The speech development of children is one of the main components of their readiness for schooling. The study of the level of language acquisition allows obtaining data not only on the speech abilities of children, but also on their holistic mental development. In order to understand the essence of speech readiness for schooling, we must clearly understand what is included in the content of oral speech abilities and which components are the most important for learning speech.

Speech development is considered as the development of the ability to understand and use the language: the development of phonemic hearing and sound analysis, vocabulary, awareness of the composition of words, the formation of grammatical categories, the development of communication skills, skills and skills of coherent speech.

Language acquisition is an important condition for mental development, since the content of the historical experience acquired by the child in ontogeny is generalized and reflected in speech form and, above all, in the meanings of words (A. N. Leontiev).

Assimilation of the dictionary solves the problem of accumulation and refinement of ideas, the formation of concepts, the development of the content side of thinking. At the same time, the development of the operational side of thinking takes place, since the mastery of lexical meaning occurs on the basis of the operations of analysis, synthesis, and generalization.

The poverty of the dictionary interferes with full communication, and, consequently, the overall development of the child. Conversely, the richness of the vocabulary is a sign of well-developed speech and an indicator of a high level of mental development.

The timely development of the vocabulary is one of the important factors in preparing for schooling. Children who do not have sufficient vocabulary experience great learning difficulties, not finding the right words to express their thoughts. Teachers note that students with a rich vocabulary solve arithmetic problems better, master reading skills, grammar more easily, and are more active in mental work in the classroom.

Features of the development of children's vocabulary have been studied quite fully in physiology, psychology, and psycholinguistics.

In the development of the vocabulary of preschool children, two sides are distinguished: the quantitative growth of the vocabulary and its qualitative development, i.e., mastering the meanings of words.

Preschool age is a period of rapid vocabulary enrichment. Its growth depends on the conditions of life and upbringing, therefore, in the literature, data on the number of words of preschoolers of the same age vary greatly. The first meaningful words appear in children by the end of the first year of life. In the modern domestic methodology, 10-12 words per year are considered the norm. The development of speech understanding is largely ahead of the active vocabulary. After a year and a half, the enrichment of the active vocabulary occurs at a rapid pace, and by the end of the second year of life it is 300-400 words, and by the age of three it can reach 1500 words. A huge leap in the development of the dictionary occurs not only and not so much due to mastering the methods of forming words from the speech of adults, but due to mastering the methods of forming words. The development of the dictionary is carried out at the expense of words denoting objects of the immediate environment, actions with them, as well as their individual features. In subsequent years, the number of words used also increases rapidly, but the rate of this growth slows down somewhat. The third year of life is the period of the greatest increase in active vocabulary. By the age of 4, the number of words reaches 1900, at 5 years - up to 2000-2500, and at 6-7 years up to 3500-4000 words.

Individual differences in the vocabulary are also observed in these age periods. According to D.B. Elkonin, the differences in the dictionary are "greater than in any other area of ​​mental development."

The number of nouns and verbs increases especially rapidly, the number of adjectives used grows more slowly. This is explained, firstly, by the conditions of upbringing (adults pay little attention to the acquaintance of children with the signs and qualities of objects), and secondly, by the nature of the adjective as the most abstract part of speech.

The first words are very peculiar, they are characterized by polysemanticism. These first words, in essence, are not yet words. A real word is born as a designation of an object and is associated directly with a gesture that points to an object.

A clear object relatedness arises from the earliest stages of a child's life and is a product of development. Already from 10-11 months, according to F.I. Fradkina, the child begins to react not only to the sound side of the word, but also to its content. At first, the word is associated for the baby only with a specific single object. At first, the word appears for the child only as a component of the adult's complex influence, as a component of the whole situation, which includes gestures, intonation, and the environment in which this word is spoken. Then the word becomes an integrating signal (M.M. Koltsova). Gradually, with the development of the ability to generalize, it begins to designate all objects of a given category.

After 4-5 years, children who speak speech attribute a new word to not one, but to many objects. While assimilating ready-made words from adults and operating with them, the child is not yet aware of all the semantic content that they express. Children can learn the subject relatedness of a word, but the system of abstractions and generalizations behind it cannot.

There are numerous facts of erroneous word usage, transfer of the name from one subject to another, narrowing or, conversely, expanding the boundaries of the meanings of words and their application. The narrowing or expansion of the meanings of words by children is explained by the fact that they do not have sufficient knowledge about those objects and phenomena that are called these words.

