Experience in creating programs for the development of speech. Acquaintance with the sound side of speech

Municipal Budgetary Educational Institution "Baltasinsky Gymnasium"

« Approved» the Pedagogical Council protocol No. _____ dated ____ _________ 2012

Introduced by Order No. ______

dated ____ ________________ 2012

Head teacher

___________________ Shakirov V.G.

signature F.I.O.

Working programm

by subject speech development for 2 A class

Compiled by:Kuzmina Ilmira Gadnanovna, primary school teacher of the 1st qualification category

town Baltasi

Explanatory note

In connection with the introduction of new Federal State Educational Standards (FSES) of the second generation into the educational process of elementary school with the priority of primary general education, the main priority tasks are also changing. The main tasks of education are - the formation of the ability to learn in younger students, the creation of conditions conducive to the realization of the potential of students, ensuring their personal growth. And the main mechanisms of systemic renewal in education are: updating the content, the formation of universal educational activities, modern teaching technologies, a new system for evaluating results.

Work program on the subject Speech development compiled on the basis of the Federal State Educational Standard for Primary General Education (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373, registered with the Ministry of Justice of Russia on December 22, 2009, registration number 17785);

Law of the Russian Federation "On Education" (as amended);

Order of the Ministry of Education and Science of the Russian Federation dated January 31, 2012 No. 69 “On Amending the Federal Component of State Educational Standards for Primary General, Basic General Secondary (Complete) General Education”;

SanPiN 2.4.2.2821-10 Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions "(approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 No. 189, registered with the Ministry of Justice of Russia on March 3, 2011, registration number 19993 );

Collection of work programs. The system of textbooks "Perspective". 1 - 4 classes, Moscow, "Prosveshchenie", 2011;

curriculum for schools with in-depth study of the Russian language and culture;

Charter and the main educational program of the MBOU Baltasinsky gymnasium.

In grades 2-4, a system has been developed and is in place to strengthen the gymnasium component of education through the introduction of the course "Informatics in games and tasks", the courses "Rhetoric" and "Speech development" into the curriculum at the expense of the school component.

The courses "Rhetoric" and "Development of Speech" were introduced into the system in order to prepare elementary school students for testing and final certification in programs of primary general education.

The program was developed on the basis of the Exemplary Programs in the Russian Language and Literary Reading of the Federal State Educational Standard of Primary General Education, the program of the course of the UMC "Perspective".

The working program is provided with the educational and methodical set "Perspective": "Russian language". Grade 2 Textbook for educational institutions. In 2 parts. Authors L.F. Klimanova, T.V. Babushkina. Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2011; L.F. Klimanova, T.V. Babushkina. Russian language. Workbook. Grade 2 M. "Enlightenment", 2012; "Literary Reading". Grade 2 In 2 parts. Textbook for educational institutions. Authors L.F. Klimanov, L.A. Vinogradskaya, V.G. Goretsky. ; L.F. Klimanov, T.Yu. Coty. "Literary Reading". Creative notebook. Grade 2 Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012; Klimanova L.F. and etc. for the development of speech. Grade 2 Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012

The program involves the teacher's independent selection of speech and literary material, a creative approach to organizing classes in order to maximize the development of students' speech activity.

The selection of material for the lessons of speech development in the program corresponds to the theme of the subject area "Philology" - a close relationship between the lessons of the Russian language and literary reading. Consequently, speech development lessons are held in order to generalize the knowledge gained in these lessons.

The developed program allows the use of textbooks on the Russian language and literary reading of the UMK "Perspektiva" in the work, which ensure the achievement of personal, meta-subject and subject results of the Federal State Educational Standard.

The place of the subject in the curriculum

On the subject Speech development according to the curriculum for the 2012/2013 academic year, 1 hour per week is allotted, 34 academic weeks - 34 hours.

General characteristics of the subject

In the new Federal State Educational Standards (FSES) of the second generation, the main directions of work on speech development and it is directly stated in the program that "the directions of work on the development of speech include, as an obligatory component, work on the prevention and elimination of speech errors." In this regard, work to familiarize students with the conditions for using the lexical and grammatical means of the language in a specific speech situation is of particular importance.

The culture of speech - both oral and written - in our gymnasium, unfortunately, remains low. This is evidenced by a wide variety of stylistic errors that occur in everyday oral and written speech of students. Therefore, the main task of the teacher is to develop the speech of the younger student - a complex, creative process, which is impossible without emotions, without enthusiasm.

Speech development- this is a consistent, constant learning work that needs to be planned for each lesson.

The main means of communication is speech. It helps the child not only to communicate with other people, but also to learn about the world. Mastering speech is a way of knowing reality. The richness, accuracy, content of speech depends on the enrichment of the child's consciousness with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, speech, developing, needs not only linguistic, but also factual material. The student will tell well or write only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. The material must be significant (socially or personally significant). It is also a necessary condition for the speech development of students.

Thus the lessons speech development become an integral part of an integral system of legal education. This is especially important in elementary school, since psychologists have found that primary school age is characterized by susceptibility to external influences, faith in the truth of everything they teach, what they say, in the unconditionality and necessity of moral standards, children at this age are uncompromising in moral requirements for others. , immediacy in behavior. These features are the key to learning and education of younger students.

The selection of material for the lessons of speech development, texts of presentations, topics of essays are aimed at developing humanistic orientations among schoolchildren, and contribute to their moral education. Consequently, lessons in the development of speech create conditions for the gradual formation of life orientations of younger schoolchildren, manifested in an emotionally experienced attitude to life phenomena and in a conscious moral choice of the line of their behavior, methods of action, deeds.

The main task lessons in the development of speech is to teach children to freely and correctly express their thoughts orally and in writing. A specific solution to this problem is carried out by forming in students a set of speech skills that allow them to perceive the statement, convey its content and create their own.

Work on the development of speech requires a variety of techniques and means. When conducting speech development lessons, much attention should be paid to various forms of working with text: to form the ability to compose an oral or written text, edit it, and check spelling. The predominance of oral exercises at the initial stage is achieved through the ability to retell what has been read, compose stories based on observations, dramatization, improvisation, verbal drawing, etc.

Children must master various language means. The choice of words, turns of speech and sentences, thinking over the composition of the story, selecting material, establishing logical connections, checking spelling - all this complex set of actions requires a high tension of all his creative forces from the child. But it is precisely creative work that requires the independence of the student, activity, dedication, introducing something of his own, personal into the text. It contributes to the formation of the personality of the student.

Content Values

Communicative and cognitive orientation The programs and the system-activity approach implemented in it aim younger students to jointly study the language system and comprehend the ways in which these linguistic units of oral and written speech function, in various communication situations and in various texts.

Cognitive orientation The program ensures the assimilation of the language as the most important tool for human cognitive activity, as a means of understanding the world around us and developing speech thinking.

Aesthetic and spiritual and moral activity The program is aimed at the development of artistic and aesthetic activities, the formation of moral and ethical ideas and the activation of the creative activity of students by means of fiction.

culture speech communication The program is focused on improving all types of communicative and speech activity: the ability to read and write, listen and speak, use various types of speech activity in different situations of communication.

Speech development training based on this Program has a personal focusovated character, as it is built taking into account the level of development of the interests of the child and his cognitive abilities.

Appeal to the semantic side of the language creates conditions for the harmonious development of figurative and logical thinking. At the same time, the speech activity and functional literacy of children increase, interest arises and a careful attitude to the Russian language, its richness and expressiveness appears, and the speech thinking of students develops.

Course results

Personal Outcomes

– realize the role of speech in people's lives;

– evaluate some statements of people in terms of their relevance, tact in a given situation;

– explain some rules of polite, appropriate behavior of people when communicating (rules for speaking, greeting, apology, etc.).

Metasubject

– observe some rules of polite communication in class and extracurricular activities;

– implement a simple statement on a given topic;

– navigate in your system of knowledge: give examples of successful and unsuccessful communication in your life and the lives of others;

– work independently with some textbook tasks, be aware of the lack of information, use school explanatory dictionaries;

- to study agree about the distribution of roles in the game, work in joint activities;

– draw simple conclusions and generalizations as a result of class collaboration.

