Correct and beautiful speech develops under conditions of a decent speech environment, the necessary practice of speech, education, reading, which begins even before a person is born and continues throughout life.

Speech as a factor in human development

Language and speech are necessary for a person to fully communicate. Both of these phenomena are commonly referred to as social:

• language - lexical, phonetic and grammatical means for communication;
• speech is a complex form of communication of the communicative activity of people, which has developed historically through language.

Language constructs were created and continue to be created on the basis of certain rules. Coherent speech and language are never opposed and can be divorced from each other. The development of speech is facilitated by the need to communicate and unite people.

Historical experience and knowledge cannot be conveyed without the development of speech related to human life, and speech itself is one of the main indicators of its development. The need for speech is present in a person at any age, taking the form necessary for communication and self-expression:

• immediate;
• delayed;
• external;
• internal.

Developing speech, a person masters various types of speech activity, speech mechanisms and various language means.

Speech development tools include:

• learning in the process of communication;
• cultural language environment;
• fiction;
• various kinds of art.

There are the following types of speech:

• internal;
• oral;
• written.

The product of speech is called a speech statement, created independently or collectively.

Speech development begins from the first days of a child's life. The formation of the skills of correct coherent speech occurs simultaneously with the development of physical and mental abilities and occurs in two main directions:

• the use of language in practical activities, which contributes to the expansion of speech capabilities;
• during specially organized training.

Speech development depends on the following factors:

• proper speech environment;
• the influence of the speech of others;
• regular speech practice;
• family upbringing;
• training in educational institutions.

There are different points of view of researchers about the stages of development of human speech. Their number varies from two to four.

• Preparatory (passive)

The stage begins with the birth of a child and lasts up to a year. During this period, a reaction to communication, an understanding of the direction of sound, a readiness for game movements, a reaction to the words and desires of others are developed.

• Preschool (standalone)

The period lasts from one to three years. Sounds and first words are still distorted, but there are attempts to compose phrases. There is an active accumulation of vocabulary. The child understands the meaning of words and uses them correctly in speech. The basic syntactic constructions of the native language are assimilated, but there are differences from the speech of adults in sound and meaning.

• Preschool (active)

The development of speech in the period of preparation for school is fast. The circle of communication of the child is expanding. Children learn to master coherent speech by correcting the pronunciation of whistling and hissing sounds. There is a skill of auditory control over pronunciation and mastery of different structures of sentences. Connected speech acts as the main means of cognition and becomes contextual, i.e. deployed.

• School

The most responsible, serious and conscious stage in the development of speech. In the period up to 17 years, the basic rules of grammar in the construction of independent statements should be learned. The leading role is given to the development of a new type of speech - written. In parallel, the skills of mastering literary speech are developing. Due to the rapid personal development - the emergence of slang.

Tasks for the development of speech

Speech is the basis of any mental activity and the main means of human communication. Words are the building blocks of speech. At each age stage of human life, there are certain tasks for the development of speech. The main one is to teach a person to correctly and clearly express his thoughts in his native language, using oral speech.

To achieve the main goal, it is necessary:

• enrich and activate vocabulary (demonstrate the versatility of the meanings of words);
• to form the grammatical structure of speech (mastering the norms of changing words according to grammatical rules for building various sentences);
• educate the sound culture of speech (to form the ability to hear and correctly reproduce all the sounds of the native language, work on mastering the intonation structure, pronunciation and stress system in words);
• develop monologue and dialogic speech (a monologue is a more complex form of speech, therefore it is important to develop dialogic speech, gradually including a monologue);
• to acquaint with fiction (the more a person reads high-quality fiction, the better his speech, the more successfully he masters the skills of compiling coherent messages, retellings of events, and the greater the interest in the literary word).

Correct speech is the key to successful human development.

Principles for the development of children's speech during organized learning:

• cause speech activity of students by creating problematic speech situations;
• deepening the semantic perception of the educational text by analyzing its content;
• to form the concept of linguistics;
• develop linguistic flair;
• conduct exercises that develop coherent speech in the system;
• ability to express thoughts verbally and in writing.

The result of the development of speech

The ability to correctly and consistently express thoughts, express one's own opinion is the result of well-formed communicative and speech skills. They differ as:

• aimed at creating a speech statement;
• related to the creation of the structure of the statement;
• associated with the use of language tools in accordance with speech tasks;
• aimed at understanding the content of speech utterance.

One of the important indicators of a child’s speech development is the ability to coherently express one’s thoughts, logically and consistently retell what has been read, compose grammatically correct sentences, intonationally and figuratively expressive messages. Connected speech (dialogue, monologue) demonstrates mastery of oral speech.

Researchers distinguish three age stages in the development of speech in children:

• junior (from 3 to 4 years old);
• medium (from 4 to 5 years);
• senior (from 5 to 6 years).

Junior: involves the use of simple sentences in speech, finishing verses, retelling texts based on plot pictures. After processing the content of the pictures, adults, with the help of questions, help the children compose a coherent story from the pictures.

Intermediate: includes more complex work on mastering the skills of retelling literary works, independent writing of short stories based on toys and paintings, compiling riddles.

Senior: develops an interest in self-composing and creating various types of creative stories.

The ability to speak coherently reflects the skills of a meaningful perception of the world and the correct expression of one's impressions.

Types of connected speech are divided into dialogic and monologue.

Dialogic speech (dialogue) means the process of direct verbal communication in which two or more interlocutors participate, exchanging remarks.

The dialogue suggests:

• successive replicas;
• the presence of several participants;
• lack of expansion of thought;
• the use of colloquial vocabulary;
• short reflection on statements;
• stimulation of statements by internal and external motives.

Monologue speech means a detailed, complete, clear, interconnected narrative. The process of direct communication requires attention, a specific appeal of one person to another or a group of listeners.

The monologue suggests:

• use of literary vocabulary;
• preliminary long consideration of the statement;
• full development and formulation;
• the ability to choose the necessary words and constructions to accurately convey the idea.

There are the following methods for the development of coherent speech in children:

• visual;
• verbal;
• practical.

Each of them forms a set of techniques that solve didactic problems:

• acquaintance;
• fastening;
• processing.

Visibility involves the following types of observations:

• direct - excursions, contemplation, looking at;
• mediated - drawing, looking at illustrations, compiling stories about what they saw.

Visual model includes:

• retellings;
• comparative stories-descriptions;
• creative expressions on a given topic.

verbal methods

The verbal methodology for the development of speech necessarily includes work with various questions (i.e., verbal appeals suggesting an answer).

Questions are:

• basic (reproductive and search);
• auxiliary (suggestive and suggestive).

They must be targeted, clear, specific, corresponding to the level of development of the child.

With the help of questions, the child learns:

• reading and then retelling a literary work;
• learning poems or passages of prose by heart;
• retelling;
• summarizing what has been read or heard;
• story without visuals.

Practical Methods

The practice of speech involves a variety of games and the implementation of practical tasks:

• plastic sketches;
• dramatization;
• staging;
• round dance games.

The rich and meaningful speech of the child facilitates the expression of his thoughts, expands the possibilities of cognition of reality. Full-fledged future relationships with people and the development of the child's personality as a whole are impossible if speech is unclear. Difficulties in communication cause difficulties with adaptation and worsen, as a result, character.

Games, practical exercises will help to develop the correct pronunciation, the construction of coherent logical statements.

