Language ability is a special kind of intellectual and speech activity aimed at mastering the language as a sign-symbolic system and manifested in the creative use of previously learned language tools. The development of speech activity in ontogenesis in Russian psycholinguistics is usually understood as the development language ability(A.M. Shakhnarovich).

In correctional pedagogy, the concept of language ability (E.N. Vinarskaya, L.P. Noskova and others) has a complex character and includes as components:

• perception of verbal information;
• tracing object and speech actions, associating object relations with linguistic ones, imitation of a child by an adult in performing various movements and actions;
• capturing analogies and regularities in speech means ah in relation to the language system;
• reproduction of speech statements according to the model and symbolization.

At the age of 6-7 years, in children with normal speech development, the formation of substructures of language ability, combined functional connections. On the this stage the most significant are the connections around the semantic component. The stage of secondary integration begins. Children not only actively use various types connections of words within a sentence, between parts of an utterance, but also begin to master different types texts.

In the context of the rapid development of intercultural communication, interest in the study of language abilities is growing.

Traditionally, when considering abilities, the role of inclinations in the development of abilities is taken into account (S.L. Rubinshtein); differences in the degree of their development are considered as a kind of combination of different abilities (B.M. Teplov); abilities are understood as neoplasms that develop throughout life (A.N. Leontiev). At the same time, special language abilities are interpreted as individual psychological characteristics of a person that characterize the ease and speed of acquiring linguistic knowledge, ensuring the speed of language acquisition and the effectiveness of language use in the communication process (I.A. Zimnyaya, M.K. Kabardov, L.A. Yakobovets ).

In recent decades, the search for ways to improve the correctional speech therapy work led to convergence of speech therapy with psycholinguistics . Many authors consider the main defect in children with general underdevelopment speech began to be called insufficiency in the development of language ability. At the same time, there is a failure in the development of communicative, rhythmic, cognitive, symbolic and other abilities, which is expressed in a decrease in the ability to assimilate standards, symbols, conditional substitutes, models.

The relevance of the problem lies in the fact that, despite the presence of a large empirical material on the problem of the structure of abilities and the significance of individual types of abilities in the implementation a certain kind activities, the essence of language abilities and the dynamics of their development in relation to practice remains undeveloped in full .

In the Federal State Educational Standard preschool education it is noted that “the content of the program should ensure the development of the personality, motivation and abilities of children in various activities and cover the following structural units representing certain directionsdevelopment and education of children (hereinafter - educational areas) ".

So, educational area"Speech development" includes “possession of speech as a means of communication and culture; enrichment of the active dictionary; development of a coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonational culture of speech ... ".

Implementation given content, in our opinion, is associated with the language ability of preschoolers.

The development of language ability acts as an indifferent attitude to the speech behavior of speaking people and to linguistic matter itself, as a special activity in the assimilation and use of speech means to establish contacts with others and designate objects, their actions and qualities.

For system and effective development language ability, we developed a model.

A model is a schematic representation of a population various methods, techniques, conditions, combined into a single whole and aimed at solving common purpose and private tasks.

The foundation of the model is the following psychological and pedagogical approaches:

• person-oriented,
• communicative activity,
• complex thematic,
• structural and functional.

This model is based on the principles of organizing conditions on the development of the language ability of older preschoolers: a balance between joint and individual activity children, providing conditions for freedom of choice, compliance with the interests of pupils, the zone of actual and immediate development, the principle of speech commenting and playing around with elements of the environment, modeling linguistic phenomena and experimentation, multifunctional use of premises and equipment.

This model reveals the conditions for the development of the language ability of older preschool children.

Conditions can be divided into four blocks:

• taking into account the psychological and pedagogical characteristics of children,
• requirements for the speech of the teacher,
• building a subject-developing environment,
• subject-practical tools.

It should be noted that the selection of these blocks is very conditional, they complement each other and closely penetrate each other. At 6-7 years old, children begin to learn skills sound-letter analysis and basic reading skills. The system of orientation to the phonetic side of speech is being improved. The phonological component begins to claim the leading role together with the semantic component of the language ability. Children develop a critical attitude to grammatical errors, the ability to control their speech.

The requirements for the speech of an adult can be divided into the requirements for the speech of a teacher and the requirements for the speech of other adults, such are both employees of the preschool educational institution (in addition to teachers) and members of the child's family: parents, grandparents, uncles and aunts, as well as elders and younger brothers and sisters. By its essence
the requirements for adult speech will be identical for both the first and second groups of adults. The differences will be in the methods and techniques of work on the formation of the correct speech of an adult.

Quality speech development preschooler depends on the quality of speech of teachers and on the speech environment that they create in a preschool educational institution. The development environment creates favorable conditions for teaching the child in the process of his independent activity.

Free speech communication of a child in kindergarten occurs:

• in everyday life (morning, evening toilet, eating, and so on), while walking;
• during games;
• when getting to know the environment social life and nature in all seasons);
• in the process of labor (household, manual, labor in nature);
• during holidays and entertainment and more.

A specially organized environment provides positive influence on the development of the child's ability to self-learning, to independent speech activity. Such an environment contributes to the establishment, assertion of a sense of self-confidence, and it is this that determines the features personal development at the stage of preschool childhood.

Development environment gives the preschooler the opportunity to test and use his abilities, allows him to show independence, assert himself as an active figure.