Subject Results

– making a difference oral and written communication;

– making a difference verbal and non-verbal communication, to be aware of the role of non-verbal communication in the interaction of people, the appropriateness of using a different pace, volume, some gestures and facial expressions in different situations;

- appropriate use some non-verbal means in his speech;

– analyze relevance, effectiveness of the implementation of speech genres of greeting, farewell, gratitude, apology in various situations of communication;

– produce appropriate, effective etiquette genres of greeting, farewell, gratitude, apology in relation to different situations of communication;

– recognize and lead etiquette dialogue;

– differ text from a set of sentences written as text;

– find semantic parts of the text by paragraph indents;

– to choose a suitable title from the proposed options, come up with titles for small texts;

– realize the role of keywords in the text, highlight them;

– allocate initial and final sentences in the text, to be aware of their role as important components of the text;

– compose simple fairy tale stories based on initial sentences, drawings, key words;

– compose and perform counting rhymes, pick up simple rhymes in a poetic text;

– evaluate the degree of politeness (one's own and other people's) in some situations of communication.

Main content

The main content lines of the Program include:

Mastering the literary language;

Mastery of reading and writing;

Improving the speech of students, improving its culture.

Types of speech. Speech is external and internal.

External speech It is subdivided into oral (sounding) and written (graphically recorded). There are also dialogic and monologue speech.

Inner speech - it is mental speech, flowing without distinct external manifestations. It's like talking to yourself. It is fragmentary, devoid of clear grammatical forms.

Inner speech plays a particularly important role in preparing for a written composition, presentation or recording of individual sentences. The student composes a sentence and whole fragments of the text initially in the mind, i.e. at the level of inner speech. It is important that the student, when starting to write a sentence, mentally prepares it in its entirety and knows how to finish it.

If inner speech is speech for oneself, then outer speech is for others. It is designed for perception, for the speaker to be understood by his interlocutors or listeners. Therefore, the requirements for it are high.

Types of speech activity include all types both in the study of the Russian language and in the study of literary reading: With peeling;speaking; hshadowing both aloud andinwardly; work with different types of text;Rwork with a work of art;work with educational, popular science and other texts;culture of written speech;literary propaedeutics; creative activity.

The purpose of the first lessons of the program is to reveal to children the basic functions of speech. Students realize that speech is the most important means of communication, the exchange of thoughts and feelings between people, the means of transmitting certain information.

Students get acquainted with the forms of speech: oral and written, learn to distinguish oral speech from voiced written, oral (written) from internal; determine the pace of oral utterance, the volume of speech; evaluate the correspondence of the tempo and loudness of speech to a certain communication situation; evaluate the behavior of the interlocutor during a conversation, the use of facial expressions, gestures. Children learn the ability to listen to the interlocutor, the ability to behave during a conversation.

From the first days of training, work begins on the culture of speech: children learn how to speak at school, in the classroom, begin to understand that not any expression of thought will be correct, that thought should be expressed clearly, clearly, understandably for others, they learn to self-control and to observations of the speech of other children, they learn to correct the shortcomings of someone else's speech. From the first days of the child's stay at school, he must be taught to be attentive to the word, to search for the most expressive words. Students get acquainted with the explanatory dictionary, learn to explain incomprehensible words, use words in exact accordance with their meaning.

Students get acquainted with the varieties of speech, which, as it were, serve one or another sphere of activity, communication of people: the sphere of everyday communication - colloquial speech, the sphere of science - scientific speech, the sphere of official business relations - official business, the sphere of the art of the word - artistic.

The following types of work are offered to students: drawing up sentences on pictures (about plants, about animals, about the rules for caring for animals, stories on teacher questions on the topics “Treasures of spiritual folk wisdom”; “Autumn in works of art and paintings”; “Epithets and comparisons "; "Learn a fairy tale"; compiling stories from pictures V. Polenova. A. Kuindzhi, plot pictures "Hare hut"; compiling stories on this beginning about behavior on the street; stories based on memories, based on creative imagination, based on excursions to the park; memorizing poems on the topics “Golden Autumn” and “Meeting Winter”; work with proverbs and sayings about friendship, camaraderie, health, learning tongue twisters; telling fairy tales about animals: “Ide”, “Sister Alyonushka and brother Ivanushka”, dramatization of the fairy tale “The Fox and the Crane”.

Retelling what they read, children enrich their vocabulary at the expense of the vocabulary of the sample, follow the sequence of the text, imitate the syntactic structure of the original source, convey the emotional content and ideological meaning of the story.

The story being compiled or its presentation is constantly corrected, the most suitable words are selected, their meaning and the expediency of their choice in this situation are explained, work is underway on the proposal, details are introduced, the sequence of events is specified, the simplest causal justifications are introduced.

Studying the topic, students get acquainted with such basic features of the text as thematic unity, title, main idea of the text. Students develop the ability to distinguish a text from a group of sentences, the ability to formulate the topic of the text, the ability to title it, and to compose an answer to the teacher's question.

The following types of work are offered: restoration of deformed text, restoration of text with missing words, presentation of the text on questions for each sentence, compiling a story based on a series of plot pictures and questions, compiling a story based on a video or cartoon watched.

Texts by such writers and poets as D. Carme, K. Chukovsky, E. Uspensky, A. Gaidar, illustrations for works, paintings by artists for the types of work proposed above correspond to the topics of the lessons, which allows the teacher to solve important educational tasks: cultivating a good attitude towards the people who surround you, striving to observe the rules of politeness, cultivating respect for everything that is created by labor, cultivating diligence; the desire to comply with the rules of behavior in society that help people live together, communicate, act.

It is important, when discussing with children what they read, to introduce work on proverbs, riddles, sayings, phraseological units. They teach children to speak clearly, figuratively and simply, help to understand the accuracy of the Russian word, enrich the memory of children with the pearls of their native language, develop thinking, quick wits. In the lessons, proverbs are used that teach to value the word, take care of it.

When teaching students how to write presentations, it is necessary to form the ability to divide the text into parts, build sentences depending on the context, determine the main idea of the text and reflect it in the title, highlight parts of the text when writing, coherently state the text, write the text in accordance with the plan. Analyzing the work, it is necessary to correct errors in the content of the text and in its speech design, to accurately determine the words in the text.

The following types of work are offered: presentation on generalized questions, presentation of the text on key words, presentation on questions and key words, restoration of the deformed text from a series of pictures, presentation on a collectively drawn up plan and on key words.

The subject of the texts of presentations, the selection of visual aids and electronic educational resources allows you to create a situation of empathy in the lesson and, on the basis of this, solve the following tasks more deeply: instilling in students a love for their native country and city, the desire to live in peace and friendship with people of other peoples and countries, education feelings of deep respect for people of different nationalities, the desire to maintain public order, to preserve the beauty of their native city. Highly artistic texts written by outstanding masters of the word contribute to the formation of correct speech in students, instill artistic taste, and develop linguistic flair.

Basic requirements for knowledge and skills of students by the end of grade 2

By the end of the second grade, students should know the types of speech: colloquial, scientific, official business and artistic speech, signs of the text and its difference from a set of sentences.

Students should be able to make sentences on plot pictures, a story on teacher questions on a specific topic, orally compose a story on a given beginning, choose a title for this text, write a presentation under the guidance of a teacher (in the amount of 30-40 words). Under the guidance of a teacher, compose and write down short stories about their games, work, friends, family.

Literature and teaching aids, including electronic educational resources

Ladyzhenskaya T.A. Speech.Speech.Speech. - M., 2000.

Shukeilo V.A. Russian language in elementary grades. A combination of traditional and non-traditional forms of education. - St. Petersburg: 1998.

Lvov M.R. Methodology for the development of speech of younger students. - M.: 1985.

Shchegoleva G.S. Lessons in the development of coherent speech in elementary school. - St. Petersburg: 1996.

Maksimuk N.N. Collection of presentations on the Russian language: grades 2-4. - M.: VAKO.2009.

Nefedova E.A., Uzorova O.V. Reference manual for the Russian language. Russian language lessons, 2,3,4 class.-M.: 2006.

"Learning to think about ourselves and others" St. Petersburg, "Special Literature", 1997.

Collection of programs of the system of textbooks "Perspective". M .: Education, 2011

"Literary Reading". Grade 2 Textbook for educational institutions. In 2 parts. Authors L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky. Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012;

L.F. Klimanov, T.Yu. Coty. "Literary Reading". Creative notebook. Grade 2 Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012

Klimanova L.F. and etc. The magical power of words. Workbookfor the development of speech. Grade 2 Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2012

"Russian language". Grade 2 Textbook for educational institutions. In 2 parts. Authors L.F. Klimanova, T.V. Babushkina; Russian Academy of Sciences of Russian Academic Education, M.: "Prosveshchenie", 2011;

L.F. Klimanova, T.V. Babushkina. Russian language. Workbook. Grade 2 In 2 parts. M. "Enlightenment", 2012

L.Yu.Komissarova "Didactic material on the Russian language" Moscow "BALASS", 2011

15. Fairy house: folk tales. Electronic collection of fairy tales of the peoples of the world (http://www.skazkihome.info/)

16. Russian proverbs: an interactive test (a test for knowledge of Russian proverbs, tasks of various levels of complexity for different age groups of schoolchildren) (http://www.kokch.kts.ru/stars/ind8r.htm)

17. Electronic libraries (www. gnpbu. ru.);

18. Russian virtual library. www. rvb. en

19. Double five: children's library.

(Electronic library for children: a collection of children's fairy tales, stories and poems.) http://ten2x5.narod.ru/biblio.htm

20. "General text" (www. text. net. ru.)