The figurative meanings of words are not assimilated by children immediately. First, there is the assimilation of the main meaning. The meanings of children's words are dynamic. L.S. Vygotsky drew attention to the fact that the same word, with the same reference to objects and phenomena of the surrounding world, “means” different things for a child of different ages and different levels of development. In a child at the age of 3-5 years, the process of mastering a clear subject-related relation of words and their specific meanings occupies a central place, and at 5-6 years old, a system of so-called worldly concepts, but in which emotional-figurative, visual connections still dominate.

Thus, in its specifically related form, the meaning of a word arises before the concept and is a prerequisite for its formation. The concept denoted by the word, being a generalized image of reality, grows, expands, deepens as the child develops, as the sphere of his activity expands and becomes more diverse, the circle of people and objects with which he enters into communication increases. In the course of its development, the child's speech ceases to be dependent on the sensory situation.

By the senior preschool age, children master the vocabulary and other components of the language so much that the acquired language really becomes native. Here, basically, the formation of the core of the dictionary should end. At the same time, semantic and, in part, grammatical development are still far from complete (A.V. Zakharova).

Clarification of the semantic content of words by the age of 6 is still gaining momentum. This is due to the assimilation of new knowledge about the world and the emergence of an aesthetic attitude to the word and speech in general. At first, children unconsciously use metaphors in their speech.

The vocabulary of preschoolers is actively enriched by the words "invented" by them. Word creation is the most important feature of children's speech. The facts collected by psychologists, teachers, linguists indicate that the period from two to five is distinguished by the active word creation of children. Moreover, new words are built according to the laws of the language on the basis of imitation of the forms that they hear from surrounding adults. Word creation is an indicator of mastering the morphological elements of the language, which are associated with the quantitative accumulation of words and the development of their meanings.

Mastering the grammatical structure of speech has a huge impact on the overall development of the child, providing him with a transition to learning the language at school.

The formation of the grammatical structure of speech involves the formation of the morphological side of speech (changing words by gender, number, case), word formation methods and syntax (mastering different types of phrases and sentences). Without mastering grammar, verbal communication is impossible.

Mastering the grammatical structure is of great difficulty for children, since grammatical categories are characterized by abstractness and abstraction. In addition, the grammatical structure of the Russian language is distinguished by the presence of a large number of unproductive forms and exceptions to grammatical norms and rules.

The process of mastering the grammatical structure by a child is complex, it is associated with analytics - the synthetic activity of the cerebral cortex. The patterns of assimilation of the grammatical side of speech were revealed by the famous linguist A.N. Gvozdev. According to the study, a child learns the grammatical system of his native language by the age of three in all its most typical manifestations. The child's assimilation of the grammatical structure of speech occurs in the form of the assimilation of grammatical categories, which are characterized by the presence of knowledge. The time and sequence of assimilation of individual categories depend on the nature of their assignments. Children find it difficult to assimilate those forms, the specific meaning of which is not connected by the logic of children's thought, that is, that which is not clear in meaning.

First of all, the child learns the number of nouns (1 year 10 months), as well as the difference between diminutive and non-diminutive nouns: table - table. Children learn the imperative form early, as it expresses various desires that are of great importance to the child. It is more difficult to assimilate relations that are associated with objects and space (cases), with time (tenses) and with participants in speech (persons of verbs). Late (2 years 10 months) the conditional mood is assimilated, since it expresses something supposed, and not real existing. The assimilation of the categories of the genus turns out to be exceptionally difficult and lengthy. Gender is assimilated with the morphological structure of nouns.

A.N. Gvozdev noted that the three main parts of the Russian language present various difficulties: in relation to nouns, it is most difficult to master the endings, in relation to verbs - mastering the basics, in relation to adjectives, word formation (comparative degree).

A.N. Gvozdev revealed the following regularity. In the assimilation of the grammatical structure, a certain sequence is determined: first, all the most typical, ordinary, all productive forms in the field of word formation and inflection (case endings of nouns, forms of verb change by person, tense) are assimilated.

Everything singular, exceptional, violating the norms of this system, is often subjected to repression in the child's speech. Gradually, by imitating the speech of others, the samples are adopted in their entirety. Single, stand-alone words are assimilated already at school age.

The works of F.A. Sokhina, N.P. Serebrennikova, M.I. Popova, A. V. Zakharova enrich the study of the features of the development of the grammatical structure of speech in children.

The assimilation of the morphological system of the Russian language occurs on the basis of the development in children of orientation in the sound form of words. This is especially pronounced in older preschoolers. When learning exceptions to the rules. Using atypical forms, children often make mistakes.