The basis of games for the development of colloquial speech is the free and grammatically correct speech of adults. Games stimulate interest in the development of speaking skills, bring positive emotions, eliminate isolation.

Educational games are aimed at developing:

• communication skills;
• mastering the skills of a logically coherent statement;
• vocabulary formation;
• development of auditory attention;
• development of attention, memory, thinking.

Speech development techniques

Elements of speech development methods are called techniques.

Techniques for the development of speech in pedagogical practice are used in a complex manner.

Their application depends on:

• assigned tasks;
• the age of the trainees;
• individual qualities of children;
• subject of study;
• degree of preparation of pupils.

A stable classification of techniques for improving coherent speech has not been created, so the techniques are conventionally divided according to the role played by visibility and the emotional component. Accordingly, the methods are:

• straight;
• indirect.

Direct methods for developing coherent oral speech skills include:

• verbal samples;
• instructions;
• explanations.

Speech patterns are understood as the correct language activity of a teacher or educator. The template needs clarification and guidance. The speech pattern precedes the coherent statements of children.

With the help of instructions, adults explain to children by what means and actions the desired result is achieved.

Directions are used to:

• educate;
• organize;
• discipline.

It is easier to reveal the essence of ongoing actions to students with the help of explanations, therefore this technique is especially often used in the work on mastering words and expanding vocabulary.

Indirect

Indirect (indirect) methods are called:

• recommendations;
• hints;
• amendments;
• address appeals;
• objections;
• comments.

Indirect methods for the development of coherent speech are usually used in combination with others. Purpose: due to the variety of techniques used, the child is encouraged to certain speech actions.

Verbal tricks

The verbal techniques for the development of coherent speech include:

• memorization of poetry and prose;
• retelling of what was heard;
• compiling different stories with and without visual aids;
• conversations about what they saw and heard;
• commenting on actions;
• repeated pronunciation (repetition);
• mediated communication through a toy.

An important condition for the development of a child's coherent speech is the creation of comfortable conditions and the constant assistance of adults in the assimilation of grammatical and lexical norms of oral speech by children.

The speech of the child is formed from a very early age and therefore specially organized training sessions that develop speech will help to understand whether the process of mastering speech norms is going on correctly:

• Is the child’s vocabulary sufficient to compose a coherent statement on the topic;
• whether their connection with each other is used correctly;
• whether the pronunciation corresponds to the norms of correct speech;
• whether the child understands what is happening around him.

Intensive accumulation of words occurs in children from one to three years old, when they are already able to speak in whole phrases.

Connected speech is based on the development of:

• attention;
• hearing;
• memory;
• thinking;
• imitations.

Connected speech of children develops in two directions:

• understanding the speech of others;
• formation of skills of own active speech.

The work on the accumulation of active and passive vocabulary takes place in the classroom, when they hear a clear, correct, unhurried speech of adults. In this case, the child, repeating what he heard, learns pronunciation, grammatically correct construction of sentences, accumulates vocabulary.

Replenishment of the vocabulary involves the inclusion in the child's speech parts of speech: nouns, verbs, adjectives, adverbs. At the same time, the skills of constructing phrases are mastered. Phrasal speech is important in the overall development of coherent speech in children.

The development of active speech stimulates imitation. Having reproduced sounds and words for an adult, the child at first “sounds” like an echo. However, imitation is an innate skill of all people. The meaningfulness of imitation appears when speech is connected with familiar objects of the surrounding world. Therefore, it is more favorable to develop speech imitation during games, depicting a car, plane or animal together with the child.

The period of active use of vocabulary may not come as quickly as adults would like, because. any child has a period of accumulation of knowledge, when vocabulary is passive. The dynamics of success can be traced in a special diary, which records any achievements of the child and the emergence of new words and phrases in his vocabulary.

Lesson Requirements

Imitation of adult speech underlies the accumulation of knowledge and skills for the development of coherent speech, so it is important to create favorable conditions for this during classes:

• take into account age characteristics;
• focus on the level of development of the child's speech;
• start classes with familiar topics (“Favorite toys”, “Fairy tales”);
• complex exercises to master gradually;
• create a calm environment;
• observe the regularity and duration of classes;
• periodically review what has been learned;
• be sure to praise the child even for small achievements;
• keep calm even in the case of slow (in your opinion) assimilation of the topic.

The influence of fiction on the development of beautiful correct speech can hardly be overestimated, so read to your child as many works as possible, drawing his attention to the speech of the heroes of fairy tales, stories and poems.

The totality of sounds spoken and perceived by people is called speech.

Connected speech performs various functions:

• communicative, i.e. transmission of information through sounds;
• intellectual, i.e. serving as a means of thinking and manifested in dialogic and monologue speech;
• regulatory, i.e. management of the psyche and behavior;
• psychodiagnostic, i.e. making it possible to judge the mental state of a person;
• linguistic, i.e. belonging to a certain linguistic culture.

The degree of speech development determines the readiness and ability of a person to live in society.

Improving skills is given serious attention in all educational institutions, starting with kindergarten. There are certain norms for the development of coherent speech:

• understand requests consisting of 2 parts (“get up and take it”);
• know prepositions (“on the couch, under the table”);
• to distinguish homogeneous objects;
• vocabulary up to 400 units;
• be able to compose phrases containing up to four words.

• name, age and gender;
• perform simple assignments (“give, pick up”);
• talk about your impressions about what you saw or heard;
• perceive plot pictures;
• use the plural in speech;
• follow instructions in two steps (“first we will do one thing, and then we will do another”);
• use conjunctions and prepositions in speech;
• use a dictionary of about 500 words.

• ask questions using interrogative pronouns;
• be able to coordinate nouns with adjectives and numerals;
• form diminutive forms of nouns;
• listen to long stories;
• make complex sentences up to five words;
• own a vocabulary of up to 1500 units.

• talk about the practical use of objects, understand what materials they are made of;
• correctly state your address;
• name antonyms and distinguish between “right-left”;
• use grammatical categories of time;
• own the skill of oral counting up to 10;
• be able to retell a story or fairy tale;
• vocabulary up to 3000 units;
• write sentences up to 6 words.

• retell past events;
• express an attitude towards what is said;
• pronounce all sounds correctly;
• use abstract concepts;
• dictionary up to 4000 units.

• ask questions and answer them;
• use generalizing nouns;
• be able to compose short stories, describe pictures;
• use synonyms.

A child who owns the correct coherent speech easily communicates with the outside world, communicates and is able to express his thoughts with the help of words and phrases. To acquire coherent speech skills that are not innate, special classes are held in educational institutions to develop the speech of preschoolers.

These classes are inextricably linked with the work of parents on the development of speaking skills for the successful adaptation of the child in society and in the future while studying at school.

According to the Federal State Educational Standards (new educational standards), speech development classes should solve the following tasks:

• to form the speech of children so that they can communicate with others without difficulty;
• enrich the active vocabulary of children;
• develop creative speech through exercises for compiling stories, poems, creative works;
• introduce children to reading works of art and introduce them to all genres of literature;
• develop phonemic hearing: the correct assimilation of stresses, sounds in words.

To accomplish these tasks, there are methods and a system of exercises used in combination to facilitate the development of speech.

In the younger group

The formation of coherent speech skills begins from the first days of a child's stay in preschool. Already in the younger group of the kindergarten, special forms of communication are used for the development of speech, corresponding to the age of the children of the first younger group. The main form of communication between children and others during this period is dialogue.