Calendar-thematic plan for the development of speech for grade 2 A

Kuzmina Ilmira Gadnanovna teachersprimary school for 2012/2013 academic year

№ p/p	study section, topic of educational material	Qty hour	terms	Universal learning activities	OUUN	Counter. mater.
	Functions of speech. Types of speech. (10 hours)
	Treasures of spiritual folk wisdom. Y. Moritz. Hardworking old lady. Proverbs and sayings about kindness. The main idea of the poem.			Personal cognitive Communicative Formulate your own opinion and position.	Work in pairs, listening to each other's opinions. explain meaning of proverbs about books. Consider illustrations famous artists for children's books. correlate illustration and content.
	Autumn in works of art and paintings. V. Polenova. A. Kuindzhi. FROM. samples. Glass pond. Comparative analysis					Draw your own picture for the poem
	Epithets and comparisons. I. Nikitin. Winter meeting. I. Bunin. leaf fall A. Maikov. Summer rain
	Learn a fairy tale Rus. nar. story. Hare hut. Restoration of a fairy tale based on drawings.			cognitive Work with information presented in different formats (figure, diagram). Personal Build the capacity for self-esteem. Communicative Build a monologue statement, own a dialogic form of speech.	speak out about his attitude to folk tales. restore fairy tale events based on drawings. tell fairy tale using key words. Compare heroes, events of a fairy tale. evaluate your own achievements.	Make up your own story. Draw illustrations for fairy tales.
	Independent reading. Khanty tale. Ide. The main idea of the tale.
	Family reading. Russian folktale. sister Alyonushka and brother Ivanushka. Analysis of the tale by questions.
	Our theatre. Fairy tale dramatization. Fox and crane.
	Text. Text Features (9 hours)
	B. Kustodiev. Pancake week. Oral composition based on a painting			cognitive Perform summing up under the concept based on object recognition. Communicative Build reasoning in the form of a connection of simple judgments about the subject, its properties and relationships. Use speech means to solve communication problems. Personal Accept and maintain the learning situation. Orientation to understanding the reasons for success in a learning situation. Regulatory To form a motivational basis for educational activities. Set up analogies. Summarize, highlight essential features. Evaluate the correctness of the action.	Find questions to be answered while reading the section. Distinguish concepts: incantation, fiction .. Check yourself and on your own evaluate your achievements. Discuss Explain the meaning of proverbs about friendship. Discuss problem in class "How to find friends." “Did the heroes of A. Gaidar's story do the right thing?”. Compose retelling plan; Compare your plan with the plan in your textbook.
	Independent reading. D. Carme. Cheerful old man. Never-before.
	Family reading. K. Chukovsky. Confusion. Fiction.
	Proverbs and sayings about friendship.
	Make up your own story based on situational drawings.
	Independent reading. E. Uspensky. Crocodile Gena and his friends. Discussion of the problem "How to find friends"
	Family reading. A. Gaidar. Chuk and Gek.
	Presentation of the text and its editing (15 hours)
	Feast of the Nativity of Christ. Sasha Black. Christmas. K. Fofanov. Those stars haven't gone out yet... Holiday story.			cognitive Work with information presented in different formats (text, figure, diagram). Personal Setting for a healthy lifestyle. Communicative cognitive Work with information. Personal Accept and save a learning task. Communicative Use speech means to solve a variety of communicative tasks. Ask questions necessary to organize your own activities. Communicative Use speech means. Build a monologue statement, own a dialogic form of speech. Personal To form the inner position of the student, the ability to navigate the moral content and meaning of the actions of both one's own and those around them. Regulatory Plan your action in accordance with the task and the conditions for its implementation. cognitive Build a speech statement in oral form.	Find in the text of the poem means of artistic expression: epithets, comparisons, personifications. invent your comparisons pick up epithets, personifications; Try to write your own poem. Solve riddles, match a riddle with a clue. invent your comparisons pick up epithets, personifications. Work in a group, distribute tasks in a group, negotiate with each other. Check yourself and on your own evaluate your achievements. Be able to orally compose a story on behalf of one of the characters according to a given plan, selectively retell. Be able to describe the dwellings and speeches of the hero. Be able to compose a story based on an artist's painting. Compose retelling plan; compare contrived plan with the plan in the textbook. Discuss with other meanings of concepts: benevolence, patience, respect.
	Winter mysteries.
	I am a poet. Attempt at writing.
	My favorite writers. Tales of A.S. Pushkin
	Tales of Ch. Perrault. Cinderella Discussion of miraculous transformation.
	Independent reading. K. Chukovsky. From the book "The Adventures of Bibigon".
	Family reading. L. Tolstoy. Two brother.
	Spring in a painting BUT. Kuindzhi. Comparison through poems about spring.
	Oral composition based on the painting by I. Levitan "Early Spring".
	Family reading. A. Maikov. Christ is risen
	K. Kryzhitsky. Early spring. The story of spring in the picture.
	Peace and harmony in the family
	Family reading. L. Tolstoy. Father and sons. Old grandfather and granddaughter.
	Independent reading. Little stories N. Sladkova.
	Discussion on the topic "What does it mean to act in good conscience"
	TOTAL

The tasks of speech development are implemented in a program that determines the volume of speech skills and abilities, the requirements for the speech of children in different age groups.

Modern programs development of speech have their own history of development. Their origins are in the first program documents of the kindergarten. The content and structure of the programs evolved gradually. In the first programs, the tasks of developing speech were of a general nature, emphasizing the need to link the content of speech with modern reality. The main emphasis in the programs of the 30s. made at work with a book and a picture. With the development of pedagogical science and practice, new tasks appeared in the programs, the volume of speech skills and abilities was refined and supplemented, and the structure was improved.

In 1962, the “Kindergarten Education Program” was first created, which defined the tasks of the speech development of children from two months to seven years. Unlike the previously published Guidelines for Kindergarten Teachers, program requirements are separated from methodological guidelines, and the repertoire of works of art for reading and telling children has been significantly revised. The group preparatory to school (for the first time allocated in the program) provides for the preparation of children for literacy. In this regard, we will give a description of this particular program.

It takes into account the uniqueness of the nature of speech activity, which "serves" all types of activity and, thus, is associated with the entire life of the child. In this regard, the speech development program is built on the basis of activity approach: requirements for speech skills and abilities are reflected in all sections and chapters programs. The nature of speech skills is determined by the characteristics of the content and organization of each type of activity.

For example, the “Game” section also points to the need to teach children the rules and norms of verbal communication, to develop the ability to use speech when agreeing on the theme of the game, the distribution of roles, the development of role-playing interaction, in theatrical games - to play scenes based on familiar fairy tales, poems, improve performance skills. In the section "Labor education" attention is drawn to the ability to name objects, their signs, qualities, labor actions. In teaching the principles of mathematics, it is impossible to do without mastering the names of the form, size, spatial arrangement of objects, quantitative and ordinal numbers.

The requirements for communication skills, the culture of verbal communication are set out in the "Organization of life and education of children" section. Similarly, one can single out the content of speech work in other chapters of the program.

The independent chapter “Speech development” is highlighted in the “Teaching in the classroom” section, and in the senior and preparatory groups for school and in the “Organization of life and upbringing of children” section. In the group preparatory to school, the requirements for the speech development of children are reflected in the chapter "Mother tongue", since it is at this age that some linguistic knowledge is communicated and children's awareness of the phenomena of language and speech deepens.

It should be noted that in the program documents of the kindergarten until 1983 - 1984. the tasks of speech development were indicated together with the tasks of familiarization with the surrounding life. For the first time in the "Model Program" they are given separately from each other, "taking into account the fact that the formation of most of the actual language skills and abilities (choosing a word from a synonymic series, using expressive means, comparisons, definitions, mastering the elements of word formation and inflection, the development of phonemic hearing etc.) cannot be ensured along the way when introducing children to the environment, that it requires the organization of special forms of education (verbal didactic games, creative tasks, staging, dramatization, etc.) ”1.