Yes, in the center theatrical activities a child can find images of heroes for finger, table, puppet theaters, pick up attributes for dramatization and director's games, where there is always the opportunity to develop their imagination, speech, its intonation, expressiveness.

logorhythmic studio allows the child to put the correct speech, to form the skills of articulatory expressiveness of speech.

In the animation studio children in a relaxed atmosphere, in the game develop oral speech. By voicing their own cartoons, children learn to control and consciously use all the variety of means of expression. oral speech.

computer class with an equipped media library, which contains games for the development of the language ability of older preschoolers, also contributes to the development of language ability. To

Every child wants to have their own secrets, personal, not told to anyone. To do this, groups can have "chests of secrets" - here children lay out their most secret secrets, stored in chests and caskets.

To develop the language ability of older preschoolers, it is possible to use specially organized pedagogical situations, problem situations, illustration situations, exercises, language games and literary projects.

For independent theater games in each group, it is important to create conditions for playing different literary works in different types theater. Theatricalization works of art helps pupils to perceive the content of the works brighter and more correctly. What is seen and experienced in a real theater and in amateur theatrical performances broadens the horizons of children, creates an environment that requires preschoolers to start a conversation, tell their comrades and parents about the performance. All this undoubtedly contributes to the development of speech, the ability to conduct a dialogue and convey one's impressions in a monologue.

Thus, when solving the problems of speech development of preschoolers, it is necessary to remember that the ability to communicate determines a lot in our life. Developed speech, ability to navigate in life situations verbal communication is the key to success in all types of human activity, and preschool age is the most favorable for the development of both communicative and linguistic abilities of a person.

Literature:

1. Diagnostics of the socio-pedagogical interaction of subjects of educational process: scientific and methodological manual / ed. N.I. Levshina, V.I. Turchenko. - Magnitogorsk, 2010.

2. Zeitlin S.N. Language and child. Linguistics of children's speech: a textbook for students of higher educational institutions. - M., 2000.

3. Shakhnarovich A.M. On the problem of language ability (mechanism) // Human factor in language: language and speech generation. - 1991. - S. 185-220.

4. Federal State educational standard preschool education.

Material provided, March 2015.

DEVELOPMENT OF LANGUAGE ABILITY IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The study of speech development in young children is important for modern specialists in the field of speech therapy, pedagogy and special psychology.

AT special literature many researchers have repeatedly noted the importance of studying the issue of the formation of speech during its normal development, its stages.

Among the works of domestic scientists, one should first of all mention the studies of L.S. Vygotsky, D.B. Elkonin, N.Kh. Shvachkina, R.M. Boschis and others.

As in the norm, so in pathology, the development of children's speech at an early age is a complex and diverse process. Children do not immediately master the lexical and grammatical structure, syllabic structure words, etc. Alone language groups absorbed earlier, others much later. Therefore, at various stages of the development of children's speech, some elements of the language are already mastered, while others are not yet or are only partially mastered.

Thus, we can conclude that the development of the speech of children with its disorders at an early age (and at any other) is purely individual character, and it depends on various kinds of factors, ranging from the localization of damage, ending with the social environment in which the child is raised.

All this requires heightened attention, individual approach to the child by specialists.

It is important not only to choose the methods necessary for the work, but also to take into account the capabilities of each individual small patient, since the same task applied to different children can give completely different results. In one case, this may lead to a positive result, progress, in the other, it may not lead to any results or cause a process of regression.

So, the assimilation of the native language by a child occurs in accordance with a certain pattern and is formed under the influence of the speech of adults, as well as according to the social situation in which the child is located.

For the correct diagnosis of speech disorders, a specialist needs 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 further formation depends.

Knowledge of the laws of development of children's speech in the process of ontogenesis is also necessary in order to choose the right strategy for corrective and pedagogical influence aimed at overcoming speech disorders.

Correct speech significantly influences the process of formation of social adaptation.

Before a certain moment children's speech is replete with inaccuracies that indicate insufficient development of morphological elements. Gradually mixed elements of words are distinguished by types of declension, conjugation and others. grammatical categories and single, rare forms are beginning to be used constantly.

Therefore, the assimilation of the native language by a child proceeds with strict regularity and is characterized by a number of features common to all children, regardless of whether he has any impairment or not.

For example, in the monograph by A.N. Gvozdev "Issues of the study of children's speech" (1961) studied in detail the sequence of assimilation by the child of parts of speech, sentence structures, the nature of their grammatical design. Depending on this, he proposes his own periodization.

A. N. Leontiev establishes four stages in the development of children's speech.

1st - preparatory (from the moment of birth - up to a year);

2nd - pre-preschool (from one year to 3 years);

3rd - preschool (from 3 to 7 years);

4th - school (from 7 to 17 years).

The development of speech is, first of all, the history of how one of the essential functions cultural behavior of the child, which underlies the accumulation of his cultural experience.

The first steps in the development of speech are taken exactly as the theory of the conditioned reflex indicates regarding the development of any new form behavior.

In order to understand the pathology of speech, it is necessary to clearly understand the entire path of the consistent speech development of young children in the norm and to know the patterns of this process.