During the day, educators conduct appropriate classes with children to develop the speech skills of children in the younger group.

Forming the skills of a culture of sound speech:

• learning articulation of sounds, hissing, deaf consonants;
• reproduction of the intonation of spoken phrases;
• setting the rhythm and tempo of speech.

Formation of children's vocabulary:

• introduction of new speech samples, prepositions;
• explanation of the word-formation possibilities of the language, the formation of diminutive and caressing words;
• generalization of concepts;
• the introduction of commonly used words instead of onomatopoeic ones (“dog” instead of “av-av”).

Formation of the grammatical structure of speech:

• changing the number and case of nouns (one cup or two cups; you stand - I stand);
• construction of simple sentences.

Development of dialogue skills:

• conversations with children about the events taking place around;
• help in communicating with peers, answering questions;
• mastering the imperative mood (sit down, bring it, pick it up).

In children, there is a qualitative leap in mastering coherent speech. They consciously change the volume of their voices and are able to reproduce intonations, actively accumulate vocabulary.

During this period, more serious requirements are already being placed on children:

• communication culture, i.e. speak in phrases, do not shout or interrupt others;
• initiative in communication and mastering the skills of monologue speech;
• mastering the skills of behavior during classes and walks.

Educational classes with preschoolers in the middle group are held in a new way:

• there are excursions outside the preschool educational institution;
• mastering the skills of retelling and compiling their own stories;
• training in dramatization, participation in role-playing games and active memorization of poems and songs;
• inner speech is formed.

In the senior group

At the senior preschool age, classes with children are subordinated to the main goal: improving existing knowledge and active preparation for the upcoming schooling. All techniques for improving oral speech are aimed at:

• communication training (verbal and non-verbal);
• correction of pronunciation defects;
• education of the culture of speech.

Active ways to improve speech skills:

• story games,
• quiz,
• work on the clarity of diction,
• dramatization of fairy tales,
• comparative descriptions of pictures and objects.

Children in the older group of the garden are actively building up their vocabulary. Normally, up to several thousand words. As a result of well-organized classes, it improves:

• reproduction of hissing, whistling and sonorous sounds;
• intonation improves;
• speech acquires expressiveness;
• the skills of word creation are acquired;
• develops the ability to build grammatically correct sentences.

Children in the preparatory group of the kindergarten are practically schoolchildren. Very little time is left for them to master and improve the skills of coherent speech so that they do not have to face difficulties at school.

Classes for the development of speech in children of the preparatory group are structured in such a way as to develop skills:

• conducting sound analysis of words;
• composing riddles about sounds;
• ability to complete rhythmic phrases;
• choosing from a number of synonyms one that is exactly suitable for use in the story;
• understanding the meaning of antonyms;
• construction of statements of different types.

To achieve the goal of developing speech skills, speech corners are organized in groups. Materials for the development of speech contain:

• cards with games and exercises;
• plot pictures for compiling stories;
• word games;
• poems, tongue twisters, nursery rhymes;
• games for the development of fine motor skills.

• verbal;
• gaming;
• visual.

The most difficult exercise is when children are asked to come up with a story on their own, and the child chooses the topic.

Upon completion of the preparatory group, the child should be able to:

• maintain a conversation on a given topic;
• listen to the statements of other children;
• convey the content of literary works without violating the logical sequence;
• perform creative tasks according to the proposed model.

Professor of Moscow State University V. Anikin, a philologist and connoisseur of Russian folklore, called the tongue twister a “funny game”, during which difficult words and phrases are repeated at speed.

This educational game becomes interesting because familiar letters in certain combinations are difficult to pronounce and confuse - “cuckoo on cuckoo”, “firewood on the grass”, etc. It's all about permuting similar and different sounds.

Tongue twisters are a necessary tool for the development of speech.

They are helping:

• improve diction by training hard-to-pronounce words and sounds;
• form a beautiful speech;
• replenish vocabulary;
• pronounce all the letters correctly without “swallowing”, difficult.

For setting diction, tongue twisters are divided into categories according to the degree of complexity.

For effective learning, you need to carefully prepare for working with tongue twisters:

• select those that correspond to the age of the child;
• use few samples;
• explain the meaning of the tongue twister by slowly pronouncing the text;
• to introduce game elements into training.

monologue speech

The statement of one person addressed to the listeners is called a monologue speech or a monologue.

Signs of a similar form of speech:

• duration;
• volume;
• structure;
• easily changeable topic of the utterance.

There are two types of connected monologue:

• addressed to the audience (report, lecture, public speaking);
• facing oneself, i.e. not suggestive of a response.

Possession of monologue speech involves certain skills:

• the use of speech structures for the sensible expression of one's thoughts;
• narrative and descriptive messages on the topic using plot pictures;
• compiling descriptive texts according to the plan.

The method of teaching coherent monologue speech involves:

• the formation of certain skills in students to express their thoughts with the help of learned materials;
• improving skills with support exercises.

Any kind of monologue - story, description, retelling - require some kind of support.

Support means:

• situations;
• prepared material (questions, descriptions);
• prepared texts;
• visual situations;
• finished structures;
• logic.

The main causes of deviation in speech

The presence in the modern world of interactive entertainment and technological teaching methods does not mean the full development of speech. On the contrary, statistical data indicate a large number of children suffering from deviations in speech development.

Speech disorders indicate deviations that are unacceptable in the norms of the language.

Researchers identify the following reasons for deviations:

• heredity;
• consequences of injuries;
• deviations in development;
• bilingual families.

In contact with

Classmates

The mental development of a child is often defined as the formation of a certain system of knowledge, skills and abilities. But now this concept has a deeper meaning. It is more important to activate the child's cognitive activity, to develop thought processes - the ability to analyze and synthesize, classify, compare and generalize.

Already at birth, children differ from each other, they have different physiological and psychological inclinations. In the future, the overall development of each child occurs according to its own individual pattern. There are no children with exactly the same mental development. The level of mental development of a child depends not only on intelligence, it is due to many factors, such as the innate characteristics of the nervous system, living conditions, teaching methods, mental development classes, etc.

In modern psychology, it is customary to distinguish three types of mental development of a child: emotional, speech and logical development. Each type has its own age intervals during which this type develops most successfully.

Emotional development of the child

It starts at birth and lasts up to a year and a half. The emotional sphere plays an important role in the full intellectual and mental development of the child. From birth, the baby needs an emotional connection with the mother, which contributes to the formation of emotions that further determine the behavior of a person in society.

In no case should a child be deprived of communication, since the main source of his feelings are relationships with other people, both with adults and with children. Not a few important role in the life of children is played by various experiences (sympathy, joy, tenderness, etc.), they can also experience in relation to animals, plants, objects and natural phenomena. That is why a friendly atmosphere in the house, communication, care, smiles and praise from relatives are so important for the successful emotional development of a child.

Speech development in children

It starts at birth and continues until about ten years of age. The development of a child's speech is closely related to the development of his intellect, creative abilities and higher mental functions. Starting from the birth of a baby, it is necessary to develop his speech: communicate with him, answer his infantile babble, regardless of whether he understands you or not. As soon as the baby starts talking, you need to start learning nursery rhymes, nursery rhymes, songs with him, thereby training both memory and speech.