The kindergarten program was developed taking into account scientific data on the patterns of speech development of preschool children and the experience of preschool institutions. requirements for various parties speech reflect age indicators of speech development. Significantly refined and concretized tasks development dictionary (here more attention is paid to the disclosure of the semantic side of the word); the tasks of forming the grammatical structure of speech are more clearly formulated; for the first time, the tasks of developing the skills and abilities of word formation and the formation of the syntactic structure of speech were singled out. The program for teaching storytelling has been refined, the sequence of using different types of storytelling and their relationship has been determined, the task of developing coherent speech is introduced starting from the second younger group. The content of artistic and speech activity of children is determined.

In general, it can be said that this program attempts to reflect the level of correct speech and the level of good speech in the requirements for children's speech. The latter is most pronounced in the older groups.

The program has a close connection with the program of work on familiarization with the environment(although they are presented separately). This is especially true for the volume of the dictionary. The dictionary reflects the content of knowledge about the world. It is known that their basis is the sensory experience of children. In this regard, the program clearly traces the idea of the unity of sensory, mental and speech development.

Most of the tasks of speech development are set in all age groups, but their content has its own specifics, which is determined by age characteristics of children. So, in the younger groups, the main task is the accumulation of a dictionary and the formation of the pronunciation side of speech. Starting from the middle group, the tasks of developing coherent speech and educating all aspects of the sound culture of speech become leading. In older groups, the main thing is to teach children how to build coherent statements of various types, work on the semantic side of speech. In the senior and preparatory groups for school, a new section of work is introduced - preparation for literacy and literacy.

Installed continuity in the content of speech education in age groups. It manifests itself in the gradual complication of the tasks of developing speech and teaching the native language. So, in working on a word, tasks become more complicated from mastering the names of objects, signs, actions, mastering the generalization, which is expressed in different words, to distinguishing the meanings of polysemantic words, synonyms and conscious choice of the scrap that is most suitable for a particular case. In the development of coherent speech - from retelling short stories and fairy tales to compiling coherent statements of different TYPES, first on a visual basis, and then without relying on visualization. The program is based on taking into account the "cross-cutting" trends in the development of the dictionary, grammatical structure, phonetic side of speech, coherent speech.

Continuity is also manifested in the repetition of individual requirements in adjacent groups in order to develop strong and stable skills and abilities (the use of forms of speech etiquette, consistent and logical construction of coherent statements, etc.).

Along with continuity, the program traces perspective children's speech development. This means that at each stage of learning, the foundations are laid for what will be developed at the subsequent stage.

The kindergarten program creates prospects for the development of children in school.. It has successive links with the Russian language program in primary school." In kindergarten, such qualities of oral speech are formed, which are further developed in the first grade of the school. A rich vocabulary, the ability to clearly and accurately express one's thoughts, selectively and consciously use language means are prerequisites for successful learning of the Russian language and mastery of all academic subjects.

Within each task, the core points that underlie the formation of communicative and speech skills and abilities are highlighted. In the development of a dictionary, this is work on the semantic side of the word, in monologue speech - the selection of the content of the statement, the development of ways to combine words, sentences; in the development of dialogic speech - the ability to listen and understand the interlocutor, interact with others, participate in a general conversation.

A feature of the program is the brevity of the presentation of tasks and requirements. The teacher should be able to specify the general requirement, taking into account the individual characteristics of the children.

On the basis of a standard program, programs of education and training were created in the Union republics (now the CIS countries). The Russian Federation also developed the Kindergarten Education and Training Program (1985), approved by the Ministry of Education. It preserved the fundamental approaches to the speech development of children, the main content of program tasks and the sequence of their complication, structure. At the same time, the specific cultural and national conditions of Russia were taken into account. The explanatory note to the program drew attention to the fact that “in national preschool institutions where work is carried out in their native language, children from the first nursery group are taught oral native speech according to the program developed in the autonomous republic, territory, region, and from the older group - Russian colloquial speech (2 lessons per week). In those preschool institutions where work with children of non-Russian nationality is conducted in Russian, teaching the native language (2 hours a week) is introduced from the older group according to a program developed locally” 1 .

Currently, the so-called variable programs are used in preschool institutions of various types. Among them, the most famous are “Rainbow” (under the editorship of T. N. Doronova), “Development” (supervisor L. A. Wenger), “Childhood. The program for the development and education of children in kindergarten "(V. I. Loginova, T. I. Babaeva and others)," The program for the development of speech of preschool children in kindergarten "(O. S. Ushakova).

AT program "Rainbow" recommended by the Ministry of Education of Russia, modern requirements for the speech development of children are taken into account, generally accepted sections of work on the development of speech are distinguished: the sound culture of speech, vocabulary work, the grammatical structure of speech, coherent speech, fiction. One of the most important means of development of preschoolers is the creation of a developing speech environment. A great place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas of joint activities and in special classes. The literary repertoire for reading, telling children and learning by heart is carefully selected.

Development Program focused on the development of mental abilities and creativity of children. Classes for the development of speech and familiarization with fiction include "three main areas: 1) familiarization with fiction (reading poems, fairy tales, stories, conversations about what was read, game improvisations based on the plots of the works read); 2) the development of special means of literary and speech activity (means of artistic expression, the development of the sound side of speech); 3) the development of cognitive abilities on the basis of familiarization with children's fiction. Mastering different aspects of speech occurs in the context of familiarization with works of art. The idea of the unity of sensory, mental and speech development is clearly expressed and implemented. In the middle group, preparation for teaching literacy was set as an independent task, and in the senior and preparatory groups - teaching reading 1 .

AT program "Childhood" there are special sections devoted to the tasks and content of the development of children's speech and familiarization with fiction: "Developing children's speech" and "Child and book". These sections contain for each group a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, the education of a sound culture of speech. The program is distinguished by the fact that at the end of the sections criteria are proposed for assessing the level of speech development. It is especially important that it clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types of activities.

“The program for the development of the speech of preschool children in kindergarten” was prepared on the basis of many years of research conducted in the laboratory for the development of speech of the Institute of Preschool Education under the guidance of F. A. Sokhin and O. S. Ushakova. It reveals the theoretical foundations and areas of work on the development of speech children's skills and abilities. The program is based on an integrated approach to speech development in the classroom, the relationship of different speech tasks with the leading role of the development of coherent speech. Within each task, priority lines are identified that are important for the development of coherent speech and speech communication. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent statement, about the ways of communication between individual phrases and its parts. The content of the tasks is presented by age groups. This material is preceded by a characteristic of the speech development of children. The program significantly deepens, supplements and refines the standard program developed earlier in the same laboratory 1 .

In the context of the possibility of choosing different programs, the teacher's knowledge of the age capabilities of children and the patterns of speech development, the tasks of speech education, as well as the teacher's ability to analyze and evaluate programs from the point of view of their impact on the full development of children's speech, become of key importance. Particular attention should be paid to how the development of all aspects of speech is ensured, whether the requirements for children's speech meet age standards, whether the general goals and objectives of speech development, teaching the native language and educating the individual are achieved.

The tasks of speech development are implemented in a program that determines the volume of speech skills and abilities, the requirements for the speech of children in different age groups.

Modern speech development programs have their own history of development. Their origins are in the first program documents of the kindergarten. The content and structure of the programs evolved gradually. In the first programs, the tasks of developing speech were of a general nature, emphasizing the need to link the content of speech with modern reality. The main emphasis in the programs of the 30s. made at work with a book and a picture. With the development of pedagogical science and practice, new tasks appeared in the programs, the volume of speech skills and abilities was refined and supplemented, and the structure was improved.

In 1962, the “Kindergarten Education Program” was first created, which defined the tasks of the speech development of children from two months to seven years. Unlike the previously published Guidelines for Kindergarten Teachers, program requirements are separated from methodological guidelines, and the repertoire of works of art for reading and telling children has been significantly revised. The preparatory group for school (for the first time allocated in the program) provides for the preparation of children for learning to read and write. The Standard Program for Education and Training in Kindergarten (1983-1984) is essentially the basis for the development of modern educational content. In this regard, we will give a description of this particular program.

It takes into account the uniqueness of the nature of speech activity, which "serves" all types of activity and, thus, is associated with the entire life of the child. In this regard, the speech development program is based on an activity approach: the requirements for speech skills and abilities are reflected in all sections and chapters of the program. The nature of speech skills is determined by the characteristics of the content and organization of each type of activity.