Morphological and syntactic aspects of speech develop in parallel. There are fewer difficulties in mastering the syntax, although it is noted that syntax errors are more stable. They are less noticeable to others, since preschoolers, using the oral form of speech, mainly use sentences with a simple structure.

Data on the mastery of the syntactic side of speech are available in the works of N. A. Rybnikov, A. N. Gvozdev, A. M. Leushina, V. I. Yadeshko. At first, “sentence words” appear, denoting actors, objects, actions (give, dad, on). The word is complemented by facial expressions, gestures, actions and essentially represents a whole complete phrase. Gradually, words are synthesized into vocabulary chains, forming sentences. According to N.P. Serebrennikova, the transition to a sentence is possible provided that the child has accumulated 40-60 words.

In the period from 1 year 8 months. up to 1 year 10 months two-word sentences (incomplete simple ones) appear, representing a conscious construction, where each word represents an object or action. By the age of two, three- and four-word sentences are observed - the beginning of mastering a simple common sentence. The child reaches the highest point of using simple common sentences at the age of five and a half years.

The first complex non-union sentences appear in 1 year 9 months, from two to three years old - complex sentences with unions are observed. Usually a complex sentence includes two simple ones. Coordinating and subordinating conjunctions are learned in parallel.

At first, children use sentences that are simple in structure, then they learn more complex structures. The presence of complex sentences testifies to the increasingly complex connections (causal, temporal, etc.) between individual representations.

Children of the fourth year of life in ordinary communication rarely use complex sentences. The structure of the sentences they use is simple, the total number is small and increases little with age.

At an older age, children are able to contrast homogeneous members of a sentence, use opposing conjunctions. Syntax errors are observed in violation of the order of words in a sentence.

Mastering the ways of word formation is one of the aspects of the speech development of children. Preschoolers mainly use the morphological method of word formation, which is based on a combination of morphemes of different meanings. To form words, a child must master word-building models, lexical meanings of word stems, and the meaning of significant parts of a word. In psychological and psycholinguistic literature, word formation is compared with children's word creation, which indicates the active assimilation of the grammatical structure by children. By the end of preschool age, children's word formation approaches the normative one, and therefore the intensity of word creation decreases.

The assimilation of word formation methods occurs in stages. The initial stages are characterized by the accumulation of a primary vocabulary of motivated vocabulary and word-formation prerequisites in the form of an orientation towards nouns for the nomination of objects and language relations. The most intensive mastery of word formation occurs at the age of 3 years 6 months. - 4 years to 5 years 6 months - 6 years. During this period, word production, generalized ideas about the norms and rules of word formation are formed. By the end of preschool age, children's word formation approaches the normative one, and therefore the intensity of word creation decreases.

At the senior preschool age, the mastering of the system of the native language is completed. By the age of six, children have learned the basic patterns of changing and combining words into sentences, agreement in gender, number and case.

Children have errors in the alternation of consonants, in the use of plural nouns in the genitive case, difficulties in the formation of the imperative mood of verbs. Difficulties for the child are a combination of nouns with numerals, pronouns, the use of participles, verbs want, call.

Therefore, the development of the whole variety of grammatical forms characteristic of the Russian language continues. The assimilation of grammar continues with the development of elements of logical, abstract thinking, the formation of language generalizations.

The education of sound culture is one of the important tasks of the development of speech in preschool age. The formation of a sound culture of speech is an important criterion for assessing the speech readiness of children for school.

The sound culture of speech is a fairly broad concept, it includes the phonetic and orthoepic correctness of speech, its expressiveness and clear diction.

Researchers of children's speech and practitioners note the importance of the correct pronunciation of sounds for the formation of a full-fledged personality of the child and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. A child with a well-developed speech easily communicates with adults and peers, clearly expresses his thoughts and desires. Speech with defects in pronunciation, on the contrary, complicates relationships with people, delays the mental development of the child and the development of other aspects of speech.

Correct pronunciation is of particular importance when entering school. One of the reasons for the poor performance of elementary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects cannot determine the number of sounds in a word, name their sequence, find it difficult to select words that begin with a given sound. Often, despite the good mental abilities of the child, due to the shortcomings of the sound side of speech, he has a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who do not know how to distinguish and isolate sounds by ear and pronounce them correctly find it difficult to master writing skills.

In the pedagogical and psychological literature, the process of mastering the sound structure of the Russian language by children of preschool age has been studied and described quite fully in the works of A. N. Gvozdev, V. I. Beltyukov, D. B. Elkonin, M. E. Khvattsev, E. I. Radina , MM. Alekseeva, A.I. Maksakov.

