one or another specific state of affairs, more pronounced syntactic and grammatical structuring of statements, a polynomial subordination of the components of the sentence, indicating anticipatory planning of speech.

An abbreviated speech statement is sufficient for understanding among well-known people and in familiar surroundings. However, it makes it difficult to express and perceive more complex, abstract thoughts associated with subtle distinctions and differential analysis of hidden relationships. In the case of theoretical thinking, a person often uses expanded speech.

Consider the main psychological theories that explain the process of speech formation. One of them is learning theory. This theory states that imitation and reinforcement are the main mechanisms for the formation and development of human speech. It is assumed that the child has an innate need and ability to imitate, including the sounds of human speech. Receiving positive emotional reinforcement, imitation leads to the rapid assimilation of first the sounds of human speech, then phonemes, morphemes, words, utterances, the rules of their grammatical construction. Mastering speech, therefore, comes down to learning all its basic elements.

This theory, however, is not able to satisfactorily and fully explain the process of language acquisition, in particular the speed with which a child learns speech in early childhood. In addition, for the development of any abilities, including speech, inclinations are necessary, which in themselves cannot be acquired as a result of learning (at least before learning began). From the position of this theory, it is difficult to understand children's word creation, as well as those moments in the development of a child's speech that have no analogues in adults, i.e. things that you can't learn by imitation.

Experience shows that adults reinforce in a child not so much grammatically correct statements as smart and truthful, original and semantically accurate statements. With this in mind, within the framework of the theory of speech learning, it is difficult to explain the rapid formation of the correct grammar of speech statements in children.

The author of the following theory of speech development is N. Khomsky. He argues that in the human body and brain from birth there are some specific inclinations for the assimilation of speech in its main attributes. These inclinations mature at about one year of age and open up opportunities for the accelerated development of speech from one to three years of age. This age is called sensitive for the formation of speech. In a wider age range, it covers the period of a person's life from one year to puberty (meaning not only the acquisition of the language as a means of communication, but also its development at the conceptual level as a means of thinking). During this entire period of time, the development of speech usually occurs without complications, but outside of it, it is either difficult or impossible to learn the language. For this reason, adult immigrants learn a foreign language worse than their young children.

Another popular theory of language acquisition is called cognitive theory. According to her, the development of speech depends on the child's inherent ability to perceive and intellectually process information from birth. This, in particular, explains children's spontaneous word creation. It is assumed that speech development depends on the development of thinking, and not vice versa (J. Piaget). It has been established - and this is one of the main starting points of this theory - that the first statements of babies usually refer to what they already understand. Children, moreover, usually talk about what is interesting to them. Therefore, the development of speech is also influenced by the motivation of the child.

The development of speech can also be considered from psycholinguistic positions (Fig. 55) in terms of the formation of an increasingly perfect structure of speech. From this point of view, the process of speech development is a continuously and cyclically repeated transitions from thought to word and from word to thought, which become more and more conscious and rich in content. Initially, thought is formed in words, which simultaneously acts as both a phrase and a sentence, without further linguistically subtle articulation. The same poverty of forms and variations is characteristic of the reverse process of movement from word to thought. Then this process unfolds vertically (as shown in Fig. 55) and horizontally. The last movement is characterized by the expansion of the possibilities of representing thoughts in words at different levels. For example, at the level of a sentence and a phrase, the same thought can be expressed differently by people with rich speech. Assimilation of speech by a child begins with the selection of speech signals from the totality of sound stimuli. Then, in his perception, these signals are combined into morphemes, words, sentences, phrases. On the basis of them, a coherent, meaningful external speech is formed that serves communication and thinking. The process of translating thoughts into words goes in the opposite direction.

2 Periodization of speech development (standards of speech development)

Speech in its development goes through certain stages: expressive-mimic, subject-effective and speech.

By the end of the first month, expressive-mimic means of communication are clearly manifested. By the nature of the crying of the baby, one can understand some of his desires. From two months, communication is established with the help of a glance and the first facial movements, then the child begins to smile and wave his arms. The cry becomes more and more intoned, expressive.

At 3-4 months, selective attention to the speech of others begins to form. The child begins to recognize the voice of the mother (or a loved one). The first active attempts to repeat individual elements of adult speech appear. Gradually, not only intonations become diverse, but the sounds themselves become more complex, a hum appears. By the end of the 4th month, the baby reproduces such a variety of sounds that are not found in more than one language. During this period of development, the child develops a communicative need: interest in an adult, emotional attitude to him. The situational-personal form of communication has an impact on the further development of the child.

Reasons for concern: does not respond to sounds, does not turn his head towards an adult, not enough intonational expressiveness, unmodulated cry, no preparatory groaning before crying, monotonous humming, lack of laughter, selective attention to the speech of others is not formed.

10 months. The second half of infancy is a change in the child's attitude to the world around him. He begins a period of active interest. The child now not only communicates with adults, but also begins to explore the various objects around him. In the process of joint activity of an adult and a child, object-effective means of communication begin to form. In the babbling of a child of 6-7 months, the first specific intonational features of the surrounding language are already manifested. Rhythmic repetitions of syllables appear: hey-ya, ba-ba, uncle-dya, a-tyat, etc. This is how the imitative imitation of sounding speech is laid and formed: tone, rhythm, tempo, melody, intonation. With the development of verbal speech, these components will obey the word, phrase. Develop the ability not only to hear sounds, but also to perceive sounding speech. At 7-8 months, the child understands many words, recognizes the names of some objects, in which he is shown. Reasons for concern: absence or rudimentary babble (no reflected babble), failure to follow simple verbal commands, lack of imitative play actions.

12 months. By the end of the first year of life, a child in an emotionally significant situation begins to express his desires, intentions by speech means, for example: on, give, there, mom, dad, woman, bang, av-av, bi-bi, etc. Moreover, with the same sounding words, the child means various concepts: "give" - take, give, an invitation to play, etc.

Reasons for concern: does not respond to his name, lack of babble. After a year, the development of speech proceeds rapidly. The child pronounces more and more meaningful sound combinations, words consisting of one or two syllables. The meaning of words still varies depending on the situation and the emotions experienced by the child. The language of facial expressions and gestures begins to gradually fade away. One-year-old children understand the meaning of many words, by the age of one and a half they can show some parts of the body, follow simple instructions, understand the content of simple stories from plot pictures. By the age of 1.5, the child's independent speech contains about 20 words, at 2 years - 50 words. At 1.5 - 2 years, sentences consisting of 2-3 words appear. It is characteristic that most phrases are pronounced in the affirmative form. The kid understands and correctly follows the two-step instruction ("go to the kitchen and bring a cup"), correctly uses the pronouns I, you, me. By the age of two, the child already learns the sounds: p, b, m, f, c, t, d, n, k, g, x. Whistling sounds (s, z, c), hissing (w, w, h, u) and sonorous (r, l) he usually skips or replaces.