For example, in the "Game" section, the need to teach children the rules and norms of verbal communication, to develop the ability to use speech when agreeing on the theme of the game, the distribution of roles, the development of role-playing interaction, in theatrical games - to play scenes based on familiar fairy tales, poems, improve performance skills. In the section "Labor education" attention is drawn to the ability to name objects, their signs, qualities, labor actions. In teaching the principles of mathematics, it is impossible to do without mastering the names of the form, size, spatial arrangement of objects, quantitative and ordinal numbers.

The kindergarten program was developed taking into account scientific data on the patterns of speech development of preschool children and the experience of preschool institutions. The requirements for different aspects of speech reflect the age indicators of speech development. The tasks of dictionary development have been significantly clarified and concretized (here more attention is paid to the disclosure of the semantic side of the word); the tasks of forming the grammatical structure of speech are more clearly formulated; for the first time, the tasks of developing the skills and abilities of word formation and the formation of the syntactic structure of speech were singled out. The program for teaching storytelling has been refined, the sequence of using different types of storytelling and their relationship has been determined, the task of developing coherent speech is introduced starting from the second younger group. The content of artistic and speech activity of children is determined.

There is a close link between the program and the outreach work program (although they are presented separately). This is especially true for the volume of the dictionary. The dictionary reflects the content of knowledge about the world. It is known that their basis is the sensory experience of children. In this regard, the program clearly traces the idea of the unity of sensory, mental and speech development.

Most of the tasks of speech development are set in all age groups, but their content has its own specifics, which is determined by the age characteristics of children. So, in the younger groups, the main task is the accumulation of a dictionary and the formation of the pronunciation side of speech. Starting from the middle group, the tasks of developing coherent speech and educating all aspects of the sound culture of speech become leading. In older groups, the main thing is to teach children how to build coherent statements of various types, work on the semantic side of speech. In the senior and preparatory groups for school, a new section of work is introduced - preparation for literacy and literacy.

Continuity is established in the content of speech education in age groups. It manifests itself in the gradual complication of the tasks of developing speech and teaching the native language. So, in working on a word, tasks become more complicated from mastering the names of objects, features, actions, mastering the generalization, which is expressed in different words, to distinguishing the meanings of polysemantic words, synonyms and the conscious choice of the word most suitable for a particular case. In the development of coherent speech - from retelling short stories and fairy tales to compiling coherent statements of various types, first on a visual basis, and then without relying on visualization. The program is based on taking into account the "cross-cutting" trends in the development of the dictionary, grammatical structure, phonetic side of speech, coherent speech.

Along with continuity in the program, the prospects for the development of children's speech are also traced. This means that at each stage of learning, the foundations are laid for what will be developed at the subsequent stage.

The kindergarten program creates prospects for the development of children in school. It has successive links with the Russian language program in the primary grades. In kindergarten, such qualities of oral speech are formed, which are further developed in the first grade of the school. A rich vocabulary, the ability to clearly and accurately express one's thoughts, selectively and consciously use language means are prerequisites for successful learning of the Russian language and mastery of all academic subjects.

Within each task, the core points that underlie the formation of communicative and speech skills and abilities are highlighted. In the development of a dictionary, this is work on the semantic side of a word; in monologue speech, it is the selection of the content of an utterance, the development of ways to combine words, sentences; in the development of dialogic speech - the ability to listen and understand the interlocutor, interact with others, participate in a general conversation.

On the basis of a standard program, programs of education and training were created in the Union republics (now the CIS countries). The Russian Federation also developed the Kindergarten Education and Training Program (1985), approved by the Ministry of Education. It preserved the fundamental approaches to the speech development of children, the main content of program tasks and the sequence of their complication, structure. At the same time, the specific cultural and national conditions of Russia were taken into account. The explanatory note to the program drew attention to the fact that “in national preschool institutions where work is carried out in their native language, children from the first nursery group are taught oral native speech according to the program developed in the autonomous republic, territory, region, and from the older group - Russian colloquial speech (2 lessons per week). In those preschool institutions where work with children of non-Russian nationality is conducted in Russian, teaching the native language (2 hours per week) is introduced from the older group according to a program developed locally ”(Program of education and training in kindergarten / Editor-in-chief M A. Vasilyeva. - M., 1985. - P.6).

The program "Rainbow", recommended by the Ministry of Education of Russia, takes into account modern requirements for the speech development of children, generally accepted sections of work on the development of speech are distinguished: the sound culture of speech, vocabulary work, the grammatical structure of speech, coherent speech, fiction. One of the most important means of development of preschoolers is the creation of a developing speech environment. A great place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas of joint activities and in special classes. The literary repertoire for reading, telling children and learning by heart is carefully selected.

The Development program is focused on the development of children's mental abilities and creativity. Classes for the development of speech and familiarization with fiction include three main areas: 1) familiarization with fiction (reading poems, fairy tales, stories, conversations about what has been read, game improvisations based on the plots of the read works); 2) the development of special means of literary and speech activity (means of artistic expression, the development of the sound side of speech); 3) the development of cognitive abilities on the basis of familiarization with children's fiction. Mastering different aspects of speech occurs in the context of familiarization with works of art. The idea of the unity of sensory, mental and speech development is clearly expressed and implemented. In the middle group, preparation for teaching literacy was set as an independent task, and in the senior and preparatory groups - teaching reading (Program "Development". (Basic provisions). - M., 1994.)

In the program "Childhood" there are special sections devoted to the tasks and content of the development of children's speech and familiarization with fiction: "Developing children's speech" and "Child and book". These sections contain for each group a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, the education of a sound culture of speech. The program is distinguished by the fact that at the end of the sections criteria are proposed for assessing the level of speech development. It is especially important that it clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types of activities.

"The program for the development of speech of preschool children in kindergarten" was prepared on the basis of many years of research conducted in the laboratory for the development of speech of the Institute of Preschool Education under the guidance of F. A. Sokhin and O. S. Ushakova. It reveals the theoretical foundations and areas of work on the development of children's speech skills and abilities. The program is based on an integrated approach to speech development in the classroom, the relationship of different speech tasks with the leading role of the development of coherent speech. Within each task, priority lines are identified that are important for the development of coherent speech and speech communication. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent statement, about the ways of connection between individual phrases and its parts. The content of the tasks is presented by age groups. This material is preceded by a characteristic of the speech development of children. The program significantly deepens, supplements and refines the standard program developed earlier in the same laboratory (See: Ushakova O.S. The program for the development of speech of preschool children in kindergarten. - M., 1994.)

Oksana Ivakhnenko
From the work experience "My view on conducting classes in the section of the program" Speech Development "

On my sight The most difficult and biggest problem in teaching children of preschool and primary school age is to teach them to speak coherently and expressively. It is very important to help the child master this wonderful gift. Most often, abstracts for classes I compose it myself, including elements from ready-made teaching aids. Main directions work on the development of speech in children in a preschool educational institution - this is:1. Developing speech environment;2. The development of coherent speech of a preschooler;3. Vocabulary formation; 4. Grammar speeches;5. Sound culture speeches.

In his work I pay great attention to the mastery of children, the coordination of words in gender, number, case, the correct use of prepositions (in, over, under) I learn to use speeches plural nouns in the genitive and accusative cases; correctly name animals and their cubs; I learn to coordinate nouns with adjectives, personal pronouns, cardinal numbers. I continue to teach children to hear and reproduce all the sounds of their native language, I also teach them to clearly pronounce vowels in words (uh, uh, uh, uh) and some consonants in the next sequences: p-b-t-d-k-g; f-v; t-s-s-ts. Very important develop motility of the speech motor apparatus, auditory perception, speech hearing and speech breathing, clarify and consolidate the articulation of sounds, develop the correct tempo speeches, intonational expressiveness, learn to clearly pronounce words and short phrases, speak calmly, with natural intonations. It is necessary to ensure that children not only know and understand the meaning of the words used in speech words, but also actively used them in everyday speeches. I learn to understand general the words: clothes, dishes, furniture, vegetables, fruits, birds, etc. etc.; constantly fixing parts of the day (morning afternoon Evening Night).Consequently, the child learns to ask, answer, explain, reason, listen and understand. Gradually included in the child's speech monologue: a child compiling short stories, fairy tales, the ability to retell a story, an event seen or happened is formed, children learn to compose stories about an object, object, picture or a series of paintings connected by one plot. All means speech development are significant. Thinking activity is impossible without speeches. Mastering speech, the child also acquires knowledge about objects, signs, actions and relationships. After the child masters speech, the world around him, as it were, doubles. He begins to deal not only with those objects that he directly sees, but also with those that are currently absent. The child uses speech in order to express his thoughts, feelings, that is, to influence the people around him. In the direction along speech development it is necessary to interact with the parents of pupils and it is very important hold meetings, questioning, consultations, conversations, recommend advice.