In addition, it is necessary to clearly represent each stage of the child's speech development, each "qualitative leap" in order to notice certain deviations in this process in time. A child with any form of impairment speech function regardless of whether the lesion captures the central mechanisms of speech, or only the peripheral ones, or both together, one has to master the native language first as a means of communication, and then as a means of thinking. For this you have to go hard way language acquisition as a system in which all its constituent parts and elements (words, morphs, phonemes, etc.) are in regular relationships.

Slowly and in a peculiar way, children with speech development disorders advance in mastering their native language. At each stage, they experience certain difficulties in mastering certain units of speech.

The features of the accumulation of the initial vocabulary, the time of the appearance of the first words in children with speech development disorders do not differ sharply from the norm. However, the length of time children continue to use single words, without combining them into a two-word amorphous sentence, are purely individual. The complete absence of phrasal speech can occur at the age of 2-3 years, and at 4-6 years.

Children with language developmental disorders have a reduced ability to perceive differences in physical characteristics elements of the language, and to distinguish between the meanings that are contained in the lexical and grammatical units of the language, which, in turn, limits their combinatorial capabilities and abilities necessary for creative use structural elements native language in the process of constructing a speech utterance.

Specific manifestations characteristic of speech dysontogenesis can be expressed both in their entirety and in lesser degree, both quickly and slowly outlived from the child's speech practice.

Thus, knowledge of the laws of development of children's speech in the process of ontogenesis is also necessary in order to correctly build all correctional and educational work to overcome speech pathology.

It is extremely important to carry out medical - corrective work in relation to young children (also children of any age) with one or another speech pathology. As a rule, speech pathology is accompanied by various neurological disorders. Especially often speech pathology is observed in children's paralysis.

It should be remembered that all psychological and pedagogical work with children with speech pathology should be carried out against the background of positive mood little patient. It is necessary that the child be as active as possible and interested in eliminating speech defects.

It is necessary to use visual control with a mirror, especially when working on articulatory motor skills. Restorative speech therapy should be carried out in close unity with general medical and rehabilitation measures. The development of manipulative activity of the hands and the formation of speech run parallel to each other.

It is important for children to comprehend logical and grammatical structures: in connection with this, children can be offered to reproduce what is available to them. speech material. It is necessary to educate auditory attention, the ability to meaningfully perceive the voiced speech material. No less important is the work on the development of phonemic hearing.

With the severity of motor disorders (especially with cerebral palsy) importance in the process of speech development should be given to the suppression of pathological reflex activity. In order to suppress the pathological activity of the speech muscles, it is necessary to carry out a phased formation of pre-speech and speech activity.

The need to comply with this requirement becomes especially urgent when we are talking about carrying out speech therapy work with children of the first two years of life.

Analysis and evaluation of the speech activity of the child is impossible if you do not have specific data on the formation of children's speech in the norm, since they provide the qualification of speech defects and the choice of rational and effective ways overcoming and preventing deviations in the speech development of a child of early age and any other age.

BIBLIOGRAPHY:

Belyakova L.I., Dyakova E.A. Stuttering. Tutorial for students pedagogical institutes in the specialty "Speech therapy" - M .: V. Sekachev, 1998. - C 24 - 32.

Buhler K. Theory of language. M.: Progress, 1993. - 125 p.

Buhler Sh. Diagnosis of the neuropsychic development of children of early age. 1935.

Vygotsky L.S. Psychology of human development. - M. Moscow 2005. -С 375 - 388.

Gvozdev A.N. Questions of studying children's speech. - M.: Publishing house of APN RSFSR, 1961. - 471 - 475 p.

Gromova O.E., Solomatina G.N. Logopedic examination of children aged 2-4 years. Toolkit. - M.: TC Sera, 2004. - 125 p.

O. E. Gromova. The path to the first words and phrases. Help for parents. - From 10 - 17.

Zhukova, N. S. Deviations in the development of children's speech - M .: Aleteyya, 2004. - 150 p.

Koehler D. G.

Lalaeva R.I., Serebryakova N.V. Formation of vocabulary and grammatical structure in preschool children with general underdevelopment of speech. - St. Petersburg Union, 1999. -С3 -22, 10 - 44.

Leontiev A.A. Psycholinguistic units and the generation of speech utterance. - M., 1969. - C 74 - 83.

Leontiev A.N. Psychological development of a child in preschool age // Questions of the psychology of a child of preschool age. - M.-L., 1948. - S. 132 - 157.

Speech therapy: Proc. For stud. defectol. fak. ped. higher textbook institutions / Ed. L.S. Volkova, S.N. Shakhovskaya. - 3rd ed., revised. and additional - M.: Humanit. ed. center VLADOS, 2003. - C 214 - 310.

Lubovsky V.I. The main problems of early diagnosis and early correction of developmental disorders // Defectology. 1994. No. 2

Fedorenko L.P. Patterns of assimilation; native, speech: Educational: a guide for students of pedagogical universities. - M .: Education 1998. -C 132 - 135.

Filicheva T.B. etc. Fundamentals of speech therapy: Proc. allowance for students ped. in-t on spec. "Pedagogy and psychology (preschool)" / T. B. Filicheva, N. A. Cheveleva, G.V. Chirkina. - M .: Education, 1989. - From 40 - 45.

Fomicheva M.F. Parenting in children correct pronunciation edition 2nd P. - M. 1989 - C 6 - 8.

Stern V. Language of children M.: Education: VLADOS, 1995. - 375 p.

Edigler E. Creation of Consciousness. - SPb., BSK., 2001.- From 69 - 72.