In the third year of life, children look at pictures in books, listen to stories (5-10 minutes). They not only increase the stock of commonly used words, but also have a desire for word creation - new words are invented. By the age of 3, there is a need for independence, the desire to act independently of adults, and self-esteem develops. This is reflected in speech behavior, in the choice of lexical and emotional-expressive means. The child begins to talk about himself in the first person. By this time, the child's active vocabulary includes up to 1500 words. Instead of a simple two-syllable phrase, he begins to use extended sentences of five to eight words, mastered the plural of nouns and verbs. The child says his name, gender, age; understands the meaning of simple prepositions - performs tasks such as "put the cube under the cup", "put the cube in the box", uses simple prepositions and conjunctions in the sentence because, if, when. The child understands what they read short stories and fairy tales based on pictures and without it, can evaluate their own and other people's pronunciation, asks questions about the meaning of words. With the mastery of phrasal speech, the assimilation of the grammatical system of the language is improved. By the age of three, the child uses all parts of speech in speech and builds complete grammatical sentences. There are characteristic signs of speech generalization. Reasons for concern: a persistent and long-term absence of speech imitation of words new to the child. When this phenomenon occurs, the child for the most part instead of the whole word, it reproduces a part of it or distorts it using amorphous words. For example: "girl" - deck, "buy" - pike, "bread" - peha. From the accumulated words, the child does not build sentences. There are no verbs in his speech yet. The grammatical design of the sentences is grossly distorted, for example, instead of "I don't want" - Anya wants no. During speech, the tip of the tongue protrudes between the teeth. Sounds are pronounced with "squishing", have a nasal connotation.

At 4 years old, the phrases spoken by the child already include sentences consisting of 5-6 words. There are compound and complex sentences, prepositions are used for, before, instead of, unions what, where, how much. At the same age, they begin to accompany their game with speech. Vocabulary reaches 2000 words by the age of 4, including words denoting temporal and spatial concepts. By the age of 5, the child has fully mastered the everyday vocabulary. His vocabulary is enriched with synonyms, antonyms. The child's vocabulary increases to 2500 - 3000. He actively uses generalizing words ("clothing", "vegetables", "animals", etc.), calls wide circle objects and phenomena of the surrounding reality. In words, there are no longer gaps, permutations of sounds and syllables; the only exceptions are some difficult unfamiliar words (excavator). All parts of speech are used in the sentence. The child masters all the sounds of the native language and uses them correctly in speech.

At 4.5 - 5 years, the formation of the phonetic system of the native language ends, which to a large extent prepares for mastering the written language. By the end of the 5th year, the child's statement begins to resemble a short story in form. By the age of 6, the meaning of derivative words is mastered in word-formation activity, the intensity of word creation decreases, operations of self-control and a critical attitude to one's speech are formed.

Reasons for concern: the everyday vocabulary is limited, it cannot or finds it difficult to group and name objects, actions, signs on a generalizing basis, in a word, such as vegetables, fruits, trees, etc.; finds it difficult to replace the word with a synonym, such as dog - dog, dirty - dirty, look - look; pick up an antonym for the word, such as sugar - salt, cold - hot, smiles - frown; not active in verbal communication, etc.; the child pronounces sounds incorrectly, distorts syllabic structure words, can not coherently tell about the events.

By the age of 7, the child's vocabulary increases to 3500 words, it actively accumulates figurative words and expressions, stable phrases (neither light nor dawn, in haste, etc.). Digested grammar rules changing words and putting them together in a sentence. During this period, the child actively observes the phenomena of the language: he tries to explain words based on their meaning, reflects on the gender of nouns. Thus, linguistic and speech attention, memory, logical thinking and other psychological prerequisites for the further development of the child, his successful schooling develop.

3 The formation of speech in preschoolers

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

The transition from the situational-business form, characteristic of the pre-preschooler, to the extra-situational-cognitive, and then to the extra-situational-personal form imposes certain requirements on the speech of children and stimulates them to master such aspects of it that are necessary and sufficient for solving the communicative tasks facing the child. The speech of a preschooler acquires the functions of establishing social contacts and planning, the implementation of which is provided by monologic contextual speech and the form of inner speech. An important direction in the development of the speech of preschoolers is its transformation into an instrument of thinking.

GRAMMATIC DEVELOPMENT OF SPEECH

Grammar section At the age of children 3 - 4 years old 4 - 5 years old 5 - 6 years old 6 - 7 years old Morphology They agree on words in gender, number, case, use nouns with prepositions: in, on, under, for Improves the ability to use prepositions correctly. They use forms of the imperative mood of verbs: want, run, go, lie. The ability to coordinate nouns with numerals, adjectives in a sentence is improved; the ability to use indeclinable nouns is formed. The ability to coordinate nouns with numerals, adjectives and pronouns with nouns is consolidated. Word formation Use nouns in the form of units. and many others. hours, denoting animals and their cubs; use the plural form. number of nouns in gender. case (ribbons, apples, hands) form the plural form. the number of nouns denoting the cubs of animals (by analogy), use them after them., genus. cases (kittens-kittens), correctly use the plural form. h. n. nouns Form a plural form. number of nouns denoting baby animals, single-root words (according to the pattern) Form (according to the pattern) nouns with suffixes, verbs with prefixes, comparative and superlative degrees of adjectives. The ability to form single-root words is being improved Syntax Use sentences with homogeneous nouns, learn to correctly agree words in a sentence Correctly agree words in a sentence, learn to use the simplest types of compound and complex sentences Continue to learn to make simple, complex sentences, learn to use direct and indirect speech Use a variety of speech in speech syntactic constructions and types of offers

DEVELOPMENT OF CONNECTED SPEECH

3-4 years old 4-5 years old 5-6 years old 6-7 years old Answer questions of an adult in one word when looking at objects, paintings, illustrations; repeat after an adult a story of 3-4 sentences, composed about a toy or according to the content of the picture; participate in the dramatization of passages from familiar fairy tales. They retell short stories and fairy tales, familiar and read again, compose short stories about the subject according to the content of the plot picture, and dialogic speech is improved. They maintain a conversation: they ask questions correctly in form and content, answer the questions posed. Dialogic and monologue speech is being improved. Maintain a relaxed conversation, ask questions, answer them correctly. The ability to coherently, consistently predict small literary works without the help of an adult develops, independently compose short stories about an object, from a picture, from a set of pictures, according to a plan, a model, from personal and collective experience, conveying well-known events; short stories of a creative nature Dialogic and monologue speech is being improved. The ability to answer questions and ask them is consolidated, a culture of verbal communication is formed. The child independently, expressively, without repetition conveys the content of literary texts, using various means of expression. Further development is the ability to compose stories about the subject (according to a plan drawn up collectively and proposed by adults), according to a picture, a series of plot pictures, the ability to compose short stories from personal experience, stories of a creative nature and short fairy tales

VOCABULARY DEVELOPMENT

3-4 years 4-5 years 5-6 years 6-7 years Distinguish and name parts of objects, their qualities (size, color, shape, material), some objects similar in purpose (shoes), understand generalizing words: toys, clothes, shoes , dishes, furniture Use nouns denoting professions; verbs denoting labor actions; determine and name the location of the object (left, right, between, near, next to), time of day, characterize the state and mood of people; uses nouns denoting the names of parts and details of objects; adjectives denoting properties; the most common verbs, adverbs, prepositions Use nouns denoting the names of professions; adjectives denoting signs of objects; adverbs characterizing the attitude of people to work; verbs characterizing the labor activity of people; words with a similar meaning, with a generalizing meaning. Adjectives, nouns, verbs, adverbs, prepositions are used correctly and accurately in meaning. The stock of words denoting the names of objects, actions, signs is expanding. Synonyms, antonyms, nouns with a generalizing meaning are used in speech. Use different parts of speech exactly according to the meaning

2. Studying the speech of preschool children (from 3 to 7 years old)

1 Speech examination methods

Purpose: to determine the active vocabulary of the child. If he is from 3 to 4 years old, then the child is shown a series of pictures presented in fig. 27 and fig. 28. If the age of the child is from 4 to 5 years, then he receives the pictures shown in fig. 29 and fig. 30. Next, the child is given 2 minutes to carefully examine these pictures. If he is distracted or cannot understand what is shown in the picture, then the experimenter explains and specifically draws his attention to this.