One of the important factors in the development of speech is the development of fine motor skills. What does it include:

• Subject games;
• Painting;
• Modeling;
• Construction;

It is important to note that for proper speech development, you need to read books with your child, discuss and retell what you read, look at pictures, compose stories and fairy tales about your favorite characters.

Children are born with unique abilities to perceive and learn any language. Parents should properly teach the child to speak, try to use as few diminutives, made-up words as possible, as the child can remember the wrong pronunciation.

Logic development

Time frame: from one to five years. The most important stage in the development of a child's mental abilities is the development of logical thinking.

To develop this type of thinking, the child is offered to independently perform logical operations (analysis, comparison, classification, generalization, etc.). Logical thinking is closely related to the development of hearing, vision and touch of the child, therefore, to stimulate the development of logical and mathematical abilities, it is necessary to sort objects according to their characteristics (size, shape, purpose of objects, etc.), instill interest in music (listen to classical music play with musical toys).

For the normal development of a child, it is necessary from birth to form correct speech, intellectual knowledge, emotional and volitional spheres, as well as higher mental functions.

Perhaps, every family where a baby grows is concerned about the question of how to ensure in general, and speech development in particular.

The first years of a child's life lay the foundation for language development. At this time, the brain is intensively developing, the articulatory apparatus is being improved. It is important not to miss deviations from the norms of speech development in order to provide corrective assistance in time, to prevent the development of complex pathologies.

Development of the child's speech starts from birth. The child acquires the skills of correct speech in the family. Everything that parents do for the general and speech development of their child is of great importance for the rest of their lives.

Speech must be taught, first of all, by personal example. The child must hear correct, clear speech. It is desirable that the father and mother speak the same native language with the baby. It is very important that the language that a child perceives at an early and younger age is the most favorable years of his life.

Articulation gymnastics is an important step towards correct speech

One of the reasons for the violation of sound pronunciation in children may be the lack of mobility of the speech organs: tongue, lips, jaws and soft palate.

Violation of the mobility of these organs (immobility) entails a fuzzy, nasal (with a nasal tinge), lisping, blurry pronunciation of various sounds.

The goal of articulatory gymnastics is the development of the mobility of the organs of the speech apparatus, the development of correct, full-fledged movements of the articulatory organs necessary for the correct pronunciation of sounds.

It is desirable to carry out articulation gymnastics daily, devoting from 5 to 15 minutes to it, depending on the age of the child.

Do not overload the child, do not require him to complete all the exercises during one lesson.

Table of assimilation of speech sounds by children

The child grows and develops. Accordingly, his speech develops. The main structural components of speech are: sound composition, vocabulary and grammatical structure.

Remember that each child is individual, special and, accordingly, the general and speech development of different children may have some differences. Some children at the age of 4-5 years already clearly pronounce all the sounds of our language, while others have a violation of the pronunciation of most sounds. We offer you a table that shows the approximate order of assimilation of sounds by children.

Child's age Language sounds

1 to 2 years A, O, E, M, P, B

From 2 to 3 years U, I, S, T, D, V, F, G, K, X, N, Y

From 3 to 4 years C, W, C

From 4 to 5 years

5 to 6 years L, R

How to teach a child to speak correctly?

By the age of one and a half years, the baby's vocabulary can exceed two hundred words. As a rule, these words are reproduced by the child with some distortions, this is due to the inability to fully master their own speech apparatus.

How, in this case, can parents help the baby, and how to teach the child to speak correctly?

Start from the very beginning. This means from the very birth of the child, and you can also be pregnant.

Play with your intonation. At first, the child is only able to understand the difference in your intonation, so change it more often to draw the child's attention to your language.

Empty is the enemy of correct speech. This fact is confirmed by numerous studies conducted by children's doctors, speech therapists. Pacifiers contribute to the development of malocclusion, which not only affects articulation difficulties, but also contributes to a delay in speech development in general.

Name calling, eye contact. Most of the time, address your child by their first name. DO NOT forget to look into the eyes of the baby so that he understands that the appeal is addressed to him.

The use of gestures is indispensable for understanding and teaching the child words, so duplicate all words and actions with appropriate gestures. Soon the child will begin to associate them with words.

Develop the habit of commenting on everything you do and see. It is not difficult for sociable people to find a constant subject of conversation with a child; more silent people will have to develop these skills a little.

Muscle training. To train the muscles of the speech apparatus, you can buy a whistle, a pipe, a harmonica for a child; and a little later, start doing articulatory gymnastics with the baby.

Speak slowly, repeating several times. Obviously, with a fast, vague language, the child simply will not catch the meaning of the words and in the future may pronounce them incorrectly.

The correct pronunciation of words by adults is the key to correct children's speech. Out of ignorance, or in order to speak with the child in a language he understands, many parents allow distorted pronunciation of words. As a result, the baby learns just such​​ the form of the word, being in absolute certainty that dad and mom cannot speak incorrectly. Distortion of words is the prerogative of the child. Parents should use the generally accepted, and not invented by the baby, word form.

Simplification of words and sentences, but do not get carried away with the modification of words and "lisping". At first, it will be difficult for the child to master complex terms and long words, so the technique of reducing and simplifying the language can be effective. For example, instead of the word "dog", you can say "woof-woof". But do not deliberately distort the words, especially after a year.

Enrich your speech with the child gradually, adding new words, clarifications and additions. For example, you can first say "Anna is holding a cat", then add "Anna is holding a nice, fluffy cat."

Word games. When playing with your baby, always accompany your activity with words.

Reading is the basis for building a rich vocabulary. A comparative analysis of the development of children's speech showed that those children whose parents were not too lazy to read fairy tales, poems and short stories several times a day have a much larger vocabulary than children whose mothers and fathers did not bother themselves with such a troublesome task.

Associating pictures with real objects. When showing a child a particular picture in a book, try to find its counterpart in the real world and point out to the child the similarity.

Role-playing games. At first it can be very simple games. For example, you can play with a toy phone, a child can call mom, dad, brother, sister, say “hello”, find out “how are you?” vice versa. Then you can role-play fairy tales, invent stories on your own, using household items and toys.

- Active games . Nursery rhymes and songs can be used in active play with the child, prompting him to repeat the corresponding actions along with the words. This, in parallel with language skills, will develop both the physical and musical abilities of the child.

Eliminate the background when communicating. A lot of background sounds (for example, TV) can confuse the child, do not allow you to fully focus on you and what you say to the baby.

Don't overload your child. Remember that in children with speech disorders, all mental processes suffer. Therefore, during speech tasks, the child should be given more time to think, but not overload it. You should not push him with the answer, it is better to repeat the task again and only after unsuccessful repeated attempts, hint in which direction to look for a solution to this problem. Show your ingenuity.

Do not blame him when something does not work out, if he does not know how to do something. During the performance of game tasks, kids (especially in the initial stages) may have difficulties. Don't focus on it.

Each child is an individual. Its development occurs according to its own laws. Therefore, do not compare your baby with peers who may be ahead of him in their development.

The golden rule of organizing and managing any activity of the child, including games: the child should be interested and comfortable!

- Development of fine motor skills and language acquisition are parallel processes. The center for coordinating the movements of the fingers and the language center are so close that the active development of one leads to the equally active development of the other. Therefore, it is so important to stimulate the versatile tactile sensations of the child. Hand massage, finger games, touching small objects, touching various surfaces, jigsaw puzzles and mosaics, tying shoelaces and buttoning, drawing and using objects such as a pen and a spoon speed up language acquisition processes.

