Introduction
Chapter I
1.1 Vocabulary development in ontogeny
1.2 Characteristics of the levels of speech development
1.3 Features of the dictionary in preschool children with general underdevelopment of speech
Chapter II. Purpose, tasks, organization and methodology of the ascertaining experiment
2.1 Purpose and objectives of the ascertaining experiment
2.2 Methodology for the study of attributive vocabulary in children of older preschool age
2.3 Characteristics of the subjects
Chapter III. Comparative analysis of the state of the attributive dictionary in preschool children with general underdevelopment of speech and normal speech development
Chapter IV. Methodology of speech therapy work on the formation of an attributive dictionary in preschoolers with general underdevelopment of speech
4.1 Theoretical foundations of speech therapy work on the formation of vocabulary
4.2 Directions and methods of speech therapy work on the formation of an attributive dictionary in preschoolers with general underdevelopment of speech
Conclusion
Bibliography
Introduction
The issue of studying the development of vocabulary in children was dealt with by scientists from many fields of scientific knowledge: linguistics, psychology, psycholinguistics, etc. (A. M. Borodich, A. N. Gvozdev, S. N. Zeitlin, A. M. Zakharova, etc.), which emphasize the complexity of the process of mastering the vocabulary of preschool children. For preschoolers with speech underdevelopment, mastering vocabulary is of particular difficulty. An analysis of the development of the vocabulary of preschool children with OHP indicates significant deviations from age standards, limited vocabulary, originality of its use, inaccuracies in the use of words (B.M. Grinshpun, V.N. Eremina, I.Yu. Kondratenko, R.E. Levina, V. A. Kovshikov, N. V. Serebryakova, T. B. Filicheva, S. N. Shakhovskaya and others).
Vocabulary research is also relevant at the present time, due to the importance of vocabulary for speech development in general, for the communication process and for the development of cognitive activity of children with OHP.
Object of study: the process of forming an attributive dictionary in preschoolers.
Thing: features of the attributive dictionary in preschoolers with OHP.
The purpose of this work is to identify the features of the formation of attributive vocabulary in preschool children with OHP.
Hypothesis: in children of senior preschool age with OHP, quantitative and qualitative features are noted in the development of the attributive dictionary, of varying severity.
In accordance with the proposed goal and hypothesis, the following research objectives are defined.
Analysis of linguistic, psychological, speech therapy literature on the research problem.
Determination of the methodology for the study of the attributive dictionary.
Identification of the features of attributive vocabulary in preschoolers with OHP.
Development of a methodology for the formation of an attributive dictionary in preschoolers with OHP.
Research methods:
1. Organizational (comparative, complex).
2. Empirical: ascertaining experiment, observation.
3. Interpretation (qualitative assessment of the results of the ascertaining experiment).
4. Processing (quantitative assessment of the results of the ascertaining experiment).
Theoretical significance of this study is that it is possible to identify the most characteristic features of the formation of an attributive dictionary in preschoolers with OHP.
Practical significance .
The results of the ascertaining experiment can be used in the diagnosis of vocabulary disorders and in determining the directions and methods of correctional and speech therapy work on the development of an attributive dictionary in preschoolers with OND.
PROVISIONS FOR DEFENSE:
1. The formation of an attributive dictionary in preschoolers with general speech underdevelopment and normal speech development corresponds to the patterns of vocabulary formation in ontogenesis.
2. Unformed attributive vocabulary in older preschoolers with general underdevelopment of speech, in contrast to their peers with normal speech development, is manifested in the qualitative and quantitative features of individual parameters. (The volume of active and passive vocabulary, the level of formation of synonymy and antonymy, grouping of adjectives).
3. Insufficiently developed attributive vocabulary in older preschoolers with OHP requires corrective and pedagogical influence in the form of word games and didactic exercises in the process of speech therapy training.
Chapter I
1.1 Vocabulary development in ontogeny
underdevelopment speech preschooler attributive dictionary
The development of a dictionary is closely connected, on the one hand, with the development of thinking and other mental processes, and on the other hand, with the development of all components of speech, the phonetic-phonemic and grammatical structure of speech. A child's speech is formed under the influence of adult speech and to a large extent depends on sufficient speech practice, normal speech environment and from education and training, which begin from the first days of a child's life.
The speech of a child is not an innate ability, and its development in the process of ontogenesis in parallel with the physical and mental development of the child is an indicator of his general development. With the help of speech, the child designates only what is available to his understanding. In this regard, words of a specific meaning appear early in the child's dictionary, later - words of a generalizing nature.
The development of vocabulary in ontogenesis is also due to the development of the child's ideas about the surrounding reality. As the child gets acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. The development of the surrounding world by a child occurs in the process of non-speech and speech activity with direct interaction with real objects and phenomena, as well as through communication with adults.
L. S. Vygotsky noted that the initial function of a child’s speech is to establish contact with the outside world, the function of communication. The activity of a young child is carried out jointly with an adult, and in this regard, communication is situational.
Currently, in the psychological and psycholinguistic literature it is emphasized that the prerequisites for the development of speech are determined by two processes. One of these processes is the non-speech objective activity of the child himself, that is, the expansion of ties with the outside world, through a concrete, sensory perception of the world.
The second most important factor in the development of speech, including the enrichment of the dictionary, is the speech activity of adults and their communication with the child. Initially, the communication of an adult with a child is one-sided and emotional, causing the child to want to make contact with an adult and express his needs. Then, adult communication shifts to introducing the child to the sign system with the help of sound symbolism. The child is connected in speech activity consciously, joins communication with the help of language.
This "connection" occurs primarily through the simplest forms of speech, using understandable words associated with a particular situation.
In this regard, the development of vocabulary is largely determined by the social environment in which the child is brought up. The age norms of the vocabulary of children of the same age fluctuate significantly depending on the social and cultural level of the family, since the vocabulary is acquired by the child in the process of communication. A large number of studies have been devoted to the development of the child's vocabulary, in which this process is consecrated in various aspects of psychophysiological, psychological, linguistic.
Early stage of speech formation.
The process of mastering the word is considered in the works of such authors as E. N. Vinarskaya, L. S. Vygotsky, N. I. Zhinkin, D. B. Elkonin, A. A. Leontiev.
At the end of the first, beginning of the second year of a child's life, verbal stimulus gradually acquires more and more strength. At the initial stage of the reaction to a verbal stimulus, it manifests itself in the form of an orienting reflex. In the future, on the basis of the orienting reflex, the so-called second-order reflex to a verbal stimulus is formed. The child develops imitation. Repeated repetition of a new word contributes to the strengthening of the word as a component in the general complex of stimuli. During this period of development, the first undivided words appear in the child's speech, the so-called babbling words, consisting mainly of stressed syllables.
In the future, at the age of 1.5 to 2 years, the child's complexes are divided into parts, which enter into various combinations with each other. During this period, the child's vocabulary begins to grow rapidly, which by the end of the second year is about 300 words of various parts of speech.
The development of a word in a child occurs both in the direction of the subject correlation of the word, and in the direction of the development of meaning Analyzing the development of the meaning of a word in ontogenesis. L.S. Vygotsky wrote: “Speech and the meaning of words developed in natural ways; the history of how psychologically developed in a natural way, and historically, how the meaning of a word developed psychologically, helps to illuminate how the development of signs occurs, how the first sign naturally arises in a child, how the mechanism of designation is mastered on the basis of a reflex.
The development of a connection between linguistic signs and reality is a central process in the formation of speech activity in ontogenesis. At the initial stage of mastering the signs of a language, the name of an object is a property of the object itself. L. S. Vygotsky called this stage in the development of the meaning of the word “doubling the subject.” At the first stages of acquaintance with the word, the child cannot yet acquire the word in its full meaning. At the same time, the phenomenon of incomplete mastery of the meaning of the word is noted, since initially the child understands the word as the name of a specific object, and not as the name of a class of objects.
In the process of developing the meaning of the word, mainly in children from 1 to 2.5 years old, the phenomena of a shifted reference are noted. At the same time, the transfer of the name of one object to a number of others associated with the original object is noted. As the vocabulary develops, the meaning of the word gradually narrows, as when communicating with adults, children learn, clarifying their meanings and correcting the use of old ones.
L. P. Fedorenko distinguishes several degrees of generalization of words in terms of meaning.
The zero degree of generalization are proper names and names of a single object. Between the ages of 1 and 2, children learn words that are related to a particular subject.
By the end of the second year of life, the child learns words of the first degree of generalization, that is, he begins to understand the generalizing meaning of the names of homogeneous objects, actions, qualities - common nouns. Adjectives in the child's vocabulary are used without agreement with nouns, more often in the nominative case of the singular masculine and feminine.
At the age of 3, children begin to learn words of the second degree of generalization, denoting generic concepts (toys, clothes, dishes) that convey the general names of objects, actions in the form of nouns. At the age of 5-6 years, children learn words denoting generic concepts, that is, words of the third degree of generalization (trees, flowers, plants), verbs of movement: running, swimming, flying, quality adjectives - white, black,), which are higher the level of communication for words of the second stage of generalization. Children, using new lexical and grammatical categories, gradually learn the agreement of adjectives with nouns in oblique cases.
By adolescence, children are able to assimilate and invent words of the fourth degree of generalization, such as state, attribute, objectivity, and so on.
According to A. Stern, by the age of 1.5 a child has about 100 words, by 2 years - 200-400 words, by 3 years - 1000-1100 words, by 4 years - 1600 words, by 5 years - 2200 words.
According to A.N. Gvozdev, in the dictionary of a 4-year-old child there are 50.2% nouns, 27.4% verbs, 11.8% adjectives, 5.8% adverbs, 1.5% numerals, 1.2% conjunctions, 9.9% - prepositions, and 0.9 interjections and particles.
The older preschooler's vocabulary can be considered as a national language. Thus, with the development of mental processes (thinking, perception, ideas and memory), the expansion of contacts with the environment, the enrichment of the child's sensory experience, the qualitative change in his activity, the child's vocabulary is formed in quantitative and qualitative aspects.
Words in the child's lexicon are not isolated, but connected by semantic links, reflecting a complex system of semantic fields. (A. R. Luria).
1.2 Characteristics of the levels of speech development of children with general underdevelopment of speech
In speech therapy, the concept of "general underdevelopment of speech" is applied to such a form of speech pathology in children with normal hearing and primary intact intelligence, when the formation of all components of the speech system is disturbed, which is based on difficulties in mastering language units and the rules for their functioning. At the same time, pronounced difficulties in mastering the native language are observed, starting from an early age. Most children with OHP acquire speech only with special training, while reaching a low linguistic level. R.E. Levina in her work "Fundamentals of the Theory and Practice of Speech Therapy" wrote: "With a general underdevelopment of speech, its late appearance, a meager vocabulary, agrammatism, defects in pronunciation and phoneme formation are noted."
R.E. Levina proposed a systematic approach to the analysis of the oral speech of children with OHP. Emphasizing the systemic nature of speech underdevelopment in this disorder, she wrote that with OHP the child consistently passes through 3 levels: the level of lack of speech, or one-word speech, the level of phrasal speech and the level of coherent speech.
Levels of speech underdevelopment
(according to R. E. Levina).
Underdevelopment of speech in children can be expressed in varying degrees: from the complete absence of speech to minor developmental deviations. Taking into account the degree of unformed speech, R. E. Levina identified three levels of its underdevelopment.
Characteristics of the first level - At this level, children either completely lack speech, or have only elements of speech.
The active vocabulary of children consists of a small number of onomatopoeia and sound complexes (babble words), which are often accompanied by gestures (“bi” - the car has gone, “li” - the floor). Babbling words either include fragments of the word (rooster - "uh-huh"). There is a small number of root words distorted in sound ("pat" - to sleep, "akyt" - to open).
The words used by children are amorphous in meaning, do not have an exact correspondence with objects and actions. So, in the speech of one child, the word "paw" means the paws of animals, and the legs of a person, and the wheels of a car.
At the same time, children often designate the same object with different words (beetle - “suk”, “aphid”, “tel”, “atya”).
Instead of the names of actions, children often use the names of objects (open - "tree") and vice versa (bed - "sleep").
At this stage, children usually do not have phrasal speech. Children use single-word sentences.
The sound pronunciation of children is characterized by indistinct articulation, the impossibility of pronouncing many sounds.
Children have a limited ability to reproduce the syllabic structure of a word. Most often, children reproduce monosyllabic sound complexes (cubes - “ku”) or repeating syllables (“bi-bi”, “tu-tu”). The sound analysis of a word is an impossible task for children.
Characteristics of the second level.
At this stage, children use more detailed speech means. However, the underdevelopment of speech is still very pronounced.
The child's speech contains a fairly large number of words (nouns, verbs, personal pronouns), sometimes prepositions and conjunctions appear. But the words used by children are characterized by inaccuracy in meaning and sound design.
The inaccuracy of the meaning of words is manifested in a large number of verbal paraphasias (word substitutions).
Sometimes children use gestures to explain the meaning of a word.
In the process of communication, children use phrasal speech, non-spreading or even common sentences. However, the connections between the words of the sentence are not yet grammatically formalized, which is manifested in a large number of morphological and syntactic agrammatisms. Most often, in the structure of a sentence, children use nouns in the nominative case, and verbs - in the infinitive form or in the form of the third person singular or plural. In this case, there is no agreement between the noun and the verb.
Nouns in oblique cases are replaced by the initial form or the irregular form of the noun ("plays with a ball", "let's go on a hill").
In the speech of children, the agreement of the verb and the noun is violated in the number (“lessons are over”, “the girl is sitting”), in the gender (“mother bought”, “the girl went”, etc.). Past tense verbs in children's speech are often replaced by present tense verbs ("Vitya painted the house" instead of "Vitya draws the house").
Adjectives are used by children extremely rarely and do not agree with nouns in gender and number (“red summer”, “delicious mushrooms”).
Forms of nouns, adjectives and neuter verbs are missing, replaced or distorted.
At this stage, children sometimes use prepositions, but most often they omit them or use them incorrectly (“The dog lives in a booth” - The dog lives in a booth).
Thus, the correct inflection applies only to some forms of nouns and verbs, first of all, often used in the speech of children.
Speech underdevelopment lacks word formation. The sound side of speech is also characterized by significant impairments.
In the speech of children, many sounds are absent, replaced or pronounced distortedly. This applies, first of all, to sounds that are complex in articulation (whistling, hissing, smooth sonorous, etc.). Many hard sounds are replaced by soft ones or vice versa (five - "stalemate", dust - "drank"). The pronunciation of articulatory simple sounds becomes clearer than at the first level. There are sharp discrepancies between the isolated pronunciation of sounds and their use in speech.
The sound-syllabic structure of the word in the speech of children at this level is disturbed, while the syllabic structure of the word is more stable than the sound structure. In the speech of children, the contour of two-syllable, three-syllable words is reproduced. However, four- and five-syllable words are reproduced distortedly, the number of syllables is reduced (bicycle - "siped").
The sound structure of many words, especially words with a confluence of consonants, is very unstable, diffuse - When playing words with a confluence of consonants, consonant omissions are observed, vowels are added inside the confluence and other distortions - "Vika", star - "seeing").
The phonemic development of children is significantly behind the norm. Children lack even simple forms of phonemic analysis.
Characteristics of the third level.
At this level, children's colloquial speech becomes more developed, there are no gross deviations in the development of the phonetic-phonemic and lexical-grammatical aspects of speech.
The existing violations in the speech of children also relate mainly to complex (in meaning and design) speech units.
In general, in the speech of these children, there are substitutions of words that are close in meaning, separate agrammatic phrases, distortions in the sound-syllabic structure of some words, and shortcomings in the pronunciation of the most difficult sounds in terms of articulation.
The active, and especially the passive, vocabulary of children is greatly enriched by nouns and verbs. At the same time, in the process of verbal communication, inaccurate selection of words often takes place, resulting in verbal paraphasias (“Mom washes the child in a trough”, an armchair - “sofa”, resin - “ash”, knitting - “weaving”, planing - “cleaning ").
Children at the third level of speech development use mostly simple sentences in speech. When using complex sentences expressing temporal, spatial, causal relationships, pronounced violations appear. So, for example, a 12-year-old boy makes the following sentence: "Today, all the snow has melted, as a month has passed."
Inflection disorders are also characteristic of this level. In the speech of children, there are still a large number of errors in coordination and control. The most common mistakes are the following: incorrect use of some forms of plural nouns (“chairs”, “brothers”, “ear”), mixing the endings of masculine and feminine nouns in oblique cases (“hanging nuts”), replacing the endings of neuter nouns in in the nominative case with the ending of feminine nouns (hooves - "hooves", trough - "horns", mirror - "mirrors"), declension of neuter nouns as feminine nouns ("grazes a herd", "knocked a hoof"), incorrect case endings feminine words with a base on a soft consonant (“salts salts”, “no furniture”), erroneous stresses in the word, violation of the differentiation of the type of verbs (“sat down until it stopped raining”), errors in prepositional and prepositional management (“drinks water ”, “lays firewood”), incorrect agreement between a noun and an adjective, especially in the middle gender (“blue sky”, “fiery sun”). Sometimes there is also an incorrect agreement of verbs with nouns (“the boy is drawing”).
Characteristics of the fourth level of OHP (according to T.B. Filicheva).
At this level of speech development, there are also violations of vocabulary, and violations of word formation, and violations of coherent speech. Word-formation disorders are manifested in difficulties in differentiating related words, in misunderstanding the meaning of word-forming morphemes, and in the impossibility of performing word-formation tasks.
The sound side of the speech of children at this level of speech development improves significantly compared to the third level. Blurring, diffuse pronunciation of articulatory simple sounds disappears. Only violations of the pronunciation of some articulatory complex sounds remain. The syllabic structure of the word is reproduced correctly, but there are still distortions in the sound structure of polysyllabic words with a confluence of consonants (sausage - “cobalsa”, frying pan - “juice box”). Distortions of the sound-syllabic structure of a word appear mainly when unfamiliar words are reproduced.
Phonemic development is characterized by a lag, which manifests itself in the difficulties of mastering reading and writing.
Clinical types of general underdevelopment of speech are diverse. In the classification of E. M. Mastyukova, three groups of children with ONR are distinguished.
The first group is an uncomplicated OHP variant, characterized by the presence of only signs of OHP. In children, local lesions of the central nervous system are not detected. In the anamnesis of these children, most often there are no indications of a pathological course of pregnancy and childbirth, only sometimes there is a mildly pronounced toxicosis of the second half of pregnancy, and short-term asphyxia during childbirth. In these cases, one can often note the prematurity or immaturity of the child at birth, his somatic weakness in the first months and years of life, frequent infectious and colds. From a psychological point of view, these children have a general emotional-volitional immaturity, unformed regulation of voluntary activity.
The second group is a complicated variant of OHP of central organic origin. In children of this group, OHP is combined with a number of neurological and psychopathological syndromes. The pronounced neurological symptoms in these children testify not only to the immaturity of the central nervous system, but also to gross damage to individual brain structures.
The most common neurological syndromes are:
a) Hypertension-hydrocephalic syndrome.