After the examination of the picture is completed, the child is offered to tell what he saw on it. Each picture is given 2 minutes to tell.

A psychologist conducting a study using this technique records the results in a table (Table 1), which notes the presence and frequency of the child's use of various parts of speech, grammatical forms and structures.

Evaluation of results

10 points - all 10 speech fragments included in the table are found in the child's speech. 8-9 points - 8-9 of the speech fragments included in the table are found in the child's speech. 6-7 points - 6-7 of the speech fragments contained in the table are found in the child's speech fragments of speech. 4-5 points - in the child's speech there are only 4-5 out of 10 fragments of speech included in the table. 2-3 points - in the speech of the child there are 2-3 of the fragments of speech included in the table. 0-1 point - in speech the child has no more than one fragment of speech from those included in the table.

Conclusions about the level of development

scores are very high.

9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Table 1 Scheme for recording the results of the study according to the "Tell by the picture" method.

No. Fragments of speech recorded during the study. Frequency of use1 2 3 4 5 6 7 8 9 10 Nouns Verbs Adjectives in the usual form Adjectives in the comparative degree Adjectives in the superlative degree

Purpose: to determine the stock of words that are stored in the active memory of the child. The experimenter calls the child a certain word from the corresponding group and asks him to independently list other words belonging to the same group.

1. Animals.

2. Plants.

.Item colors.

.Shapes of objects.

.Human actions.

If the child himself finds it difficult to start listing the necessary words, then the adult helps him by naming the first word from this group and asks the child to continue listing.

Evaluation of results

10 points - the child named 40 or more different words belonging to all groups. 8-9 points - the child named from 35 to 39 different words belonging to different groups. 6-7 points - the child named from 30 to 34 various words associated with different groups. 4-5 points - the child named from 25 to 29 different words from different groups. 2-3 points - the child named from 20 to 24 different words associated with different groups. 0-1 point - the child for everything time named no more than 19 words.

Conclusions about the level of development

scores are very high.

9 points - high.

7 points - average.

3 points - low.

1 point - very low.

2 Analysis of children's speech

The purpose of the study is to study the lexical side of the speech of preschool children aged 5 years.

examination of the state of the passive and active vocabulary;

study of connected speech;

study of the ability to correctly coordinate parts of speech.

The object of the study is the pupils of kindergarten No. 9 "Lesovichok" of JSC "Mozyrdrev" at the age of five.

The group consists of 20 people, including 11 boys and 9 girls. Education in this group is carried out according to the "Praleska" program using elements of environmental education methodologies. The children in the group are sociable, they reacted with interest and great desire to the request to help us. The children told us about their group, about the houseplants they take care of, about what they do in the group. When examining the speech of these children, we used the following methods: "Name the words" and "Tell by the picture." The essence of the "Name the words" technique is as follows: we called the child a word from the corresponding group and asked him to independently list other words belonging to the same group.

The naming of each of the following groups of words is given 20 seconds, and in general, 160 seconds to complete the entire task.

9. Animals.

10. Plants.

.Item colors.

.Shapes of objects.

.Other signs of objects, except for shape and color.

.Human actions.

.How a person performs an action.

.The quality of human actions.

If the child himself found it difficult to start listing the necessary words, then we helped him by naming the first word from this group, and asked the child to continue listing.

According to the first group of words (animals), out of 20 children surveyed, 17 (85%) named a bear, 16 (80%) a fox, 13 (65%) a wolf, a cat, 12 (60%) a dog, 8 (40%) squirrel, 11 (55%) - bunny, 5 (25%) - pig, 3 (15%) - deer, goat, rooster, lion, horse, bison. Mole, tiger - 2 (10%). Other animals (mouse, rhinoceros, elephant, hedgehog, elk, fish, turtle, sheep, woodpecker, crocodile) - only 5%. This is explained by the following: already in the "Kids" group (3-4 years old), children get to know the animals of the immediate environment: domestic (cat, cow, dog) and wild (fox, bear, wolf, bunny, squirrel). In the "Why" group (4-5 years of age), children's knowledge of natural communities(forest, meadow, pond) (children should know 3-4 typical inhabitants). Children clarify and enrich their ideas about who lives in cold and hot places. That is why in the speech of children in this group (animals) there are words: elephant, rhinoceros, monkey, tiger, lion, crocodile, turtle, snake, bison). The teacher helps to enrich the knowledge of children about who lives in the forests, meadows, reservoirs of Belarus, using the "Zoological Lotto", cubes " Animal world Earth".

In the concept of "Plants" (the second group), the children included the following subgroups: trees, shrubs, herbs; flowers; vegetables, fruits, berries. In this group, children most often named birch - 10 (50%), plum - 10 (50%), apple pear cherry - 7 each (35%); among flowers: rose - 8 (40%), chamomile - 7 (35%), dandelion - 6 (30%); banana orange - 2 (10%), bluebell, aster, strawberry - 1 (5%).

In the third group (colors of objects), children mainly named the main colors: red - 19 people (95%), yellow - 18 (90%), blue, green - 15 (75%); contrasting colors: white - 15 people (75%), black - 13 (65%). The children named colors close in tone: blue - 10 people (15%), orange - 11 people (55%). The children called figurative names of flowers: cherry - 1 (5%), light green - 1 (5%), pink - 4 (20%), lilac - 1 (5%), burgundy - 3 (15%).

According to the fourth group (shapes of objects), all children named planar geometric shapes: a circle - 20 people (100%), a rectangle - 18 people (90%), an oval - 17 (85%), a triangle - 16 (80%), a square - 14 (70%), rhombus - 2 (10%). Two people named generalized concepts: polygon, quadrilateral.

In the fifth group (other features of objects, except for shape and color), children in the active vocabulary most often used the following features of objects: size, size (low - 8 people (40%), high - 7 (35%), wide - 8 (40 %), narrow - 8 (40%)); material: wooden - 5 people (25%), rubber - 4 (20%). Children use other signs of objects less often: soft, hard - 1 person (5%), durable - 1 (5%). However, in the passive dictionary, when considering the book "Properties of Objects", the children named the following properties: fragile - strong, soft - hard, full - thin, hot - cold, loud - quiet, etc.

According to the sixth group (human actions), children named the most common actions performed by them and the people of their immediate environment (parents, caregivers): sleeping - 12 people (60%), sitting - 11 (55%), walking - 10 (50%) , watching (TV) - 10 (50%), running - 6 (30%), working, screaming, cooking - 4 (20%), lying down - 8 (40%), eating - 7 (35%), reading - 5 (25%). The most abstract concepts appear in children: engage in - 3 (15%), breathe - 1 (5%), rest - 1 (5%), count - 1 (5%), laugh - 1 (5%).

In the seventh group (ways of performing actions by a person), children named the following ways of performing actions by a person: fast - 10 people (50%), slowly - 8 people (40%). Children did not operate with other, more abstract concepts.

In the eighth group (quality of performing actions), the children named the following qualities: neat - 10 people (50%), good, beautiful, clean - 2 people each (10%), dirty, bad - 1 person (5%).