By showing patience, finding time for reading and developing games, parents thereby not only teach the baby to speak correctly, but also provide their child with a worthy place in the society around him.

Correct and beautiful speech develops under conditions of a decent speech environment, the necessary practice of speech, education, reading, which begins even before a person is born and continues throughout life.

Speech as a factor in human development

Language and speech are necessary for a person to fully communicate. Both of these phenomena are commonly referred to as social:

• language - lexical, phonetic and grammatical means for communication;
• speech is a complex form of communication of the communicative activity of people, which has developed historically through language.

Language constructs were created and continue to be created on the basis of certain rules. Coherent speech and language are never opposed and can be divorced from each other. The development of speech is facilitated by the need to communicate and unite people.

Historical experience and knowledge cannot be conveyed without the development of speech related to human life, and speech itself is one of the main indicators of its development. The need for speech is present in a person at any age, taking the form necessary for communication and self-expression:

• immediate;
• delayed;
• external;
• internal.

Developing speech, a person masters various types of speech activity, speech mechanisms and various language means.

Speech development tools include:

• learning in the process of communication;
• cultural language environment;
• fiction;
• various kinds of art.

There are the following types of speech:

• internal;
• oral;
• written.

The product of speech is called a speech statement, created independently or collectively.

Speech development begins from the first days of a child's life. The formation of the skills of correct coherent speech occurs simultaneously with the development of physical and mental abilities and occurs in two main directions:

• the use of language in practical activities, which contributes to the expansion of speech capabilities;
• during specially organized training.

Speech development depends on the following factors:

• proper speech environment;
• the influence of the speech of others;
• regular speech practice;
• family upbringing;
• training in educational institutions.

There are different points of view of researchers about the stages of development of human speech. Their number varies from two to four.

• Preparatory (passive)

The stage begins with the birth of a child and lasts up to a year. During this period, a reaction to communication, an understanding of the direction of sound, a readiness for game movements, a reaction to the words and desires of others are developed.

• Preschool (standalone)

The period lasts from one to three years. Sounds and first words are still distorted, but there are attempts to compose phrases. There is an active accumulation of vocabulary. The child understands the meaning of words and uses them correctly in speech. The basic syntactic constructions of the native language are assimilated, but there are differences from the speech of adults in sound and meaning.

• Preschool (active)

The development of speech in the period of preparation for school is fast. The circle of communication of the child is expanding. Children learn to master coherent speech by correcting the pronunciation of whistling and hissing sounds. There is a skill of auditory control over pronunciation and mastery of different structures of sentences. Connected speech acts as the main means of cognition and becomes contextual, i.e. deployed.

• School

The most responsible, serious and conscious stage in the development of speech. In the period up to 17 years, the basic rules of grammar in the construction of independent statements should be learned. The leading role is given to the development of a new type of speech - written. In parallel, the skills of mastering literary speech are developing. Due to the rapid personal development - the emergence of slang.

Tasks for the development of speech

Speech is the basis of any mental activity and the main means of human communication. Words are the building blocks of speech. At each age stage of human life, there are certain tasks for the development of speech. The main thing is to teach a person to correctly and clearly express his thoughts in his native language, using oral speech.

To achieve the main goal, it is necessary:

• enrich and activate vocabulary (demonstrate the versatility of the meanings of words);
• to form the grammatical structure of speech (mastering the norms of changing words according to grammatical rules for building various sentences);
• educate the sound culture of speech (to form the ability to hear and correctly reproduce all the sounds of the native language, work on mastering the intonation structure, pronunciation and stress system in words);
• develop monologue and dialogic speech (a monologue is a more complex form of speech, therefore it is important to develop dialogic speech, gradually including a monologue);
• to acquaint with fiction (the more a person reads high-quality fiction, the better his speech, the more successfully he masters the skills of compiling coherent messages, retellings of events, and the greater the interest in the literary word).

Correct speech is the key to successful human development.

Principles for the development of children's speech during organized learning:

• cause speech activity of students by creating problematic speech situations;
• deepening the semantic perception of the educational text by analyzing its content;
• to form the concept of linguistics;
• develop linguistic flair;
• conduct exercises that develop coherent speech in the system;
• ability to express thoughts verbally and in writing.

The result of the development of speech

The ability to correctly and consistently express thoughts, express one's own opinion is the result of well-formed communicative and speech skills. They differ as:

• aimed at creating a speech statement;
• related to the creation of the structure of the statement;
• associated with the use of language tools in accordance with speech tasks;
• aimed at understanding the content of speech utterance.

One of the important indicators of a child’s speech development is the ability to coherently express one’s thoughts, logically and consistently retell what has been read, compose grammatically correct sentences, intonationally and figuratively expressive messages. Connected speech (dialogue, monologue) demonstrates mastery of oral speech.

Researchers distinguish three age stages in the development of speech in children:

• junior (from 3 to 4 years old);
• medium (from 4 to 5 years);
• senior (from 5 to 6 years).

Junior: involves the use of simple sentences in speech, finishing verses, retelling texts based on plot pictures. After processing the content of the pictures, adults, with the help of questions, help the children compose a coherent story from the pictures.

Intermediate: includes more complex work on mastering the skills of retelling literary works, independent writing of short stories based on toys and paintings, compiling riddles.

Senior: develops an interest in self-composing and creating various types of creative stories.

The ability to speak coherently reflects the skills of a meaningful perception of the world and the correct expression of one's impressions.

Types of connected speech are divided into dialogic and monologue.

Dialogic speech (dialogue) means the process of direct verbal communication in which two or more interlocutors participate, exchanging remarks.

The dialogue suggests:

• successive replicas;
• the presence of several participants;
• lack of expansion of thought;
• the use of colloquial vocabulary;
• short reflection on statements;
• stimulation of statements by internal and external motives.

Monologue speech means a detailed, complete, clear, interconnected narrative. The process of direct communication requires attention, a specific appeal of one person to another or a group of listeners.

The monologue suggests:

• use of literary vocabulary;
• preliminary long consideration of the statement;
• full development and formulation;
• the ability to choose the necessary words and constructions to accurately convey the idea.

There are the following methods for the development of coherent speech in children:

• visual;
• verbal;
• practical.

Each of them forms a set of techniques that solve didactic problems:

• acquaintance;
• fastening;
• processing.

Visibility involves the following types of observations:

• direct - excursions, contemplation, looking at;
• mediated - drawing, looking at illustrations, compiling stories about what they saw.

Visual model includes:

• retellings;
• comparative stories-descriptions;
• creative expressions on a given topic.

verbal methods

The verbal methodology for the development of speech necessarily includes work with various questions (i.e., verbal appeals suggesting an answer).

Questions are:

• basic (reproductive and search);
• auxiliary (suggestive and suggestive).

They must be targeted, clear, specific, corresponding to the level of development of the child.

With the help of questions, the child learns:

• reading and then retelling a literary work;
• learning poems or passages of prose by heart;
• retelling;
• summarizing what has been read or heard;
• story without visuals.

Practical Methods

The practice of speech involves a variety of games and the implementation of practical tasks:

• plastic sketches;
• dramatization;
• staging;
• round dance games.