It is characterized by increased intracranial pressure, in which there is an increase in the size of the head, protruding frontal tubercles, and expansion of the venous network in the temples. In children, this syndrome manifests itself in impaired mental performance, voluntary activity, behavior, as well as in rapid exhaustion, increased excitability, and motor disinhibition.
b) Cerebrosthenic syndrome.
Appears in the form of increased neuropsychic exhaustion, emotional instability, in the form of violations of the functions of active attention, memory. The syndrome in some cases manifests itself against the background of emotional and motor anxiety, in others it is accompanied by lethargy, lethargy, passivity.
c) Syndromes of movement disorders.
Manifested in a change in muscle tone, in mildly pronounced disorders of balance and coordination of movements. There is a lack of formation of general and fine manual motor skills.
Disorders of articulatory motility are manifested in the form of tremor, synkinesis, violent movements, slight paresis, and spasticity.
The children of the second group are characterized by the inaccuracy of praxis, gnosis, gnoso-praxis.
The third group of children with ONR has the most persistent and specific
speech underdevelopment, which is clinically referred to as motor alalia.
Currently, the etiology of alalia is defined as a lesion of the cortical speech zones of the left and right hemispheres in the pre-speech period, and, first of all, a lesion of Broca's speech area (the motor center of speech, located in the posterior part of the inferior frontal gyrus.)
For children with motor alalia, in addition to a specific speech defect, the following are characteristic: instability of attention, decreased memory and memorization productivity, lag in the development of verbal and logical thinking. These children are characterized by rapid fatigue, distractibility, increased exhaustion.
Thus, having become acquainted with the levels of speech development of children with OHP, we can do the following findings: the assimilation of speech norms of the language by children with OHP occurs in the same sequence as in children with normal speech development, but with speech dysontogenesis, the stages of assimilation are delayed for several years.
1.3 Features of the dictionary in preschool children with general underdevelopment of speech
R.E. Levina, V.A. Kovshikova, T.B. Filicheva, G.V. Chirkina showed that the development of speech of preschool children with OHP takes place with significant deviations from age standards.
The limited vocabulary, its originality - are manifested both in impressive and in expressive speech. For preschoolers with speech underdevelopment, mastering vocabulary is of particular difficulty. Studying the speech of preschoolers with motor alalia, B.N. Grishpun, V.K. Vorobyeva, V.A. Kovshikov noted the lack of formation of the nominative and predicative functions of speech, noted persistent violations in the assimilation of vocabulary. As shown by the results of research by Z.A. Repina, G.V. Chirkina, R.A. Yurova. The predicative side of the vocabulary turned out to be the most formed in preschool children with ONR caused by rhinolalia, since children with cleft palate in most cases do not have an organic lesion of the central nervous system, and the cognitive sphere corresponds to age standards. The process of forming an attributive dictionary in older preschoolers is carried out taking into account not only the etiological diversity of forms of speech disorders and the age of the child, but also the ontogenetic stages in the development of predicative vocabulary, the levels of general underdevelopment of speech, and is based on the theory of the diversity of forms and meanings of the predicate.
In the works of many authors (V. K. Vorobieva, B. M. Grinshpun, N. S. Zhukova, V. N. Eremina, V. A. Kovshikov, I. Yu. Kondratenko, E. M. Mastyukova, N. V. .Serebryakova, T.B. Filicheva, S.N. Shakhovskaya and others) emphasizes that children with OHP of various genesis have a limited vocabulary. A characteristic feature for this group of children are significant individual differences, which are largely due to various pathogenesis (motor, sensory alalia, an erased form of dysarthria, dysarthria, delayed speech development, etc.).
One of the pronounced features of the speech of children with OHP is a more significant than normal discrepancy in the volume of passive and active vocabulary. Preschoolers with OHP understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech, the actualization of the dictionary cause great difficulties.
Particularly large differences between children with normal and impaired speech development are observed when the attributive dictionary is updated. Preschoolers with OHP have difficulties in naming many adjectives used in the speech of their normally developing peers (narrow, sour, fluffy, smooth, square, etc.).
In the verbal vocabulary of preschoolers with OHP level II, words denoting actions that the child performs or observes daily (sleep, wash, wash, bathe, dress, go, run, eat, drink, clean, etc.) predominate.
It is much more difficult to assimilate words of a generalized, abstract meaning, words denoting a state, assessment, qualities, signs, etc.
Violation of the formation of vocabulary in these children is expressed both in ignorance of many words, and in the difficulty of finding a known word, in violation of the actualization of the passive dictionary.
A characteristic feature of the vocabulary of children with ONR. is the inaccuracy of the use of words, which is expressed in verbal paraphasias. The manifestation of inaccuracy or misuse in the speech of children with ONR is diverse.
In some cases, children use words in an overly broad sense, in others, a too narrow understanding of the meaning of the word is manifested. Sometimes children with OHP use the word only in a certain situation, the word is not put into context when talking about other situations. Thus, the understanding and use of the word is still situational.
Among the numerous verbal paraphasias in these children, the most common are the substitutions of words belonging to the same semantic field.
Substitutions of adjectives indicate that children do not distinguish essential features, do not differentiate the qualities of objects. Common are, for example, such substitutions: high - long, low - small, narrow - small, narrow - thin, short - small, fluffy - soft. Adjectives are replaced due to the non-differentiation of signs of size, height, width, thickness.
Along with the mixing of words according to generic relations, there are also replacements of words based on other semantic features:
Use of phrases in the process of searching for a word:
a bed - to sleep, a brush - to brush your teeth, a steam locomotive - a train without windows, a stove - the gas is on fire, a flower bed - they are digging the ground, a spinning top - the toy is spinning;
Replacement of words denoting actions or objects with noun words: open - door, play - doll,
or vice versa, replacing nouns with a verb:
the medicine is to get sick, the bed is to sleep, the plane is to fly.
Cases of semantic substitutions are noted in children with OHP and at school age.
Verb substitutions are especially persistent:
forges - threshes, irons - irons, mows grass - cuts grass, washes clothes - washes clothes, knits - sews, bathes - washes.
Characteristic for children with ONR is the variability of lexical substitutions, which indicates a greater preservation of auditory control than pronunciation, kinesthetic images of words. On the basis of auditory images of words, the child tries to reproduce the correct version of the sound of the word.
In children with normal speech development, the word search process is very fast, automation. In children with OHP, unlike the norm, this process is carried out very slowly, extensively, automation is insufficient. During the implementation of this process, associations of a different nature (semantic, sound) have a distracting effect.
Verbal paraphasias are also due to the insufficient formation of semantic fields, the structure of this semantic field, the allocation of its core and periphery.
Vocabulary actualization disorders in preschoolers with OHP are also manifested in the distortion of the sound structure of the word.
As in the norm, children 7-8 years old with OHP also undergo qualitative changes in the ratio of syntagmatic and paradigmatic reactions. If at 5-6 years the number of syntagmatic associations significantly exceeds the number of paradigmatic ones, then at 7 years of age paradigmatic associations prevail over syntagmatic ones. However, this predominance in children with OHP is not as significant as in children with normal speech development. At the age of 7, in children with normal speech development, paradigmatic associations occur almost 3 times more often than syntagmatic ones, and in children with speech pathology only 1.5 times more often. It is important that normally by the age of 7 paradigmatic associations become dominant among all other types of associations. In children with OHP, by the age of 7–8, paradigmatic associations do not become dominant and account for only 25% of all associations. This indicates that the process of isolating the core (center) and periphery of the semantic field in children with speech pathology is significantly delayed.
The quantitative dynamics of random associations also speaks about the immaturity of the semantic field in children with speech disorders. Even by the age of 7-8 years in children with speech pathology, random associations are very common,
dominant, although their number decreases with age. In children with normal speech development, by the age of 7-8, random associations turn out to be single.
Children with OHP also have some peculiarities in the dynamics of syntagmatic associations. In children with normal speech development, a sharp increase in syntagmatic reactions occurs by the age of 6. By the age of 7, the same sharp decrease in their number is observed. In children with speech disorders, a sharp increase in syntagmatic reactions is observed by the age of 7, which is probably due to a delay in the formation of the grammatical structure of speech.
So, in children 5-8 years old with OHP, there is a parallel increase in syntagmatic and paradigmatic associations, while in children with normal speech development, the opposite pattern is observed after 6 years: a sharp increase in paradigmatic and a significant decrease in syntagmatic associations.
In children 5-6 years old, all paradigmatic associations are in the nature of analogy, similarity (cat - dog, table - chair). By the age of 7, paradigmatic associations in all groups of children become more diverse. They arise on the basis of opposition values (high - low, good - bad, speaks - is silent) and on the basis of generic relations (tree - birch, dishes - a cup). In children with OHP, however, associations by analogy remain predominant (75%), while in children with normal speech development, by the age of 7, opposition relations begin to predominate. Consequently, the differentiation of relations within the semantic field in children with speech pathology has certain features.
Thus, in children with OHP, there is a delay in the formation of semantic fields in comparison with the norm. Difficulties arise in preschoolers with OHP when grouping semantically close adjectives. So, children with OHP often make mistakes when choosing an extra word from a series: short, long, small (short); high, small, low (low); big, low, small (small); round, large, oval (oval); heavy, long, light (heavy or light). These examples indicate an inaccurate understanding of the meanings of the words short, long, high, low, and the difficulties of grouping based on an essential feature. This confirms the lack of formation of semantic fields, insufficient development of the ability to compare words by their meaning.
Summarizing the above, we can do the following: findings: that the attributive vocabulary of children with OHP has certain features, such as:
Lack of vocabulary
(nominative vocabulary prevails over predicative;
Difficulties in understanding and using words with lexical and grammatical similarities;
Difficulties in mastering antonymy and synonymy.
Limitation and monotony in the use of adjectives, since their meaning can only be revealed in the context, which is quite difficult for children with ONR.
Conclusion on the first chapter
General underdevelopment of speech is a complex speech disorder in which the formation of all components of the speech system is disrupted. Relating to the semantic and sound side.
The active vocabulary is dominated by nouns and verbs. Children have difficulty using abstract and generalizing vocabulary, understanding and using words with a figurative meaning, do not use synonyms, antonyms in speech.
Common features of OHP include:
Late onset of speech development;
Poor vocabulary;
Agrammatisms;
pronunciation defects;
phonemic defects.
The approach proposed by R. E Levina made it possible to present the whole picture of the total development of speech. The structural-dynamic study of speech underdevelopment also reveals the specific patterns that determine the transition from a lower level to a higher one. These levels in themselves do not represent anything specific, their originality lies in the late beginning of this path. Children with OHP cannot spontaneously enter the ontogenetic path of speech development that is characteristic of normally developing children. The development of speech in OHP in some cases occurs against the background of a violation of the activity of the central nervous system. Correction of the speech of children with OHP is a long process aimed at the formation of speech means sufficient for the independent development of speech in the process of communication and learning.
For a correct understanding of the existing violation and effective corrective action, for the choice of rational methods and methods of influence, it is necessary to clearly determine the nature of the child's speech underdevelopment, its depth and degree, to be able to correctly analyze which components of speech and to what extent are impaired or not formed.
Chapter II . Purpose, tasks, organization and methodology of the ascertaining experiment
2.1 Purpose and objectives of the ascertaining experiment
The purpose of the ascertaining experiment is to identify the features of the attributive dictionary in older preschoolers with OHP. In accordance with the goal, the following tasks were defined:
1. Analysis of literature data on the research problem;
2. Determination of the methodology for the study of the attributive dictionary.
3. Carrying out a stating experiment.
4. Analysis and generalization of experimental data.
5. Identification of quantitative and qualitative features of the attributive dictionary in older preschoolers with general underdevelopment of speech.
2.2 Methodology for the study of attributive vocabulary in older preschoolers
The study of the lexical side of speech involves identifying the state of various lexical meanings of words, i.e., the denotative, significative, structural aspect. When developing this technique, some techniques and methods described by I.A. Smirnova , R. I. Lalaeva , N. V. Serebryakova , G.A. Volkova..
The methodology consists of 5 tasks, the tasks of which are:
1. Identification of the state of the denotative aspect of lexical meanings (understanding of qualitative adjectives).
2. Study of the volume of the active and passive vocabulary of adjectives.
3. Revealing the state of syntagmatic connections
(composing phrases noun + adjective)
5 Identification of the state of paradigmatic connections (selection of antonyms and synonyms for quality adjectives)
Study of lexical operations.
1. Study of the volume of the active dictionary.
Purpose: to explore the volume of the active dictionary.
Research material: subject pictures, words.
Procedure and instructions: The experimenter gives the following instruction: “Now I will show the picture, and you try to name it correctly.” The question is asked “What is this?”. It is proposed to show among the named pictures the one that fits this definition.
2. Study of the volume of the passive dictionary.
Purpose: to reveal the state of the denotative aspect of the lexical meanings of adjectives, to explore the volume of the passive dictionary.
Research material: subject pictures and words.
Procedure and instructions: The experimenter gives the following instruction: "Now I will name the words, and you try to show the picture correctly." It is proposed to show among the named pictures the one that fits this definition.
The following words are presented:
Color designations: red, blue, green, blue, yellow, white, black, brown, lilac, orange.
Taste sensations: delicious, sour, sweet, bitter
Temperature: hot, cold.
Weight: heavy, light.
Strength: weak, strong.
Size: large, medium, small.
Height: high, low.
Thickness: thick, thin.
Length: long, short.
Width: wide, narrow.
Shape: round, oval, square, rectangular, triangular.
Tactile sensations: smooth, prickly, fluffy.
Evaluation of the completed task: the number of incorrect answers is counted.
3. Grouping words.
Purpose: to study the processes of grouping adjectives according to semantic features.
Research material: semantically distant and semantically close words.
Procedure and instruction: children are invited to name an extra word in a series of three words "I will call you 3 words, and you tell me which word is extra"
1) semantically distant: - big, yellow, small;
Good, wooden, bad;
High, red, low.
2) semantically close: - high, large, low;
Big, low, small;
Heavy, long, light.
4. Selection of antonyms for adjectives
Purpose: to study the ability to select antonyms for adjectives.
Research material: adjective words: big, tall, cheerful, dark, bitter, healthy, new, sharp, bold.
Procedure: The experimenter names the words and asks to match them with the words “enemies”
instruction: "For the words that I will call you, pick up the words -“ Enemies ”
5. Selection of synonyms for adjectives.
Purpose: to explore the ability of children to select synonyms for adjectives
Research material: adjective words: brave, tiny, fast, awkward, oblique, cheerful, wise, skinny, stubborn, beautiful
Procedure: It is proposed to choose the words "friends" for adjectives. In cases of difficulty, the subjects are given the same words, but in combination with nouns.
Instruction: “For the words that I will name, pick up the words - “buddies”.
2.3 Characteristics of the subjects
The study was conducted on the basis of the MDOU "Slantsevsky kindergarten No. 10 of a combined type" at the address Slantsy, st. Gagarina 5 "B"
At the time of the experiment, the children were 5 to 6 years old. Speech therapy diagnosis - ONR, the third level of speech development, erased pseudobulbar dysarthria.
The experiment involved 10 children with OHP (experimental group). 10 children of the same age with normal speech development (control group).
As a result of studying the medical documents of the children of the experimental group, some features of the anamnesis were established: 10% of children had traumatic brain injury at an early age; 20% frequently ill children who are hospitalized at an early age; 20% of mothers had an Rhesus conflict; 30% have prolonged labor with the use of chemical and mechanical stimulation; 20% presence of unfavorable social factors. Thus, the anamnesis of children with ONR is aggravated. In the children of the control group, neither in the anamnesis, nor in social conditions, pronounced adverse factors were identified.
Conclusion on the second chapter
Thus, the methodology of the ascertaining experiment includes methods for studying the passive and active attributive dictionary, antonymy and synonymy, the study of paradigmatic relationships (when grouping words), the study of syntagmatic relationships (coordination with nouns), which will reveal quantitative and qualitative indicators of the level of development of the attributive dictionary in preschoolers with ONR. These data will make it possible to draw conclusions about the features of the development of attributive vocabulary.
Chapter III . Comparative analysis of the state of the attributive dictionary in preschool children with general underdevelopment of speech and normal speech development
In the course of the ascertaining experiment, the state of the vocabulary of older preschoolers with general speech underdevelopment of the 3rd level was studied. The level of lexical development was determined (the volume of passive and active attributive vocabulary, the ability to select antonyms and synonyms for adjectives, group words according to semantic features).
The examination of the children's vocabulary was carried out in compliance with a certain sequence of stages of the experiment. The speech material was selected taking into account the age indicators of the child's speech development.
· The first task was aimed at identifying the volume of children's active attributive vocabulary. As for the knowledge of the main colors of the spectrum, the children coped with the task, naming the colors correctly, however, not a single subject with OHP could name some shades (lilac, violet) without active prompting. In the course of completing the first task, children in the experimental group more often experienced difficulties and needed the help of a teacher than children from the control group, who mostly completed the task without the help of an adult. The experiment also revealed the presence of verbal substitutions (sweet - sour, thick - thin) when naming features denoting taste, quality of objects. When naming signs denoting the shape of geometric figures, size, height, strength, children in a number of cases needed the help of an experimenter. The easiest way for children was to name signs of weight. The task of naming tactile signs turned out to be difficult for the preschoolers of the experimental group. The data is presented in diagram 1.
Diagram 1
Examining the volume of the active attributive dictionary
As can be seen from the diagram, the volume of the active attributive vocabulary in preschool children with OHP is significantly less than in children with normal speech development. Children with OHP, for example, in some cases called colors differently: pink - navy, blue - palatine.
The second task was aimed at studying the volume of the passive attributive dictionary in children. The results showed that all children in the experimental group know the primary colors, but about half of the children in the experimental group do not distinguish color shades (blue, pink, lilac). Of particular difficulty is the understanding of adjectives denoting tactile sensations for the children of the experimental group. 6 out of 10 children have difficulty distinguishing the meaning of words - prickly, rough, smooth, fluffy. 2 children found it difficult to understand adjectives denoting width and thickness. The data is presented in diagram 2.
Diagram 2
Study of the volume of the passive vocabulary
Conclusion: Comparing the results obtained in the study of the active and passive vocabulary of children, we can draw the following conclusions: the volume of the passive dictionary in the children of the control group is slightly larger than the volume of the active one, and in the children of the experimental group, the volume of the passive dictionary is wider than the volume of the active dictionary.
· The third task was aimed at studying the processes of grouping adjectives according to semantic features. The results obtained showed that, unlike the children of the control group, the children of the experimental group find it difficult to differentiate adjectives according to semantic similar features. When performing the task, they made mistakes because they could not single out the main semantic feature of the meaning of the word. More than one child from the experimental group could not answer correctly; the children performed the task by analogy, without opposing the given concepts.
The data is presented in Chart 3.
Diagram 3
Study of the processes of grouping adjectives according to semantic features
As can be seen from the diagram, the level of formation of semantic semantic connections in children of the control group is much higher.