Related publications:

"Help the bee build a house." Didactic game in the section of the program "Literacy" Topic: "Help the bee build a house" Purpose: to determine the first sound. Game progress. The teacher invites the children to go to the flower meadow, on.

Report to the teachers' council "The use of physical education in the formation of the habit of a healthy lifestyle (from work experience)" The use of physical education in the formation of habits for a healthy lifestyle. (From work experience) Physical education instructor:.

Purpose: To expand children's ideas about the country in which we live. To evoke a feeling of admiration for the beauty of Russian nature, the talent of a Russian.

Organization of the NEOD in the section "Speech development" Message from work experience One of the main tasks of the kindergarten is the formation of the correct oral speech of children on the basis of their mastery of the literary language of their people.

Features of speech therapy classes during the period of adaptation of the child to the conditions of the orphanage (from work experience) November 2014 The work of a speech therapist at the first stage with a newly arrived child begins with observing the behavioral reactions of the child, his.

The practical part of the work experience in the implementation of the additional general educational program "In the World of Theater" Since 2009-2010 we started to implement the program "In the World of Theater". The development of theatrical activities of preschoolers took place in 3 stages:

MINISTRY OF EDUCATION OF SARATOV REGION

GAPOU SO "VPK im.f.i.panfyorov"

KORNEVA YULIA MIKHAILOVNA

MODERN PROGRAMS OF SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN

FINAL QUALIFICATION WORK

Specialty 050144 "Preschool education"

Scientific adviser:

Molodtsova T.A., teacher of the philological cycle

Volsk 2014

Introduction…………………………………………………………………….3

I. Theoretical foundations for the development of speech in preschool children………………………………………………………………………………….5

1.1. Psychological and pedagogical views on the problem of speech development of preschoolers………………………………………………………………………..5

1.2. Characteristics of the speech development of preschoolers………………..12

II. Practical foundations for studying the development of speech of preschoolers ...... .18

2.1. Analysis of modern programs for the speech development of preschool children…………………………………………………………...18

2.2. Description of the course and results of the monitoring study of the speech culture of younger students within the framework of the communicative component

Conclusion………………………………………………………………..43

List of used literature…………………………………….45

Appendix 1……………………………………………………………..50

Annex 2……………………………………………………………..54

Introduction

In the light of the current trend of society towards integration and the development of socio-political and cultural-linguistic contacts, mastering the native language, the development of a child's speech in preschool childhood as a general basis for educating and communicating children, is an urgent problem.

Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full mastery of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner the teaching of the native language is started, the freer the child will use it in the future.

Studies of psychologists, teachers, linguists (L.S. Vygotsky, S.L. Rubinshtein, D.B. Elkonin, A.V. Zaporozhets, A.A. Leontiev, L.V. Shcherba, A.A. Peshkovsky, Academy of Sciences Gvozdev, V. V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin, L. A. Penevskaya, A. M. Leushina, O. I. Solovieva , M.M. Konina) created the prerequisites for an integrated approach to solving the problems of speech development of preschoolers.

The socio-economic changes that have taken place in recent years have influenced the development and improvement of the education system. In preschool education, there is a clear tendency to introduce variable programs into the practical activities of preschool institutions in accordance with the FGT, affecting various aspects of the development of a preschool child, including speech.

All this determined the relevance and choice of the topic of the WRC: "Modern programs for the speech development of preschoolers."

Object of study: speech development of preschoolers.

Subject of study: the content of the work on the development of speech in the framework of FGT and modern variable programs.

The purpose of the study: based on the analysis of psychological, pedagogical and special literature, to consider the problem of speech development of preschool children.

Research objectives:

Consider psychological and pedagogical views on the problem of speech development of preschoolers;

To characterize the speech development of preschoolers;

To analyze modern programs for the speech development of preschool children;

Describe the course and results of a monitoring study of the speech development of older preschool children.

Research methods:

Theoretical: analysis, systematization and generalization of information on the research topic;

Empirical: studying the experience of practicing teachers on the research problem;

Diagnostic: diagnostic notebook.

Research base: MDOU kindergarten "Smile" No. 1 p Ozinki.

The final qualifying work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

I. Theoretical foundations for the development of speech in preschool children

1.1. Psychological and pedagogical views on the problem of the development of speech of preschoolers

The native language plays a unique role in the formation of a person's personality. Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a node in which various lines of mental development converge: thinking, imagination, memory, emotions. Being the most important means of human communication, knowledge of reality, language serves as the main channel for familiarizing a person with the values of spiritual culture, as well as a necessary condition for education and training.

In studies conducted in the laboratory of speech development of the Institute of Preschool Education and Family Education, there are three main directions for the development of psychological and pedagogical problems of the development of the speech of preschoolers, improving the content and methods of teaching the native language.

First, structural (formation of different levels of the language system: phonetic, lexical, grammatical); secondly, functional (formation of language skills in its communicative function: development of coherent speech, speech communication); thirdly, cognitive, cognitive (the formation of abilities for elementary awareness of the phenomena of language and speech). All three areas are interconnected, since the development of awareness of linguistic phenomena is included in the problems of all studies that study different aspects of the development of speech of preschoolers.

The problem of the development of the speech of preschoolers has been and remains the focus of attention of psychologists and teachers, and at present it has been developed quite fully. Research by A.A. Leontiev on various problems of speech development in preschool childhood confirmed the need to study the patterns and features of the formation of speech in preschool children and determined the basic principles of the content of work on the development of speech, language learning. This is the formation in preschoolers:

Different structural levels of the language system (phonetics, vocabulary, grammar);

Elementary awareness of the phenomena of language and speech (familiarization with the semantic and sound side of the word, with the structure of a sentence and a coherent text);

Language generalizations in the field of the grammatical structure of speech (morphology, word formation, syntax);

Speech activity, education of interest and attention to the native language, which helps to increase the level of self-control.

Taking into account the psychological and pedagogical features of mastering speech, the system of sequential training in special classes for the development of speech includes:

Selection of speech content accessible to a preschool child, and its methodological support;

Isolation of priority lines in the development of speech (in the dictionary this is work on the semantic side of the word, in grammar - the formation of language generalizations, in monologue speech - the development of ideas about the structure of a coherent statement of different types);

Clarification of the structure of the relationship between different sections of speech work and a change in this structure at each age stage;

Continuity of the content and methods of speech work between preschool institutions and elementary school;

Identification of individual characteristics of language acquisition in different learning conditions;

The relationship of speech and artistic activity in the development of creativity of preschoolers.

The development of speech should be considered not only in the linguistic sphere (as a child mastering phonetic, lexical, grammatical skills), but also in the sphere of shaping children's communication with each other and with adults (as mastering communication skills), which is important for the formation of not only a culture of speech, but also the culture of communication.

Analysis of the theoretical foundations of the development of speech, says O.S. Ushakov, includes consideration of the following issues:

The interaction of language and speech, the development of language ability as the basis of language proficiency, the connection of speech with thinking, awareness of the phenomena of language and speech by a preschool child;

Features of the development of speech - oral and written, dialogic and monologue - in different types of statements (in description, narration, reasoning), as well as a description of the categorical features of the text and ways of connecting sentences and parts of the statement. .

According to A.A. Leontiev, in any speech statement, a number of skills are manifested: quick orientation in communication conditions, the ability to plan one’s speech and choose content, find language means for its transmission and be able to provide feedback, otherwise communication will be ineffective and will not give the expected results. At the same time, it must be emphasized that the most important means of speech skills is the ease of transferring language units to new combinations that have not yet been encountered. This is where the so-called sense of language comes into play, which gives the child the opportunity to apply speech skills on unfamiliar language material, to distinguish correct grammatical forms from incorrect ones. If a child instantly orients himself in the language material and relates a new word to some class of language phenomena already known to him (for example, the definition of gender or number), then we can talk about his developed sense of language.

It also develops when the child has to combine linguistic units in an utterance. We emphasize that this is a creative combination in every sense. First, situations of verbal communication are constantly changing. This forces the child to create new phrases that have not been encountered in his speech experience before, and combine them in new combinations. Secondly, a change in the situation and new combinations of statements give rise to new thoughts in the child, hence their new expression through language. It is at the moment when the child finds a new speech solution in any particular situation that the development of language ability occurs. And here the most important task is learning, the formation of this ability in the child, which allows him to understand and build new statements in accordance with the speech situation and within the framework of the system of rules adopted in this language for expressing thoughts. An important role is played by the awareness of the phenomena of language and speech.