At preschool age, there are all the prerequisites for the successful mastery of the sound side of the Russian language. These include the corresponding development of the cerebral cortex as a whole, phonemic perception of speech and the speech motor apparatus. Contribute to the mastery of the sound composition of speech and such features of the child - a preschooler, as a high plasticity of the nervous system, increased imitation, a special susceptibility to the sound side of the language, children's love for the sounds of speech.

According to most scientists, preschool age is the most favorable for the final formation of all the sounds of the native language. Imperfections in pronunciation at senior preschool age are not typical: with the correct organization of work, children by this time can master the pronunciation of all sounds. Sound pronunciation is improving, but some of the children have not yet fully formed sounds that are difficult in articulation (hissing and r). The process of becoming these sounds, even with targeted systematic training, is slower, as the skill of incorrect pronunciation becomes more durable. However, by the older preschool age, children develop the ability to self-control, awareness of the imperfection of their speech and, accordingly, the need to acquire knowledge and the need for learning. Therefore, the educational activity becomes more serious.

A special place in the formation of the speech readiness of children of senior preschool age for school is the development of coherent speech. Connected speech is understood as a semantic detailed statement (a series of logically combined sentences) that provides communication and mutual understanding.

The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue. In linguistic and psychological literature, dialogical and monologue speech are considered in terms of their opposition. They differ in their communicative orientation, linguistic and psychological nature, as well as motives.

Despite significant differences, dialogue and monologue are interconnected with each other. In the process of communication, monologue speech is organically woven into dialogic speech, and a monologue can acquire dialogic properties.

Important in connection with the discussion of the essence of coherent speech is the understanding of the concept of "colloquial speech". Preschool children master, first of all, the colloquial style of speech, which is characteristic mainly of dialogic speech. The monologic speech of the colloquial style is rare, it is closer to the book and literary style.

The development of both forms of coherent speech plays a leading role in the process of speech development of the child and occupies a central place in the overall system of work on the development of speech in kindergarten. Teaching coherent speech can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child's independent use of individual words and syntactic constructions. Connected speech incorporates all the achievements of the child in mastering the native language, its sound structure, vocabulary, grammatical structure.

Psychologists emphasize that in coherent speech, the close connection between the speech and mental education of children is clearly visible. A child learns to think by learning to speak, but he also improves speech by learning to think. (F. A. Sokhin).

Coherent speech performs the most important social functions: it helps the child to establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.

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

By the end of the first - the beginning of the second year of life, the first meaningful words appear, but they mainly express the desires and needs of the child. Only in the second half of the second year of life, words begin to serve as designations for objects for the baby. Gradually, the first sentences appear, first of two, and by two years of three words.

By the end of the second year of a child's life, words begin to take shape grammatically. Speech during this period acts in two main functions: as a means of establishing contact and as a means of knowing the world. Despite the imperfection of sound pronunciation, limited vocabulary, grammatical errors, it is a means of communication and generalization.

In the third year of life, both understanding of speech and active speech develop rapidly, vocabulary increases dramatically, and the structure of sentences becomes more complicated. Children use the dialogic form of speech.

At preschool age, there is a separation of speech from direct practical experience. The main feature of this age is the emergence of the planning function of speech. In the role-playing game leading the activities of preschoolers, new types of speech also arise: speech instructing the participants in the game, speech-message telling an adult about the impressions received outside contact with him. The speech of both types takes the form of a monologue, contextual.

As shown in the study by A. M. Leushina, the main line in the development of coherent speech is that the child moves from the exclusive dominance of situational speech to contextual speech. The appearance of contextual speech is determined by the tasks and nature of his communication with others. Changing the child's lifestyle, the complication of cognitive activity, new relationships with adults, the emergence of new activities require more detailed speech, and the old means of situational speech do not provide completeness and clarity of expression. There is contextual speech.

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

At a younger preschool age, speech is associated with the direct experience of children, which is reflected in the forms of speech. It is characterized by incomplete, indefinitely personal sentences, often consisting of one predicate; the names of objects are replaced by pronouns. Along with monologue speech, dialogic speech continues to develop. In the future, both of these forms coexist and are used depending on the conditions of communication.

Children 4-5 years old actively enter into a conversation, can participate in a collective conversation, retell fairy tales and short stories, independently tell from toys and pictures. However, their coherent speech is still imperfect. They do not know how to correctly formulate questions, supplement and correct the answer of their comrades. Their stories in most cases copy the model of an adult, contain a violation of logic; sentences within a story are often connected only formally (more, later).