Performing the task, the children of the experimental group found it difficult to group semantically close words. 4 children could not select an extra word from the group (high, large, low) 6 children made a mistake in the group of words (Large, low, small) 8 children in the differentiation of words (heavy, long, light) The children of the control group coped with the task they were 2 mistakes were made, but after the correction by the teacher, such mistakes were not repeated, while the children of the experimental group repeated their mistakes after a while. They could even name another word, but without relying on semantic features, they again made a mistake. The data obtained indicate that the children of the experimental group do not distinguish significant features and do not differentiate the qualities of objects.
· The fourth task is aimed at studying the formation of the antonymy of adjectives. The fulfillment of this task revealed a low level of formation of antonymy in the children of the experimental group. Most of the children (8 out of 10) added the particle –not- instead of the opposite meaning to the word, 2 subjects replaced adjectives with nouns, based on the frequency combinations of the adjective with the noun (dark - night), or reproduced related words (dark - darkness; light - light) i.e. reproduced the word of another lexical category. The children of the control group coped with the task with a little help from the experimenter, 6 people completed the task without error, the mistakes made by 4 children were not few. After the experimenter's correction, the children in the control group did not repeat the mistakes.
The data obtained in the study are presented in Diagram 4.
Diagram 4
The study of the formation of the antonymy of adjectives
A comparative analysis of the performance of tasks for the selection of antonyms by children with normal and impaired speech development showed the following:
In the control group, inaccuracies were noted in the selection of antonyms, the word sharp was especially difficult. However, in the control and experimental groups, children reproduced the original word with the particle -NOT-. After the correction of the teacher, the children of the control group did not make such mistakes. Performing the task of selecting antonyms, the children of the experimental group made mistakes in the selection of antonyms for all words. When choosing antonyms, the children of the experimental group made the following speech errors:
Choosing antonymous concepts, they replaced with other parts of the rhea. An adjectival stimulus word was answered with an adverb, sometimes with a noun or a verb.
(Brave is a coward; cheerful is crying; healthy is sick, sneezing; brave is scary).
Words that are semantically close to the alleged antonym of the same part of speech (bitter-salty, sour, tasteless.)
In the process of searching for a word, children with OHP often lose the purpose of the task, oppose words to but insignificant, situational features.
· The fifth task was aimed at studying the formation of the synonymy of adjectives. As a result of the study, a number of features in the assimilation of these relations were revealed. The children of the experimental and control groups were given a preliminary speech sample. 4 children in the experimental group could not find synonyms for any of the ten words presented. 2 children picked up one word in general, 5 children were able to pick up one word from those presented in terms of meaning. When completing the task, children with OHP often refused to answer.
In the control group, 6 children almost independently coped with the task, 4 children used the help of the experimenter. The data obtained in the study are presented in diagram 5.
Diagram 5
The study of the formation of the synonymy of adjectives
As can be seen from the diagram, children in the control group more accurately select synonyms for stimulus words. Although they experience difficulties in the selection of synonyms, but only for individual words, preschoolers with OHP have errors in the selection of synonyms for the vast majority of words.
At the same time, a variety of errors are observed in children with ONR:
Words connected by syntagmatic links with stimulus words
(cheerful - happy);
Words that are situationally close to the original type, but replacing them with other parts of speech in the selection of synonyms, adjectives were more often replaced by an adverb, less often by a verb.
(bitter - tasteless);
Words related by paradigmatic links
(wise - thinks a lot);
Words formed by abbreviations.
(beautiful - red)
The words (oblique, fast, skinny, stubborn) caused particular difficulties in the children of the experimental group; the children refused to answer.
Findings:
On the basis of the research data given above, the following conclusions can be drawn: in older preschoolers with general underdevelopment of speech, an unformed attributive dictionary is observed, which manifests itself in the qualitative and quantitative features of individual parameters. (the volume of active and passive vocabulary, the level of formation of synonymy and antonymy, grouping of adjectives).
The study of the volume of the active and passive attributive vocabulary in preschoolers with OHP and their peers with normal speech development revealed the following features:
The volume of active vocabulary in preschoolers with OHP is significantly less than in their peers with normal speech development.
Preschoolers with OHP understand the meanings of many words;
The volume of their passive vocabulary is close to normal.
One of the features of the speech of children with ONR identified in the study is a more significant than normal discrepancy in the volume of passive and active vocabulary.
Updating the dictionary causes great difficulties for preschoolers with OHP. Inaccurate use of words, one and the same word can replace a whole group of characteristics of an object. For example, the word small can denote such qualitative characteristics as size, height, width. Children do not know the names of color shades, shapes and sizes. In some cases, children use words in an overly broad sense, in others, a too narrow understanding of the meaning of the word and active vocabulary appears.
· Study of the processes of grouping adjectives according to semantic features.
After analyzing the obtained data, the following conclusion can be drawn.
The organization of semantic fields in children with ONR has specific features, the main of which are the following:
- associations in children with OHP to a greater extent than in children with normal speech development are unmotivated, random;
- the most difficult link in the formation of semantic fields in children with speech disorders is the allocation of the center of the semantic field and its structural organization;
- children with OHP have a small volume of the semantic field, which is manifested in a limited number of semantic connections.
Substitutions of adjectives indicate that children do not distinguish essential features, do not differentiate the qualities of objects.
· Study of the features of the state of synonymy and atonymy in preschoolers with OHP.
The fulfillment of tasks for the selection of antonyms and synonyms requires a sufficient volume of the dictionary, the formation of the semantic field in which the given word is included, the ability to single out the main differential semantic feature in the structure of the meaning of the word, to compare words according to the essential semantic feature.
If children with normal speech development experience difficulties in selecting antonyms and synonyms only for individual words, then preschoolers with OHP have errors in selecting antonyms and synonyms for the vast majority of words.
Chapter IV . Methodology of speech therapy work on the formation of an attributive dictionary in preschoolers with general underdevelopment of speech
4.1 Theoretical foundations of speech therapy work on the formation of an attributive dictionary among preschoolers with OHP
When developing the methodology, the following scientific and theoretical provisions and principles were taken as a basis (N. V. Serebryakova).
1. Psycholinguistic ideas about the process of generating speech.
L. S. Vygotsky defined the process of generating speech as a movement “from a motive that generates any thought, to the formulation of one’s thought, to its mediation in the inner word, and then in the meanings of external words, and finally in words” Movement from thought to word “ lies in the internal mediation of thought, first by meanings, and then by words.
In this regard, speech therapy work on the word should be aimed primarily at the formation of the meaning of the word in close connection with the development of the child's thinking.
In accordance with modern models (T. V. Akhutina, A. A. Leontiev, N. I. Zhinkin, A. R. Luria, S. D. Katsnelson, V. B. Kasevich, etc.) different levels: motivational, semantic, linguistic, sensorimotor.
For our study, the analysis of the language level of speech production is more significant.
A.A. Leontiev defines this level as a complex interaction of operations of lexical expansion and grammatical structuring. At the same time, A. A. Leontiev notes “the fundamental development of mechanisms that ensure the generation of syntactic constructions, on the one hand, and its lexical content, on the other. If the first of these mechanisms is constructive in nature, then the second is more likely to be basically probabilistic and works on the principle of a kind of linear "cumulation".
One of the significant operations of the language level is the search for the word that most accurately conveys the meaning and the operation of placing words. “In the nomination field, the field of associative links, where each word has its own frequency index, the selection mechanism is “turned on” mainly. In the predication field, the mechanism for deploying a given program according to language rules is "turned on".
The close interaction of these language operations determined the formation of the structure of the meaning of the word and the development of the syntagmatic connections of the word, the assimilation of the grammatical meanings of the word and the grammatical rules of the language. In the process of speech therapy work, after clarifying the denotative and significative meanings of the word, it was included in the system of speech exercises at the level of phrases, sentences and text. A number of authors (R.M. Frumkina, A.P. Vasilevich, A.A. Leontiev) distinguish three groups of word search criteria: associative (semantic) characteristics of words, their subjective characteristics (assessment) and the sound image of the word, while associative and semantic the characteristics of the word are of a general psychological nature. For a successful search for a word, it is necessary to take into account all these features, especially semantic features and the sound image of the word. The phenomenon of "loss" of the word, the difficulties of its actualization, according to A.A. Leontiev and others, can be associated with one-way semantic search, for example, taking into account only the semantic characteristics of the word, when the sound image of the word is inaccurate or the “sound” search is slowed down. The search is carried out on the basis of a sequential enumeration of features (semantic, sound) until the desired word is found.
For the actualization of vocabulary, the process of searching for a word, semantic-associative links of words are of paramount importance. It is known that these processes proceed on the basis of systemic semantic connections of the word (A. R. Luria, A. A. Leontiev, T. N. Ushakova, V. B. Kasevich, A. P. Klimenko, N. V. Ufimtseva, etc. .).
The process of searching for a word in psychological and psycholinguistic literature is considered as the process of choosing the right word from a number of arbitrarily emerging associations (sound, situational, conceptual).
Thus, this process is carried out successfully only if the system of semantic connections of the word is formed, which involves determining the place of each word in this system, the difference in the structure of the meaning of each word according to one or more semantic features from other words in the lexicon.
The processes of enumeration of semantic characteristics and sound images of words are carried out synchronously, simultaneously, the actualization of the conceptual field in itself also actualizes its verbal expression both in the acoustic and in the motor image. The auditory-motor image of a word updated in memory is in itself a program for a sequence of articulatory movements.
The indicated theoretical position determines the need to clarify both the semantic characteristics and the sound image in unity. However, the semantic meaning of the word remains primary.
2. Modern ideas about the semantic structure of the word and its development in ontogeny.
Taking into account scientific data, the methodology of speech therapy work should be aimed not only at expanding the scope of the attributive dictionary, but also at forming the main components of the word meaning structure (denotative, significative, contextual). When determining the sequence in speech therapy work, the patterns and sequence of the formation of the meaning of a word in ontogenesis were taken as the basis.
3. System approach.
The use of a systematic approach, on the one hand, involves the formation of vocabulary in unity with other components of the language system, especially the grammatical structure of speech. And it also involves taking into account systemic relationships within the lexicon, the systemic nature of the lexical level of the language.
The formation of lexical consistency goes in the direction from grouping based on situational semantic features and differentiation based on conceptual features, from semantically sharp opposition to finer differentiation.
In this regard, one of the important areas of speech therapy work is the formation of lexical consistency, the grouping of words, the organization of semantic fields, the establishment of various relationships between words (paradigmatic, syntagmatic, hierarchical)
4. The formation of vocabulary is carried out taking into account the activity approach, taking into account the structure of activity, including speech (according to A.A. Leontiev, A.A. Leontiev).
In the process of fixing vocabulary in expressive speech, it is necessary to take into account the complex structure of speech activity: motivational, operational stage and control stage.
5. Principle of programming.
The principle of programming deepens the principle of the active approach. Taking into account this principle, when correcting vocabulary violations, it is necessary to first form separate operations that prepare the search for a word. Each of these operations is first worked out in isolation (semantic grouping of words, global organization of semantic fields, differentiation of the core and periphery of the semantic field, selection and differentiation of words according to various semantic features (situational, antonymy, synonymy, analogy).
6. The principle of simultaneous-successive formation of vocabulary.
Any human activity, including speech activity, is carried out on the basis of the unity and interaction of successive and simultaneous processes. At the same time, it should be taken into account that the simultaneous principle is formed in the child at a later date and is initially based on successive processes (R. M. Granovskaya, A. R. Luria, E. D. Khomskaya, etc.).
7. Accounting for the structure of the speech defect.
Violation of vocabulary is observed in many categories of children with impaired sensory, intellectual, speech development. Symptoms of vocabulary disorders (limited vocabulary, verbal paraphasia, inaccurate understanding of the meaning of a word, etc.) in these categories of children are largely similar. However, it has a difference in the structure of the speech defect, which determines the originality of corrective speech therapy work. Taking into account the structure of the defect in children with OHP, in the learning process there is a relationship between the development of vocabulary, the grammatical structure of speech and the formation of the phonetic-phonemic structure of speech.
8. The formation of vocabulary is carried out in close connection with the development of mental operations (classification, seriation, analysis, synthesis, generalization).
This is due to the fact that the development of vocabulary, especially the development of consistency, the structure of the meaning of a word is determined by the level of development of thinking, reflects the processes of the child's mental activity (J. Piaget, L. S. Vygotsky, A. R. Luria).
The development of mental operations is carried out both in terms of semantics and in terms of analyzing the sound design of a word.
9. The principle of stages.
The use of the phasing principle is multifaceted. When highlighting the stages of speech therapy work, the following criteria are taken into account:
A) ontogenetic sequence of vocabulary formation and various aspects of vocabulary formation.
B) The degree of complexity of the formation of various components of the structure of the meaning of the word in ontogenesis;
C) Features and nature of difficulties in mastering vocabulary.
D) Accounting for the sequence of studying the material according to the kindergarten program.
E) General stages of speech therapy work with preschoolers with OHP.
On the basis of these methodological provisions, speech therapy work is carried out in the following areas:
· Expansion of the volume of the dictionary.
Formation, clarification and deepening of the structure of the meaning of the word.
· Development of lexical consistency.
· Formation of paradigmatic and syntagmatic connections of the word.
· Development of word-formation processes and clarification of the meaning of derivative words.
· Differentiation of grammatical meanings of words.
4.2 The direction of speech therapy work to correct the formation of an attributive dictionary in preschoolers with OHP
In each of the identified areas of vocabulary formation, the main tasks, phased content, methods and techniques of speech therapy work are determined.
1. Expansion of the scope of the attributive dictionary.
The sequence of speech therapy work to enrich the attributive dictionary should take into account the frequency dictionary of children of older preschool age, as well as the identified features of the attributive dictionary in preschoolers with OHP.
The expansion of the vocabulary of adjectives is carried out in parallel with the development of ideas about color, size, shape, signs of height, thickness, based on the ability to compare objects according to various signs.
At the initial stage, the connection of existing adjective words with their meaning is fixed. In the future, the dictionary is enriched by thematic groups.
In the process of working on adjectives and verbs, much attention is paid to fixing them in context: in phrases, sentences, text.
Working on a new word includes the following steps:
1) Clarification of the semantics of the word; fixing the connection of the sound image of the word with the visual, auditory, and other image of the word.
2) Clarification of the sound image, sound analysis of the word.
3) Identification of semantic differentiated features of a given word.
4) Introduction of a given word into a certain semantic field and clarification of the paradigmatic connections of this word in the system of paradigmatic connections within the semantic field.
5) Fixing a given word in context, fixing syntagmatic connections.
2. Formation of the structure of the meaning of the word.
The formation of the word meaning structure is based on modern psycholinguistic data on the component analysis of the word meaning structure.
The work on the denotative and conceptual components is carried out sequentially-in parallel with the gradual transition from the denotative to the significative component.
When forming the structure of the meaning of a word, children learn to differentiate the meanings of words on the basis of signs of opposition, similarity, analogy, etc.
Development of lexical consistency.
3. The development of lexical consistency is carried out on the basis of mastering the structure of the meaning of the word, mastering the paradigmatic connections of words.
At the initial stage of the work, a grouping of words is carried out according to semantic features. In the future, the differentiation of words within the semantic field, the allocation of the core, periphery, the establishment of paradigmatic connections on the basis of oppositions and analogies is carried out.
4. Formation of syntagmatic connections of the word.
Working in this direction, we form the ability to accurately use the word in the speech flow, in phrases and sentences, based on the grammatical rules of the language.
The methodology of speech therapy work on the formation of syntagmatic connections of words is based on modern ideas of linguistics about the main syntactic units of language and speech, about phrases and sentences (V. V. Vinogradov, G. A. Zolotova, N. N. Prokopovich, E. N., Smolyaninova, E. S. Skoblikova, V. P. Sukhotin).
From a psycholinguistic point of view, the mastery of a phrase in ontogenesis allows you to expand and consolidate the syntagmatic links between words.
In the process of developing syntagmatic connections, words take into account the level of development of the grammatical structure of the speech of preschoolers with OHP, as well as the ontogeny of speech.
5. Development of word formation.
Word formation is a special way of vocabulary development. One of the main means of enriching the attributive dictionary is mastering the word formation of adjectives.
The formation of word-formation of adjectives is carried out sequentially in three stages.
Consolidation of word formation of adjectives of the most productive word formations. The formation of possessive adjectives with the suffix -IN- (mother's, father's).
Work on word formation of less productive models.
Formation of possessive adjectives with the suffix j without alternation (cow, fox)
Relative adjectives with the suffix -OV-
(downy, glass, leather, straw, book);
In qualitative adjectives with suffixes -OVAT- (bluish);
Diminutive adjectives with the suffix –ENK-;
Formation of possessive adjectives with the suffix j with alternation (wolf, dog, bear)
Relative adjectives with the suffix -AN-
Qualitative adjectives with suffixes -CHIV-
(talkative, chatty).
In order to clarify the grammatical meanings of adjectives, children are invited to include an adjective (a word that answers the question WHAT?, WHAT?) in a phrase, sentence.
Methods of speech therapy work on the formation of an attributive dictionary in preschoolers with ONR.
When developing this technique, the techniques and methods described by L.S. Vygotsky, S.N. Karpova, I.N. Kolobova, L. V. Sakharny, N. V. Serebryakova, N. V. Ufimtseva, G. D. Cheremukhina, A. M. Shakhnarovich and others.
The proposed speech therapy work presents didactic games and verbal exercises for the development of attributive vocabulary in preschoolers with OHP.
The game task of verbal exercises is to quickly select the exact word - the answer to the leader. These exercises and games are held in older groups. Exercise should be short.
1. Preparatory stage.
Purpose: preparation of the basis for the development of the vocabulary of adjectives. At this stage, work was carried out to develop mental processes, as well as to enrich the vocabulary of nouns and verbs.
2. Expansion of the volume of the attributive dictionary.
Purpose: development of an active vocabulary of adjectives.
We enrich the vocabulary with adjectives denoting color, taste, shape, quality characteristics of objects.
Games: "Guess what I'm talking about", "Guess the subject";
"Edible - inedible";
“Learning to guess and make riddles”;
"Guessing an object by describing its features" for example:
pear - yellow, sweet, tasty;
Tomato - red, round, juicy ...
To introduce adjectives into the semantic field and clarify the paradigmatic links of a given word in the system of paradigmatic links within the semantic field, the following games can be offered:
"What is the difference?"
The cup is low and the glass is high;
The tomato is big, and the pumpkin is even bigger;
"Compare" (by taste, by color, by size)
to taste - mustard and honey;
by color - snow - soot;
in size - tree-bush;
in width - road - path;
by age - grandfather and boy;
by weight - weight - fluff;
in size - a house - a hut.
Clarification of the relationship between adjective and noun.
Game "What?"
It is necessary to enrich the dictionary with antonyms. For this purpose, a speech therapist can use short stories that are moralizing in nature. They should be interesting and understandable to children. At first, children are required to catch the meaning of the story, to be able to tell about the hero, what he is: good or evil, neat or sloppy.
The expansion of the passive and active vocabulary of children is provided for by the program of preschool education, therefore, this work can be carried out by the teacher in the classroom for the development of speech, as well as during walks and excursions.