Natalia Markova
Formation of speech skills in children of primary preschool age

MUNICIPAL AUTONOMOUS PRESCHOOL

EDUCATIONAL INSTITUTION

CHILD DEVELOPMENT CENTER - KINDERGARTEN No. 587

Compiler:

Natalya Vasilievna

Yekaterinburg city

FORMATION OF SPEECH SKILLS IN CHILDREN OF JUNIOR PRESCHOOL AGE

Junior preschool age is the most important in the development of all mental processes. With regard to the development of speech, it is fundamental. Subject early development very popular with children, and the problem of speech development continues to be the most relevant and requires the most serious attitude. In the process of individual development, speech is closely connected with the movements, first of all, of the fingers. Children who make numerous brisk movements with their fingers develop into speech relation is clearly faster than others. The development of the movements of the fingers, as it were, prepares the ground for the development of speech.

An important factor in formation speech is the development of fine motor skills of the hands. You need to start working on the development of fine motor skills from the very early childhood. Already in infancy you can perform a finger massage, thereby affecting active points associated with the cerebral cortex.

In early and younger preschool age you need to perform simple poetic exercises (for example, "Forty-white-sided cooked porridge ...", "Patty-Patty" etc., do not forget about the development of elementary skills self-service: buttoning and undoing buttons, tying shoelaces, etc. Parents who pay due attention to exercise, games, various tasks on the development of fine motor skills and coordination of hand movements, they solve two problems at once tasks: firstly, indirectly affect the overall intellectual development the child, secondly, is prepared to master the skill of writing, which in the future will help to avoid many problems of schooling, and also accelerates maturation speech areas and stimulates the development of the child's speech, which allows, in the presence of defects in sound pronunciation, to correct them faster.

Work on the development of hand movements should be carried out regularly. Only then will the greatest effect of the exercises be achieved. Tasks should bring joy to the child, do not allow boredom and overwork.

A very important part of the development of fine motor skills are "finger games".

"Cabbage"

We cut cabbage (children make sharp movements with straight brushes from top to bottom).

We three carrots (fingers of both hands are clenched into fists, move them towards and away from themselves).

We salt the cabbage (imitate sprinkling salt from a pinch).

We are eating cabbage (intensely squeeze and unclench fingers).

Everything was rammed into a tub (rubbing fist on fist).

Pressed on top with a weight (put fist on fist).

"Compote"

We will cook compote (left palm is held"ladle", index finger right hand interfere)

You need a lot of fruits. Here:

Let's chop apples

We will cut the pear.

Squeeze lemon juice

Drain put and sand (bend fingers one at a time, starting with the big one).

We cook, we cook compote.

Let's treat honest people (again "boil" and "interfere").

"Bunny"

Once upon a time there was a bunny (clap hands)

Long ears (index and middle show ears)

Frostbitten bunny (squeeze and unclench fingers)

Spout on the edge (rub nose)

frostbitten nose (squeeze fingers)

Frostbite ponytail (stroking tail)

And went to warm up (turn steering wheel)

Visit the kids.

"The chicken came out"

The hen went out for a walk (fingers move)

Pinch fresh grass (pinching with all fingers)

And behind her are the guys - yellow chickens (run with all fingers)

"Ko-ko-ko, ko-ko-ko (clap hands)

Don't go far! (threaten fingers)

Row with your paws (rowing with fingers like a rake)

Look for grains (gather grains).

These games are very emotional and can be played at home. They are exciting and contribute to the development of speech, creative activity. "Finger Games" as if they reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During finger games, children repeat the movements of adults, activate hand motility. This develops dexterity skill control your movements, focus on one type of activity.

Finger games are the staging of any rhymed stories, fairy tales with the help of fingers. Many games require the participation of both hands, which allows children to navigate in concepts "to the right", "to the left", "up", "down" etc.

These games are very important for the development of creativity. children. If a child learns any one finger game, he will definitely try to come up with new dramatization for other poems and songs.

Fine motor skills are very important because they develop such higher properties consciousness, as attention, thinking, coordination, imagination, observation, visual and motor memory, speech. The development of fine motor skills is also important for the reason that in life, when they grow up, the child will need precise coordinated movements in order to write, dress, and perform various other household activities.

Back in the middle of the last century, it was found that the level of development of speech children directly depends on the formation fine motor movements of the hands. If the development of finger movements lags behind, then it is delayed and speech development although gross motor skills may be higher than normal. The movements of the fingers stimulate the development of the central nervous system and accelerate the development of the child's speech. Thus, developing fine motor skills in a child, and thereby stimulating the corresponding parts of the brain, or rather its centers responsible for the movements of the fingers and speech, which are located very close to each other, the teacher activates the neighboring departments responsible for speech.

If the child is well formed fine motor skills of the hand, then speech develops correctly, and the intensive development of speech in the early age, according to D.P. Elkonin, should be considered not as a function, but as special item, which the child masters other tools (spoon, pencil, etc.)

V. Sukhomlinsky wrote: “What are the origins of abilities and talents children are at their fingertips. From them, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. The more confidence and ingenuity in the movements of the child's hand, the more subtle the interaction of the hand with the tool, the more complex the movements necessary for this interaction, the brighter the creative element of the child's mind. The more skill in a child's hand, the smarter the child."

Literature.

