The development of correct speech is an important condition for the mental education of a preschooler.

A child’s speech is formed under the influence of the speech of adults and depends to a great extent on sufficient speech practice, a normal speech environment and on upbringing and training, which begin from the first days of his life. Speech is not an innate ability, but develops in the process of ontogenesis - the individual development of the body from the moment of its inception to the end of life.) in parallel with the physical and mental development of the child and serves as an indicator of its overall development.

For a preschool child, good speech is the key to successful learning and development at school. Children with poorly developed speech lag behind and often find themselves among those who fail in various subjects.

The main task of kindergarten- develop the child’s oral coherent speech. The characteristic features of such speech are not only extensiveness, but also arbitrariness. By the age of seven, a child’s speech should be meaningful and based on sufficient knowledge. In this case, the child must correctly pronounce all the sounds and words of his native language.

Attention to the development of a child’s speech in the first stages of development is especially important because at this time the brain is intensively developing and its functions are being formed. The transition from play activities to educational activities significantly influences the child’s motives and behavior. The quality of educational activities will depend on the extent to which the prerequisites were formed in the preschool period.

Special criteria for readiness for schooling are applied to a child’s mastery of his native language as a means of communication.

1. By school age, the child should have all thesound side of speech.
The child must have correct, clear sound pronunciation of all groups of sounds.
2. By the age of six, phonemic processes, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language are fully formed.
3. Readiness of children for sound-letter analysis and synthesis of the sound composition of speech. This is the ability to isolate the initial vowel sound from the composition of a word; analysis of vowels from three sounds of AIU; backsyllable analysisvowel - consonant; hear and highlight the first and last consonant sound in a word, etc.
4. Development of vocabulary, the ability to use different methods of word formation. Education and correct use of words with a diminutive meaning, the ability to form words in the required form. Form adjectives from nouns.
5. By school age, the grammatical structure of speech is formed. This is the ability to use detailed phrasal speech, the ability to work with sentences. Correctly construct simple sentences, see the connection of words in sentences, extend sentences with secondary and homogeneous members, construct complex sentences grammatically correctly. Children should be able to compose stories based on pictures, based on a series of plot pictures.

The presence of even mildly expressed deviations in phonemic and lexico-grammatical development in younger schoolchildren leads to serious problems in mastering general education school programs.

The main task of parents during pay attention to various oral speech disorders of your child in preschool ageto provide speech therapy correctional assistance before school and prevent communication difficulties in a group and poor performance in secondary school.

Forms and methods of work aimed at developing children’s correct speech:

A speech sample must be available for repetition and imitation. The speech sample is presented to children in an emphatically clear, loud, and leisurely manner.

• Repetition is the deliberate, repeated use of the same speech element (sound, word, phrase) for the purpose of memorizing it.
• Explanation is the teacher’s disclosure of the essence of a phenomenon or course of action. This technique is most widely used in dictionary work, but it also finds its place in solving other problems.
• Directions - explaining to children how to act, how to achieve the required result. There are different instructions of a training nature, as well as organizational and disciplinary ones.
• Verbal exercise is the repeated performance by children of certain speech actions to develop and improve speech skills.
• Assessment of children's speech is a detailed, motivated judgment about the child's response, revealing the degree of acquisition of knowledge and speech skills.
• A question is a verbal address that requires an answer, a task for a child that involves the use or processing of existing knowledge. There is a certain classification of questions. According to the content, questions that require statements are distinguished, reproductive (What? Which? Where? Where? How? When? How much? etc.); a more complex category is search, i.e. questions that require inference (Why? Why? How are they similar? etc.).

Forms of work organization:

1 . Individual.The teacher communicates with the child, finds out his speech capabilities and ways of individual development of his speech. In this case, diagnostic and corrective communication occurs.

2. Work in pairs.Children can choose a pair themselves (spontaneous choice) or on the advice of the teacher. One can be in the role of a consultant, teacher, then the children change roles.

3. Work in spontaneously emerging groups.Such groups implement a spontaneously arisen idea.

4. Group work.Children are constantly united in small groups of 3 to 4 people and work together.

5. Frontal work.Can be organized by the teacher and announced as an invitation or “assignment for everyone.” More often, the teacher “infects” the children by first offering an activity

1 . When organizing your child’s free time at home, do not replace live communication with watching TV and playing computer games.

2. A child’s speech develops by imitating the speech of the people around him. In this regard, the child should hear only grammatically correct speech in his environment.