It is difficult for preschoolers with OHP to agree on an adjective with a noun of the middle gender, plural, so it is advisable to move on to these categories when other grammatical categories are already well mastered.
"Extra word"
Sad, mournful, dull, deep;
Brave, sonorous, bold, courageous;
Weak, brittle, long, fragile;
Red, strong, green;
Strong, distant, durable, reliable;
decrepit, old, worn out, dilapidated;
Deep, shallow, high, light, low.
"Pick pictures for words"
Tall, spotted
Shaggy, clubfoot;
Hungry, gray, angry;
Small, fast, agile;
Predatory, strong, striped;
Bright, warm..
Grey, prickly.
"Words are enemies"
Tall-..
Little- …
Heavy-..
Hot-…..
Dark-…..
Kind-…..
Cheerful- ….
Good- ……..
"Compare the opposite"
Using the words more-less, heavier-lighter, higher-lower, faster-slower.
Taxi truck What more? What is less?
Giraffe - horse Who is taller? Who is below?
Elephant bear Who is heavier? Who is easier?
You can fix the adjectives entered into the active dictionary in the context and fix the syntagmatic connections of adjective words in games:
"What does it look like?"
Children are invited to choose similar words of comparison.
White snow looks like...
Blue ice is like...
Thick fog is like...
Pure rain is like….
A cobweb shining in the sun looks like ....
"Finish the sentence and name the words-enemies."
The elephant is big, but the mosquito ....
The stone is heavy, and the fluff ....
Cinderella is kind, and stepmother ...
It's cold in winter, but in summer...
Sugar is sweet, but mustard...
The tree is tall, and the bush ....
Grandfather is old, and grandson ...
The soup is hot and the ice cream...
The soot is black and the snow...
The lion is brave, and the hare ...
Liquid milk, but sour cream ....
The river is wide, and the stream ....
Work is hard, but rest ....
Light during the day, but at night...
Come up with as many words as possible based on the thematic picture (“Winter”, “Spring”, “Summer”, “Autumn”, etc.) answering the questions WHAT? WHAT? WHICH? WHICH?
"Compilation of riddles of descriptions according to a certain plan"
For example:
Clothes - color - size - shape - material from which it is made.
Formation of word formation of adjectives.
The game "Whose tails" (according to the content of the Russian folk tale "Tails")
Word formation of relative adjectives.
"Name the Leaves Correctly"
"What is made of what?"
You can fix the word formation of possessive adjectives in games.
"Whose footprints?"
"Whose house?"
Word formation of complex adjectives.
“Think of beautiful words about animals”
The bullfinch has a red chest, which means it is red-breasted;
The hare has long ears, which means it is long-eared;
The magpie has a long tail, which means it is long-tailed;
The giraffe has a long neck, which means it has a long neck.
Games to introduce preschoolers to the figurative meaning of adjectives.
What can be said about?
Dense forest, hair (thick) teeth at the comb, thick (porridge)
Rare - forest, hair (rare), beast;
Fresh - bread, shirt, newspaper (fresh), smell;
Small - a stream, a plate (small), etc.
Game for the formation of figurative comparison of adjectives
Lotto "who is what?"
Children are offered cards with the image of animals
Angry like a wolf;
Strong like an elephant, a bear.
Sly as a fox.
Bold as a lion. etc.
Thus, the study of the literature on this issue showed that didactic word games and exercises can be used to develop an active vocabulary of adjectives. However, their use must be carried out in the closest connection with the development of cognitive activity.
Conclusion
An analysis of the available literature on the topic of the study showed that the vocabulary of children with ONR is characterized by a small volume, a significant predominance of the passive vocabulary over the active, inaccurate use of words, and the prevalence of verbal paraphasias. However, the features of the attributive dictionary in preschoolers with OHP have not been sufficiently studied, which determines the relevance of this study.
In order to identify the features of the attributive dictionary, a research methodology was determined, including the study of the volume of the active and passive dictionary, antonymy and synonymy, grouping of adjectives.
The study showed that in preschool children with OHP, the underdevelopment of the attributive vocabulary is manifested in the limited volume of the active and passive vocabulary, in the difficulties of grouping adjectives based on semantic features, in violation of synonymous and antonymic relations, while synonymy relations suffer more. Children cannot find words that are close in meaning and often refuse to complete the task.
One of the pronounced features of the speech of children with general speech underdevelopment is a more significant than normal discrepancy in the volume of the passive and active attributive vocabulary. The volume of the passive dictionary is close to the norm, but the use of words in expressive speech, updating the dictionary cause great difficulties.
A characteristic feature of the children's vocabulary is also the inaccuracy of the use of words, which is expressed in verbal paraphasias (verbal substitutions). Substitutions of adjectives indicate that children do not distinguish essential features, do not differentiate the qualities of objects.
Thus, the hypothesis that older preschoolers with general underdevelopment of speech have an insufficient formation of the attributive dictionary, manifested in the qualitative and quantitative features of individual parameters (volume, level of formation of synonymy and antonymy, grouping of adjectives) was confirmed.
Thus, a study of the literature on this issue showed that children with OHP, in comparison with the norm, are much more in need of systematic classes.
Speech therapy work on the formation of vocabulary is carried out in the following areas:
Expansion of the volume of the dictionary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive activity;
Clarification of the meanings of words;
Formation of the semantic structure of the word in the unity of its main components;
Organization of semantic fields, lexical system.
Activation of the dictionary, improvement of the processes of searching for a word, translating a word from a passive to an active dictionary.
Based on the identified areas of speech therapy work, a method is proposed for the formation of an attributive dictionary in preschoolers with general underdevelopment of speech.
Bibliography
1. Antipova Zh.V. Vocabulary formation in preschool children with general underdevelopment of speech. Abstract dis. cand. ped. Sciences. - M., 1998.
2.Antonova E.V. Functional features of the semantic structure of the word in preschoolers with ONR // Tsarskoye Selo Readings. - SPb., 2001.
3. Arkhipova E.F. Erased dysarthria in children.: textbook M .: AST: Astrel 2008.
4. Vorobyova V.K. Lexico-semantic features of the speech of children with alalia / V.K. Vorobyova / / Speech and voice disorder in childhood / ed. S.S. Lyapidevsky and S. N. Shakhovskaya.-M., 1973.
5. Vygotsky L.S. Thinking and speech M. 1996.
6. Gvozdev A.N. Questions of studying children's speech. - M., 1961.
7. Glukhov V.P. Fundamentals of psycholinguistics. - M. 2001.
8. Goncharova V.A. General and specific features of the formation of vocabulary in preschoolers with various speech disorders. Abstract dis. cand. ped. Sciences. - St. Petersburg, 2002.
9. Grinshpun B. M. On the mechanisms of difficulties in updating words in children with motor alalia / B. M., V. K. Vorobyeva / / Eighth scientific. Session on defectology. - M., 1979.
10. Gromova O.E. Methodology for the formation of the initial children's vocabulary. - M.: Sfera, 2003.
11. Eremina VN Enrichment and development of vocabulary of older preschoolers with general underdevelopment of speech. - Ryazan, 2001.
12. Efimenkova L. N. Formation of speech in preschoolers M, 1981.
13. Zhinkin N.I., Mechanisms of speech - M .: Publishing house of the APRSFSR 1958.
14. Zhukova N. S. Mastyukova E, M, Filicheva T, B, Overcoming speech underdevelopment in preschoolers. 1990
15. Isaeva T.I. Peculiarities of vocabulary formation in children of senior preschool age with OHP level III in speech therapy classes // School speech therapist. - 2006. - No. 4. - with. 17-30
16. Kovshikov V.A. Expressive alalia - L., 1985.
17. Kondratenko I.Yu. Formation of emotional vocabulary in preschoolers with general underdevelopment of speech. - St. Petersburg, 2006.
18. Lalaeva R. I. Serebryakova N.V., Correction of general underdevelopment of speech - St. Petersburg, 2006.
19. Lalaeva R.I., Serebryakova N.V. Formation of vocabulary and grammatical structure of speech in preschool children with general underdevelopment of speech. - St. Petersburg, 1999.
20. Lalaeva R. I. Methods of psycholinguistic study of speech disorders. - St. Petersburg, 2006.
21. Levina R. E. Writing disorders in children with speech underdevelopment. - M. 1961..
22. Levina R.E. Education of correct speech in children. - M: Enlightenment, 1980.-32 p.
23. Levina R.E. Experience in the study of non-speaking Alalik children - - M., 1951.
24. Levina R.E., Nikashina N.A. Characteristics of the general underdevelopment of speech // Fundamentals of the theory and practice of speech therapy / Under the editorship of R.E. Levina ... - M., 1968.
25. Leontiev A. A. Psycholinguistic units and generations of speech utterance M, 1969.
26. Speech therapy / Ed. L.S. Volkova and S.N. Shakhovskaya. - M., 2003.
27. Serebryakova N.V. On the issue and methods of studying word orientation in a preschooler // Speech and neuropsychic disorders in children and adults. L, 1987.
28. Serebryakova N.V. Vocabulary formation in preschool children with erased dysarthria.: monograph - St. Petersburg: SCIENCE-PETER 2006.
29. Smirnova I.A. On the issue of studying the features of vocabulary formation in preschool children with cerebral palsy / I. A. Smirnova // Speech and neuropsychic disorders in children and adults. L.., 1987.
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34. Filicheva T.B. Features of speech formation in preschool children. - M., 1999.
35. Filicheva T.B. Children with general underdevelopment of speech. Education and training / Filicheva T.B., T.V. Tumanova - M., 1999.
36. Zeitlin S.N. Language and child: Linguistics of children's speech. - M .: Ed. VLADOS, 2000.
37. Chirkina G.V. Methods for examining the speech of children: a manual for the diagnosis of speech disorders. -M., 2003.
38. Reader on speech therapy / Ed. L.S. Volkova and V.I. Seliverstov. –M., 1997.
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Kulish Nadezhda Nikolaevna - teacher-speech therapist MBDOU "DS No. 365 of Chelyabinsk"
At one time, the German historian of culture, the creator of the historical understanding of art, who considered it his task "to consider everything from the point of view of the spirit of its time" , critic, poet of the second half of the XVIII century Herder, Johann Gottfried said: “If a person’s language is sluggish, heavy, confused, powerless, indefinite, uneducated, then this is probably the mind of this person, because he thinks only through language” .
This quote has not lost its significance in the modern educational system.
Speech is the main means of human communication, with the help of which you can receive and transmit a huge amount of information. Speech has a certain meaning, which is expressed in personal thoughts, associations, images, feelings, and thus characterizes a person's personality.
One of the main tasks of correctional education and upbringing of children with general underdevelopment of speech is the practical assimilation of the lexical means of the language.
In the scientific literature, the problem of the peculiarities of the development of the vocabulary of children with speech pathology has been repeatedly studied. (T. A. Altukhova, O. E. Gribova, R. E. Levina, G. V. Chirkina, etc.)
The studies revealed the quantitative and qualitative originality of the vocabulary of children with speech disorders (N. S. Zhukova, R. E. Levina, T. B. Filicheva, G. V. Chirkina, etc.). The main directions of vocabulary formation in children with speech disorders are proposed.
In modern research, the problem of studying the lexical system in children with speech pathology is solved from psycholinguistic positions. (Zh.V. Antipova, V.A. Goncharova, T.V. Tumanova, etc.).
Despite the fact that the theoretical foundations for studying the lexical side of the speech of children with speech disorders have been created, the problem of the development of emotional vocabulary has not been solved to date. Its specific features have not been fully explored. There are no methods and techniques of corrective work aimed at its enrichment.
Emotional vocabulary expresses feelings, moods. Experiences of a person, it is characterized by ambiguity in understanding the place and role of the emotional component in the meaning of the word, which predetermines the diversity of the classification of this vocabulary. Traditionally, it is customary to refer to the sphere of emotional vocabulary:
- words that name feelings experienced by the speaker or another person
- evaluation words that qualify a thing, object, phenomenon from a positive or negative side with their entire composition, i.e. lexically
- words in which the emotional attitude to the called is expressed grammatically, i.e. special suffixes (E. M. Galkina-Fedoruk, K. V. Gorshkova, N. M. Shansky).
Emotions induce a person to a specific activity, and this indicates that they activate and organize human activity, having a direct impact on the cognitive sphere, which is considered in modern science as one of the main factors influencing the development of speech.
Studies of the features of speech development of children with general underdevelopment of speech of senior preschool age indicate significant deviations from normally developing peers in both quantitative and qualitative characteristics of vocabulary. (N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva, G. V. Chirkina, etc.).
In the study of the lexical side of the speech of children of this category, ignorance or incorrect use of words, inability to change and form lexemes were revealed.
It should also be noted that, on the one hand, in children of older preschool age with general underdevelopment of speech (third level) there are no gross violations of the affective sphere, and on the other hand, preschoolers cannot describe their emotional states, inner experiences with words. They have difficulties in assessing events, emotional situations, sensory experiences of other people, as well as heroes of poems, fairy tales, stories.
In addition, children with general underdevelopment of speech are characterized by a low level of development of attention and memory, some specific features of their thinking are observed. Subsequently, all the shortcomings of children's speech have a negative impact on mastering the processes of reading and writing.
In children with general underdevelopment of speech (third level) the development of emotional vocabulary does not occur spontaneously, and therefore, correctional and developmental speech therapy work aimed at forming the emotional layer of vocabulary is of great importance.
Based on a systematic psychological and pedagogical approach to the analysis and correction of speech disorders, as well as on the principles of developing a sense of language, the connection of speech disorders with other aspects of mental development, developmental education, consistency, correction and compensation, a system of corrective influence is proposed.
Working on the formation of communication skills and abilities in children with OHP-3 levels, when children must master communication skills: actively engage in dialogue, listen and understand speech, build communication taking into account the situation, easily get in touch, we are faced with the fact that when determining and naming emotional states children experience significant difficulties
Emotional vocabulary expresses the feelings, mood, experience of a person, being an integral part of the lexicon, it is necessary to familiarize children with a diverse world of emotions, it contributes to a more accurate understanding and description of emotional experiences of both their own and other people, a better assessment of ongoing events, as well as the solution of communicative tasks.
Correctional training for the development of the emotional vocabulary conditionally consists of three stages: preparatory, main and final.
The purpose of the preparatory stage is to prepare children for the correct and accurate perception of emotional states available to age, for the subsequent integration of this knowledge in the formation of lexical skills in the field of emotional vocabulary. The preparatory stage is aimed at studying and clarifying emotional states (joy, sadness, anger, fear, surprise) and the ability to distinguish between them. For the development of paralinguistic means of communication, mimic and pantomimic means are used, as well as the ability to distinguish emotional states using examples of a schematic image is formed. (pictograms). At this stage, children are introduced to "Mood theater (of emotion)» . "Theater of Moods" is a set of pictograms depicting certain emotions and a series of plot pictures, to which pictograms are selected depending on the situation.
The main stage ensures the gradual assimilation, consolidation and introduction of emotional vocabulary into coherent speech. Purpose: the formation of emotional vocabulary, consisting of words that name the feelings experienced by the speaker himself or by another person. The set goal determines the fulfillment of the following tasks: expansion of the vocabulary; formation of synonymous and antonymic relations; the development of independent coherent statements based on emotional, sensual images. Synonyms are words of the same part of speech that have completely or partially the same meaning. A game "Say Different" in children with ONR always causes difficulties. An allowance was made to help children "Glossary of synonymous words for the formation of emotional vocabulary" . The manual presents synonymous words for working with children 5-7 years old. The words are accompanied by small poems and illustrations that explain the meaning of the words and give them a certain emotional "coloring" . There are also pictograms denoting certain emotional states that children select on their own. (Theater of emotions).
For example: word "aroma" , which has similar synonyms "smell" , "fragrance" . This word is a poem "Christmas tree, Christmas tree - a forest fragrance, she really needs a beautiful outfit ......" , to the same poem, children select pictograms of joy, surprise, admiration
The goal of the final stage is to activate emotional vocabulary in the process of communication of children with general speech underdevelopment of senior preschool age.
Conducting conversations in the process of remedial training about books read, viewed cartoons, the use of dramatization games, as well as compiling descriptive stories, creative stories, organizing a variety of role-playing games that include various situations from life - all this has a beneficial effect on the development of children's feelings of empathy (feeling of understanding and empathy for the psychological state of another person), activation of a wide range of verbal means. Also, all of the above methods of educational work to a large extent activate emotional vocabulary. The speech of children is gradually characterized by a sequence of presentation of thoughts, intonational expressiveness; in independent statements, preschoolers correctly use various paralinguistic means of expression: facial expressions, pantomime.
As a result of corrective education with the actualization of the formation of emotional vocabulary, children with OHP (3 levels) select words denoting emotions and introduce them into expressive speech, expanding the range of emotional vocabulary at the expense of nuanced lexemes.
Bibliography.
- Antipova Zh.V. Vocabulary formation in preschoolers with general underdevelopment of speech: author. dis... cand. ped. Sciences / Zh.V. Antipova - M.. 1998
- Borodich A.M. Methods of development of speech of children of preschool age / A.M. Borodich. - M.: Enlightenment, 1981.
- Vygotsky L.S. Thinking and speech / L.S. Vygotsky. - M. Labyrinth, 1999
- Galkina-Fedoruk E.M. Modern Russian language. /E. M. Galkina-fedoruk, K.V. Gorshkova, N.M. Shansky. – M.: Uchpedgiz. 1957
- Goncharova V.A. General and specific features of the formation of vocabulary in preschoolers with various speech disorders: author. dis. … cand. ped. Sciences / V.A. Goncharova. - St. Petersburg, 2002
- Kondratenko I.Yu. Formation of emotional vocabulary in preschool children with general underdevelopment of speech: Monograph. - St. Petersburg: KARO, 2006.
- Levina R.E. Education of correct speech in children. / R.E. Levin. – M.: APN RSFSR, 1958.
- Tumanova T.V. Features of the formation of word-formation operations in preschoolers with general underdevelopment of speech: author. dis. … cand. ped. Sciences / T.V. Tumanov. - M .. 1997.
- Filicheva T.B. Speech underdevelopment in preschool children and ways to overcome it: author. dis. … cand. ped. Sciences / T.B. Filichev. - M., 174g.
- Filicheva T.B. Correctional training and education of 5-year-old children with general underdevelopment of speech / T.B. Filicheva, G.V. Chirkin. - M., 1991.
- Filicheva T.B. Psychological and pedagogical bases for the correction of OHP in children of preschool age // Defectology / T.B. Filicheva, G.V. Chirkin. - 1985. - No. 4.
General underdevelopment of speech (OHP) is a violation of the formation of all components of the speech system in their unity, in other words, the sound structure, phonemic processes, vocabulary, grammar and the semantic side of speech, in children with intact physical hearing and initially intact intellect. OHP is characterized by the presence of late manifestations of speech, a poor vocabulary, agrammatisms, deficiencies in sound pronunciation and the formation of phonemes.