1. Galkina G. G., Dubinina T. I. Fingers help to speak. Moscow, 2007

2. Tsvyntary V. V. We play with fingers and develop speech children. Lan, St. Petersburg, 1996

MBOU "Bolshemengerskaya secondary school" Atninsky municipal district of the Republic of Tatarstan

Report

on the topic:« DEVELOPMENT OF SPEECH, FORMATION OF SPEECH ABILITIES AND SKILLS IN CHILDREN"

Teacher primary school: Lotfullina Landysh Farisovna

“Speech is a channel for the development of the intellect…

The sooner the language is learned, the easier it will be.

And knowledge will be more fully assimilated.

N.I. Zhinkin

A person improves his speech all his life, mastering the riches of the language. Everyone age stage brings something new to his speech development. The most important stages in mastering speech fall on children's age and school period. From the very beginning, speech appears as social phenomenon as a means of communication. A little later, speech also becomes a means of understanding the world around us, planning actions. As the child develops, he uses more and more complex language units. The vocabulary is enriched, phraseology is assimilated, the child masters the laws of word formation, inflection and word combinations, various syntactic constructions. He uses these means of language to convey his complicating knowledge, to communicate with people around him in the course of his activity. The development of a child's speech is not a spontaneous process. It requires constant pedagogical guidance.

For the successful development of speech, the formation of speech skills in children, it is necessary to create certain conditions.

Second condition is the creation of a speech environment. The richness, diversity and correctness of his own speech largely depend on what kind of speech environment he has. Speech 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 depend on the enrichment of the child's consciousness various means and concepts from life experience student, on the volume and dynamism of his knowledge. In other words, as speech develops, it 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. It is also a condition for the speech development of students.

First requirement content of speech. Only then will the student's story be good, interesting, useful both to himself and to others, when it is built on knowledge of facts, on observations, when deliberate thoughts and sincere experiences are transmitted in it.

Second requirement - consistency, consistency, clarity of speech construction. Good knowledge what the student says or writes about helps him not to miss anything significant, it is logical not to move from one part to another, not to repeat the same thing several times.

The next requirement is speech accuracy. Speech accuracy is understood as the ability of a speaking writer not only to convey facts, observations, feelings in accordance with reality, but also to choose the best language means for this purpose. Accuracy Requires Wealth language tools, their diversity, the ability to choose in different occasions words are synonyms that are most suitable for the content of the story being told.

Speech only then affects the reader and listener with the right force when it is expressive.Expressiveness of speech - this is the ability to clearly, convincingly concisely convey a thought, this is the ability to influence people with intonations, the selection of facts, the construction of a phrase, the choice of words, the mood of the story.

Clarity of speech It is accessibility to those people to whom it is addressed.

The speaker must take into account intellectual possibilities, the spiritual interests of the listener. Speech is harmed by excessive, overloaded terms.

The pronunciation side of speech is also extremely important: good diction, distinct pronunciation of sounds, compliance with the rules of orthoepy - pronunciation norms literary language, the ability to speak and read expressively, loudly enough, to master intonations, pauses, logical stresses. And expressiveness. And the clarity of speech also presupposes its purity - the absence of extra words, vernacular and expressions.

Based on this, it is possible to formulate general tasks teachers in the development of students' speech:

Provide a good speaking environment for students

Ensure creation speech situations that determine the motivation of students' own speech, develop their interests, needs and opportunities independent speech

Ensuring that students understand correctly vocabulary, grammatical forms, syntactic constructions, logical connections, activate the use of words, the formation of forms, ensure the formation of specific skills in the field of speech development

News special work on the development of speech, linking it with the lessons of the Russian language, reading, the material studied on them

To create in the class an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for a good speech.

1. Every teacher of a modern school, from the very first days of teaching a child, strives to teach him to express his thoughts well and correctly, speak and write clearly.

I started this goal with an observation diary in which I noted the problems that arose in the students' speech.

From my observations, I singled out the most serious ones, these are:

Violation of sound pronunciation

Difficulties in expressing your thoughts

Misunderstanding the question and not matching the answer to it

Poor vocabulary

Hence the need for more in-depth study topics for the development of speech. Since the development of speech is a long process. She built her work according to the principle from simple to complex, consistently taking into account the individual characteristics of children.

I have identified several areas:

Development of the articulatory apparatus

Development auditory memory

Enrichment and activation of the vocabulary

Development of coherent speech

If a child weakly distinguishes sounds by ear, pronounces them distortedly or replaces them with others, then, of course, he will not be able to clearly imagine the word itself.

And so I determined the initial task: the development speech apparatus, to eliminate violations in sound pronunciation.

In each literacy lesson, I included speech warm-ups, which consist of several stages, including different exercises:

Respiratory

Articulatory

Differentiated exercises

Dictionary

When performing breathing exercises, I set the following tasks:

Develop the ability to log in

Develop the ability to breathe correctly

Learn to control your breathing

The task of the second stage speech warm-up is to warm up the muscles of the tongue, lips, cheeks, to provide them with the greatest mobility when speaking.

To do this, I included exercises for the development of articulation, for example, “scapula”, cup, football”

Third stage speech warm-up is based on reading vowels or combinations, syllables and words.

All work with them is devoted to the automation of one of the sounds that have an acoustic = articulatory similarity and one type of development of the voice of breathing.