As a result of the study conducted by us, it was found that children are well versed in the concepts of animals, plants, colors, shapes of objects, human actions. Difficulties in children were caused by the names of such groups of words as: other signs of objects, except for shape and color, ways of performing actions by a person, quality of actions performed by a person. This is explained by the visual-effective and visual-figurative thinking preschoolers. Therefore, preschool children master the names of visually presented or accessible phenomena, qualities, properties and relationships. For the same reason, there are no abstract concepts in the dictionary of a preschooler.

Very high and high levels of speech development in children are obtained as a result of a large amount of knowledge in groups of animals, plants, colors and shapes of objects, human actions.

As a result of the study, we received the following results, presented in diagram No. 1.

Diagram #1. Percentage the level of speech development of five-year-old children.

Very tall

Tall

Middle

Very low

Having considered the diagram above, we can conclude that 50% of the children in the group have high and very high levels of development according to this method. Of the 35% of children with an average level of development, 2 people (10%) are approaching a high level of development. With children of a very low and low level of development, individually corrective work is carried out, which is reflected in perspective plans educational and educational work and data records.

The essence of the technique "Tell by the picture" is as follows: we offered the child to consider a series of pictures presented in Fig. 29. Next, the child was given 2 minutes. so that he carefully examined this picture. After the child examined the picture, they were asked to tell about what he saw on it. Another 2 minutes were allotted for the story based on the picture.

Question "What is this picture about?" prompted the child to give an interpretation of the plot. The children made connections between the pictures, explained the content of the picture.

Below are a few examples of children's stories.

No. Fragments of speech recorded in the process of research. Frequency of use1 2 3 4 5 6 7 8 9 10 4 2

Nevmerzhitskaya Evgeniya

Evening came. The boy played with blocks. Then my mother said: "Son, let's go to bed." Mom took him in her arms and carried him to bed. He was crying very loudly, and his mother sat down next to him and read him a fairy tale. The little boy closed his eyes. Mom lay down next to him. Mom fell asleep right away. The boy quietly got up and went to play.

No. Fragments of speech recorded during the study. Frequency of use1 2 3 4 5 6 7 8 9 10 5 1

Burenok Valeria

It was 7 o'clock. Mom came to her son: "Son, let's go to bed." And he didn't want to sleep. Mom took him in her arms, carried him into the room and laid him in the crib. He cried. Mom came and read him a fairy tale. I read and read, lay down next to me and fell asleep myself. And the baby got out of the crib and plays, and the mother sleeps.

No. Fragments of speech recorded during the research. Frequency of use1 2 3 4 5 6 7 8 9 10 3 1

Sigay Andrey

The child played with blocks. Mom came and said: "It's time to go to bed." She took him in her arms and carried him to sleep. The baby was sitting in the crib and crying very loudly. Mom decided for him an interesting fairy tale read. She read and read, got tired and fell asleep herself. The kid quietly got out and went for a walk. And my mother was sleeping.

No. Fragments of speech recorded during the study. Frequency of use1 2 3 4 5 6 7 8 9 10 5 3

Kolosova Masha

The boy was playing. Mom came: "It's already night." And mom took him in her arms and put him to sleep. He was crying, he didn't want to sleep. Then my mother read a fairy tale. Mom went to bed next to the boy. She fell asleep, and the boy quietly got out of the bed. Mom was sleeping, and the boy was playing with blocks.

The perception of a series of plot pictures was complete, since the plot was close and understandable to the children. From the above stories, it can be seen that children can compose short stories based on a series of plot tasks. We see that at this age, children are already able to independently reveal the content of the picture, if it depicts objects that are familiar to him. But when compiling a story from a picture, children still often concentrate their attention mainly on the main details, secondary, less important ones are often omitted. Most often, children express their thoughts in simple common sentences, but their structure becomes more complicated, sentences appear with homogeneous members direct speech. The structure of complex and complex sentences is changing. AT compound sentences the union not appears, which is not used in the speech of young children. For the first time in middle preschool age, children use homogeneous additions and generalizing words in speech. Some children are able to determine the time of day shown in the picture, most are able to characterize the state, mood of people. Use the most common verbs, adverbs and prepositions, use them correctly and accurately in meaning. Children correctly agree on the words in the sentence.

Comparing the use of different parts of speech by boys and girls, we came to the conclusion that there are no significant differences between them (Table 1).

Table number 1. The percentage of different parts of speech in the vocabulary of boys and girls.

Parts of speech boys girls Nouns Verbs Adverbs Adjectives Pronouns 25.5 36.2 6.2 0.3 1228.6 34.3 6.6 0.2 8.5

Examples of the obtained results of fragments of speech recorded in the process of research.

Sigay Andrey Nevmerzhitskaya Evgenia

Nouns Verbs Adjectives Adverbs Pronouns Conjunctions Prepositions10 29 1 3 4 6 317.8% 51.8% 1.7% 5.3% 7.1% 10.7% 5.3%Nouns Verbs Adjectives Adverbs Pronouns Conjunctions Prepositions14 16 1 7 5 4 429.7% 34% 2.1% 14.8% 10.6% 8.5% 8.5%

We see that the parts of speech in the vocabulary of five-year-old children are presented differently. According to our research, nouns make up 27%, verbs - 35%, pronouns - 10%, adverbs - 6.4%, adjectives - only 0.25%, conjunctions - 12.2%, prepositions - 8%, complex sentences - 3.2%. All these data can be presented in the form of a diagram (Diagram No. 2).

Diagram #2. Percentage of fragments of speech in the active vocabulary of the age of five.

Among the characteristic features of the speech of the age of five, we noted its "verbalness". Most often, children use verbs related to movement (walks, lies) and activities (plays).

As a result of the experiment, we came to the conclusion that children of this age are increasingly seized by a cognitive need. They are increasingly persistent, especially in the fifth year of life, seeking to get an answer to their "what?", "Where?", "When?", "Why?", "How?". Partially, this need is satisfied in communication with others (primarily with adults). In the process of cognitive and practical activities, "why-why" explore the environment. Steps into this new world are like a journey of a discoverer into the world of birds, animals, insects, plants, humans…

On the one hand, the volume expands and accurate, clear knowledge about the world around us deepens. At the same time, in the process of cognitive, mental activity, a second group of knowledge arises, which is not yet entirely clear, incomplete, hypothetical. This could be traced by conducting research using the "Name the words" and "Tell the picture" methods. Therefore, one of the most important tasks of the educator is to support and stimulate the cognitive motives of the child, his independence, active attitude to the surrounding reality and ways to study it. This requires the creation of favorable conditions for active cognitive activity (experimentation, etc.). Only a child with a rich vocabulary can develop correct grammatical speech. The task of the educator is to optimize the process of speech development and vocabulary enrichment as much as possible.

Conclusion

The development of children's speech and vocabulary, mastery of the riches of the native language is one of the main elements in the formation of personality, the development of the developed values of national culture, is closely related to the mental, moral, aesthetic development, is a priority in the language education and training of preschoolers. Almost all personal qualities: tastes, habits, character, temperament are laid down in a person in childhood. And speech plays a significant role in the formation of personality. Mastering the native language as a means and way of communication and cognition is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive: if a certain level of mastery of the native language is not achieved by the age of 5-6, then this path, as a rule, cannot be successfully completed at later age stages.

Using various methods of teaching speech development and vocabulary enrichment, you can achieve more tangible results than using template techniques. Children are interested in changing activities and therefore the process of mastering knowledge will proceed more interestingly, lively and without fatigue of preschoolers. Having developed speech, the child will be more ready for school. It will be easier to perceive the knowledge transferred to him by teachers, there will be fewer problems when communicating with peers, answers at the blackboard. Based on the above, we can conclude that the child's vocabulary is the basis for the development of children's speech.