Speech underdevelopment in babies is likely to be expressed in varying degrees: from the complete absence of speech or its babbling state to expanded speech, but with elements of violation of phonemic processes, vocabulary and grammar. usually there are three levels of OHP, moreover, the first and second are characterized by deeper degrees of underdevelopment, and at the third, higher level, the children have only individual difficulties in the development of the sound structure of the word, vocabulary and grammatical structure of speech. According to R.E. Levina (1968), three levels of speech underdevelopment are classified as 1 - the absence of common speech, 2 - the beginnings of common speech and 3 - extended speech with elements of underdevelopment in the entire speech system. These levels do not directly correlate with the age and mental performance of the child: older children may have worse speech
Level I of speech development, which are referred to as "speechless children", is characterized by an absolute or almost absolute absence of speech at an age when speech is fully formed in usually developing children. Children 5-6 years old, and sometimes older, have a poor active vocabulary, usually use babbling words, onomatopoeia and sound complexes. These are sound complexes formed by the children themselves and incomprehensible to others, supplemented by gestures and facial expressions. The child replaces “the car has gone” with “bibi”, “floor” and “ceiling” with “li” and accompanies the speech with a pointing gesture. in terms of sound, babble consists of both elements similar to words (“utu” - rooster, “spruce” - pussy), and from sound combinations completely different to the correct word (“e” - sparrow).
In parallel with babbling words and gestures, children often use separate common words, but usually these words are not completely finished in structure and sound composition and are used in erroneous meanings. Children do not distinguish between the names of objects and actions at all. Polysemy is often used when the child means different concepts with the same babble word or sound combination (“bibi” plane, steamer, “bobo” hurts, lubricates, injects). The names of actions are almost always replaced by the names of objects: open the “tree” (door), play ball just “ball”; the names of objects are replaced by the names of actions: bed “to sleep”, plane “fly”. Children practically do not speak a phrase; when children seek to talk about a certain event, they can practically say only single words or one or two distorted sentences. they tend to use single-word sentences. The stage of using one-word sentences also occurs during normal speech development, but in time it does not last longer than 5-6 months and includes a certain number of words. With severe underdevelopment of speech, this period can be delayed for a long time.
In independent speech in children with OHP, it exceeds one- and two-syllable formations; when repeated after adults, there is a tendency to reduce the repeated word to one or two syllables (cubes “ku”, pencil “das”). due to the lack of constant articulation, the changeable nature of speaking the same word is noted: the door is “tef”, “vef”, “vet”. Children are unable to apply morphological elements to express grammatical meanings. The speech is dominated by "root" words that are devoid of endings. Most often, these are unchangeable sound complexes, and only a certain number of children attempt to single out the names of objects, actions, and qualities.
The passive vocabulary of children is much more extensive than the active one. because of this, it seems that almost all children understand the speech addressed to them only on the basis of the prompting situation, and they do not understand many words at all. Often there is a lack of understanding of the meanings of the grammatical changes of the word. Thus, children react in the same way to the request “Give me a pencil” and “Give me pencils”, do not understand prepositions, do not correlate the number forms of verbs and adjectives with different situations. Along with this, one can observe a mixture of the meanings of words that have a common sound (brand frames, village trees).
Level II of speech development (the beginnings of common speech) is characterized by the fact that the speech capabilities of children increase. In addition to gestures and babble words, albeit distorted, but quite constant common words appear. Children's statements are poor, the child is mainly limited to listing directly perceived objects and actions. But still, the active vocabulary increases, becomes quite different, it differentiates words that denote objects, actions, and sometimes quality. Children begin to use personal pronouns, sometimes prepositions and conjunctions in typical meanings. There is an opportunity to talk more or less in detail about well-known actions, about family, about yourself. However, underdevelopment of speech continues to be clearly manifested in ignorance of many words, incorrect pronunciation, violation of the structure of the word, distortion of grammatical meanings, even in this case, the meaning of what is told can be understood outside the visual situation. The change in the word is accidental, when using it, many different shortcomings are allowed (“I play myatika” - I play with a ball). Words are often used in a narrow sense, the level of verbal generalization is very low.
The limited vocabulary is accompanied by ignorance of many words that denote parts of an object (branches, trunk, roots, tree), dishes (dish, tray, mug), vehicles (airplane, helicopter, boat). There is a distortion in the use of words-signs of objects that denote shape, color, material. Often children try to explain the incorrectly named words with gestures: stocking - “leg” and the gesture of putting on a stocking. The same phenomenon is observed in ignorance of actions; the name of the action is replaced by the designation of the object to which this action is directed or by which it is performed, the word is accompanied by the corresponding gesture: sweep - “floor” and show the action; cuts bread - "bread" or "knife" and the gesture of cutting.
Children begin to use phrases. In them, nouns are used mainly in the nominative case, and verbs in the infinitive or in the form of the singular and plural of the present tense; at the same time, the verbs do not agree with the nouns either in number or in gender ("I am a wash"). Changing nouns in cases occurs, but is random, and phrases are used without knowledge of grammatical meanings (“plays with a ball”, “went up the hill”). Also, when the grammatical structure of speech is violated, there are changes in nouns by numbers: “two ears”, “two stoves”. Instead of the past tense of the verb, the present tense is usually used and vice versa (“Vitya is eating” - instead of “will go”, “Vitya painted the house” - instead of “draws”). Adjectives are rarely used and do not agree with other words in the sentence (“asin eta” - a red ribbon, “asin adas” - a red pencil). Prepositions are used infrequently and distortedly, often simply skipped: “I was a Christmas tree” (I was on a Christmas tree), “Sopaka lives in a booth” (the dog lies in a booth). Children practically do not use unions and particles. Children with this level of speech development often strive to find the right grammatical form and the right structure of the word, but these attempts are practically unsuccessful: “On, on, summer has become. summer. summer”, “At the house deleva. tree."
Speech comprehension improves, passive vocabulary increases. Gradually, a distinction of some grammatical forms appears, but it is unstable. It becomes possible to distinguish by ear the singular and plural of nouns and verbs, there are no forms of masculine and feminine adjectives, the meaning of prepositions differs only in familiar situations. The pronunciation of sounds and words remains mostly distorted. However, it is possible to distinguish correctly and incorrectly pronounced sounds, moreover, the number of the latter often reaches 16-20 sounds. Most of all, children find it difficult to pronounce one-two-syllable words with a confluence of consonants in a word. Violation of sound pronunciation is much more noticeable in extended speech. Often, words pronounced individually correctly or with slight distortion lose their resemblance to the original word in a phrase (in a lion cage - “Kleki vef”, “Kretki ref”)
III level of speech development is the presence of phrasal speech with elements of violation of vocabulary, phonetics, grammar and phonemic representations. The active vocabulary of children is still very limited, it is dominated by nouns and verbs. Pronunciation capabilities improve, the reproduction of words of different syllabic structures, but most children continue to encounter shortcomings in the pronunciation of individual sounds and a violation of the structure of the word. Everyday speech becomes more or less developed, but in it there is often an inaccurate knowledge and use of many words. Free communication is very difficult, and usually comes into contact with surrounding children in the presence of parents or educators, who give an explanation to the child's statements. Meanwhile, children in many cases no longer find it difficult to name objects, actions, signs, qualities and states that are familiar to them from life. They can quite clearly tell about their family, about themselves and their peers, about the events of the surrounding reality, and make a short story. Not knowing this or that word, the children use another word that denotes a similar object (“conductor-cashier”, “sofa chair”). Sometimes the right word is replaced by another, close in sound composition (resin - "ash"). The same thing happens with the names of actions unfamiliar to the child: instead of "planing" he says "clean", instead of "cut" - "tear", instead of "knit" - "weave".
From time to time, children resort to strange explanations in order to name an object or action. Verbs such as "to drink" and "to feed" have almost no difference in meaning for many children. Children use various pronouns in speech. Of the adjectives, only those are used that denote directly perceived features of objects - size, shape, some properties (sweet, warm, hard, light). Speech is impoverished due to the rare use of adverbs, although many of them are familiar to children. Quite often, prepositions are used, especially to express spatial relations (in, to, on, under, for, from), but a large number of errors are made, prepositions can be omitted, replaced. This indicates a lack of understanding of the meanings of even the simplest prepositions. Meanwhile, children often undertake a search for the correct use of prepositions in speech: “I took a book from. in. out of the closet." The grammatical forms of the language remain insufficiently formed. The following errors are most typical: incorrect agreement of adjectives with nouns with adjectives in gender, number, case (“Books lie on large (large) tables” - books lie on large tables), incorrect agreement of numerals with nouns (“three bears” - three bears , “five fingers” - five fingers, “two pencils” - two pencils), errors in the use of plural case forms (“In the summer I was in my grandmother’s village. There is a river, many trees, geese”), errors in the use of prepositions. Usually children use only the simplest phrases. If necessary, build complex sentences, for example, to describe their sequential actions with different objects or when talking about a chain of interrelated events in a picture, children experience great difficulties. When compiling a sentence based on a picture, children, correctly naming the characters and the action itself, often do not include in the sentence the names of the objects used by the characters. In independent statements, there is often no correct connection of words in sentences that express temporal, spatial and other relationships. When he wants to talk about spring, the child says: “Today, all the snow has melted, as a month has passed.” He understands that first the snow melted, and then a month passed, but he failed to express this cause-and-effect relationship in a sentence. Understanding of everyday speech is generally better, but sometimes there is ignorance of individual words and expressions, a mixture of semantic meanings of words that are similar in sound.
The phonetic design of speech lags far behind the norm, various violations of sound pronunciation continue to be noted. The undifferentiated pronunciation of some sounds is characteristic, the sounds С (“syapogi” instead of “boots”), Ш (“syuba” instead of “fur coat”), Ц (“syaplya” instead of “heron”). Insufficient development of phonemic hearing and perception leads to the fact that children suffer from the formation of sound analysis and synthesis of words, which subsequently does not allow them to successfully master reading and writing.
CONCLUSIONS ON CHAPTER 1
The development of vocabulary in ontogenesis is also due to the development of the child's ideas about the surrounding reality. As the child gets acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. The development of the surrounding world by a child occurs in the process of non-speech and speech activity with direct interaction with real objects and phenomena, as well as through communication with adults. In the process of forming vocabulary, the meaning of the word is clarified, as well as the development of thinking and other mental processes.
The prerequisites for the development of speech are determined by two processes. One of these processes is the non-speech objective activity of the child himself, that is, the expansion of ties with the outside world through a specific sensory perception of the world. The second most important factor in the development of speech, including the enrichment of the dictionary, is the speech activity of adults and their communication with the child.
The development of vocabulary is largely determined by the social environment in which the child is brought up. Depending on the socio-cultural level of the family, the age norms of the vocabulary of children of the same age fluctuate significantly, since the vocabulary is acquired by the child in the process of communication.
In the process of verbal communication, the child does not just borrow words from the speech of others, does not just passively fix words and phrases in his mind, mastering speech, he analyzes the speech of others, highlights morphemes and creates new words by combining morphemes. Thus, in the process of mastering word formation, the child performs the following operations: calculation of a morpheme from words - generalization of the meaning and connection of this meaning with a certain form - synthesis of morphemes in the formation of new words.
The limited vocabulary complicates the development of coherent speech, the transition from the dialogic form of speech to the contextual one. Thus, work on the development of lexical skills should be aimed at the full mastery of speech by children.
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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
MOSCOW STATE? RSTVENNY GUMA? NITA? RNY UNIVERSITY them. M.A?. SHOLOKHOV?
DEFECTOLOGICAL FA?CULTET
CA? PHEDRA? LOGOPEDIA
Diploma on the topic:
Formirov? vocabulary in preschoolers with a general underdevelopment? development of speech
Moscow? 2013
Introduction
The relevance of research. God? That? I and developed? I speech contributes to the full communication of people with each other. It is quite obvious that deviations in the development of speech cannot but affect? life and development of the child?. At present, the number of children with general speech underdevelopment, who have an insufficiently formed vocabulary, is constantly increasing, which, in turn, prevents the formation of coherent speech, hinders the development of written language, violating the full preparation for schooling.
Is the child's speech well developed? preschool age? hundred? is an important condition for successful schooling. One of the main tasks of teaching children with speech disorders is the practical assimilation of the lexical means of the language. Emotion? Flax? I vocabulary? is part of the lexicon? and contributes to a more accurate understanding and description of moods, feelings, experiences of a person?, a better assessment of ongoing events, huh? as well as solving communicative problems (N.D. A? Rutyunova?, Ch.A. Izmailov, D.M. Shmelev).
One of the most important problems in general and special psychology is the development of speech. Is it because she? plays a huge role in human life?. Developing speech acts in the beginning as a means of communication, designation, in the future it becomes an instrument of thinking and expressing thoughts, organizes human activity and behavior? (L.S. Vygotsky, 1983; A?.V.Za? Porozhets, 1980; A?.R. Luria, 1956; L.S. Tsvetkova?, 1972, etc.).
If normally a child learns to change words? and it is correct to use them in phrases and sentences in conditions of constant communication with others, then a child with speech pathology has limited opportunities for mastering grammatical categories and forms? the basis of direct imitation of the speech of others. To succeed? in their assimilation, he needs special learning conditions, where much attention is paid to the formation of the lexical side of speech.
In the scientific literature, the problem has been repeatedly investigated? development of the lexical system in children with speech pathology (V.P. Glukhov, N.S. Zhukova?, I.Yu. Kondra?tenko, R.I. Lala?eva?, L.V. Lopa Tina, E.M. Mastyukova, N.V. Serebryakova, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina, etc.). In the studies, the features of the development of the vocabulary of children in this category were highlighted. We have developed methodological recommendations that contribute to the formation of vocabulary in children with speech disorders.
In the monograph of I.Yu. Kondra?tenko presented the main directions and methodology? speech therapy work on the formation of vocabulary in children with general underdevelopment of speech of older preschool age.
In recent years, the attention of scientists has been attracted by the problem? the use of visual models in corrective and developmental education of children with speech disorders (V.M. A?kimenko, I.Yu. Kondra?tenko). Scientists argue that the use of models can improve the quality of education and upbringing of children with speech pathology. Scientific research confirms that it is visual models that are the form of highlighting and designating relationships that is available? children of preschool age? hundred? (L.A. Wenger, L.M. Fridman and others).
Timely? I and systematic? I logopedic? I help allows you to overcome the general underdevelopment of speech. That is why it is necessary to know the features of the development of children with general underdevelopment of speech and how these features affect? development of children's speech, huh? it is also important to determine the methods of corrective work to improve the quality of speech, including vocabulary, in such children. Is the relevance of work determined? the need for a search? effective ways of forming vocabulary in children with general underdevelopment of speech. The study of vocabulary is no less relevant at the present time, due to its significance for speech development in general, huh? also for the process? communication and development of cognitive activity of children with ONR.
Object of research: the process of formation of vocabulary in preschoolers with OHP.
Subject of research: features of the formation of the lexical side of speech in children with ONR.
On the? on the basis of a? on? lisa? studied literature? rounds was? defined? goal of the work.
Purpose: To develop a system of games and activities that contribute to the formation of vocabulary in children of older preschool age? with a general lack of speech development.
Hypothesis?. The success of correctional and speech therapy work on the formation of vocabulary in children with ONR depends on the formation of the complex? corrective measures and involves the formation in children of the ability to plan their own utterance, independently orient themselves in the face of the complexity of differentiating words, sounds, independently determine the content of their statements.
Formation of the complex? correctional measures are influenced by the inclusion of language ability in correctional and speech therapy work with children with general speech underdevelopment.
In accordance with the purpose and subject of the study, the following tasks were formulated:
and? analysis of scientific and methodological literature on the problem of research;
study of medical-psychological-pedagogical documentation of children;
conducting observations, ascertaining experiments;
experimental study of research materials and interpretation of its results using methods of quantitative and qualitative analysis.
The theoretical basis of the study was the work of R.I. La?la?eva, Filicheva T.B., Chirkina G.V., Tumanova T.V. on the study of children with general speech underdevelopment.
The methodological basis of the study was the work of E.A. Zemskoy, V.N. Nemchenko on the development of children's speech; Z.N. Repina on the study and research of children's speech; methodological techniques developed by V.P. Glukhov, T.A?. Tka?chenko, I.Yu. Kondra?tenko.
The organization of the study was carried out on? ba?ze on? ba? Ze Kuzyaevsky kindergarten? Yes? No. 44.
The experiment involved 20 preschool children aged 5-6 years with OHP level 3.
To solve the set tasks and test the hypothesis put forward, the following research methods were used:
The study of literature? rounds on the topic of research; research; empirical methods: analysis of medical and pedagogical documentation; conversation?, observation, ascertaining, teaching and control experiments;
Quantitative and qualitative analysis of the data of ascertaining and control experiments, statistical analysis of the results of experimental training.
Theoretical significance.
Theoretically substantiated? on?, work? and a? testing? on? differentiated? nna? I technique? formation of vocabulary in children with ONR (level 3), taking into account the ontogenetic course? development, structure of the primary defect? and individual abilities of children.
In the study, yes? characteristic? the state of the lexical side of speech of preschoolers with OHP (level 3). Doka?for?on? the effectiveness of the methodological system of techniques using additional visual supports, implemented in speech therapy work with children with ONR (level 3) for mastering the correct lexical processes.
The practical significance of the work was? in obtaining data that are important for the development of methods of corrective influence in the study of the characteristics of vocabulary in preschool children? with OHP level 3.
Gla? wa? 1 . Historical- theoretical review letter? tours on the problem of forming? vocabulary among preschoolers with a commonunderdevelopmentspeeches
1.1 Kra? a brief historical overviewliterature
Mystery? human word? got up? la? before scientists from yes? Vnih times. Even the ancient Greeks raised the question of whether the language is the fruit of an agreement between people or does it reflect the natural similarity between the word and the thing called by it.
The first linguists, who laid the basis for the description of the language? and linguistic elements of understanding systemic relations were Baudouin de Courtenay Yvan Aleksandrovich and Ferdinand de Saussure.
F. de Saussure (1857-1913) - a Swiss linguist who laid the foundations of semiology - a science that studies properties? signs and sign systems (syntax, semantics? and pragmatics?) and structural linguistics - a linguistic discipline, the subject of which is the language studied in terms of its formal structure and organ ?lower?tion of it as a whole, eh? also from the point of view of the formal structure of the components that form it, both in terms of expression and in terms of content. He proposed an approach that laid the foundation for a new direction - structuralism, deeply penetrated into various sciences: linguistics, literary criticism, sociology. The development of Saussure? so? also an eye? for? a strong influence on? psychology.
Baudouin de Courtenay (1845-1929) - Russian and Polish linguist, in his work proved that the essence of language? - in speech activity, huh? it means that it is necessary to study living languages and dialects - a kind of language that is used as a means of communication between people connected by one territory.
In the future, the French scientist Gustave Guillaume (1883 -1960) believed that language is both a legacy of the past and the result of its transformation by a person in the process of cognitive work . The theory developed by him is called psychosystem? tics - a science that studies not the relation of language? and thinking, huh? certain and ready-made mechanisms that thinking has at its disposal to intercept? of itself, the mechanisms to which language gives an accurate representation.
The next period of development of the history of the nature of the phenomenon? language? and speech - psycholinguistic.