F. Sokhin considered the relationship between the speech and mental aspects of mastering the native language in preschool childhood in several directions. The initial forms of thinking of a preschooler are visual-effective and visual-figurative, then they interact with verbal-logical thinking, which gradually becomes the leading form of mental activity. This is where the intellectual function of language develops. This relationship is also considered in the opposite direction - from the point of view of identifying the role of intelligence in language acquisition, i.e. as an analysis of the linguistic (linguistic) function of the intellect.

Note that until now, in a number of studies and methodological manuals on the development of speech, the absolutely unacceptable position remains that in preschool childhood the native language is acquired only on the basis of imitation, intuitively, even instinctively.

Research by O.S. Ushakova, conducted in the laboratory of speech development of the Institute of Preschool Education and Family Education, proved that language acquisition is characterized, first of all, by the development of language generalizations and elementary awareness of language phenomena. This awareness is associated with the development of the functions of children's speech, the formation of speech skills and the development of language ability in general. Therefore, it is necessary to form awareness of the phenomena of linguistic reality. This idea has become central in the study of all aspects of the preschooler's speech. The need for the linguistic development of the child has now been proven in many studies carried out in this direction.

The wording “teaching the native language” often provokes protest from both school and preschool teachers. However, the development of speech necessarily includes the formation in children of an elementary awareness of certain phenomena of language and speech. Therefore, the consideration of issues of continuity should refer both to the formation of speech skills and abilities, and to the development of this elementary awareness, i.e. to language learning. The close connection between the speech and intellectual development of children appears especially clearly in the formation of coherent speech, i.e. speech meaningful, logical, consistent, organized. To coherently talk about something, you need to clearly represent the object of the story (object, event), be able to analyze, select the main properties and qualities, establish different relationships (causal, temporal) between objects and phenomena. In addition, it is necessary to be able to select the words most suitable for expressing a given thought, be able to build simple and complex sentences and use a variety of means to connect not only sentences, but also parts of a statement.

In the formation of coherent speech, the relationship between the speech and aesthetic aspects is also clearly visible. A coherent statement shows how much the child owns the richness of the native language, its grammatical structure, and at the same time reflects the level of the mental, aesthetic, emotional development of the child. The development of the speech of preschool children is closely connected with the solution of the problems of the formation of artistic and speech activity as one of the integral parts of the aesthetic education of children. Thus, teaching the retelling of folklore and literary works naturally includes familiarizing children with the visual and expressive means of a literary text (comparisons, epithets, synonyms, antonyms, metaphors, etc.). At the same time, the possession of these means deepens the artistic perception of literary works.

In the formation of creative storytelling, the conscious attitude of the child to the language in its aesthetic function is very important, which manifests itself in the choice of linguistic visual and expressive means to embody the artistic image conceived by the child.

Teaching preschoolers their native language also provides opportunities for solving the problems of moral education. Here, a significant influence is exerted, first of all, by the upbringing of love and interest in the native language, its richness and beauty. The content of literary works also has an educational impact, starting with works of oral folk art. The content of paintings, folk toys and manuals develops children's curiosity, pride and respect for their creators. In addition, such methods as telling stories together, in groups (“teams”), also presuppose the ability to negotiate among themselves, if necessary, help a friend, yield to him, etc. Familiarization of children with literature, retelling of works of art, teaching the compilation of a collective story contribute to the formation of not only ethical knowledge and moral feelings, but also the moral behavior of children.

According to E.B. Tannikova, teaching preschool children their native language, speech development provide rich opportunities for solving other problems of moral and aesthetic education of children. This applies not only to the development of monologue speech (retelling, storytelling), but also to particular aspects of teaching the native language - the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech. Thus, work on the semantic side of the word, the semantic enrichment of the children's vocabulary, their developing vocabulary can and should include the introduction into children's speech of groups of words denoting the qualities of a person, his emotional states, assessments of a person's actions, aesthetic qualities and assessments.

Thus, a high level of speech development of a preschooler includes:

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

A developed culture of communication, the ability to make contact with adults and peers: listen, answer, object, ask, explain;

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

1.2. Characteristics of the speech development of preschoolers

According to the research of E.I. Tikheeva, it is known that the process of establishing the first function of speech in children, that is, mastering speech as a means of communication, during the first seven years of life (from birth to entering school) goes through three main stages

1. Prephonemic period (up to 1 year).

Newborns do not have speech manifestations. Cry is an innate vocal reaction to environmental influences, it is reflex in nature. In this period, the main pre-speech vocalizations are:

From 3 months - cooing - short, quiet cries, reminiscent of posterior lingual sounds in nature, because. lying the root of the tongue is pulled back);

3 months - cooing - smooth lingering sounds;

Later - a detailed cooing. A combination of 2-3 sounds: vowels and consonants. Consonants are close to reflex sounds. By the end of the period, the extended cooing becomes more understandable and acquires certain intonations as a result of primitive emotional experiences.

4-5 months - babbling - develops on the basis of the child's innate reactions (sucking, swallowing). At first, in babbling, you can hear many sounds similar in pronunciation to "adult" sounds. But vowels are pronounced almost the same articulatory, the main phonetic features are smoothed out in consonants: hard-soft, voiced-deaf. As the babble develops, the sounds begin to differ.

The question of the timing of the development of babbling is controversial. Some say - 2-3 months, others - 6 months. This difference is explained by the fact that it is difficult to determine the real boundaries separating babble from the previous vocalization. These boundaries are largely individual, each child is shifted both in one direction and in the other. In the development of babbling, a very important role is played by:

Not only the innate reaction of the speech-motor apparatus, but also the speech-auditory organs;

Echolalia - a child, hearing what adults say, repeats without understanding the meaning.

Babble is very important for the development of speech. There is a general exercise of the articulatory apparatus, which is the basis for the full development of the speech-motor and speech-auditory apparatus.

In the preparatory period of speech development, in the first year of life, in the process of direct emotional communication with an adult, the foundations of future coherent speech are laid.

In emotional communication, an adult and a child express feelings (pleasure or displeasure), not thoughts. Gradually, the relationship between an adult and a child is enriched, the range of objects that he encounters expands, and words that previously expressed only emotions begin to become for the baby designations of objects and actions. The child masters his vocal apparatus, acquires the ability to understand the speech of others. Understanding speech is of great importance in the entire subsequent development of the child, it is the initial stage in the development of the function of communication. There is a special type of communication in which an adult speaks, and the child responds with facial expressions, gestures, and movements.

On the basis of understanding, at first very primitive, active speech of children begins to develop. The child imitates the sounds and sound combinations that the adult utters, drawing the adult's attention to himself, to some object. All this is of exceptional importance for the development of children's speech communication: the intentionality of the voice reaction is born, its focus on another person, speech hearing, the arbitrariness of pronunciation are formed.

2. Phonemic period (1 year 6 months).

1. The period of formation and design of independent speech.
The general principle of assimilation and formation of speech is from simple to complex. In many ways, the sequence of formation of sounds is determined by the development of the speech-motor apparatus. In parallel, the development of the lexical side of speech (dictionary) is underway. At first, this manifests itself in amorphous root words (dog-tank). Gestures and facial expressions are actively used. The vocabulary develops very quickly: the number of words and the deepening of their understanding. In a certain sequence, the assimilation of parts of speech takes place:

Nouns: designation of familiar, frequently occurring objects;

Verbs: at the beginning of the imperative form (give) and the indefinite form;

Adverbs and pronouns;

adjectives;

Numerals;

Service parts of speech;

Participles-germs - at school age.

2. The development of the grammatical structure of speech begins in the 2nd year of life.
The first sentence is an amorphous word, then 2, 3, 4 words are added. The proposals are still formless (give mom porridge). The development of simple and complex sentences is very fast. During this period, there is a transition from amorphous words to morphologically dissected ones. The child masters a number of endings with their own meaning, separates them from the root. This transition is gradual, determined by the order of assimilation of parts of speech. Functional words in the sentences are not yet available, non-union ones are used from complex sentences. Gradually, with the development of speech, vocabulary, parts of speech and their syntactic expressions are assimilated, and after that the period of development of the morphological system of the language begins.

If we consider this period in more detail, then, according to the psychological and pedagogical literature, the development of speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.

By the end of the first - the beginning of the second year of life, the first meaningful words appear, but they mainly express the desire and needs of the child. Only in the second half of the second year of life, words begin to serve as designations for objects for the baby. From this moment on, the child begins to use words to address an adult and gains the opportunity through speech to enter into conscious communication with an adult. The word for him has the meaning of the whole sentence. Gradually, the first sentences appear, first of two, and by two years of three and four words. By the end of the second year of a child's life, words begin to take shape grammatically. Children express their thoughts and desires more accurately and clearly. Speech during this period acts in two main functions: as a means of establishing contact and as a means of knowing the world. Despite the imperfection of sound pronunciation, limited vocabulary, grammatical errors, it is a means of communication and generalization.