3. The first sample of speech for a child is the speech of his loved ones. Parents are the first teachers of their child’s native language. Family is the first school.

4. Without the help of parents, it is difficult for a child to master correct speech. Talk to your child. Listen to him carefully, do not interrupt, speak and answer all his questions slowly, clearly, expressively, in a medium-strong voice, pronounce sounds and words correctly - this will help the child quickly master correct speech.

5. Do not imitate the incorrect speech of a child, do not impose incorrect made-up words on your children. Do not talk to your child using substitute words, such as yum - yum (eat), meow (cat), etc., speak immediately in generally accepted words. Otherwise, you will delay the child’s proper speech development.

6. When your child begins to speak, try to speak to him in simple words, short phrases, with pauses between words and

sentences, then the child, imitating your speech, will learn to speak correctly.

7. Monitor the appearance and development of your child’s speech, starting with babbling and the appearance of the first words. If your child has delayed speech development, contact a specialist.

8. Instill in children the correct speech skills, do not allow the child to speak quickly. Slow, clear, correct, expressive speech contributes to the correct speech development of the child.

9. Do not overload your child with speech material. When reading, explain to your child the meaning of words and expressions. When choosing literature to read, take into account the age of your child and his perception and emotional state.

10. When learning poems and songs, the child must understand the meaning of each word and pronounce them clearly, so sing and tell along with him.

Organization: Kindergarten No. 18 “Vesnyanka”

Locality: Stavropol Territory, village. Krasnogvardeiskoe

A person spends his whole life improving his speech, mastering the riches of the language. Each age stage brings something new to his speech development. The most important stages in speech acquisition occur in childhood - the preschool and school periods.

In order for the process of speech development in children to proceed in a timely and correct manner, certain conditions are necessary.

The child must:

Be mentally and physically healthy;

Have normal mental abilities;

Have normal hearing and vision;

Have sufficient mental activity;

Have a need for verbal communication;

Have a full speech environment.

The child needs to create such conditions in the group so that he experiences satisfaction from communicating with adults, receives from them not only new knowledge, but also enriches his vocabulary, and talks interestingly. Without verbal communication, the full development of a child is impossible.

Speech includes several components parties:

Work on the sound culture of speech (development of phonemic perception, auditory memory, speech breathing)

Development of fine motor skills

Vocabulary enrichment (active and passive) ;

Formation of grammatical structure of speech;

Development of coherent speech (monologue and dialogic) ;

Preparing your hand for writing;

Reading training;

Development of intonation expressiveness and fluency of speech

From the very beginning, speech appears as a social phenomenon, as a means of communication. Somewhat later, speech will also become a means of understanding the world around us and planning actions. As the child develops, he uses increasingly complex language units. The vocabulary is enriched, phraseology is mastered, and the child masters the laws of word formation. He uses these means of language to convey his increasingly complex knowledge and to communicate with people around him in the process of activity.

In other words, children master their native language through speech activity, through speech perception and speaking. This is why it is so important to create conditions for children’s speech activity.

What are the conditions for successful speech development, the formation of speech skills in children?

1. Emotional communication with the child from the moment of birth.

Speech communication between a child and an adult is preceded by emotional communication. It is the core, the main content of the relationship between an adult and a child. The child seems to become infected with the emotional state of the adult, his smile, laughter, and gentle tone of voice. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

2. Creating conditions for communication with other children.

Communication with peers in preschool age plays no less important role in the development of children than communication with adults. It arises in joint activity and can be carried out in different ways. If the activity itself is primitive and poorly developed, then communication will be so or: it can be expressed in aggressively directed forms of behavior (fights, quarrels, conflicts) and is almost not accompanied by speech.

The more complex and varied the activity, the more necessary verbal communication becomes for the child. Child development occurs especially successfully in collective activities, primarily in play, which stimulates the development of communication between children, and, consequently, speech. Communication with peers is a special area of ​​a child’s life, completely different from communication with adults.