The rich and meaningful speech of the child facilitates the expression of his thoughts, expands the possibilities of cognition of reality. Full-fledged future relationships with people and the development of the child's personality as a whole are impossible if speech is unclear. Difficulties in communication cause difficulties with adaptation and worsen, as a result, character.

Games, practical exercises will help to develop the correct pronunciation, the construction of coherent logical statements.

The basis of games for the development of colloquial speech is the free and grammatically correct speech of adults. Games stimulate interest in the development of speaking skills, bring positive emotions, eliminate isolation.

Educational games are aimed at developing:

• communication skills;
• mastering the skills of a logically coherent statement;
• vocabulary formation;
• development of auditory attention;
• development of attention, memory, thinking.

Speech development techniques

Elements of speech development methods are called techniques.

Techniques for the development of speech in pedagogical practice are used in a complex manner.

Their application depends on:

• assigned tasks;
• the age of the trainees;
• individual qualities of children;
• subject of study;
• degree of preparation of pupils.

A stable classification of techniques for improving coherent speech has not been created, so the techniques are conventionally divided according to the role played by visibility and the emotional component. Accordingly, the methods are:

• straight;
• indirect.

Direct methods for developing coherent oral speech skills include:

• verbal samples;
• instructions;
• explanations.

Speech patterns are understood as the correct language activity of a teacher or educator. The template needs clarification and guidance. The speech pattern precedes the coherent statements of children.

With the help of instructions, adults explain to children by what means and actions the desired result is achieved.

Directions are used to:

• educate;
• organize;
• discipline.

It is easier to reveal the essence of ongoing actions to students with the help of explanations, therefore this technique is especially often used in the work on mastering words and expanding vocabulary.

Indirect

Indirect (indirect) methods are called:

• recommendations;
• hints;
• amendments;
• address appeals;
• objections;
• comments.

Indirect methods for the development of coherent speech are usually used in combination with others. Purpose: due to the variety of techniques used, the child is encouraged to certain speech actions.

Verbal tricks

The verbal techniques for the development of coherent speech in children include:

• memorization of poetry and prose;
• retelling of what was heard;
• compiling different stories with and without visual aids;
• conversations about what they saw and heard;
• commenting on actions;
• repeated pronunciation (repetition);
• mediated communication through a toy.

An important condition for the development of a child's coherent speech is the creation of comfortable conditions and the constant assistance of adults in the assimilation of grammatical and lexical norms of oral speech by children.

The speech of the child is formed from a very early age and therefore specially organized training sessions that develop speech will help to understand whether the process of mastering speech norms is going on correctly:

• Is the child’s vocabulary sufficient to compose a coherent statement on the topic;
• whether their connection with each other is used correctly;
• whether the pronunciation corresponds to the norms of correct speech;
• whether the child understands what is happening around him.

Intensive accumulation of words occurs in children from one to three years old, when they are already able to speak in whole phrases.

Connected speech is based on the development of:

• attention;
• hearing;
• memory;
• thinking;
• imitations.

Connected speech of children develops in two directions:

• understanding the speech of others;
• formation of skills of own active speech.

The work on the accumulation of active and passive vocabulary takes place in the classroom, when children hear clear, correct, unhurried speech of adults. In this case, the child, repeating what he heard, learns pronunciation, grammatically correct construction of sentences, accumulates vocabulary.

Replenishment of the vocabulary involves the inclusion in the child's speech parts of speech: nouns, verbs, adjectives, adverbs. At the same time, the skills of constructing phrases are mastered. Phrasal speech is important in the overall development of coherent speech in children.

The development of active speech stimulates imitation. Having reproduced sounds and words for an adult, the child at first “sounds” like an echo. However, imitation is an innate skill of all people. The meaningfulness of imitation appears when speech is connected with familiar objects of the surrounding world. Therefore, it is more favorable to develop speech imitation during games, depicting a car, plane or animal together with the child.

The period of active use of vocabulary may not come as quickly as adults would like, because. any child has a period of accumulation of knowledge, when vocabulary is passive. The dynamics of success can be traced in a special diary, which records any achievements of the child and the emergence of new words and phrases in his vocabulary.

Lesson Requirements

Imitation of adult speech underlies the accumulation of knowledge and skills for the development of coherent speech, so it is important to create favorable conditions for this during classes:

• take into account age characteristics;
• focus on the level of development of the child's speech;
• start classes with familiar topics (“Favorite toys”, “Fairy tales”);
• complex exercises to master gradually;
• create a calm environment;
• observe the regularity and duration of classes;
• periodically review what has been learned;
• be sure to praise the child even for small achievements;
• keep calm even in the case of slow (in your opinion) assimilation of the topic.

The influence of fiction on the development of beautiful correct speech can hardly be overestimated, so read to your child as many works as possible, drawing his attention to the speech of the heroes of fairy tales, stories and poems.

The totality of sounds spoken and perceived by people is called speech.

Connected speech performs various functions:

• communicative, i.e. transmission of information through sounds;
• intellectual, i.e. serving as a means of thinking and manifested in dialogic and monologue speech;
• regulatory, i.e. management of the psyche and behavior;
• psychodiagnostic, i.e. making it possible to judge the mental state of a person;
• linguistic, i.e. belonging to a certain linguistic culture.

The degree of speech development determines the readiness and ability of a person to live in society.

Improving skills is given serious attention in all educational institutions, starting with kindergarten. There are certain norms for the development of coherent speech:

• understand requests consisting of 2 parts (“get up and take it”);
• know prepositions (“on the couch, under the table”);
• to distinguish homogeneous objects;
• vocabulary up to 400 units;
• be able to compose phrases containing up to four words.

• name, age and gender;
• perform simple assignments (“give, pick up”);
• talk about your impressions about what you saw or heard;
• perceive plot pictures;
• use the plural in speech;
• follow instructions in two steps (“first we will do one thing, and then we will do another”);
• use conjunctions and prepositions in speech;
• use a dictionary of about 500 words.

• ask questions using interrogative pronouns;
• be able to coordinate nouns with adjectives and numerals;
• form diminutive forms of nouns;
• listen to long stories;
• make complex sentences up to five words;
• own a vocabulary of up to 1500 units.

• talk about the practical use of objects, understand what materials they are made of;
• correctly state your address;
• name antonyms and distinguish between “right-left”;
• use grammatical categories of time;
• own the skill of oral counting up to 10;
• be able to retell a story or fairy tale;
• vocabulary up to 3000 units;
• write sentences up to 6 words.

• retell past events;
• express an attitude towards what is said;
• pronounce all sounds correctly;
• use abstract concepts;
• dictionary up to 4000 units.

• ask questions and answer them;
• use generalizing nouns;
• be able to compose short stories, describe pictures;
• use synonyms.

A child who owns the correct coherent speech easily communicates with the outside world, communicates and is able to express his thoughts with the help of words and phrases. To acquire coherent speech skills that are not innate, special classes are held in educational institutions to develop the speech of preschoolers.

These classes are inextricably linked with the work of parents on the development of speaking skills for the successful adaptation of the child in society and in the future while studying at school.

According to the Federal State Educational Standards (new educational standards), speech development classes should solve the following tasks:

• to form the speech of children so that they can communicate with others without difficulty;
• enrich the active vocabulary of children;
• develop creative speech through exercises for compiling stories, poems, creative works;
• introduce children to reading works of art and introduce them to all genres of literature;
• develop phonemic hearing: the correct assimilation of stresses, sounds in words.