In the third year of life, both understanding of speech and active speech develop rapidly, vocabulary increases sharply, and the structure of sentences becomes more complicated. Children use the simplest, most natural and original form of speech - dialogic, which at first is closely connected with the practical activity of the child and is used to establish cooperation within the joint objective activity. It consists in a direct appeal to the interlocutor, contains an expression of a request and help, answers to questions from an adult. Such a grammatically poorly formed speech of a small child is situational. Its semantic content is clear only in connection with the situation.

According to F.A. Sokhin, at the senior preschool age there is a separation of speech from direct practical experience. The main feature of this age is the emergence of the planning function of speech. In the role-playing game - the leading activity of preschoolers, new types of speech also arise:

Speech instructing the participants in the game,

Speech is a message that tells an adult about the impressions received outside of contact with him.

The speech of both types takes the form of a monologue, contextual. Connected speech develops.

As shown in the study by A.M. Leushina, the main line of development of coherent speech is that from the exclusive dominance of situational speech, the child passes to contextual speech. However, the situational nature of speech is not an absolute belonging to the age of the child. In the same children, speech can be either more situational or more contextual. This is determined by the tasks and conditions of communication.

The transition from situational speech to contextual, according to D.B. Elkonin, occurs by 4-5 years. At the same time, elements of coherent monologue speech appear as early as 2-3 years. The transition to contextual speech is closely connected with the development of the vocabulary and grammatical structure of the native language, with the development of the ability to arbitrarily use the means of the language. With the complication of the grammatical structure of speech, statements become more and more detailed and coherent.

Conclusion A.M. Leushina found confirmation in the study of M.I. Lisina and her students. Scientists have proven that the level of speech development depends on the level of development of communication in children. The form of the statement depends on how the interlocutor understands the child. The speech behavior of the interlocutor affects the content and structure of the child's speech.

Children 4-5 years old actively enter into a conversation, can participate in a collective conversation, retell fairy tales and short stories, independently tell from toys and pictures. They do not have the ability to correctly formulate questions, to supplement and correct the answers of their comrades. In most cases, their stories are copied - a sample of an adult, contain violations of logic; sentences within the story are often connected only formally (in words more, then).

At preschool age, children are able to actively participate in the conversation, answer questions fully and accurately, supplement and correct the answers of others, give appropriate remarks, and formulate questions. The nature of the dialogue of children depends on the complexity of the tasks solved in joint activities.

Monologue speech is also being improved: children master different types of coherent statements (description, narration, partly reasoning) based on visual material and without support. The syntactic structure of children's stories also becomes more complicated, the number of complex and complex sentences increases. At the same time, these skills are unstable in a significant part of children. Children find it difficult to select facts for their stories, in their logically sequential arrangement, in structuring statements, in their language design.

V.V. Vorobieva traces the genetic development of coherent speech, which is formed on the basis of situational communication and gradually moves from dialogue to forms of monologue speech: narration, and then to description and reasoning. The highest form of connected speech is written speech. The prerequisites for its formation are created by the end of preschool childhood.

Thus, the speech development of preschool children takes place in stages, each of which is filled with content in accordance with the age of the children.

II. Practical foundations for the development of speech of preschoolers

2.1. Analysis of modern programs for the speech development of preschool children

The modernization of the system of preschool education in the context of the implementation of the Federal State Educational Standards makes great demands on the speech communication of both adults and children. Therefore, the purpose of the practical part of our study is:

Analysis of modern programs of speech development of preschoolers;

Conducting a monitoring study of the speech development of children in the preparatory group and a description of its results.

The tasks of speech development are implemented in programs that determine the volume of speech skills and abilities, the requirements for the speech of children in different age groups, and most importantly the level of speech development at the end of kindergarten.

In the studies of Z.A. Gritsenko, we find that the variable programs of a developing nature, on which the entire educational process is built in different types of preschool institutions, are based on the ideas of humane, personality-oriented pedagogy and psychology. Meanwhile, sometimes the dynamics of personal and speech development are considered separately. The study of speech outside the personality limits the search for methodological ways of developing communicative character traits of a preschooler the process of joint activity in interpersonal communication.

What is common to variable programs is that they specifically highlight issues devoted to improving the coherent speech of children, creating a favorable speech environment, and purposefully developing speech skills.

Let us consider to what extent modern programs for preschool educational institutions reflect the basic requirements and criteria for the level of speech development of preschool children. To this end, we have analyzed the content of the most common programs.

Rainbow program» ( Author: T.N. Doronova, V.V. Gerbova, T.I. Grizik and others) covers three age stages of the physical and mental development of children: 2-4 years (1st and 2nd junior groups); 4-5 years old (middle group); 5-7 years old (senior and preparatory groups for school).
The authors named the program by analogy with the seven-color rainbow, since it includes seven most important activities and activities for children: physical education, play, fine arts, manual labor and design, music and plastic arts, speech development, familiarization with the outside world, mathematics .

Each of the sections corresponds to a certain color of the rainbow, emphasizing the originality of its use in working with a preschooler. For example, the blue color indicates the sections "The child and the world around him", "Teaching native and foreign languages". This determines an important place in the system of the educational process of the development of the speech of preschoolers, since the blue color symbolizes everything that is necessary as air, which allows children to join the language culture and universal values.

The independent chapter "Speech Development" is presented in the section "Improving the speech of children and introducing them to fiction", and for a preparatory group for school - in the section "Teaching reading". For each age, this chapter provides a description of the features of speech development, and defines its tasks. Exemplary abstracts of classes are presented, the list of literary works recommended for reading is indicated in the appendix.

In the program, the formation of speech skills and abilities is considered not as an end in itself, but as one of the means of developing the personality of a preschooler. This approach is consistent with the provisions of L.S. Vygotsky, S.L. Rubinstein, according to which the formation and development of personality is directly related to the child's mastery of speech, when external events, changes in relationships with others, being aware, change the internal, mental state and thereby rebuild consciousness, internal attitude towards other people and towards oneself.

Specific in the program is the creation of motivation in children, stimulating communicative activity, contributing to the mastery of coherent monologue speech. The authors took into account the statement of A.A. Leontiev, A.R. Luria that motivation is not only a driving force, but also a dominant factor that influences the choice of language means and determines the nature of the design of thought in a speech statement. Therefore, the program proposes to use three types of motivation in the organization of the educational process: gaming, communication and personal interest. Instructions are provided regarding the choice of a motive for communication, the use of role-playing dialogues in speech games, the creation of problem situations in a conversation that encourages children to use detailed speech statements.

A feature of the program "Rainbow" can be called the fact that the authors widely covered the issues of a new direction in the educational process - the organization of the speech environment in the group. Thus, the idea of L.S. Vygotsky about the features of child development. According to the scientist, the “ideal form”, which appears at the end of development, not only exists in the social environment surrounding the child and interacts with him, but also really directs, regulates this process and serves as its source. Therefore, the authors focus on the importance of telling about the events of the past week; about what children were before and what they will become when they grow up; about the book to be read; about the amazing adventures of letters. Educators are encouraged to use exercises based on reading words from the dictionary and interpreting their meaning. Descriptions of didactic materials are given that encourage the child to independent research, stimulate the search for information.

The development of speech in the program is associated with familiarization with fiction. The authors draw the attention of teachers to the patterns between the level of speech formation and the place of literary works in education. These areas closely interact and complement each other. According to D.B. Elkonin, coherent speech is formed within the dialogue. Therefore, its foundations are laid in the younger group, when preschoolers master active, initiative dialogic statements. Children learn to answer questions and ask them, gain experience of verbal communication with adults in conversations that the authors of the program propose to make standard (interesting facts and events in the lives of children, personal problems, stories about loved ones, TV show characters, animals). To enrich and activate the vocabulary, tasks are set to assimilate the names of objects and phenomena, their main and secondary features, and actions. In the work on the grammatically correct design of the statement, attention is paid to mastering the basic grammatical forms, constructing simple uncommon sentences.

For the development of coherent speech in the middle group, the authors of the program provide for preschoolers to retell familiar literary works, compose their own ending to fairy tales, and build monologues within dialogues. At this stage, work on the lexical diversity of speech is aimed at activating the speech of words that characterize the actions of people, the world of human relations, which are expressed in the name of an object by different language means. Preschoolers master the ways of inflection, to
Korneva Julia Mikhailovna

Portal for the student. Self-training

RELATED ARTICLES