Depending on the task, vowels or syllables are read with different strength voices, with different accents and tempos.

Words are selected taking into account the presence of letters denoting oppositional sounds. Where is it supposed to

- reading words similar in sound to mouth, but different in meaning

-reading words formed by building up

\u003d reading single-root words with different and the same prefixes

To ensure pronunciation and memorization, I use different comic rhymes, tongue twisters.

Fourth stage speech warm-up, determined the following tasks:

- give a sample clear pronunciation in different pace

-learn to control your language

Tongue twisters are used, as they usually contain maximum amount difficult places to pronounce, but thanks to repeated repetition, you can achieve purity of pronunciation.

In addition, it is necessary to alternate light tongue twisters with difficult ones. After a clear articulation of sounds and a slow correct reading they memorize. Each warm-up is given 5-7 minutes at the beginning of the lesson.

2. Further observation of the children's speech revealed difficulties in retaining groups of words perceived by ear in memory. They managed to remember only the first and last word they heard, could not remember all the elements of the sentence, so they answered at random, got lost during a conversation with several interlocutors speaking in fast pace. They could not remember the names of objects, actions, dates, adjectives. Often they were replaced by other words related directly or indirectly to the search words.

All these problems spoke of a violation of auditory memory in children. The main thing in overcoming this problem is not only phonemic awareness, but also

Visual memory

Prediction and planning of perceived speech based on the visual perception of objects

Restoration of ideas about the qualities of an object or action

Correlation of an object with the category to which it belongs, retention in memory varying degrees number complexity.

To expand the volume of auditory-speech memory, I use exercises with subject pictures.

To train the auditory penny words are perceived by ear, and then reproduced in the same order, or a change is introduced on repetition. And the children should remember what they heard and point out the changes.

Compilation exercises are of particular importance. short sentences, according to the scheme (who? What is doing? Where? Where?) in sequence from simple to complex. Their goal is to limit verbosity, to accustom them to control, planning statements according to a simple plot picture, after which there is a transition to compiling simple texts based on a series of pictures.

3. Work on the dictionary This is the basis of all work on the development of speech. Without a sufficient vocabulary, the student cannot build a sentence, express his thought.

This work consists in its refinement, enrichment and activation.

Vocabulary work is planned so that it combines all these types of work on words. I included the interpretation of words using dictionaries, the compilation of phrases, sentences, the selection of words with the same root, synonyms, amonyms, work with proverbs, sayings.

As I study words, I make blocks by topic. In the lessons of consolidation I offer such tasks

Explain the meaning of words

Find out what the word is from the description.

Combine several words and make sentences

Write a story about a topic.

To enrich the dictionary, I additionally introduce other words that are not included in the program, for example, (getting acquainted with the word - sparrow - an idea of ​​\u200b\u200bother birds is given. Or yes. Homework, to find new words to a certain topic and tell it to the class.

4.One of important species vocabulary work in the classroom is, the activation of the dictionary.

The word is considered activated if the student used it at least once during the story.

V.A. Dobrolyubov noted that schoolchildren need to be taught the ability to reveal the meaning of a word, to correctly understand its meaning. Understanding a word depends on many reasons, primarily on the degree to which the child needs this word. The child should have a motive by which he strives to know the meaning of the word in order to understand what he read, to find out the name of the object or new phenomenon that interested him. When a student has the appropriate motivation, he is ready to learn this word, use it in his speech.

And I started this work from the first days of training, since literacy is the first necessary step. During this period, it is necessary to enrich the speech of students not only quantitatively, but also qualitatively. She built her work in this way.

First, I studied and analyzed texts and illustrations, selected exercises to clarify and enrich the vocabulary, which introduce children to simple cases polysemy, homonyms, synonyms, antonyms, I chose words and expressions from the texts that I need to work on. various poems, didactic material, which has rich opportunities for clarifying and expanding the vocabulary of students.

Systematic work on the development of speech in all lessons gives positive results.

- children's speech became clear, understandable,

-Children express their thoughts coherently

- able to listen carefully and consciously, correct their own statements and others.

-vocabulary became more active

- fewer mistakes are allowed for the replacement, omission and distortion of words

Pupils constantly participate in poetry competitions for any holiday and take only prizes.

Introduction to a new word.

1. Guessing the rebus (riddles)

name new dictionary word? /the street/

2. Give a description using the diagram:

/ there are 3 syllables in the word, the first syllable is stressed, unstressed vowel and)

4. What is a street?

5. Pick up words with the same root

/street, street, lane, lane/

6. What can be the street?

Make up and write down a few phrases.

/wide street, clean street, busy street/

7. Make a sentence with one of the phrases.

8. When they say so:

Every dog ​​has his day.

Green street.

Consolidation of the studied vocabulary words.

Working with the Animals block

Za-ts, k-rova, m-two, l-titsa, s-tank

1. Explain the spelling of the studied words.

/can be checked with signal cards/

2. Which of these words can be said cheater, birdie. Why?

Who are they talking about: man's true friend? Why?

The name of which of them is formed from the fact that he loves ect?

Explain the wordhare, cow.

/ This is a wild animal, lives in the forest. It has long ears and fast legs. Eats grass and tree bark. His enemies are the wolf and the fox.

This is a pet. Lives with a person. Gives milk, from which sour cream, cottage cheese, butter are made. It feeds on grass./

3. Make a sentence with these words, using their gentle sound.

/The dog Bug lies at the porch. A little hare sits under a bush. A bear came out for a walk with a little bear cub.