Psycholinguistics? - is it a scientific direction that studies the nature and functioning of the language? and speech, using the data and approaches of two sciences - psychology and linguistics. Psychology studies the human, subjective dimension of the functioning of speech and language. Linguistics? to a greater extent on?right?lena? on the? description and characterization of the actual language properties. (Psychology. Textbook for humanitarian universities. 2nd ed. Edited by Druzhinin? V.N.)
In various countries of the world? there was a keen interest in this science, many psychologists and linguists took up psycholinguistic research.
Approximately 10 years later, a new stage of psycholinguistics began, associated with the name of Noah? Chomsky (1928) - American linguist, political publicist, philosopher and theorist. In the work "Syntaxic Structures" Chomsky developed the idea, according to which knowledge of the native language? - is it a system? rules, calling it the grammar of the language?. He relied on? representation of the surface and deep structure of sentences. Surface structure? - the one that we hear is deep? I'm connected? with meaning.
One of the earliest fundamental developments carried out directly in the field of the psychology of language? and speeches, did Zhinkin's research become? Nikola? I'm Ivan? Novicha? (1893 - 1979) - Soviet linguist? and a psychologist? He was engaged in the research of psychological and psycho-physiological mechanisms of generating speech statements, processes of perception, understanding and generation of text? as a holistic psycholinguistic phenomenon, eh? also laid the foundations of Russian psycholinguistics. Released in 1958? its widely known? i book? "Mechanisms of speech".
It is worth noting the contribution of Russian scientists - linguists in the development of science:
Lomonosov Mikhail Vasilyevich (1711 - 1765) - brilliant Russian
scientist, writer? tel, teacher? gog. The central place among his works on language is occupied by “Russian grammar?” (1755) - the first? Russian language?, in which the scientist determined the speech norms of his time and laid the foundations of stylistics.
Vostokov Alexa Ndr Khristoforovich (1781-1864) - an outstanding Russian linguist, poet translator. One of the? Servants of Vostokov? is the creation of educational books on the Russian language: “Abridged? I am Russian? I am grammar? for use in lower educational institutions” (1831) and “Russian grammar? According to these books, they studied the Russian language for almost the entire 19th century.
Ushakov Dmitry Nikolaevich (1873 - 1942) remained in the memory of people as a great scientist, and the author of many textbooks for spelling schools, one of the compilers (his co-author and student - S. E. Kryuchkov) "Spelling Dictionary". Most of all, Ushakov is known as one of the authors and chief editor of the Explanatory Dictionary of the Russian Language? in four volumes?
Da? l Vladimir Ivanovich (1801 - 1872) - so lax and hardworking person. Naval officer, doctor, Da?l was not a linguist by education, he became one by vocation. In the history of the national science of the Russian language, Dahl became famous as a collector of words and stable combinations of words, who compiled the four-volume "Explanatory Dictionary? Dictionary of the Living Great Russian Language?", which was first printed ?ta?n in 1863 - 1866 In addition, Da?l left a wonderful dictionary “Proverbs of the Russian people?” as a legacy to a descendant.
A significant role in the study of speech development is played by such outstanding psychologists, educators and linguists as:
Ushinsky Konstantin Dmitrievich (1824 - 1870) - a famous Russian teacher, the founder of Russian pedagogical science, before him there were no lice in Russia.
Rubinstein Sergei Leonidovich (1889-1960) - an outstanding Russian psychologist and philosopher, corresponding member of the Academy of Sciences of the USSR, discovered fundamentally new and very? promising ways in the development of psychological science and philosophy. In the 20th century, it was he who became the founder of the most deeply developed philosophical and psychological theory of activity.
Vygotsky Lev Semyonovich (1896 - 1934) - Soviet psychologist, founder of the cultural-historical school in psychology.
Luria Alexa Ndr Roma Novich (1902-1977) - professor, doctor of pedagogical sciences, doctor of medical sciences, full member of the Academy of Pedagogical Sciences of the RSFSR, full member of the A? PN USSR, belongs to the number of outstanding Soviet psychologists, widely known for their scientific and pedagogical activities.
Elkonin Da? niil Borisovich (1904-1984) - Soviet psychologist, and the author of the original direction in child and pedagogical psychology.
Zaporozhets Alexa Ndr Vladimirovich (1905 - 1981) - psychologist, full member of the Academy of Sciences of the USSR (1968), doctor of pedagogical sciences.
Leontiev Alexey A. (1936 - 2004) - Russian psychologist and linguist, doctor of psychological and philological sciences.
The issue of studying the development of vocabulary in children was dealt with by scientists from various fields:
Chukovsky Korney Ivanovich (1882-1969) - Russian Soviet poet, essayist, literary critic, translator and literary tourologist, children's writer, journalist. The book Two to Five talks about the amazing ability of children to create new words? and phrases, explaining in their own way the phenomena they understand.
Vinograd?dov Viktor Vladimirovich (1894 - 1969) - Russian literary? Tourist and linguist-Russianist, and? Academician of the Academy of Sciences of the USSR (1946), Doctor of Philology, founder of the largest scientific school in the national linguistics ?Ni.
Ma?slov Yuri Sergeevich (1914-1990) - Russian linguist, doctor of philological sciences, professor.
Zeitlin Stella? On? Umovna? (1938-) - Russian linguist. The founder of the scientific school of Russian ontolinguistics - a section of linguistics that studies the ontogeny of speech and children's speech: the formation of a child's speech ability, the emergence and further development of an individual language? and further age-related changes in the language of the individual?. Most often it is interpreted as one of the main sections of psycholinguistics. The object of ontolinguistics is the speech? I activity of the child?, huh? subject - the process of children learning their native language?.
Glukhov Vadim Petrovich - Associate Professor of the Department of Speech Therapy, Candidate of Pedagogical Sciences.
Usha?kova? Tatyana? Nikolaevna? - Russian psychologist, doctor of psychological sciences, corresponding member of the RA?O, professor, head of the department. laboratory? thorium of the Institute? psychology RA?N. The leading direction of scientific interests is the understanding of the psycho-physiological and psychological mechanisms of language and speech processes, their structure.
A huge contribution to the study of the general underdevelopment of speech as a systemic disorder, huh? Also, the identification of the features of coherent speech in children with ONR was made by:
Levin? Rose? Evgenievna? (1908-1989) - Soviet teacher, psychologist.
Chirkin? Galina? Vasilevna? - Doctor of Pedagogy, Professor, highly qualified specialist in the field of pathology of children's speech.
Efimenkov? Lyudmila? Nikolaevna?.
Tka?chenko Tatiana? Alexandrovna? - speech therapist, honored teacher of the Russian Federation, excellent student of public education, has the highest qualification category. Tka?chenko is the author of more than 70 books and educational aids for children, which present innovative, most effective pedagogical technologies.
La?la?eva? Ra?isa? Ivanovna? - Doctor of Pedagogical Sciences, Professor. In 1998 received? rank La?urea?ta? Prizes of the Government? Russian Federation in the field of education for? participating in the creation of the kit? textbooks and teaching aids on speech therapy.
Sha?hovska?ya Svetlana?na? Nikolaevna? - candidate of pedagogical sciences, professor. In 1964 she defended? Candidate's dissertation "Speech therapy work on the formation of the grammatical structure of speech in children with motor ailment". Since 1960? works for? Department of Logopedics, Moscow State Pedagogical Institute named after V.I. Lenin? Winner of the Government Prize? RF in the field of education.
Seliverstov Vladimir Ilyich - candidate of pedagogical sciences, professor, head of the department of preschool correctional pedagogy and psychology (preschool defectology) of the Moscow State Pedagogical University. V. I. Lenin?, Deputy Dean? for scientific work, scientific supervisor of the student scientific society? faculty?
Filichev? Tatyana? Borisovna? - professor, doctor of pedagogical sciences, and the author of more than 40 scientific works.
Fog? new? Tatyana? Volodya? smooth? - Professor of the Department of Speech Therapy, Doctor of Pedagogical Sciences.
Shcherba? Lev Vladimirovich (1880 - 1944) - an outstanding Russian linguist and teacher. Shcherba? call? l to observe? living facts of language? and speeches, to reflections on them. Many valuable ideas were expressed? for? l Shcherba? on the issue of phonetics and orthoepy, describing the norms of exemplary Russian pronunciation. Shcherba? is one of the authors of school textbooks on the Russian language, according to which they studied in the 30s - 40s of the XX century ..
According to the figurative expression of L.V. Shcherby, vocabulary? - is it alive? I am the mother of language?. She is? serves for the substantive content of thought, i.e. for naming? But another definition of vocabulary is better known. Vocabulary? - a set of words and associations similar in function to them, forming a certain system. The systematic nature of vocabulary is manifested in the fact that all its units are on? Based on their properties, they are included in certain lexical associations (semantic fields, groups, synonymic and paronymic chains, a?ntonymic oppositions, derivational nests?).
It should be said that teaching vocabulary means teaching a word. “The word is a “brick” in the construction of a building, where the building is a language, huh? construction - study. (Ka?to Lomb, 1993). From the foregoing, it should be concluded that I teach vocabulary, we teach language. BUT? language learning - main? vna? I am for? yes? cha? methods of teaching the Russian language?.
1.2 General yes? ra data? vocabulary development in ontogeny
A large number of studies have been devoted to the development of vocabulary, in which this process is considered in various aspects, such as: psychophysiology, psychology, linguistics? and psycholinguistics?
Initially, does a new word appear in a child? what is the direct connection between a particular word and an object.
The first stage in the development of children's words proceeds according to the type of conditioned reflexes, when? a new word - a conditioned irritant, the child associates with the subject, huh? in the future and reproduces it.
At the age of 1.5 to 2 years, the child moves from passive to active expansion of his vocabulary during the period of using questions like? “What is it?”, “What is it called?”.
At the end of the first and at the beginning of the second year? child's life? develops imitation, repeated repetition of a new word. During this period of development in the speech of the child? the first words appear?, the so-called babble words, which are a fragment of a word heard by the child, consisting mainly of stressed syllables. L.S. Vygotsky emphasized that in the process of child development? the word changes its semantic structure, enriches itself with a system of connections and becomes a generalization of a higher type. According to data A?.N. Gvozdev?, in the vocabulary of a four-year-old child? observed approximately 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0.9% of prepositions and 0.9% of interjections and particles.
The development of vocabulary in ontogenesis is due to the development of the child's ideas? about the surrounding reality, when? development of the surrounding world? child occurs in the process of non-speech and speech activity through communication with adults.
On the? the child's mastery of his native language, according to S.N. Zeitlin, influences not only the speech environment, but also the social environment in which the child is brought up. Age norms of vocabulary? children of the same age? hundred? significantly fluctuate depending on the socio-cultural level of the family, as well as the vocabulary acquired by the child in the process of communication.
According to Smirnova E.O., the development of the child's vocabulary? closely connected? but, on the one hand, with the development of thinking and other mental processes, huh? on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech.
It is worth noting that the formation of different sides of the language? (phonetics, vocabulary, grammar? different this? pa? x development on? the front plan? n is put forward? or another? I side?. A? rusha? new? Huh?.G. believes that on? Is everyone looking forward to this child's life? formation of the grammatical structure of the language? child? acquires specific trends and new relationships with the development of language aspects?.
If we compare the ways of acquiring vocabulary by children with normal speech and the ways of establishing children's speech when its development is disturbed, then certain similarities can be noted: what form? was there no pathology of speech (with preserved intelligence)? inherent? child, he does not bypass in his development the three main periods that Gvozdev A?.N. in his study "Issues of the study of children's speech."
The first period - (from 1 year 3 months to 1 year 10 months). The period of sentences consisting of amorphous root words that are used in one unchanged form in all cases when? they are used.
The second period - (from 1 year 10 months to 3 years). The period of assimilation of the grammatical structure of the sentence, associated with the formation of grammatical categories and their external expression.
The third period - (from 3 to 7 years) the period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations. On the? in the third year of life, active use of involuntary utterances, consisting of one or two simple sentences, takes place. On the? In the fourth year of life, word formation appears in close connection with the expansion of the vocabulary. The formation of statements begins - short stories. Sound pronunciation is actively mastered, mainly through games with onomatopoeia.
The fifth year of life is the formation of the arbitrariness of speech, the formation of phonemic perception, the awareness of the simplest linguistic patterns.
The sixth and seventh years of life - the stage of mastering the method of grammatically correct construction of detailed connected statements, active mastering of complex syntax? with the arbitrary construction of a monologue?, the stage of forming grammatically and phonetically correct speech, mastering ways to isolate sentences, words?, sound? from speech (comprehension?). At the older preschool age, the formation of a coordinated dialogue also takes place? with peers, the development of subjectivity and initiative in dialogue with an adult.
In the process of forming vocabulary, the meaning of the word is clarified. It is worth noting that the meaning of the word? polysemantic, fuzzy. One and the same word can mean both an object, a sign, and an action. Parallel to this, the structure of the meaning of the word develops. The word acquires a different meaning depending on intonation.
As the main components of the meaning of the word? Leontiev A?.A?. highlights the following:
1. denotative component, i.e. reflection in the meaning of the word? features of the denot? that?;
2. conceptual, or conceptual, or lexico-semantic, component, reflecting the formation of concepts, reflecting the connections of words in semantics;
3. connotative component - a reflection of the speaker's emotional attitude to the word;
4. contextual component of the meaning of the word.
Vygotsky L.S. emphasizing? l, what is the meaning of the word? develops in two aspects:
meaningful when? in the process of child development? does the relation of the word change? to the subject, which includes the given subject.
systemic, connected with the fact that the system is changing? mental processes, which? I stand for? yes?
Enrichment of life experience? child?, communication with people around him lead to a gradual increase in growth? words?
A? Rkhipova? E.F. while? calls? em, how? the qualitative composition? during the preschool period:
4th year of life - the dictionary is replenished with the names of actions and objects that children encounter in everyday life: parts of the body? in animals and humans?, household items?, some colors?, shapes, physical qualities?, properties? actions. There is an ability to designate a group of objects with a certain word. Children know certain materials, their qualities? and properties?, are able to designate landmarks in time and space.
5th year of life - active use of the names of objects included in thematic cycles: food, household items, vegetables, fruits, various materials.
6th year of life - differentiated by the degree of expression of quality? and properties?, knowledge expands, specific and generic concepts are formed.
7th year of life - the selection of antonyms and synonyms for phrases, the assimilation of the polysemy of words, the independent formation of complex words, the selection of related words.
In the literature, there are some discrepancies in relation to the absolute composition? words? rya and its growth?.
William Stern, gives such average figures for the vocabulary of children aged 1.6 to 6 years: by one and a half? year? m in a child? about 100 words are read, by 2 years? m - 300-400, by 3 years? m -1000-1100, by 4 years? m - 1600, by 5 years? m - 2200 words.
Charlotte? Bueller, comparing the data of studying the vocabulary of 30 children aged 1 year? up to 4 years, indicates for each age? minimum and maximum vocabulary and shows the existing individual differences in this respect: 1 year - minimum vocabulary - 3 words?, maximum words? p - 58 words, one and a half? of the year? - 44 and 383 words respectively, 2 years? - 45 and 1227 words, 2 years? 6 months - 171 and 1509 words
Loginova? IN AND. noted that at 1 year old the child actively owns 10-12 words, huh? by the age of 6, his active word increases to 3-3.5 thousand words.
A?rkin E.A. gives such data about the growth of the word? Rya: 1 year 9 words, one and a half? of the year? - 39 words, 2 years? - 300 words, 3 years? 6 months - 1110 words, 4 years? - 1926 words. According to E.A. A?rkina?, the dictionary?r of a four-year-old child? distributed between various grammatical categories as follows: nouns (including 9 pronominal nouns) - 968 (50.2%), verbs - 528 (27.4%), adjectives (including the 20th place of nominal adjectives) - 227 (11.8%), adverbs - 112 (5.8%), numerals - 37 (1.9%), conjunctions - 22 (1.2%), prepositions -15 (0.8%), interjections and particles 217 (0.9%). Available in words? Re names? nouns according to their content were distributed as follows: housing (furnishings?, utensils, premises) 15.2%, food? - 9.6%, clothes? - 8.8%, animals - 8.8%, plants - 6.6%, city - 5.5%, body parts? - 4.3%, abstract words? - 0.7%, profession - 4%, inanimate? Am I nature? - 3.4%, time - 3.3%, social phenomena - 3.3%, generic concepts - 1.6%, medicine? - 1%, geometric shapes - 0.9%, abusive words? - 0.9%.
Gvozdev A?.N. noted that in the vocabulary of a four-year-old child? observed 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0 .9% of prepositions, 0.9% of interjections and particles.
Eh?.I. La? vrentieva? in children from one year old? up to four years allocates four eta? pa? development of the system organization of the children's vocabulary. On the? the first stage? ne words? p child? represents a set of individual words (from 20 to 50).
Word? rny for? pa? with on? the second stage begins to increase rapidly. In the mind of a child? formed some? i system? words related to one situation, groups of words are formed. Calling one word? from this group causes? em in a child? naming others. La? vrentieva? defines this one as situational, huh? word groups - situational fields.
The third stage of the formation of the lexical system is defined as the thematic stage, when? the child begins to realize the similarity of certain elements of the situation and combines lexemes into thematic groups. Combining words into such thematic groups contributes to the development of lexical anonymy (big - small), (good - bad). With the word “big”, children often replace all options for the parameters of adjectives (long, fat, tall), etc.
On the? The fourth stage in the development of the lexical system is the phenomenon of synonymy. Formation of vocabulary in a child? closely connected with the processes of word formation, because words? r child? rich? derived word count. According to the hypothesis of G.A. Cheremukhina and A.M. and lexical, which are in dynamic interaction. The study showed that the lexical level prevails in children of the younger group, huh? this mastery of the rules of word formation is just beginning. In the middle group, the word-formative level predominates (the largest number of words-neologisms is noted).
Based on the above, we can conclude that the meaning of the word? is the key point of the process? verbal communication, perception and receipt of information.
As the child develops? vocabulary? not only enriched, but also systematized. The words? how? to be grouped in a semantic field. The semantic field is a functional formation, a grouping? words on? based on the generality of semantic features. The words? are not only combined, but also distributed within the semantic field.
In the process of forming vocabulary, the meaning of the word is clarified. The main condition for understanding speech is understanding its meaning? and values.
According to the data of Leontiev? A?.N. the following types of word meanings can be distinguished:
grammatical meaning of the word? (word belonging? to a certain class, features of its combination, changes);
lexical meaning of the word?, which is defined as the correlation of the word? with the concept, as well as its place in the lexical system of the language?;
psychological meaning of the word? - a generalized reflection of activity, developed by mankind and fixed in the form of concepts, meanings or skills as a generalized image? actions.
Thus, as the child's speech develops? language? i system? ra? expands, becomes more complicated and on? the basis of assimilation of more? rules and patterns of the language, the formation of lexical and derivational systems takes place.
1.3 Ra? development of speech in ontogeny
Child speech? is formed under the influence of adult speech and depends on the normal speech environment, education and training, which are laid from the moment? his birth.
Does speech develop in the process of ontogeny? in parallel with the physical and mental development of the child, being one of the main indicators of its overall development. M.F. Fomichev? indicates? that speech is not an innate human ability?, is it? is formed gradually, along with the development of the child?.