After studying the literature on the topic and doing some research, we came to the conclusion that in the fourth year of life, children notice a noticeable improvement in pronunciation, speech becomes more distinct. Children know and correctly name objects of the immediate environment: the names of toys, dishes, clothes and furniture. Shire begins to use, in addition to nouns and verbs, other parts of speech: adjectives, adverbs, prepositions. The beginnings of monologue speech appear. In speech, simple, but already common sentences predominate; children use compound and complex sentences, but very rarely. The initiative to communicate more and more often comes from the child. Four-year-old children cannot independently isolate sounds in a word, but they easily notice inaccuracies in the sound of words in the speech of their peers. The speech of children is mainly situational in nature, it is often insufficient in vocabulary and completely in grammatical terms, and in terms of pronunciation it is still insufficiently pure and correct.

By the age of five, there is a sharp improvement in the pronunciation of children's speech, most of them complete the process of mastering sounds. Speech as a whole becomes cleaner, more distinct. The speech activity of children is increasing, they are increasingly asking questions to adults. Children begin to master monologue speech.

The growth of the active vocabulary, the use of sentences more complex structure(five-year-olds can use sentences of 10 or more words) are often one of the reasons for the increase in grammatical errors. Children begin to pay attention to the sound design of words, to indicate the presence of a familiar sound in words.

By the end of the sixth year, the child reaches a fairly high level in speech development. He correctly pronounces all the sounds of his native language, clearly and distinctly reproduces words, has the vocabulary necessary for free communication, correctly uses many grammatical forms and categories, his statements become more meaningful, expressive and accurate.

Summing up all that has been said, we have identified the main features of the development of speech in preschool age:

speech breaks away from a specific situation, loses its situationality, turning into universal remedy communication;

connected forms of speech appear, its expressiveness increases;

the child comprehends the laws of the native language in the process of actions with the word;

the child learns to express his thoughts coherently, logically, reasoning turns into a way to solve intellectual problems, and speech becomes a tool of thinking and a means of cognition, intellectualization of cognitive processes;

the regulatory function of speech develops, which is expressed in the understanding of literary works, subordination to the instructions of an adult;

the planning function of speech develops when it begins to precede the solution of practical and intellectual problems;

there is a sound function of speech, the allocation of a word as an abstract unit, the ability to make a word an object of knowledge and master written speech;

there is an understanding of the forms of language activity;

speech becomes a special type of voluntary activity, a conscious attitude towards it is formed;

speech turns into a special activity that has its own forms: listening, conversation, reasoning and stories;

the process of phonemic development is completed: the child correctly hears and pronounces sounds;

preconditions for acquiring literacy.

By the time the child enters school, he masters the correct sound design of words, pronounces them clearly and clearly, has a certain vocabulary, mostly grammatically correct speech: builds sentences of various constructions, coordinates words in gender, number, case, accurately conjugates frequently used verbs ; freely uses monologue speech: he is able to tell about the events he experienced, retell the content of a fairy tale, stories, describe the surrounding objects, reveal the content of the picture, some phenomena of the surrounding reality. All this makes it possible for the child to successfully master the program material when entering school.

At preschool age, naturally, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, grammatically correct. The enrichment of the dictionary, the development of grammatically correct speech, the improvement of the ability to express one's thoughts with the help of speech, to convey the content of a work of art in an interesting and expressive way will continue in school years, throughout life.

Speech is a complex function, and its development depends on many factors. The influence of others plays a big role here - the child learns to speak on the example of the speech of parents, teachers, friends. Surrounding should help the child in the formation of the correct, clear speech. Therefore, the following cultural and methodological requirements:

The speech of educators must be absolutely literate, literary. First of all, you should understand the peculiarities of your speech, take into account its mistakes and errors, fight them through constant self-control and improve your language. This is facilitated by communication with people who have perfect speech, listening to artistic reading performed by masters of the artistic word and independent careful reading fiction.

The culture of speech and its ethics require special attention. The speech of the educator in form and tone should always be cultured, impeccably polite.

The structure of speech should be coordinated with the age of the children. The younger the child, the simpler the syntactic structure of the speech addressed to him should be: the sentences should be short and simple. With long complex sentences, children do not catch the main meaning.

Accuracy, clarity, simplicity of speech require special attention. Accuracy of perception, distinctness of understanding, and, consequently, thinking depend on the accuracy of speech. In this sense, the language of people is replete with errors. We often use words for other purposes: we called a child seat a high chair, a window a window, a brick a cube, we suggest that children put on shoes or hats, but they should be put on, etc. This harms the attention of children, the accuracy and clarity of their perceptions, impoverishes the vocabulary and perverts the language.

It is unacceptable to include children's words, sometimes so cute and funny, in your speech. This slows down the process of mastering the child. correct speech.

You need to regulate the pace of your speech. It is difficult even for an adult to follow the content of too fast speech, and a child is completely incapable of this. Not understanding the meaning of the flowing streams of words, he simply stops listening. Unacceptable, of course, is too slow, drawn out speech, it bothers, unnerves.

You should regulate the strength of your voice, speak as loudly or quietly as required by the conditions of the moment and the content of the speech. Quiet, whispering speech, children do not hear, do not catch its content. They are unable to listen. Loud speech, turning into a cry, is adopted by children as a manner of speech unusually quickly. What happens? Children are shouting, adults are shouting over them, and words and their content are in the established uproar.

We cannot impose artistry requirements on the teacher’s speech, but his speech should be emotional, as figurative as possible, expressive and reflect that interest, that love for the child, the presence of which is necessary for every teacher.

Teachers must possess methodological skills, knowledge of the techniques necessary to exert an appropriate influence on the speech of children, and the ability to apply them in all cases of communication with children.

Persons with pronounced and faulty speech deficiencies should not lead the development of children's speech.

List of used literature

Belobrykina O.A. Speech and communication. - Yaroslavl: "Academy of Development", "Academy K0", 1998. - 240 p.

Bogoyavlensky D.N. Psychology of mastering spelling. - M., 1966. - p. 196.

Vygotsky L.S. Selected psychological studies. - M., 1956

Gvozdev A.N. Formation of the grammatical structure of the Russian language in a child. - M., 1949 - h. 1.2 - p. 190.

Ivanova S.F. Speech hearing and culture of speech. - M., 1970.

Kolominsky Ya.L. Child psychology. Minsk: Universitetskoe, 1988

Koltsova M.M. The child is learning to speak. - M., "Soviet Russia", 1973

Linchenko N. New colors of "Rainbow" // Preschool education. 2003 №16

Maksakov A.M. Does your child say correctly - M .: "Enlightenment"

Markova A.K. Periodization of speech development // Questions of psychology

Nemov R.S. Psychology. Volume 1,2,3. - M.: Vlados, 2001.

Russian language. Encyclopedia / Ed. F.P. Owl. - M: "Soviet Encyclopedia", 1979.

Savelyeva T.M., Elensky N.T. The gift of words: We speak Russian ... Gavory pa-Belarusian ... - Mn., 1986

Solovyova O.I. Methods of speech development and teaching the native language in kindergarten. 3rd ed. M., 1966, p. 50-51

Sokhin F. A. Speech awareness by preschoolers and preparation for teaching literacy. Voprosy psihologii. 1974 #1

Tiheeva E.I. The development of children's speech. -M.: Enlightenment, 1981.-159s.

Uruntaeva G.A. "Preschool psychology", 2001.-336 p.