You can complete the task:

Complete the sentences using these words.

/Swift-footed ... is saved from the fox.

Clubfoot…. owner of the forest.

Redhead ....visited our chicken coop /

4. Come up with a short story on the topic "In the village"

What words will you use?cow, dog Why?

Exercises to increase the volume of auditory-speech memory.

1. Listen to a series of words, and then try to play it out loud in the same order (house, tree, sun, wind)

Mom, brother, uncle, sister, wife

May, summer, Wednesday, spring, September

- Which group of words was easier to remember? Why?

2. Listen to pairs of words:

Chicken-egg, milk-cow, lock-key, winter-snow, coffee-tea, mother-daughter.

And now I say the first word of the pair, and you say the second.

Memorize and reproduce rows of three words

lilac-vase-flowers

window-roof-house

Children-mom-dad

Chair-table-chair

Milk-grass-cow

Rails - sleepers-train

3. Listen to the text carefully.

Mom asked her son to go to the store and do some shopping:

Bakery - bread, cake, biscuits

In meat - cutlets, sausages, sausage

In vegetables - cucumbers, tomatoes, cabbage

What did you need to buy in each department?

How to work on a proposal

1. Reduce the offer.

The teacher pronounces a sentence - the children comprehend it. The sentence is repeated - students remember. After the sentence is reduced to the minimum number of words.

Olya is reading an interesting book to her grandmother.

Olya reads a book to her grandmother.

Olya reads to her grandmother.

Olga is reading a book.

Olga is reading.

What changed when supply was reduced?

2. Rearrange the words

The teacher says a sentence and suggests changing the word order. As a result of the work, it turns out what changes and how.

/ This morning Masha went to school.

Masha went to school this morning.

Masha went to school this morning.

Masha went to school this morning.

Masha went to school this morning.

3. Exercise: “Listen, remember, answer: Is everything right?”

Snow fell, Alyosha went out to sunbathe.

The boys went to the forest on skis to pick strawberries.

The peasant took a saw and went into the forest to cut down a tree.

This exercise is aimed at attention to the text, consciously mastering what is being read, the ability to build a statement exactly in accordance with the plan.

4. Add an offer.

It is proposed to increase it by successively adding one or two words.

Serezha teaches.

Serezha is learning lessons.

Brother Seryozha teaches lessons.

The exercise forms the ability to quickly grasp the meaning, remember, build a statement.

5. Finish the sentence

The girl walked...

Boy painted...

Over the summer we decided...

Complicated version:

The children met an old lady who…

I want to…

It was so dark in there...

These exercises teach to listen and understand the interlocutor, to be able to understand complex structures and use them in speech.

6. Ask a question and answer.

The teacher asks the children to put a question on the content of the statement and answer it.

The sparrow settled in the birdhouse.

(Who settled in the birdhouse?

What did the sparrow do? Where did the sparrow live?

7. Correct mistakes.

Bullfinches sit on birch trees.

They are covered in snow.

8. Write a story from the beginning

In the morning Lena went to the sea. The girl saw a bird in the white foam of the waves. She was splashed by a wave ...

Lexical exercises.

Call it in one word.

Squirrel, bird, worm. - .... (animals)

Tree, grass, flower-..(plants)

Choose words with opposite meanings.

Big small)

Night-…(daytime)

How do you understand the expression?

Spinning, spinning like a squirrel in a wheel.

So fox cubs learn to catch prey (hunt)

Find similar words in the text.

For the word animals, select words and expressions with a similar meaning.

(forest dwellers, forest dwellers, animals)

Preparatory tasks.

1. Read the poem. Make a word drawing for it.

In the sun on the edge,

The fox stuck out its ears.

Well, don't be afraid to sleep oblique

Side by side with this fox.

-What do the words mean - in the sun, fox, oblique?

-Make sentences with each meaning.

Read the sentences, changing the word fox according to the meaning.

(A fox is running through the forest. .... beautiful fur. We are approaching ... .. We want to look ... better. But ... it’s hard to watch. The cunning cheat quickly disappeared from sight.

What words can replace the word fox in the text so that there are no repetitions ?

-Find the word in the text that the author uses, replacing the word fox with it?

(cunning trick)

Why is it called that?

All young children have some degree of difficulty in developing their language skills. These may be problems of correct pronunciation of sounds, pronunciation of all desired sounds in a word, and not just their parts, grammatical errors in the coordination of words among themselves, semantic errors, etc. It doesn't matter if it's your native language or a foreign language. The older the children get, the less these problems remain in their native speech, but when learning a foreign language, adults also face similar problems.

Parents can help little child in solving these problems. And since the essence of the problems is the same for both native and foreign speech, then the solutions are also the same.

Ways to develop speech skills:

1. you need to hear speech in order to distinguish sounds and words, learn to understand speech
2. you need to see how they speak this language in order to understand how they move facial muscles and language to create certain sounds
3. you need to develop fine motor skills (performing small and precise movements of the hands and feet), which contributes to the development of speech centers in the brain
4. you need to develop the muscles of the face and muscles of the tongue in order to be able to control and manipulate them to produce certain sounds
5. need to practice speaking

1. Listening to speech

When mastering any language, you need to hear a lot and often speech in given language. At the very beginning of learning any language for us is an endless stream of chaotic sounds. The more we hear this speech, the more intelligible it becomes for us. We begin to distinguish sounds and their shades, we begin to catch similar combinations of sounds, and gradually we can even repeat these sounds. This is what happens to an adult when learning a foreign language, but the process of perceiving native speech in our kids is built in the same way, only children cope with this task much faster.