To accomplish these tasks, there are methods and a system of exercises used in combination to facilitate the development of speech.

In the younger group

The formation of coherent speech skills begins from the first days of a child's stay in preschool. Already in the younger group of the kindergarten, special forms of communication are used for the development of speech, corresponding to the age of the children of the first younger group. The main form of communication between children and others during this period is dialogue.

During the day, educators conduct appropriate classes with children to develop the speech skills of children in the younger group.

Forming the skills of a culture of sound speech:

• learning articulation of sounds, hissing, deaf consonants;
• reproduction of the intonation of spoken phrases;
• setting the rhythm and tempo of speech.

Formation of children's vocabulary:

• introduction of new speech samples, prepositions;
• explanation of the word-formation possibilities of the language, the formation of diminutive and caressing words;
• generalization of concepts;
• the introduction of commonly used words instead of onomatopoeic ones (“dog” instead of “av-av”).

Formation of the grammatical structure of speech:

• changing the number and case of nouns (one cup or two cups; you stand - I stand);
• construction of simple sentences.

Development of dialogue skills:

• conversations with children about the events taking place around;
• help in communicating with peers, answering questions;
• mastering the imperative mood (sit down, bring it, pick it up).

In the middle group of kindergarten, children experience a qualitative leap in mastering coherent speech. They consciously change the volume of their voices and are able to reproduce intonations, actively accumulate vocabulary.

During this period, more serious requirements are already being placed on children:

• communication culture, i.e. speak in phrases, do not shout or interrupt others;
• initiative in communication and mastering the skills of monologue speech;
• mastering the skills of behavior during classes and walks.

Educational classes with preschoolers in the middle group are held in a new way:

• there are excursions outside the preschool educational institution;
• mastering the skills of retelling and compiling their own stories;
• training in dramatization, participation in role-playing games and active memorization of poems and songs;
• inner speech is formed.

In the senior group

At the senior preschool age, classes with children are subordinated to the main goal: improving existing knowledge and active preparation for the upcoming schooling. All techniques for improving oral speech are aimed at:

• communication training (verbal and non-verbal);
• correction of pronunciation defects;
• education of the culture of speech.

Active ways to improve speech skills:

• story games,
• quiz,
• work on the clarity of diction,
• dramatization of fairy tales,
• comparative descriptions of pictures and objects.

Children in the older group of the garden are actively building up their vocabulary. Normally, up to several thousand words. As a result of well-organized classes, it improves:

• reproduction of hissing, whistling and sonorous sounds;
• intonation improves;
• speech acquires expressiveness;
• the skills of word creation are acquired;
• develops the ability to build grammatically correct sentences.

Children in the preparatory group of the kindergarten are practically schoolchildren. Very little time is left for them to master and improve the skills of coherent speech so that they do not have to face difficulties at school.

Classes for the development of speech in children of the preparatory group are structured in such a way as to develop skills:

• conducting sound analysis of words;
• composing riddles about sounds;
• ability to complete rhythmic phrases;
• choosing from a number of synonyms one that is exactly suitable for use in the story;
• understanding the meaning of antonyms;
• construction of statements of different types.

To achieve the goal of developing speech skills, speech corners are organized in groups. Materials for the development of speech contain:

• cards with games and exercises;
• plot pictures for compiling stories;
• word games;
• poems, tongue twisters, nursery rhymes;
• games for the development of fine motor skills.

• verbal;
• gaming;
• visual.

The most difficult exercise is when children are asked to come up with a story on their own, and the child chooses the topic.

Upon completion of the preparatory group, the child should be able to:

• maintain a conversation on a given topic;
• listen to the statements of other children;
• convey the content of literary works without violating the logical sequence;
• perform creative tasks according to the proposed model.

Professor of Moscow State University V. Anikin, a philologist and connoisseur of Russian folklore, called the tongue twister a “funny game”, during which difficult words and phrases are repeated at speed.

This educational game becomes interesting because familiar letters in certain combinations are difficult to pronounce and confuse - “cuckoo on cuckoo”, “firewood on the grass”, etc. It's all about permuting similar and different sounds.

Tongue twisters are a necessary tool for the development of speech.

They are helping:

• improve diction by training hard-to-pronounce words and sounds;
• form a beautiful speech;
• replenish vocabulary;
• pronounce all the letters correctly without “swallowing”, difficult.

For setting diction, tongue twisters are divided into categories according to the degree of complexity.

For effective learning, you need to carefully prepare for working with tongue twisters:

• select those that correspond to the age of the child;
• use few samples;
• explain the meaning of the tongue twister by slowly pronouncing the text;
• to introduce game elements into training.

monologue speech

The statement of one person addressed to the listeners is called a monologue speech or a monologue.

Signs of a similar form of speech:

• duration;
• volume;
• structure;
• easily changeable topic of the utterance.

There are two types of connected monologue:

• addressed to the audience (report, lecture, public speaking);
• facing oneself, i.e. not suggestive of a response.

Possession of monologue speech involves certain skills:

• the use of speech structures for the sensible expression of one's thoughts;
• narrative and descriptive messages on the topic using plot pictures;
• compiling descriptive texts according to the plan.

The method of teaching coherent monologue speech involves:

• the formation of certain skills in students to express their thoughts with the help of learned materials;
• improving skills with support exercises.

Any kind of monologue - story, description, retelling - require some kind of support.

Support means:

• situations;
• prepared material (questions, descriptions);
• prepared texts;
• visual situations;
• finished structures;
• logic.

The main causes of deviation in speech

The presence in the modern world of interactive entertainment and technological teaching methods does not mean the full development of speech. On the contrary, statistical data indicate a large number of children suffering from deviations in speech development.

Speech disorders indicate deviations that are unacceptable in the norms of the language.

Researchers identify the following reasons for deviations:

• heredity;
• consequences of injuries;
• deviations in development;
• bilingual families.

A modern school requires a high level of mental and speech development from a child. The language (speech) of a person is not only a means of communication, but also a means of expressing thoughts. The more figurative and correct the speech, the more accurately the thought is expressed. The development of speech entails the development of mental operations, and, conversely, the development of thinking contributes to the development of speech. If the level of speech development of the child is high, then he not only reads well and writes correctly, but also better understands and perceives what he is studying, clearly expresses his thoughts.There are several interrelated types of speech: oral speech, inner speech and written speech, all of which are inextricably linked with thinking. Oral speech is speech spoken aloud, it is always addressed directly to the interlocutor and serves the purposes of direct communication between people, that is, it is communicative. In its content, tempo, rhythm, smoothness, many aspects of the personality find expression. Some people speak very emotionally, others talk about the same events without much emotion, some people have a concise speech, others are overly lengthy, different people have different vocabulary. Thinking has a decisive influence on the content and direct performance of oral speech, and an attentive interlocutor can easily determine how active the speaker is at the moment, how flexible at the root of his thinking, to what extent his active vocabulary is developed and how quickly the interlocutor manages his mental operations. Of course, one or several conversations cannot be used to judge the development of thinking and the level of intelligence of the interlocutor; one must always take into account the general condition of the person, the degree of his interest in the proposed topic. Especially when it comes to the damage to the development of speech and thinking in children, because voluntary attention, when they are able to maintain a conversation with an effort of will, is formed only at school age.Thinking is organically connected with speech and language. Their emergence and development mark the emergence of a new special form of reflection of reality and its management. It is important to distinguish language from speech. A language is a system of conventional symbols, with the help of which combinations of sounds are transmitted that have the same meaning and the same meaning as the corresponding system of written signs. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. Language is the same for all people using it, speech is individual. Speech expresses the psychology of a single person or a community of people for whom these features of speech are characteristic; the language reflects the psychology of the people for whom it is native, and not only living people, but also previous generations. Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws that are not related either to his psychology or his behavior.