Fomicheva M.F. Teaching children the correct pronunciation. - M.: "Enlightenment", 1966.

Elkonin D.B. Speech development // Psychology of preschool age

Appendix

FULL NAME. child

Method "Name the words"

Bear, fox, hare, elk, deer, pig, cow, goat, horse, cat, dog;

Oak, pine, maple, birch, mountain ash, chamomile, rose, sunflower;

White, green, red, blue, yellow, blue, burgundy, orange, pink, black, brown;

4.circle, square, rectangle, triangle, oval;

Wide, narrow, low, high, big, small;

Runs, swims, cooks, sleeps, watches (TV), sits, stands, walks;

Fast slow;

Carefully.

Method "Tell by picture"

No. Fragments of speech recorded during the research. Frequency of use1 2 3 4 5 6 7 8 9 10 10 4 Scheme for recording the results of the study.

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Municipal Preschool educational institution kindergarten No. 5 "Lesovichok" of the combined type of the urban district of the city of Bui, Kostroma region

"Speech development of preschool children"

Prepared by: speech pathologist

Abyzova Tatyana Anatolyevna

1. Theoretical foundations of the program and methodology for the development of speech of preschoolers.

The problem of the development of the speech of preschool children is complex, since it is based on data not only from psychology and pedagogy, but also general linguistics, sociolinguistics, and psycholinguistics.

The works of representatives of different areas of science clearly prove how great the role of properly organized communication is in speech development. An integrated approach to the development of speech and speech communication in kindergarten (an adult with children and children with each other both in class and outside of class) provides for a significant increase and enrichment of the opportunities for participation in speech communication of each child, while the full value is of paramount importance. mastery of the native language in the most sensitive period for this.

The theoretical approach to this problem is based on the idea of the patterns of speech development of preschoolers, formulated in the works of L.S. Vygotsky, D.B. Elkonina, A.A. Leontiev, F.A. Sokhina, A.M. Shakhnarovich. AT general view their views on the nature of language abilities can be considered as follows:

The child's speech develops as a result of the generalization of linguistic phenomena, the perception of adult speech and their own speech activity;

The leading task in language teaching is the formation of language generalizations and elementary awareness of the phenomena of language and speech;

The orientation of the child in linguistic phenomena creates the conditions for independent observations of the language, for the development of speech.

Language learning, speech development is considered not only in the linguistic sphere (as a child's mastery of language skills - phonetic, lexical, grammatical), but also in the sphere of shaping children's communication with each other and with adults (as mastering communication skills). Hence, an essential task is not only the formation of a culture of speech, but also a culture of communication.

It is well known that children, even without special education, from an early age show great interest in linguistic reality, create new words, focusing on both the semantic and grammatical side of the language. With spontaneous speech development, only a few of them reach a high level, so targeted training in speech and speech communication is necessary. The central task of such training is the formation of language generalizations and elementary awareness of the phenomena of language and speech. It creates in children an interest in their native language and ensures the creative nature of speech.

The development of speech in preschool childhood (mastery of the native language) is a multifaceted process in nature. So, this process is organically connected with mental development, since the developed thinking of a person is speech, language - verbal-logical thinking. The relationship of speech development, language acquisition and mental, cognitive development testifies to great importance language for the development of thinking.

At the same time, the relationship between the speech (linguistic) and intellectual development of the child must also be considered in the opposite direction - from intellect to language. Such consideration can be conditionally designated as an analysis of the linguistic (linguistic) function of the intellect. This is understood as the clarification of the role of the intellect, mental activity in mastering the language.

These are the main aspects of the intellectual-linguistic relationships, organically included in the process of mastering the native language, the development and formation of speech.

The close connection between the speech and intellectual development of children appears especially clearly in the formation of coherent speech, i.e. meaningful, logical, consistent speech. To clearly tell about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main properties and qualities, establish different relationships (causal, temporal) between objects and phenomena. In addition, it is necessary to be able to choose the words most suitable for expressing a given thought, to be able to make simple and complex sentences, to use a variety of means to connect individual sentences and parts of an utterance.

In the formation of coherent speech, the relationship between the speech and aesthetic aspects is also clearly visible. A coherent statement shows how much a child knows the richness of his native language, its grammatical structure, and at the same time reflects the level of mental, aesthetic, emotional development of the child.

The development of the speech of preschoolers is closely connected with the solution of the problems of the formation of artistic and speech activity as one of the integral parts of the aesthetic education of children. Thus, teaching the retelling of folklore and literary works in order to develop in preschoolers the ability to build a coherent monologue statement necessarily includes familiarizing children with the visual and expressive means of a literary text (comparisons, epithets, metaphors, synonyms, etc.). At the same time, the possession of these means deepens, clarifies the artistic perception of literary works, which, including elements of a conscious attitude to a literary text, retains its emotionally direct character, i.e. remains a truly aesthetic perception.

In the formation of creative storytelling, the child's conscious attitude to language in its aesthetic function is very important, which is manifested in the choice of language figurative and expressive means for the embodiment of an artistic image.

Teaching preschoolers their native language provides opportunities for solving the problems of moral education. Here significant influence renders the content of literary works, paintings. The ability of children to tell stories together, in groups ("teams"), also implies the ability to negotiate among themselves, if necessary, help a friend, yield to him, etc.

Teaching preschoolers their native language, speech development provides rich opportunities for solving other problems of moral and aesthetic education of children. This applies not only to the development of monologue speech (retelling, storytelling), but also to particular ("structural") aspects of teaching the native language - the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech.

So, work on the semantic side of the word, the semantic enrichment of the children's vocabulary, their developing vocabulary can and should include the introduction into the speech of children (and into the understanding of speech) of groups of words denoting the qualities of a person, assessments of his actions, as well as aesthetic qualities and assessments.

Thus, the full mastery of the native language, the development of language abilities is considered as the core of the full-fledged formation of the personality of a child - a preschooler, who represents great opportunities to solve many problems of mental, aesthetic and moral education of children.

A high level of speech development of a preschooler includes:

Ownership literary norms and the rules of the native language, free use of vocabulary and grammar when expressing one's thoughts and compiling any type of statement;

Ability to make contact with adults and peers: listen, ask, answer, object, explain;

Knowledge of the norms and rules of speech etiquette, the ability to use them depending on the situation;

2. The main directions of work on the development of speech of preschoolers .

Speech development

Possession of speech as a means of communication and culture;

enrichment of the active dictionary;

development of coherent, grammatically correct dialogic and monologue speech;

development of speech creativity;

development of sound and intonation culture of speech, phonemic hearing;

acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

formation of sound analytic-synthetic activity as a prerequisite for teaching literacy.

The main tasks of speech development - the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved from group to group, however, at each age stage there is a gradual complication of each task and teaching methods are changing. Each speech task has a whole range of problems that must be remembered by everyone who works with children. Consider specific speech tasks in the light of the above provisions.

one). The development of connected speech.

In relation to preschoolers, we consider the development of two forms of speech - dialogic and monologic.

Dialogue is characterized by a change in the statements of two or more (polylogue) speakers on a topic related to a situation. The dialogue presents all varieties of narrative, incentive (request, demand), interrogative sentences with minimal syntactic complexity, using particles. Language means are enhanced by gestures, facial expressions.

It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, ask, give a cue), while using a variety of linguistic means in accordance with the situation.