To help them, you need to create appropriate conditions for them. If your child is not yet speaking, speak to him/her as often as possible in your own language. mother tongue. Speak what you are doing, speak your plans and thoughts out loud. Don't know what to talk about? Don't like talking to yourself? Tell your child poems, children's counting rhymes, sing songs. Put audio recordings of fairy tales and songs. But remember that silence in your home is also needed so that you and the child rest, so that the child has time to digest everything he hears, and also so that speech does not turn into just noise effects for him in the background.

How to say?

Necessarily:

• speak often, at least small phrases, rhymes, etc.
• speak without negative emotions and irritation
• don't raise your voice at the child

Desirable:

• speak slower and more clearly than you speak to others. So the child will quickly begin to distinguish sounds, words and understand you.
• speak correctly, i.e. do not lisp, do not turn all words into diminutives, do not replace ordinary words simplified children's versions ("machine" - "bibi"), etc. This will help him speak faster and correctly and avoid you having to retrain him later. But if you have an impulse of the soul to lisp or otherwise it doesn’t work at all, then do not deny yourself and your relatives this pleasure. It is more useful for a child to listen to such a speech “from the heart” than to be in complete silence.
• speak in the first person when you speak to yourself (“I went”, not “Mom went”) and in the second person when you address the child (“Will you?” and not “Vasya will?”). This will help the child quickly understand pronouns, and he will begin to speak grammatically correctly about himself faster. For example, in families where only the mother is with the child all the time, who speaks about herself and the child only in the third person, boys very often begin to talk about themselves in the feminine gender. Therefore, it is better not to confuse the child from the very beginning.
• talk to your child more often so that he can see your face. This is necessary for him to understand how you manage to make such sounds with the help of the muscles of your face and tongue.

Until the child speaks in his native language in sentences of 3 words, do not rush to speak with him in foreign languages ​​​​(see article). Set him to listen to fairy tales and songs in these languages, you can tell him poems in these languages, but for now, in everyday speech, use only native speech so as not to harm her.

2. Visual contact

To understand how to pronounce a sound, it is not enough just to hear it, you also need to see how a person does it. It is necessary to see facial expressions, how facial muscles and tongue move.

It doesn’t matter if you are learning your native language or a foreign one, try to make eye contact with your child when talking. Especially if you see that he is following your lips, try to speak more clearly, repeat what has already been said.

If it is a foreign language, then periodically use videos where people speak this language (fairy tales, children's films and video lessons). But do not forget to speak this language yourself, try to do it correctly. Young children learn best from the skills they see in their loved ones. It is more interesting for them to repeat after their mother than after their aunt from the TV.

It is very good if the child has the opportunity to see how native speakers of this language speak the language being studied. This is possible when traveling or in special clubs.

3. Development of fine motor skills

Fine motor skills are the performance of small and precise movements with the hands and feet. From an anatomical point of view, about a third of the entire area of ​​the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. Therefore, the development of a child's speech is inextricably linked with the development of fine motor skills.

Older children should be allowed to sprinkle various loose substances, for example, to separate mixed buckwheat and beans. Then you need to move on to more difficult tasks where you need to assemble, make, glue, draw something. Any housework develops fine motor skills: washing dishes, floors, ironing clothes. It is not necessary to force the child to perform real duties, you can simply involve him in the process when you do something. For example, when washing dishes, give your child clean plastic dishes and a bowl of water, let him repeat your movements.

Creative activities are very useful: modeling, drawing, drawing up applications and crafts. Give it a lot of attention. It would seem that these completely unrelated things with the study of foreign languages ​​will help your child speak another language. But you can draw and sculpt right during foreign language classes.

4. Development of the articulatory apparatus

The best way to develop articulation apparatus, i.e. facial muscles and tongue muscles, this is grimacing with a child in front of a mirror. It's fun and very productive. Puff out your cheeks, stick out your tongue, clatter like horses, make faces, make any strange noises, emotionally pronounce all vowels and consonants. The child will have fun, and so will you. And none of you will notice that you are doing! And these classes are very effective. "Practice" regularly. For example, before going to bed and in the morning when brushing your teeth.

If your child is small, it is very useful to repeat after him any of his facial expressions. Be his mirror. It's good for him. And this is a kind of communication with him in his language.

These exercises are also useful after your child speaks his native language. They are useful for learning foreign languages. Make faces with the child in front of the mirror until the age when he is interested.

5. Speech training

Encourage your child to speak. Talk to him, ask him questions, learn funny poems and songs together (see article). No need to force the child to speak, he should want to speak himself. You can play games where it will be interesting for him to talk. Speaking should be fun and funny, then the child will train with pleasure.

This also applies to foreign languages. The more practice of oral speech, the faster you will see the effect. It's like playing sports, more training, better results.

So, create an environment for your child that will stimulate the development of his speech. He must hear speech, see how this language is spoken, develop fine motor skills, develop facial muscles and constantly train to speak. These classes will help him master both his native and foreign speech.