3. The speech of an adult is an example to follow.

A child’s speech develops largely as a result of imitating the speech of others. Adults need to watch their speech. Of particular importance is the speech of the teacher, who is constantly with the children; he is the most authoritative person for them. Every teacher should know that in kindergarten his speech turns into a pedagogical tool, into an instrument of influence on children

4. Development of fine motor skills of the hands.

The direct relationship between the level of speech development and the development of fine motor skills of the hands is clearly visible in the course of the individual development of each child (this has already been convincingly proven by special scientific research). Therefore, developed, improved movements of the fingers contribute to a more rapid and complete formation of speech in a child, while undeveloped manual motor skills, on the contrary, inhibit such development

Many games and exercises aimed at developing children's manual skills have come to us from time immemorial. And this is not a simple coincidence. In those distant times, when writing did not yet exist, people well understood the great importance "sleight of hand" as one of the most important conditions for a person’s adaptation to life. This is reflected in folk tales, legends, proverbs and sayings. We are well aware of expressions such as "master of golden hands", "great craftsman" or vice versa, "hands are hooks", "hands like a rake", "not made by hand", “You should tear your hands off for doing this kind of work” etc. And everyone knows such children's games as "Okay" or “The magpie-crow was cooking porridge”.

The main ways to develop and improve fine motor skills of preschool children.

In preschool age, it is necessary to continue working on the development of fine motor skills and coordination of hand movements.

For children from one to three years old, the exercises are given in a simplified version that is appropriate for their age. For older children from 3 to 5 years old, the tasks can be made more difficult.

Work on developing hand movement should be carried out regularly, only then will the greatest effect from the exercises be achieved. Tasks should bring joy to the child; boredom and overwork should not be tolerated.

You can offer the child:

Run small tops with your fingers.

Knead plasticine and clay with your fingers.

Roll pebbles, small beads, balls with each finger in turn.

Clench and unclench your fists, while you can play as if the fist is a flower bud (in the morning he woke up and opened, and in the evening he fell asleep - closed, hid).

5. Satisfying the child’s curiosity.

Speech, being a means of assimilation of social and historical experience, serves as an instrument of intellectual activity (perception, memory, thinking, imagination) and performs a cognitive function.

A child primarily gains cognitive experience in a wide variety of activities. All types of activities of a preschooler - play, constructive, visual, labor - make it possible to mobilize his cognitive capabilities, which means developing them, teaching him not only to navigate the world around him, but also to a certain extent to transform it.

6. Reading fiction and learning poetry.

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

When memorizing poems with children, the teacher sets himself several tasks: to arouse interest in the poem and a desire to know it; help to understand the content as a whole and individual difficult passages and words, teach them to read it expressively in front of listeners; use in life; cultivate a love of poetry.

In poetic images, fiction reveals and explains to the child the life of society and nature, the world of human feelings and relationships. It enriches emotions, cultivates imagination and gives the child excellent examples of the Russian literary language. These samples are different in their influence: in stories, children learn conciseness and precision of words; the poems capture the musicality, melodiousness, and rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is in humor, lively and figurative expressions, and comparisons

7. Joint excursions, theaters, visits to museums.

The vocabulary is enriched, the speech activity and cognitive needs of children are stimulated.

Conclusion:

The main condition for the successful speech development of children is the creation of a favorable speech environment. The richness, variety and correctness of his own speech largely depends on the speech environment that surrounds the child. The speech environment is the speech of parents, others, folklore, fiction, radio and television, cinema and theater, and in kindergarten - the speech of teachers and other workers, speech heard in the classroom.

Svetlana Shaposhnikova
Speech development is the most important condition for mental development.

Problem speech development preschoolers is complex, because it is based on data not only from psychology and pedagogy, but also from general linguistics and psycholinguistics.

The main task of speech development for a preschool child is mastery of the norms and rules of the native language, determined for each age stage.

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

The most important an indicator of verbal communication is development of initiative speech when a child independently begins to address an adult, actively using the vocabulary accumulated by this age.

Exploring the world around him, the child learns verbal designations of objects and phenomena of reality, their properties, connections and relationships. Work on the formation of a dictionary - important integral part of classes speech development. To expand, enrich and activate a child’s vocabulary, didactic teaching is widely used. exercises: "What changed?", "Guess and name". A child can successfully master speech when he is taught not only in a preschool institution, but also at home and in the family. Classes on speech development, active communication with others contribute to the enrichment and refinement of children’s vocabulary, the formation of not only vocabulary, but also grammatical structure speeches. By mastering sentences and morphological means that express the diversity of meanings in language, the child acquires the opportunity to use full expanded coherent speech.

The ability of children to use correct speech in communication with others, to clearly express their thoughts, to speak their native language clearly and expressively is one of the necessary conditions for the full development of the child’s personality.