For a qualitative diagnosis of speech disorders or underdevelopment of any components of the language system, full knowledge about the patterns of development of speech in ontogenesis is necessary.
A?.N. Leontiev under the ontogenesis of children's speech understands the complex interaction of the process? communication between adults and a child?, process? gradually developing, becoming more complex, improving, and specialized functional systems, gradually forming and replacing each other? in the mind of a child? In ontogenesis, speech acts not only as a means of activity, knowledge of the surrounding world, but also as a result of the active cognitive activity of the child? and ultimately depends on the latter. The natural ontogenesis of speech motor skills consists of two phases.
First? i phase? for? - morphological maturation of the central nervous elements: myelination of the pathways occurs, which ends mainly by 2-3 years.
Second? i phase? for? - this is functional maturation and accumulation of the work of coordination levels. In this phase, the development of speech motor skills does not always go on? progressively - in some periods there may be temporary delays and even regression.
Speech? am the activity of the child? is formed gradually and goes through several stages of its formation. Let's look at the stages proposed by A.N. Leontiev.
1st - preparatory - from the moment? the birth of a child? up to one year?
From the moment? child's birth? voice reactions appear: crying and crying, which contribute to the development of the respiratory, vocal, articulatory apparatus. About 2 months there is a cooing, huh? by the beginning of the 3rd month? - babble. From 5 months, the child hears sounds and tries to imitate, repeating them many times. From 6 months, the child, by imitation, pronounces individual syllables (ma? -ma? -ma?, ba? -ba? -ba? . In the future, imitating adults, the child gradually adopts all the elements of sounding speech - phonemes, tone, tempo, rhythm, melody and intonation.
By 6 months, the child perceives certain sound combinations, linking them with objects or actions, but reacting to? situation?tion, intonation?tion and words?.
At the age of 7-9 months, the child begins to repeat for? for adults, various combinations of sounds. From 10-11 months. there are reactions to? the words themselves, regardless of the situation and intonation of the speaker.
During this period, the correct speech of others and imitation of adults is important, huh? by the end of the first year? life appear first words?.
2nd - pre-preschool - this?
(from 1 year? to 3 years).
With the advent of a child? the first words, this begins the formation of active speech. The child very much and willingly repeats for? adults and pronounces words himself, while confusing sounds, rearranging their places, distorting or omitting them. The word has a polysemantic, generalized semantic and situational character, denoting a request, a desire, and a feeling. In the future, gradually, the word acquires a generalized character.
By the beginning of the 3rd year? child's life? the grammatical structure of speech begins to form. At first? the child expresses his desires, requests in one word, then - phrases without agreement, huh? then, elements of agreement of words gradually appear in the sentence.
3rd - preschool - from 3 to 7 years.
For this period? characteristic of the child's speech development? in the process of generalization of linguistic facts. Defects in the pronunciation of whistling, hissing, sonorous sounds are noted. The child has? noticeably develop the skills of auditory control for? own pronunciation and the ability to correct it in a number of cases - this is how phonemic perception is formed.
During this period, the rapid increase in vocabulary continues. A? active words? r child? by 4-6 years? m reaches 3000-4000 words, but for? often words? are used incorrectly.
Starting from this age, the children's statements are reminiscent of a short story. At the age of five, children, without additional questions, compose a retelling of a fairy tale or a story? out of 40-50 sentences, which indicates the mastery of monologue speech.
Based on the above, we can conclude that by the age of 4, a child should normally differentiate all sounds; at this time, the formation of the correct sound pronunciation ends.
On the? throughout preschool? the contextual speech is gradually formed, which? I appears first? when a child retells fairy tales and stories, huh? then when describing some events from his personal experience, his own experiences and impressions.
4th - school - from 7 to 17 years.
This period is characterized by the child's mastery of written speech and the systematic teaching of the language at school.
During this period, children master sound analysis, learn grammatical rules? constructing statements? calling? ny, huh? the leading role belongs to a new type of speech - writing.
1.4 General underpayment? development of speech. Definition. Etiology
For the first time, a scientific explanation for the general underdevelopment of speech was yes, but Levina R.E. and a team of scientists from the Research Institute of Defectology A?PN of the USSR in the 50-60s. 20th century Psychological-pedagogical? I led the research direction? to the revision of the classification representations, huh? at the same time, to the construction of new principles for the methodology of remedial education.
According to Levina R.E., under the general underdevelopment of speech in children with normal hearing and initially preserved intellect, one should understand such a form of speech anomaly, in which the formation of all components of the speech system, related to both sound and semantic aspects of speech.
It should be noted that a common feature for such children is the later onset of the development of speech, the delay in the first words and phrases, the first coherent statement, meager pronunciation of words, grammar, defects in pronunciation and phonemic formation.
Speech underdevelopment in such children is expressed in varying degrees: the lack of speech to expanded speech with elements of phonetic-phonemic or lexical-grammatical underdevelopment.
According to the severity of the defect? conventionally, there are four levels of general underdevelopment of speech. The first three levels are identified and described in detail in the works of Levina R.E., the fourth level is presented in the work of Filicheva T.B.
The etiology of the general underdevelopment of speech is diverse. Various adverse effects contribute to this: in the prenatal period of development, during childbirth and in the first years of a child's life?
In his research? Kornev A?.N. pays special attention to perinatal encephalopathy, which is a brain lesion that has arisen under the influence of a combination of unfavorable factors, like in the prenatal period of development, that? to and during childbirth.
According to many researchers, the most common causes of brain damage or underdevelopment are: infection or intoxication of the mother during pregnancy , toxicosis, childbirth? I'm trauma?, and? sphyxia, incompatibility of the blood of the mother and fetus? by Rh factor or blood group, huh? as well as diseases of the central nervous system and brain trauma? during the first years of a child's life?
Often, OHP acts as one of the manifestations of violations of the physical and neuropsychic development of the child, due to the use of alcohol, nicotine? and narcotics by the mother during pregnancy.
What are the main reasons for the occurrence of ONR Filichev? T.B.,
Chirkin? G.V. highlight the adverse effects of the speech environment, adverse conditions of education, huh? as well as a lack of communication - the so-called postnatal factors.
It should be noted that under the condition of the unfavorable influence of environmental factors, in combination with mild organic insufficiency of the central nervous system or with a genetic predisposition, speech disorders? developments acquire a more stable character and manifest themselves in the form of a general underdevelopment of speech.
According to Levina R.E. a frequent cause of the general underdevelopment of speech is the weakness of acustic-gnostic processes. In these cases, there is a reduced ability to perceive speech sounds with intact hearing for all other acoustic stimuli. A direct result of the primary impairment of auditory perception is an insufficient distinction between acoustic features characteristic of each phoneme; secondarily, the pronunciation of sounds and the reproduction of the structure of the word suffer?
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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
MOSCOW STATE? RSTVENNY GUMA? NITA? RNY UNIVERSITY them. M.A?. SHOLOKHOV?
DEFECTOLOGICAL FA?CULTET
CA? PHEDRA? LOGOPEDIA
Diploma on the topic:
Formation of vocabulary in preschool children with general underdevelopment of speech
Moscow? 2013
Introduction
The relevance of research. God? That? I and developed? I speech contributes to the full communication of people with each other. It is quite obvious that deviations in the development of speech cannot but affect? life and development of the child?. At present, the number of children with general speech underdevelopment, who have an insufficiently formed vocabulary, is constantly increasing, which, in turn, prevents the formation of coherent speech, hinders the development of written language, violating the full preparation for schooling.
Is the child's speech well developed? preschool age? hundred? is an important condition for successful schooling. One of the main tasks of teaching children with speech disorders is the practical assimilation of the lexical means of the language. Emotion? Flax? I vocabulary? is part of the lexicon? and contributes to a more accurate understanding and description of moods, feelings, experiences of a person?, a better assessment of ongoing events, huh? as well as solving communicative problems (N.D. A? Rutyunova?, Ch.A. Izmailov, D.M. Shmelev).
One of the most important problems in general and special psychology is the development of speech. Is it because she? plays a huge role in human life?. Developing speech acts in the beginning as a means of communication, designation, in the future it becomes an instrument of thinking and expressing thoughts, organizes human activity and behavior? (L.S. Vygotsky, 1983; A?.V.Za? Porozhets, 1980; A?.R. Luria, 1956; L.S. Tsvetkova?, 1972, etc.).
If normally a child learns to change words? and it is correct to use them in phrases and sentences in conditions of constant communication with others, then a child with speech pathology has limited opportunities for mastering grammatical categories and forms? the basis of direct imitation of the speech of others. To succeed? in their assimilation, he needs special learning conditions, where much attention is paid to the formation of the lexical side of speech.
In the scientific literature, the problem has been repeatedly investigated? development of the lexical system in children with speech pathology (V.P. Glukhov, N.S. Zhukova?, I.Yu. Kondra?tenko, R.I. Lala?eva?, L.V. Lopa Tina, E.M. Mastyukova, N.V. Serebryakova, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina, etc.). In the studies, the features of the development of the vocabulary of children in this category were highlighted. We have developed methodological recommendations that contribute to the formation of vocabulary in children with speech disorders.
In the monograph of I.Yu. Kondra?tenko presented the main directions and methodology? speech therapy work on the formation of vocabulary in children with general underdevelopment of speech of older preschool age.
In recent years, the attention of scientists has been attracted by the problem? the use of visual models in corrective and developmental education of children with speech disorders (V.M. A?kimenko, I.Yu. Kondra?tenko). Scientists argue that the use of models can improve the quality of education and upbringing of children with speech pathology. Scientific research confirms that it is visual models that are the form of highlighting and designating relationships that is available? children of preschool age? hundred? (L.A. Wenger, L.M. Fridman and others).
Timely? I and systematic? I logopedic? I help allows you to overcome the general underdevelopment of speech. That is why it is necessary to know the features of the development of children with general underdevelopment of speech and how these features affect? development of children's speech, huh? it is also important to determine the methods of corrective work to improve the quality of speech, including vocabulary, in such children. Is the relevance of work determined? the need for a search? effective ways of forming vocabulary in children with general underdevelopment of speech. The study of vocabulary is no less relevant at the present time, due to its significance for speech development in general, huh? also for the process? communication and development of cognitive activity of children with ONR.
Object of research: the process of formation of vocabulary in preschoolers with OHP.
Subject of research: features of the formation of the lexical side of speech in children with ONR.
On the? on the basis of a? on? lisa? studied literature? rounds was? defined? goal of the work.
Purpose: To develop a system of games and activities that contribute to the formation of vocabulary in children of older preschool age? with a general lack of speech development.
Hypothesis?. The success of correctional and speech therapy work on the formation of vocabulary in children with ONR depends on the formation of the complex? corrective measures and involves the formation in children of the ability to plan their own utterance, independently orient themselves in the face of the complexity of differentiating words, sounds, independently determine the content of their statements.
Formation of the complex? correctional measures are influenced by the inclusion of language ability in correctional and speech therapy work with children with general speech underdevelopment.
In accordance with the purpose and subject of the study, the following tasks were formulated:
and? analysis of scientific and methodological literature on the problem of research;
study of medical-psychological-pedagogical documentation of children;
conducting observations, ascertaining experiments;
experimental study of research materials and interpretation of its results using methods of quantitative and qualitative analysis.
The theoretical basis of the study was the work of R.I. La?la?eva, Filicheva T.B., Chirkina G.V., Tumanova T.V. on the study of children with general speech underdevelopment.
The methodological basis of the study was the work of E.A. Zemskoy, V.N. Nemchenko on the development of children's speech; Z.N. Repina on the study and research of children's speech; methodological techniques developed by V.P. Glukhov, T.A?. Tka?chenko, I.Yu. Kondra?tenko.
The organization of the study was carried out on? ba?ze on? ba? Ze Kuzyaevsky kindergarten? Yes? No. 44.
The experiment involved 20 preschool children aged 5-6 years with OHP level 3.
To solve the set tasks and test the hypothesis put forward, the following research methods were used:
the study of literature? rounds on the topic of research; research; empirical methods: analysis of medical and pedagogical documentation; conversation?, observation, ascertaining, teaching and control experiments;
quantitative and qualitative analysis of the data of ascertaining and control experiments, statistical analysis of the results of experimental training.
Theoretical significance.
Theoretically substantiated? on?, work? and a? testing? on? differentiated? nna? I technique? formation of vocabulary in children with ONR (level 3), taking into account the ontogenetic course? development, structure of the primary defect? and individual abilities of children.
In the study, yes? characteristic? the state of the lexical side of speech of preschoolers with OHP (level 3). Doka?for?on? the effectiveness of the methodological system of techniques using additional visual supports, implemented in speech therapy work with children with ONR (level 3) for mastering the correct lexical processes.
The practical significance of the work was? in obtaining data that are important for the development of methods of corrective influence in the study of the characteristics of vocabulary in preschool children? with OHP level 3.
Chapter? 1. Historical and theoretical review of the literature on the problem of the formation of vocabulary in preschool children with general underdevelopment of speech
.1 Brief historical review of the literature
Mystery? human word? got up? la? before scientists from yes? Vnih times. Even the ancient Greeks raised the question of whether the language is the fruit of an agreement between people or does it reflect the natural similarity between the word and the thing called by it.
The first linguists, who laid the basis for the description of the language? and linguistic elements of understanding systemic relations were Baudouin de Courtenay Yvan Aleksandrovich and Ferdinand de Saussure.
F. de Saussure (1857-1913) - Swiss<#"justify">Chapter 2
2.1 Purpose and objectives of the experimental part of the study in children with ONR
speech underdevelopment preschooler vocabulary
In the process of development of the child, both general and speech, his vocabulary is enriched. At the same time, its qualitative development is also taking place. Therefore, when a child begins to meaningfully perceive the meaning of a word, the level of its generalization, the level of distraction in the content of the words that he learns, also increases. To determine the level of speech development of a child and to determine the most rational and differentiated ways of correction, one should know the level of formation of the lexical and grammatical qualities of a preschooler. For this, it is necessary to conduct a special, qualified examination.
Therefore, the aim of the study was to identify the characteristics of the vocabulary of preschoolers with general underdevelopment of speech.
Research objectives:
to study the state of speech vocabulary in preschoolers with OHP and compare it with the results of children without speech disorders;
to determine the level of formation of the vocabulary of speech in preschoolers with OHP.
In order to correctly understand and assess the level of speech development of a preschooler, it is proposed to use the "Scheme of the Systemic Development of Normal Children's Speech" compiled by A.N. Gvozdev, where he proposes to use the patterns of children's mastery of their native language as a conditional standard. In the "Scheme ..." it is proposed to correlate the state of speech identified during the examination with the data of the conditional standard of the norm, which allows you to establish the phase of development of abnormal children's speech and assess the degree of formation of various components of the language in it. (Appendix 1)
But before proceeding with the examination of speech, it is necessary to collect a speech history. R.E. Levina suggests the following questions for a conversation with parents:
) Conditions of upbringing:
where the child was brought up (at home with his mother, grandmother, in preschool with a day or round-the-clock stay);
what is the speech environment like: bilingual environment, shortcomings of speech in the family. Did you receive speech therapy assistance, if so, what kind and for how long;
Have you been in hospital for a long time?
) Behavior:
communicates with children of his age or prefers to be (play) alone;
calm, restless, affectionate, conflict.
) Games and Interests:
what toys he likes, whether he uses toys for their intended purpose or not;
how he treats his toys: the child breaks them, the toy quickly gets bored, the child prefers only one toy, etc.
how he plays: silently or accompanies his playing actions with various sound combinations (not necessarily words).
) Motor development:
whether he knows how to fasten and unfasten buttons, untie, tie shoelaces;
which hand he eats, holds a pencil;
if the child is eating or being fed.
) Observations of educators:
find out from the parents so that they ask the educators: how does the child cope with the program material (which is especially difficult - drawing, speech development, etc.);
if there is a characteristic from the DOW, then you need to familiarize yourself with it.
) Early speech development:
when he began to react to the sound, to recognize loved ones;
when and how the babbling period proceeded (actively, monotonously, inactively);
when he began to understand the requests made (before a year, after a year, etc.);
when he began to actively repeat words after an adult;
when parents notice a delay in speech.
) What parents are currently worried about:
complete lack of speech;
distorts words;
Methodical instructions:
The proposed tasks for the examination of speech understanding are arranged according to the increasing complexity of their implementation.
Therefore, if the task is not available to the child, then it is inappropriate to offer subsequent ones, and, conversely, if the child is at a higher understanding of speech, one should immediately move on to more complex tasks.
) zero:
a child with intact hearing does not perceive the speech of others;
sometimes reacts to his own name;
less often on intonations of prohibition and encouragement.
) situational level of speech understanding development:
understands requests related to the everyday objective world;
knows the names of his loved ones and the names of his toys, can show body parts of himself, of his parents.
) normative level of speech understanding:
well oriented in the names of objects depicted in individual pictures, but with difficulty orienting in the names of actions depicted in plot pictures (walks, sits, reads);
completely does not understand the issues of indirect cases (what, with whom, to whom?).
) predictive level of speech comprehension:
knows many names of actions, distinguishes the meanings of several primitive prepositions (put on the box, in the box, near the box); does not distinguish between grammatical forms of words.
) dissected level:
distinguishes between changes in the meanings introduced by individual parts of the word (morphs) - inflections, prefixes, suffixes (table - tables; flew away - flew in). (hereinafter Appendix 1a)
The technique proposed by R.I. Lalaeva, E.V. Maltseva and A. Luria - a technique for examining speech with a point-level evaluation system. This technique is useful for:
diagnostics;
clarifying the structure of the speech defect and assessing the severity of violations of different aspects of speech;
building a system of individual correctional work;
recruitment of groups based on the commonality of the structure of speech disorders;
tracking the dynamics of the child's speech development and evaluating the effectiveness of corrective action. The structure of the methodology. Express version consists of four series.
Series I - study of the sensorimotor level of speech:
Checking phonemic perception - 5.
Study of the state of articulatory motility - 5.
Sound pronunciation - 15.
Checking the formation of the sound-syllabic structure of the word - 5.
For the entire series, the highest score is 30 points.
Series II - the study of the grammatical structure of speech: five types of tasks. There are 5 samples left in the tasks. The maximum number of points is 30.
Series III - Vocabulary and Word Formation Study: Baby Animal Names. Formation of relative, qualitative and possessive adjectives. The maximum number of points is 30.
Series IV study of coherent speech: story based on a series of plot pictures and retelling. The maximum number of points is 30.
Express method includes 77 tasks, not counting the verification of sound pronunciation. All tasks are combined in the IV series with the same maximum marks of 30 points. The highest score for the entire technique is 120. Taking this figure as 100%, we can calculate the percentage of the success of speech tests. The obtained values can also be correlated with one of four levels of success. level - 96-120bb = 80% -100% level - 78-95bb = 65% -79.9% - 53b and below = 44.95%
After calculating the percentage of success for each series, an individual speech profile is drawn:
) phonemic perception;
) articulatory motility;
) sound pronunciation;
) sound-syllabic structure of the word;
) grammatical structure of speech;
) word formation;
) connected speech.