For this, conversations are used on a wide variety of topics related to the child's life in the family, kindergarten, with his relationships with friends and adults, his interests and impressions. It is in the dialogue that the ability to listen to the interlocutor develops, to ask a question, to answer depending on the context. All these skills and abilities are necessary for the development of monologue speech of children.

The development of monologue speech.

When teaching children how to build a detailed statement, it is necessary to form in them elementary knowledge about the structure of the text (beginning, middle, end), an idea of the connections between sentences and the structural parts of the statement. It is this indicator (the means of communication between sentences) that acts as one of the important conditions for the formation of the coherence of a speech statement.

In any complete statement, there are the most typical options for connecting phrases. The most common way to connect sentences is a chain link. The main means of this connection are pronouns ("A bunny came running. He loves a carrot"), lexical repetition ("The bunny is jumping. The bunny is cold"), a synonymous replacement ("The bunny is jumping. The fluff is having fun").

Chain connection makes speech more flexible and diverse, because. mastering this method, children learn to avoid repetition of the same word.

Proposals can also be combined with the help of a parallel connection, when they are not linked, but are compared or even opposed. ("A strong wind blew. The hare hid in a hole").

In teaching preschoolers to build coherent texts, it is necessary to develop the ability to reveal the topic and the main idea of the statement, to title it.

Intonation plays an important role in the organization of a coherent statement, therefore, the formation of the ability to correctly use the intonation of a separate sentence contributes to the design of the structural unity and semantic completeness of the text as a whole.

According to the method of information transfer or the method of presentation, the following types of statements are distinguished: description, narration, reasoning.

Description is a special text that begins with general thesis, defining and naming an object or object; then comes the enumeration of signs, properties, qualities, actions; the description is completed by a final phrase giving an assessment of the subject or attitude towards it.

The description is distinguished by static, soft structure, which allows varying, rearranging its components.

For texts - descriptions, a ray connection is used, which is characterized by what the object is called, and then each quality, like a ray, is attached to the characteristic of the object.

Preschoolers are taught to describe toys, subject or plot pictures, their own drawings or their design, natural phenomena, people, animals.

Teaching the construction of texts - descriptions will help children form elementary ideas about the structure and functions of a descriptive text.

Narration is the development of a story that unfolds over time. The main purpose of the narrative is to convey the development of actions or the state of the subject, which includes successive events, scenes, paintings.

The structure of the narrative is more rigid than in the description, because rearrangement of its elements may disrupt the sequence of presentation of events. Therefore, the narrative scheme is the beginning, middle, end (outset, climax, denouement).

An important role in the construction of the narrative is given to teaching children different ways of organizing beginnings (the words "once", "once"; the place and (or) time of the event, action can be indicated).

Preschoolers can compose different types of narrative texts: realistic stories, fairy tales, storytelling from a picture (or from a series of plot pictures).

Work on the formation of ideas about the structure of a narrative text develops in children the ability to analyze the structure of a literary text and transfer the assimilation of a skill into independent verbal creativity.

reasoning- this is a text that includes cause-and-effect structures, questions, assessment. It includes the thesis (initial sentence), the proof of the put forward position and the conclusion that follows from it.

The structure of the reasoning, as well as the description, is not rigid: the proofs of the thesis put forward can be given in a different sequence. In reasoning, not one, but several propositions can be proved, and several conclusions or one generalized one can be drawn.

It is necessary to especially emphasize the development in preschoolers of the ability to reason logically, explain, prove, draw conclusions, generalize what has been said, and these skills develop in such a type of text as reasoning.

Learning to compose texts of various types is carried out in such forms of work as conversation, analysis (evaluation) of one's own and someone else's text, drawing up a plan and telling a story based on it, using a text scheme (model) and various kinds of exercises.

2) Development of a preschooler's vocabulary.

The word is the most important unit of the language, which serves to name objects, processes, properties. Mastering the vocabulary of the native language is a necessary condition for mastering its grammatical structure, developing coherent monologue speech, and educating the sound side of speech.

Children learn verbal designations (names) of objects when they become familiar with the reality around them. However, the dictionary of preschoolers needs not only quantitative growth, but also qualitative improvement (clarification of the meanings of words, semantic accuracy of the use of synonyms, antonyms, polysemantic words, understanding of figurative meanings).

A word is assimilated by a child faster if learning to use it is connected with its meaning, and in the process of working on words, associative links.

In the development of a preschooler's vocabulary, the principle of combining words into thematic groups is important. Units of language are interconnected and depend on each other. The set of words that make up the thematic range is a semantic field that is located around the core. So, the polysemantic word "needle" in the meaning of "leaf of a coniferous tree" enters the semantic field: tree - trunk - branches - needles - green - fluffy - grows - falls off; a sewing needle enters another semantic field: sew - sew up - embroider - dress - shirt - pattern - sharp - blunt, etc.

One of the main tasks of vocabulary work is the enrichment, expansion and activation of vocabulary.

The basis for enriching the children's vocabulary is the introduction of thematic words, antonymic pairs, and polysemantic words into the child's linguistic consciousness.

All types of lexical work are carried out in the form word games, exercises, performing creative tasks in conjunction with other speech tasks.

The formation of the grammatical structure of speech in a preschool child includes work on morphology (changing words according to gender, numbers, cases), word formation (the formation of one word based on another with the help of special means), syntax (building simple and complex sentences).

The morphological structure of the speech of preschoolers includes almost all grammatical forms (with the exception of some), it becomes more complicated with the age of children. The largest place is occupied by nouns and verbs, but the use of other parts of speech - adjectives, pronouns, adverbs, numerals - is growing.

Nouns denote objects, things, people, animals, abstract properties. They have grammatical categories of gender, number, case (they differ in gender and change in number and case). It is necessary to exercise children in the correct use of case forms (especially in the form of the genitive plural (plums, oranges, pencils)). In a sentence, the noun is one of the most important components; it agrees with the adjective in gender, number and case, coordinates with the verb. Children need to be shown a variety of ways to agree on a noun with adjectives and verbs.

The verb denotes the action or state of an object, differs in form (perfect and imperfect), changes in persons, numbers, time, gender and inclinations. Children must correctly use verbs in the form of 1, 2, 3 persons singular and plural (I want, you want, you want, we want, they want). Preschoolers should also use the gender category correctly, correlating the action and subject of the feminine (the girl said), masculine (the boy read) or neuter (the sun shone) with past tense verbs.

The explanatory mood of the verb is expressed in the form of the present, past or future tense (he plays, played, will play). Children are led to the formation of the imperative mood of the verb - an action that someone encourages someone to (go, run, run, the path is running, let's go) and to the formation of the subjunctive mood - a possible or intended action (would play, would read).

The adjective designates a sign of an object and expresses this meaning in the grammatical categories of gender, number, case.

Children are introduced to the agreement of a noun and an adjective in gender, number and case, with full and short adjectives (cheerful, cheerful, cheerful, cheerful), with degrees of comparison of adjectives (kind - kinder, quiet - quieter).

Word formation.

Children are led to education on the basis of another single-root word, with which it is motivated (i.e., derived from it in meaning and form) with the help of affixes (endings, prefixes, suffixes).

Ways of word formation in the Russian language are diverse: suffix (teach - teacher), prefix (write - rewrite), mixed (table, scatter).

Children can pick up a word-formation nest from the original word (snow - snowflake, snowy - snowman, snowdrop).

Mastering different ways of word formation helps preschoolers to correctly use the names of baby animals (hare, fox), utensils (sugar bowl, coffee pot), direction of action (driving - drove - left), etc.

Syntax. Children are taught how to combine words into phrases and sentences of different types - simple and complex.