Work on speech development includes:

Nurturing sound culture speeches;

Formation of grammatically correct speeches;

Formation of conversational (dialogical) speeches;

Teaching coherent monologue speeches(story);

Enrichment, clarification and activation of vocabulary;

Cultivating interest in artistic expression.

Speech development in preschool age is a multidimensional process in nature. The relationship of speech development, language acquisition and mental, educational development testifies to the enormous importance of language for development of thinking.

High level of speech development preschooler assumes:

1. Knowledge of literary norms and rules of the native language, free use of vocabulary and grammar when expressing one’s own thoughts and composing statements of any type;

2. Ability to communicate with adults and peers (listen, ask, answer, object);

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

Thus, full mastery of the native language, development linguistic abilities are the core of the full formation of the personality of a preschool child.

Correct speech formation is an indispensable condition for the normal mental development of a child. If you ask parents the question: “What did your baby please you with most at the end of the first year of life?”, we will get almost the same answer: “First word.” Indeed, the first meaningful word uttered by a child indicates a qualitative leap in his development. Communication through speech is not characteristic of any living creature except humans; the ability to speak is inextricably linked with human thinking.
But speech is not an innate quality. The areas of the brain that are “responsible” for speech begin to work actively only after birth, and the most important role in their development belongs to an adult who constantly communicates with a little person. If the baby’s speech develops promptly and correctly, then by the end of the third year of life he speaks fluently, pronounces all sounds correctly, and uses simple grammatical forms. Speech development also contributes to mental development: the baby is more sociable, he perceives the world around him more consciously, and quickly understands current phenomena. Naturally, it will be easier for such a child to study at school.
How can parents help their child master speech?
Let's observe how children of the first year of life express their desires and state their needs while they do not yet utter words. Well, of course, screaming. He wants to eat - he screams, he wants to be held - he screams, it’s cold - he also screams, it’s wet - he screams again. And mom gently says: “Well, don’t cry, little one...”
This is verbal communication: a little person shouted, and an adult answered him, first with a word, and then with a specific action. This means that the adult understood what the child wanted to “say.”
Of course, the real conversation is still far away, but a cry is a vocal reaction in which the same organs participate as in the formation of speech: vocal cords, tongue, muscles of the cheeks and lips, the so-called organs of articulation. A baby's cry is the only way available to him (up to a certain age) to communicate his needs and the opportunity to exercise his articulation organs. When he screams, he communicates his needs with his voice. An adult, satisfying these needs, must respond to him not only with action, but also talk to him. This activates the baby’s brain activity.
When communicating with a child, the room should be quiet, the radio and TV should be turned off. In the various sounds of the surrounding world, a little person needs to learn to distinguish the sounds of speech. It is also imperative that the child sees the adult’s face and the movement of his lips, because he is learning to be a human being, he needs to learn that the sounds that an adult utters are completely special. With proper upbringing, by 3 months he begins to distinguish speech from other sounds, listens to conversations, and you can see how his lips curl up when trying to imitate. At this time, in addition to screaming, the child also develops more complex vocal reactions. He begins to pronounce drawn-out vowels - he hums. These sounds indicate that the baby is well: he is fed, slept well, and is dry.
You should not leave your baby's noises unanswered. It is necessary to maintain communication, give the child time to pronounce the sound himself, and then repeat it clearly and clearly. The child hears his own voice and the adult’s, and begins to pronounce sounds more correctly.
All other actions with the child should also be accompanied by words, paying special attention to calm, joyful or pleading intonation. Then, at the age of 3 to 5-6 months, the child gurgles for a long time, distinctly and expressively.
The baby grows, babbling appears after the humming, i.e. consonants join the vowel sounds. The first consonants in babbling appear when the lips are closed - these are “ma”, “pa”, “ta”, “ba”. Just like when babbling, you need to “babble” together with the child, then he will quickly learn to clearly pronounce sounds.
In the second half of the first year of life, the baby masters intonation even better and uses it to “tell” what he needs. The sounds can be the same: “ma-ma” or “ba-ba”, but pronounced with different intonations - sometimes joyful, sometimes calm, sometimes expressing dissatisfaction. At this age, the intonation side of speech develops most actively, therefore, even greater attention of the adult is required to his own clear, clear intonations. A little person must also hear coherent speech, because a child, before speaking, learns to understand adults. Be sure to associate all ordinary actions with the child with words that relate to this action. For example, when feeding, say: “Open your mouth, we’ll eat porridge”; When dressing the baby, you should explain: “We’ll put on a hat, tie some ribbons.” At this time, there is no need to distract him with attention to conversations with other children, or speak too quickly; Words should be pronounced clearly so that the child associates actions and objects with these words.