In written by L.F. Spirova and A.V. According to the hawk method of examining speech in children, methods of examining not only children with a complete or partial absence of verbal means of communication, but also children who own verbal means of communication are proposed. As a rule, it is recommended to conduct a survey to identify the level of lexical means of the language that the child owns, in the form of a game.
In general, when conducting the survey process according to this method, it is proposed to pay attention to the following points:
how the child behaves, considering the toy or object depicted in the picture, what actions he performs with him. If he names an object, you should pay attention to how he recognizes it: individual sounds instead of a word (machine - beep); individual sound combinations that make up the word; babbling words (water - hell); onomatopoeia. Here we define how onomatopoeia coexist with common words;
whether the child is able, imitating a sound or a sound complex, to reproduce one syllable, two syllables, or the whole word from the named words;
whether the child shows independence in using the sound means available to him or acts in response to an impulse.
In this case, it should also be revealed whether the child is guided by external situational signs when naming an object, or whether his actions and the sound complexes he uses already have a stable meaning and a generalizing character.
It should be noted that a reliable assessment of the data of the survey of the child's vocabulary is distinguished only by comparing the results obtained in the process of using various techniques.
To examine the vocabulary, it is proposed to compile an approximate list of those words that normally children, as a rule, understand and use in speech.
Thus, in the process of examination, it turns out not only the volume of the subject, verbal dictionary, but also the dictionary of signs.
Also, this includes nouns that combine both specific and generic concepts:
words denoting objects and their parts, domestic and wild animals and their cubs, people's professions, etc.;
verbs denoting the actions of objects;
adjectives denoting various qualities, size of objects, color, shape;
adjectives referring to the material from which objects are made.
When examining vocabulary, tasks should be varied, while observing a gradual increase in complexity. It is very important to find out such a moment: is the child able to form new words in a suffix-prefix way. You also need to check not only the presence of commonly used words in speech, but also words that are close in lexical meaning (verbs: sews, embroiders; flies, flies). Here, special attention should be paid to the formation of relative adjectives with different meanings, how they relate to food (mushroom soup), to the material from which the object is made (wooden fence), to plants (birch grove), etc.
Thus, having studied several methods, we can draw the following conclusion - the examination should take place in a complex. In the process of analyzing the words correctly named by the child, an idea is created about the volume of his active vocabulary, about his quantitative and qualitative characteristics.
2.2 Organization of research and analysis of speech development
An experimental study of the lexical side of the speech of preschoolers with OHP was carried out on the basis of preschool educational institution No. 44 of the Kuzyaevsky district of Moscow) for 2 weeks. The participants of the experiment were children of senior preschool age (5-6 years old).
The experimental group consisted of 5 children with OHP of the 3rd level, an erased form of dysarthria.
The control group also consisted of 5 children with OHP of the 3rd level
During the experiment, the temporary and generally approved norms for the presence of a preschool child in the walls of the preschool educational institution were observed:
the usual environment for children;
survey in the morning;
tasks are offered to children in their free time.
The process of the experiment was preceded by observing the children in the classroom, on a walk, and getting to know them.
The studies were carried out individually with each subject and under the same conditions for all. To do this, in order to study the state of the vocabulary of speech in children with OHP level 3, two series of tasks were compiled.
The first series is the identification of understanding, i.e. the level of development of impressive speech. The second series is the identification of the use of the names of objects in speech, i.e. the level of development of expressive speech. (Appendix 2)
In order to quantitatively analyze the results, in the course of the study, a scoring system was developed for each block of tasks.
Evaluation of results:
points - is given to a child who has accurately completed the task.
points - given to a child who, when completing a task, made 1 - 2 mistakes.
points - given to a child who made 3 - 4 mistakes.
points - given to a child who made 5 - 6 mistakes.
point - given to a child who made more than 6 mistakes during the task.
points - is given to the child who the child did not cope with the task.
Conclusions about the level of development.
High level (24 - 30 points)
Children correctly named and showed the subject group, actions, signs, etc.
Intermediate level (16 - 23 points)
The subjects were not named by the children, the vocabulary is less than the norm for age. But these children, with the support of a speech therapist, correct their mistakes.
Low level (15 points or less)
Children, even with the help of a speech therapist, could not use, retreated from the task.
Thus, when conducting the results of these two series of tasks with an experimental approach to the study, it became permissible to determine the degree of formation of the lexical reserve of speech of children of the older preschool age group.
Processing, the results obtained in the course of the survey of children of senior preschool age, it became clear that in the course of the study it is necessary to pay attention to two essential points:
quantitative assessment of children's activities;
high-quality processing, which indicates the specifics of errors.
At the final stage of the examination of children in the experimental and control groups, an analysis of the mistakes made was made.
The first block of tasks, as mentioned above, was aimed at understanding, i.e. impressive speech.
Experimental group:
Children with OHP made mistakes in the entire series on impressive speech. In particular: Yana K. (ONR, level 3) did not show what a “cuff” is, and Pavel S. (ONR, level 3) did not know what to show to the question: What is a coil?
Control group:
In the process of examining impressive speech in children with OHP of the 3rd level, the tasks also caused difficulties, but less pronounced.
Diagram No. 1 reflects the data showing the level of formation of impressive speech in children of the experimental and control groups.
Diagram 1 - Levels of formation of impressive speech in children of the experimental and control groups
According to the results of the examination, it is clearly seen that in children with OHP of the 3rd level, the passive vocabulary is not sufficiently developed. Whereas in children with OHP level 3 is quite high.
A study conducted on the second block of tasks related to determining the level of formation of expressive speech showed that children with general underdevelopment of speech also have an underdeveloped active vocabulary.
This is manifested, for example, in the fact that preschoolers with OHP level 3 do not know such words that define the names of berries, varieties of fish, types of flowers, breeds of wild animals, birds. They also find it difficult to define words denoting parts of the human body, parts of clothing and vehicles (cuff, headlight, body), various working tools and working professions.
Such words as: ram, deer, raven, crane, dragonfly, grasshopper, pepper, lightning, thunder, felt boots, seller, hairdresser, in the process of their actualization caused difficulties for many children with OHP of the 3rd level.
It was also noted that noticeable differences between children with OHP level 3 in the experimental group and children with OHP level 3 in the control group are observed in the actualization of verbs and adjectives, i.e. predictive vocabulary.
Revealed in preschoolers with OHP level 3 in the experimental group and difficulties in naming many adjectives that are used in the speech of children with normal speech development. These are such definitions as narrow, sour, fluffy, smooth, square, etc.
In the vocabulary of preschoolers with OHP level 3, associated with the verb, there was a predominance of words that denote actions. With these actions, the child daily encounters, performs or observes them. These are such verb forms as sleep, wash, wash, bathe, dress, go, run, eat, drink, clean, etc.
In the course of the survey, it turned out that it was more difficult to assimilate words that have a generalized or abstract meaning, as well as words that denote the state, assessment, qualities or signs of objects and phenomena. Another characteristic feature of the vocabulary of children with OHP is the inaccuracy in the use of words, which is expressed in verbal paraphasias. It should be noted the diversity of these manifestations.
All this is reflected in diagram No. 2.
Diagram 2 - Levels of formation of expressive speech in children of the experimental and control groups
According to the diagram, it can be seen that the discrepancies in the volume of the passive and active vocabulary are quite pronounced and are one of the features of the speech of children with OHP of the 3rd level. These discrepancies are more significant than expected by the norm. At the same time, it was noted that some children with OHP understand the meaning of many words, which increases the volume of their passive vocabulary, bringing it closer to the norm. Nevertheless, the use of words, their actualization in expressive speech, cause great difficulties. It is worth paying special attention to this when organizing corrective work on the formation of vocabulary among preschoolers with OHP of the 3rd level.
Conclusions on the second chapter:
goals and objectives defined for the experimental part of the study in children with OHP of the 3rd level suggested the analysis of methods;
the analysis of the methods made it possible to determine the direction of research work using an integrated approach;
the experimental stage of the research work revealed great difficulties in the use of words that have a general concept, denoting the features and qualities of objects, their actualization in colloquial speech in children with OHP of the 3rd level;
corrective work with children with OHP of the 3rd level should be carried out based on the deviations identified at the experimental stage of the study.
Chapter 3
3.1 Development of vocabulary in play activities
All correctional and developmental work on the development of vocabulary in preschoolers with OHP consists of 3 stages:
stage - diagnostic. Purpose: to examine the level and characteristics of the development of vocabulary in preschoolers with OHP.
stage - final-assessment (will be presented in section 3.2). Purpose: final diagnostics in order to identify the dynamics.
stage - diagnostic.
The diagnostic research program consisted of four blocks.
Block: aimed at identifying the presence in the dictionary of children of words - generalizing concepts.
Block: aimed at identifying children's knowledge of the verb dictionary.
Block: aimed at revealing in children knowledge about the signs of objects.
Block: aimed at identifying in children the ability to select antonyms for words, the ability to use them in speech.
Task number 1. Exercise "Classification of objects by pictures."
) The purpose of the methodology: to determine the level of development of the subject passive vocabulary. The subject classification method is used to study the processes of generalization and abstraction.
Task number 2: The game "The fourth extra"
) The purpose of the methodology: to determine the level of development of mental operations of analysis and generalization in a child.
Task number 3. The game "Name the extra word."
) The purpose of the methodology: to determine the level of formation of the generalization operation, the ability to highlight essential features.
Criteria for evaluating tasks of block 1:
score - the task was completed incorrectly, and at the same time there was the help of the experimenter;
points - the task was completed independently, but incorrectly;
points - the task was completed correctly, but with the help of the experimenter;
Task number 1. Exercise "Show who is doing what."
The purpose of the technique: the study of the passive vocabulary. Diagnosis of the level of understanding of verbs.
Criteria for evaluation:
score - not fulfilled;
points - completed with errors;
points - performed correctly.
Task number 3 Exercise "Who is doing what?"
The purpose of the methodology: the study of the state of the verbal (predicative) dictionary.
Criteria for evaluation:
score - no answer given;
score is the correct answer.
Task number 1. Exercise "Pick up pictures."
) The purpose of the technique: the study of the state of the passive dictionary. Diagnosis of the level of understanding of signs.
Task number 2. Exercise "Guess".
The purpose of the technique: Diagnosis of the level of understanding of signs.
Criteria for evaluation:
score - the task was completed incorrectly;
points - the task was completed correctly, but with the help of an adult;
points - the task was completed independently and correctly.
Task number 1. Exercise "What? Which? Which?"
The purpose of the technique: the study of the state of the passive dictionary. Diagnosis of the level of understanding of words with the opposite meaning.
Task number 2. Exercise "Choose words - enemies."
) The purpose of the technique: to study the level of understanding of words with the opposite meaning.
Task number 3. Exercise "Finish the sentence"
Task number 4. Exercise "Say the opposite."
) The purpose of the technique: to study the level of ability to select words with the opposite meaning.
Criteria for evaluation:
score - no answer given;
points - the answer is given, but not correct;
score is the correct answer.
The maximum number of points in the performance of all series of tasks was: 295 points. Of these, for block 1 - 76 points, for block 2 - 57 points, for block 3 - 36 points, for block 4 -126 points.
An analysis of the data obtained for four blocks of the diagnostic program (for 3 years) can identify the following quantitative characteristics of the level of development in children with OHP of the 3rd level.
295 points - high level (83 - 100% of correctly completed tasks)
245 points - average level (58 - 83%)
Less than 170 points - low level (less than 58%)
High level - tasks are performed independently and correctly.
Intermediate level - tasks were completed independently, but there were errors; the task was completed correctly, but with the help of the experimenter (leading questions, examples, etc.);
Low level - most of the tasks were not completed (no answer, or the wrong answer was given, even with additional help from the experimenter)
Most of the diagnosed children (83%) showed an average level of development of the lexical side of speech, and 17% of children showed a low level. There were no children with a high level of vocabulary development.
We characterized children from the group with an average level of vocabulary formation as follows: children use extended speech means, but underdevelopment of speech is still very pronounced. Their speech contains a fairly large number of words (nouns, verbs), sometimes adjectives appear. But the words used by children are characterized by inaccuracy in meaning and sound design. The inaccuracy of the meaning of words is manifested in a large number of verbal paraphasias (word substitutions). Sometimes, in order to explain the meaning of a word, children use gestures, and in the process of searching for a word, phrases.
This group of children is characterized by a sharp discrepancy between the volume of the active and passive vocabulary, the lack of formation of semantic fields, difficulties in updating the dictionary, especially the predicative dictionary (verbs, adjectives).
For a low level of development of the lexical side of speech, a pronounced underdevelopment of speech is characteristic. The speech contains mainly nouns, the vocabulary of verbs and adjectives is insufficient. Characterized by inaccurate use of words, frequent verbal paraphasia.
The next stage is correctional training.
The proposed method of remedial education consists of didactic games divided into four series (according to the blocks highlighted in our diagnostic program).
GAME SERIES
The first series of games is aimed at enriching the vocabulary of preschoolers with OHP with nouns and their activation in speech.
housewarming doll
Exercise children in the use and understanding of generalizing words: furniture, clothes, shoes, dishes, toys;
To educate in children, goodwill, respect for toys, the desire to play with peers.
Who is more likely to collect
To fix generalizing concepts in the dictionary of children: vegetables, fruits;
Teach children to group vegetables and fruits;
To cultivate speed of reaction to the word of a speech therapist, endurance and discipline.
Hunter and shepherd
Exercise children in the grouping of wild animals and domestic animals;
Learn to use the generalizing words wild animals, domestic animals correctly;
Cultivate attention, speed of reaction to the word.
name three things
Activate children's vocabulary;
Exercise children in the classification of objects.
GAME SERIES
The second series of games is aimed at enriching the vocabulary of preschoolers with OHP verbs and their activation in speech.
Who is bigger!
Complete the predictive vocabulary.
Strengthen the skills of agreeing a noun with a verb.
Improve the skills of forming a verb from a noun.
Develop visual and auditory attention, memory.
Who lives in the house?
Expand and consolidate the predictive vocabulary.
Develop the ability to recognize a bird or animal by characteristic actions.
Improve skills in working with action symbols.
Develop visual attention, memory, activate thinking.
We go, we swim, we fly.
Develop a predictive vocabulary.
To fix the differentiation of objects according to the method of movement.
To fix the structure of a simple sentence according to the “subject-action” model
To consolidate the concept of animate and inanimate objects.
Develop visual attention.
Who do you want to become?
Expand your predictive vocabulary.
Improve the skills of using future tense verbs in speech.
To consolidate knowledge about the professions of people.
GAME SERIES
The third series of games is aimed at enriching the vocabulary of preschoolers with OHP words - signs and their activation in speech.
When does it happen?
To consolidate the knowledge of children about the seasons and their signs.
Which subject?
To consolidate children's ideas about the size of objects;
Learn to classify objects according to a certain attribute (size, color, shape);
Develop speed of thought.
What is it made of?
To teach children to group objects according to the material from which they are made (metal, rubber, glass, wood, plastic);
Activate feature dictionary.
GAME SERIES
The fourth series of games is aimed at enriching the vocabulary of preschoolers with OHP antonyms and synonyms and their activation in speech.
The organization of didactic games by the teacher is carried out in three main directions: preparation for the didactic game, its conduct and analysis.
Say otherwise
Expand your vocabulary.
Train in the selection of verbs that are close in meaning (synonyms). Develop visual attention, observation.
Dull and cheerful
Complete your predictive vocabulary
To consolidate the recognition of the emotional state of a person by facial expressions,
Develop visual attention, observation,
Introduce children to synonyms and antonyms.
Vice versa
Learn to compare the meanings of words;
Strengthen knowledge of words - antonyms
Develop in children quick wit, quick thinking.
3.2 Results of the training experiment
Analyzing the quality of the performance of all four series of tasks by preschoolers with OHP before and after the correctional work, it was found that the greatest difficulties in children with OHP before the correctional and developmental work were associated with the implementation of the third and fourth blocks of tasks.
And after the correctional and developmental work, the results of the third and fourth blocks of tasks were also worse than the results of the first and second blocks.
Difficulties in completing tasks, even after corrective work, were caused by the incompleteness of the speech development process, because semantic fields are just beginning to be organized in five-year-old children, differentiation within the semantic field has not yet been formed, and more time is needed to improve the processes of searching for words, translating them from passive to active vocabulary.
Children of the experimental group showed the following results: 6 children scored 24-30 points - a high level, 3 children scored 16-23 points each - an average level, 1 child scored less than 15 points - a low level.
Children of the control group showed the following results: 4 children) scored 24-30 points - a high level, 3 children scored 16 - 23 points each - an average level, 3 children scored less than 15 points - a low level.
Diagram 3 - Comparative characteristics of the state of the speech vocabulary of the experimental and control groups
Thus, we can conclude that the formation of vocabulary in preschoolers with OHP occurs more efficiently when using the correctional and developmental complex developed by us with the use of didactic games.
Conclusion
It can be seen from the work that a large number of studies are devoted to the development of vocabulary, in which this process is considered in various aspects, such as: psychophysiology, psychology , linguistics? and psycholinguistics
The material of the work shows that, as a rule, OHP is one of the manifestations of violations of the physical and neuropsychic development of the child, due to the use of alcohol, nicotine? and narcotics by the mother during pregnancy.
As the main causes of occurrence, as the material of the work of ONR Filichev shows? T.B., Chirkina? G.V. highlight the adverse effects of the speech environment, adverse conditions of education, huh? as well as a lack of communication - the so-called postnatal factors.
Often, under the condition of the unfavorable influence of environmental factors, in combination with mild organic insufficiency of the central nervous system or with a genetic predisposition, speech development disorders acquired? yut more persistent character and manifest themselves in the form of a general underdevelopment of speech
In 2001 Filichev? T.B. singled out? the fourth level of general underdevelopment of speech, which includes children with mild residual manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech
From the second section, it can be seen that the discrepancies in the volume of the passive and active vocabulary are quite pronounced and are one of the features of the speech of children with OHP. These discrepancies are more significant than expected by the norm. At the same time, it was noted that some children with OHP understand the meaning of many words, which increases the volume of their passive vocabulary, bringing it closer to the norm.
The material of section 3 shows all correctional and developmental work on the development of vocabulary in preschoolers with OHP consists of 3 stages:
stage - diagnostic. Purpose: to examine the level and characteristics of the development of vocabulary in preschoolers with OHP level 3.
stage - correctional training. Purpose: correction of the revealed violations with the help of the developed complex of didactic games.
stage - final-assessment. Purpose: final diagnostics in order to identify the dynamics.
Analyzing the quality of the performance of all four series of tasks by preschoolers with OHP level 3 before and after corrective work, it was found that the greatest difficulties in children with OHP level 3 before corrective and developmental work were associated with the implementation of the third and fourth blocks of tasks. And after the correctional and developmental work, the results of the third and fourth blocks of tasks were also worse than the results of the first and second blocks.
The material of section 3 also showed that the learning experiment confirmed the effectiveness of correctional and speech therapy work on the formation of a dictionary through didactic games.
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