4) Development of the sound side of speech.

Mastering the sound means of language, the child relies on speech hearing(the ability to hear, recognize the phonological means of the language).

Linear sound units - sound - syllable - word - phrase - text have an independent length, follow one after another, prosodic units appear simultaneously with them: word stress, intonation (speech melody, voice power, tempo and timbre of speech).

Practical knowledge of the language involves the ability to distinguish by ear and correctly reproduce all the sound units of the native language, therefore, work on the formation of sound pronunciation in preschoolers should be carried out systematically.

Important means of sound expressiveness of speech are tone, timbre, pauses, different types of stress.

It is necessary to teach children to use intonation correctly, to build an intonation pattern of an utterance, conveying not only its semantic meaning, but also emotional features. In parallel with this, the ability to correctly use the tempo, the volume of pronunciation, depending on the situation, to clearly pronounce sounds, words, phrases, sentences (diction) is underway.

5) Development of figurative speech.

The development of figurative speech is an important part of the education of a culture of speech in the broadest sense of the word. The culture of speech is understood as the observance of the norms of the literary language, the ability to convey one's thoughts, feelings, ideas in accordance with the purpose and purpose of the statement in a meaningful, grammatically correct, accurate and expressive way.

Speech becomes figurative, direct and lively if the child develops an interest in linguistic wealth, develops the ability to use a wide variety of means of expression.

The most important sources for the development of the expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, riddles, nursery rhymes, counting rhymes, phraseological units).

II junior group.

M, b, p, t, d, n, k, h, x, f, c, p, s, c.

The terms "sound", "word".

Vocabulary work.

Activation of different parts of speech.

Anwser the questions Who is it? What's this? Which? What is he doing? What can be done with it?

Games "What kind of object?"

"Who can do what?"

“Who will say more words about an apple, what is it?”

"What first, what next?"

Generalizing concepts

Clothes, dishes, toys.

Words with opposite meanings:

Big small,

High Low.

Formation of the grammatical structure of speech.

Change of words by cases.

Noun agreement in gender and number.

Prepositions in, on, for, under, about.

Genitive singular and plural in games

"What's gone?"

"What does the doll not have?"

Word formation.

Bunny, sugar bowl.

Came in, got out.

The development of connected speech.

Retelling of a familiar fairy tale, a short story;

Short story based on the picture;

Stories about toys.

Middle group.

Education of sound culture of speech.

(s, s’, z, z’, w, h, u, l, p, p’)

The terms "sound", "word" are specified;

Find words that are similar and different in meaning;

Sound line.

Vocabulary work.

Generalizing concepts

toys, clothes, furniture, vegetables, dishes

Definitions are selected for these words (snow, snowflake, winter)

Selection of items for action

Synonyms and antonyms

Polysemy of words (paw, pen)

Explain words, interpret

“Who (what) can be light, heavy, kind, cheerful?”,

"Continue the chain of words..."

Formation of the grammatical structure of speech.

Genitive singular and plural

Agreement of nouns and adjectives in gender, number, case

Orientation to the end of words develops when they agree in gender (kind boy, cheerful girl, blue bucket)

Prepositions in, under, between, about.

Word formation.

baby animals, use these names in the singular and plural of the genitive case

duckling - ducklings - there were no ducklings

They form the names of dishes, realize that not all names of dishes sound similar (sugar bowl, napkin bowl, but butter dish and salt shaker)

Formation of different forms of verbs.

Conjugate verbs for persons and numbers.

Connected speech.

Retelling both familiar and unfamiliar short tales and stories;

stories based on the picture;

From personal experience;

Compare, compare objects and toys;

A scheme for compiling a joint story is given.

Senior group.

Education of sound culture of speech.

Differentiation of sounds s-z, s-ts, sh-zh, ch-sch, s-sh, s-zh, c-h, l-r.

Selection of phrases similar in sound.

Vocabulary work.

Words denoting material;

Synonyms, antonyms, polysemy.

Formation of the grammatical structure of speech.

Agreement of adjectives with nouns;

Formation of difficult forms of verbs in imperative mood;

Choose a word-formation pair from a number of words;

Selection of related words in context.

Word formation.

with diminutive, affectionate, augmentative suffixes.

Making complex sentences.

The development of connected speech.

Retelling without the help of adults;

Place and time of action in the story according to the picture;

Stories and fairy tales;

Stories from personal experience

descriptive and narrative.

School prep group.

Education of sound culture of speech.

Development of the sound analysis of the word;

Developing a sense of rhythm and rhyme. “Our green crocodile…”, “Where did you walk, hare?”, “You, fox, who did you play with?”

Vocabulary work.

Antonyms, synonyms, polysemantic words.

Words with a figurative meaning.

Work on clarifying the understanding of words. What can be deep? petty? Easy? Heavy?

Formation of the grammatical structure of speech.

Agreement of nouns and adjectives in gender, number, case. Tasks become more difficult, the child must find the right form himself.

“Ask the squirrel how many eyes does she have?”

Combinations with indeclinable nouns. “Went in a new coat”, “Played the piano”.

The complication of the task and the formation of verbs with the help of prefixes and suffixes ran - ran - ran.

The development of connected speech.

Formation of skills to build different types of statements (description, narration, reasoning), observing their structure and using various types of connections between parts of the statement.

The development of figurative speech of older preschoolers.

This task, of course, should be considered in relation to children of primary and secondary preschool age, however, it is necessary to emphasize the importance of working on the figurativeness of speech in older preschool age.

First of all, this task is solved by getting acquainted with different genres of fiction, including works of small folklore forms (proverbs, sayings, riddles, phraseological units). After reading literary works, it is necessary to pay the attention of children not only to the content, but also to their artistic form. It is necessary to give a variety of tasks for the selection of epithets, comparisons, metaphors, and other figurative means.

When getting acquainted with fiction, children get acquainted with the specifics of literary genres, their artistic merits, learn to understand the meaning of figurative expressions, the expediency of their use in the text. Special creative tasks, conducted on the material of phraseological units, proverbs, sayings, riddles, lead children to transfer various means of artistic expression into independent verbal creativity. work with phraseological units should draw the attention of children to unusual expressions, and the selection of synonyms and antonyms for phraseological units develops an awareness of the generalized meaning of small folklore forms.

("hack on the nose" - remember forever, "hang your head" - be sad).

The formation of imagery of speech should be carried out in unity with the development of other qualities of a coherent statement, based on ideas about the compositional features of a fairy tale, story, fable, poem, a sufficient supply of figurative vocabulary and an understanding of the appropriateness of its use in one's own writings.

Literature:

1. Special course "Program and methodology for the development of speech of preschool children in kindergarten." M. 1994

2. "Classes on the development of speech in kindergarten", ed. O.S. Ushakova. M., Enlightenment 1993

3. Speech games and exercises are disclosed in the book "Come up with a word." M., Enlightenment. Journal "Preschool education" with No. 8 for 1989

Portal for the student. Self-training

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This material in the form of a memo to the teacher of the preschool educational institution: "The system of work on the development of pupils' speech" is presented at the end of the presentation. It will help in planning work in the educational area "Communication".

Attached files:

Preschool children

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On the topic: methodological developments, presentations and notes

Alekseeva M. M., Yashina B. I. Methods of development of speech and teaching the native language of preschoolers: Proc. allowance

Educational and methodological development on the topic: "Means of development of speech creativity in preschool children"

Tutoring

"Speech development of preschool children"

Prepared by: speech pathologist

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