The speech of the child is formed under the influence of the speech of adults and to a large extent depends on sufficient speech practice, a normal speech environment, and on education and training that begin from the first days of his life. Speech is not an innate ability, but develops in the process of ontogenesis - the individual development of the organism from the moment of its inception to the end of life.) in parallel with the physical and mental development of the child and serves as an indicator of its overall development. Assimilation of the native language by a child takes place with a strict regularity and is characterized by a number of features common to all children. In order to understand the pathology of speech, it is necessary to clearly understand the entire path of consistent speech development of children in the norm, to know the patterns of this process and the conditions on which its successful course depends.

For a preschooler, good speech is the key to successful learning and development in school. Children with poorly developed speech lag behind, often being among the underachievers in various subjects.

The main task of the kindergarten is to develop the oral coherent speech of the child. The characteristic features of such speech are not only unfolding, but also arbitrariness. By the age of seven, the child's speech should be meaningful, based on sufficient knowledge. But this is not enough - the content must be built in a logical sequence: essential episodes must not be skipped, they must not be rearranged randomly, unnecessary insertions should be avoided, it is logical to move from one part to another, be able to complete the statement. At the same time, the child must correctly pronounce all the sounds and words of the native language.

Timely and complete mastery of speech is the first most important condition for the formation (appearance) of a full-fledged psyche in a child and its further proper development. Timely - means started from the very first days after the birth of a child; full-fledged - means sufficient in terms of the volume of language material and encourages the child to master speech to the full extent of his capabilities at each age level.

Attention to the development of a child's speech at the first age levels is especially important because at this time the brain develops intensively, its functions are formed. According to the studies of physiologists, the functions of the central nervous system can be easily trained precisely during their natural formation. Without training, the development of these functions is delayed and may even stop forever.

According to M.M. Koltsova, for the function of speech creation, such a “critical” period of development is the first three years of a child’s life: by this time, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main grammatical forms of the native language, accumulates a large vocabulary. If, in the first three years, the baby’s speech was not given due attention, then in the future it will take a lot of effort to catch up.

The process of assimilation of native speech is a natural process of development, improvement of the speech-creative system of the organism of an individual. We call the pattern of language acquisition the dependence of the intensity of the formation of speech skills on the developing potential of the language environment - natural (in home schooling) or artificial, i.e. language environment, specially prepared by methodological means (in preschool institutions).

The pattern of speech acquisition: the ability to perceive native speech depends on the training of the muscles of the child's speech organs. Native speech is assimilated if the child acquires the ability to articulate phonemes and model prosodemes, as well as isolate them by ear from sound complexes. To master speech, the child must practice the movements of the speech apparatus (and then, when mastering written speech, the eyes and hands) necessary to pronounce each phoneme of a given language and their positional variants and each prosodeme (modulation of voice strength, pitch, tempo, rhythm, speech timbre), and these movements must be coordinated with hearing.

Speech is assimilated if the child, listening to someone else's speech, repeats (aloud and then to himself) the speaker's articulations and prosodemes, imitating him, that is, if his speech organs are actively operating.

The peculiarities of the child's psyche are of great importance: the child must clearly perceive words and sounds, remember them and accurately reproduce them. Good hearing condition, the ability to listen carefully are crucial. The child must himself correctly reproduce what he heard. To do this, his speech apparatus must clearly operate: the peripheral and central sections (the brain).

Most parents believe that it is enough to learn the letters with the child and he will begin to read and write competently. However, as practice shows, knowledge of letters does not exclude serious difficulties for preschoolers in teaching literacy.

But the main reasons for this phenomenon are a violation of phonemic perception, pronunciation defects, as well as the lack of formation of sound analysis and synthesis skills.

The reading skill is formed in a child only after mastering the fusion of speech sounds into syllables and words.

That is, if we want a child to learn written language (reading and writing) quickly, easily, and also avoid many mistakes, we should teach him sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language.

Phonemic perception or phonemic hearing is the ability to perceive and distinguish speech sounds (phonemes).

This ability is formed in children gradually, in the process of natural development.

So, imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down, complicates the formation of sound analysis skills, without which full reading and writing are impossible.

So, the necessary prerequisites for teaching literacy to a preschooler are: formed phonemic perception, the correct pronunciation of all the sounds of the native language, as well as the availability of elementary skills in sound analysis.

The most significant for a seven-year-old child is the transition to a new social status: a preschooler becomes a schoolchild.

The child combines the traces of preschool childhood with the new qualities of a schoolboy. The transition from playing to learning activities significantly affects the motives and behavior of the child. The quality of educational activity will depend on how the prerequisites were formed in the preschool period.

Very important:

how the physical development of the child proceeded, its features;

the state of physical hearing (frequent otitis media);

development of fine motor skills of fingers, general motor skills, developmental deviations;

state of the nervous system (irritability, depression, etc.);

what knowledge and ideas about the world the child has (space, time, counting operations);

development of voluntary attention, mediated memorization, the ability to listen to the teacher;

cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness for joint work with other children, cooperation, mutual assistance.

On the basis of these prerequisites, new qualities necessary for learning begin to form at primary school age. Readiness for school education is formed long before entering school and does not end in the first grade.

The concept of readiness for learning includes not only a qualitative characteristic of the stock of knowledge and ideas of the child, but also the level of development of the generalizing activity of thinking. School education makes the child new requirements for his speech, attention, memory. A significant role is played by the psychological readiness of the child for learning, i. his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are imposed on the child's mastery of his native language as a means of communication.

1. By school age, the child should have formed the entiresound side of speech.

The child must have the correct, clear sound pronunciation of all groups of sounds.

2. By the age of six, phonemic processes are fully formed, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language.

3. Readiness of children for sound-letter analysis and synthesis of the sound composition of speech. This is the ability to isolate the initial vowel sound from the composition of the word; analysis of vowels from three AIU sounds; reverse syllable analysisvowel - consonant ; hear and highlight the first and last consonants in a word, etc.

4. Development of a dictionary, the ability to use different ways of word formation. The formation and correct use of words with a diminutive meaning, the ability to form words in the desired form. Highlight sound and semantic differences between words. Form adjectives from nouns.

5. By school age, the grammatical structure of speech is formed. This is the ability to use extended phrasal speech, the ability to work with a sentence. Correctly build simple sentences, see the connection of words in sentences, distribute sentences with secondary and homogeneous members, build complex sentences grammatically correctly. Children should be able to compose stories according to the picture, according to a series of plot pictures.

The presence of even mild deviations in phonemic and lexical and grammatical development among younger schoolchildren leads to serious problems in mastering the programs of a general education school.

The main task of parentsin time pay attention to various speech disorders of your child at preschool ageto provide speech therapy correctional assistance before school and to prevent communication difficulties in a team and poor progress in a comprehensive school.

The sooner correctional and developmental training is started, the better its result will be.