It is very good to show your baby objects and name them. “Here is the watch,” says the adult. And the little man turns his head to the alarm clock. “Where is our bear?” And the baby looks for a toy, if he has been given it to play with more than once before; repeat “Oh, what a good bear!”
Why is the first word a child usually says “mom”? But this is precisely the word most often pronounced when talking to a child. Mom will give, mom will take her in her arms, go to mom... The child hears the word “mom”, mom does everything, so the image and actions of the mother consolidate this word in the awakening consciousness of the child, giving it meaning.
By the end of the year, the child understands quite a lot and speaks several meaningful words, although it is still very difficult for a little person to pronounce them correctly; this is achieved through repeated exercises. One-year-old children most clearly pronounce those words that are based on the sounds of humming and babbling, i.e., which the child has practiced pronouncing for a whole year. At first he babbled “ma-ma-ma”, and then clearly pronounced the word, this word is “mom”, babbled “pa-pa-pa”, and then said “dad”. It is in vain that some fathers are offended that their son or daughter begins to pronounce “mother” first. If in daily conversation the baby was often told: “Daddy has come. Dad will now take you in his arms,” then it is very likely that he will say first “dad” and then “mom.”
Well, what about more complex words? It's not always the same. Most often, children highlight the syllable that is under stress - they usually hear it more clearly and instead of “milk” they say, for example, some say “mo”, others say “ko”. It is important to know that both of these syllables mean “milk” for children who are beginning to speak.
In order for your baby to quickly begin to pronounce words correctly, you should never “babble” with him. If he says “mo,” then you should answer: “Now we will drink milk.” And if you admire his “childish” pronunciation and shorten the word in the same way as a child, this slows down the process of the child developing correct pronunciation. And parents should also be warned: there is no need to talk much to the child before bedtime when he is tired. Speech communication is a big burden for a baby. Therefore, it is best to teach him to speak, evoke vocal responses, name and show him objects in the morning, after sleep, when the baby is full, active, and in a good mood.
In the second year of life, attention to the child’s speech development should not weaken. In the first half of the second year of life, speech understanding develops most rapidly and speech hearing improves. The child understands coherent speech addressed to him, carries out simple instructions according to the word, and notices when an adult deliberately “distorts” words, imitating the child’s speech. In the second half of the second year of life, there is a leap in the development of active speech - at 1 year and 6 months the baby tries to connect two words into a phrase (“Mom, give me”), at 1 year 8 months, plural forms appear, by 2 years the dictionary numbers up to 300 words Nouns make up about 63%, verbs -23%, other parts of speech -14%. There are no unions. From 1 year 6 months to 2 years the first period of questions passes: what is this?
In the third year of life, the correct pronunciation of speech sounds is practiced, the first grammatical forms are mastered, multi-word phrases and subordinate clauses appear. By the end of the third year of life, connecting conjunctions and pronouns are used. The main formation of the speech system ends. Speech continues to improve in the fourth and fifth years of life, when long phrases, monologues, conditional forms of subordinate clauses, and questions with the word “why?” are added. Speech becomes a familiar way of communication, verbal thinking develops. On this basis, it is possible to master reading and writing.

A delay in a child’s speech development may arise primarily due to improper educational influences from adults during the preparatory period (inattention to the child’s auditory concentration, intonation expressiveness of speech, insufficient attention to imitation of an adult’s speech sounds, untimely development of semantic connections between words and objects). In the second year of life, the development of speech understanding may be delayed due to insufficient verbal communication with the child, and active speech may be delayed in formation if the adult does not call the child for active speech contact. These forms of delay, associated with the so-called pedagogical neglect, can be eliminated with the help of targeted measures, but timely consultation with a teacher or speech therapist must be obtained. In addition, there are speech disorders that can be divided into four main groups: violation of sound pronunciation; violation of the rhythm and tempo of speech; speech disorder associated with hearing impairment; underdevelopment of speech or loss of previously existing speech. These speech disorders often arise as a result of poor fetal development during pregnancy, complications during childbirth, and various diseases of the newborn. Such children need special intervention from a speech therapist or neuropsychiatrist.