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

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

An important role in the development of children's speech, in increasing its expressiveness and culture, is played by work on the visual means of the language. Figurative means enliven speech, make it a label, emotional, flexible.

The development of the speech of a child of senior preschool age, his mastery of the expressive possibilities of his native language is greatly influenced by fiction, such an analysis of literary works, when the child's attention is drawn not only to the content, but also to the expressive means of the language of a fairy tale, story, poem.

The perception of a literary work will only be complete when the child is prepared for it. Children have a selective attitude to literary works, a literary taste appears.

Children of primary preschool age are characterized by: the dependence of understanding the text on the personal experience of the child; establishing easy-to-establish connections when events follow each other; emotional attitude to the characters is brightly colored; there is a craving for a rhythmically organized warehouse of speech.

In the middle preschool age, there are some changes in the understanding and comprehension of the text, which is associated with the expansion of the life and literary experience of the child. Children correctly evaluate the actions of the characters. In the fifth year there is a reaction to the word, interest in it, the desire to repeatedly reproduce it, beat it, comprehend it.

At the senior preschool age, children begin to realize events that were not in their personal experience, they are interested not only in the actions of the characters, but also in the motives of actions, feelings. They are able to sometimes capture the context. Children develop the ability to perceive the text in the unity of content and form. The understanding of the literary hero becomes more complicated, some features of the form of the work are realized (steady turns in a fairy tale, rhythm, rhyme).

The studies note that in a child of 4-5 years old, the mechanism of forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6-7 years, the mechanism for understanding the content side of a coherent text, which is distinguished by clarity, is already fully formed.

The ability to perceive a literary work, to realize, along with the content, the features of artistic expression does not arise spontaneously, it is formed gradually throughout the entire preschool age.

Artistic creativity is a means of forming an aesthetic attitude to literary works. Studies have shown that artistic creativity can and should be developed at preschool age. It is an effective means of mastering the surrounding reality by children. Creative activity contributes to the development of children's artistic abilities, the identification of their requests and interests. One of the important types of artistic activity of children is verbal creativity.

By verbal creativity, we mean the productive activity of children, which arose under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions - fairy tales, stories, poems. Verbal creativity is formed on the basis of a full-fledged perception of literary works, while the perception itself develops in creative activity. The abilities and skills that underlie the aesthetic perception of literary works can be used in independent activity - verbal creativity only when the child's poetic ear is fully developed.

By poetic hearing is meant the ability not only to capture, feel the expressive means of expressive speech, but also to some extent to be aware of them. Poetic ear helps to develop in children the ability to distinguish between genres, understanding their features, the ability to feel the components of an artistic form and realize their functional connection with the content of literary works.

Every child has a poetic ear, but most often it is in a passive state, that is, it manifests itself in the "contemplation" of a work of art. Adult guidance is needed to teach children to use the acquired knowledge and skills in creating their own compositions. Poetic ear finds its full expression in the verbal creativity of children.

In itself, the development of poetic hearing does not lead to the emergence of creative activity. Only with special work aimed at developing and activating poetic hearing, at creating conditions conducive to the creative manifestations of children, can verbal creativity develop. Thus, it is possible to bring the poetic ear of each child to a high level of development and, with purposeful work, to awaken the desire for verbal creativity in the majority. And this is of great importance for the future education of the child in school.

Awareness of linguistic reality is not a self-contained, purely theoretical (at an elementary level) attitude to linguistic elements and connections functioning in speech, an attitude isolated from the construction of a speech utterance, from speech actions. Based on the awareness of linguistic phenomena, speech skills and abilities are transferred "from an automatic plan to an arbitrary, intentional and conscious plan."

This ensures greater efficiency of verbal communication and further mastery of the language, speech development, in particular the development of coherent speech, the formation of interest in artistic speech and the ability to use language means of artistic expression in storytelling.

The development of a child's awareness of linguistic reality, the elements of language, to a certain extent occurs spontaneously. A special formation of awareness of linguistic phenomena begins to be carried out when preschoolers (as well as first graders) are taught to divide sentences into words and sound analysis of words.

The sound analysis of the word and the division of the sentence into words should act, first of all, as a means of identifying the main means of speech - linearity. Elements of the language that do not have a temporal reference function, appear in linearly constructed statements, in the speech chain. The child speaks the language. In order for him to be able to think about language, overcoming linearity, linearity must become a “given” for him. Consequently, teaching sound analysis and dividing the utterance into words should, first of all, ensure the isolation, awareness of both the linearity of the sound form of the word and the linearity of the utterance. The word for the child acts as a carrier of meaning, meaning. The materiality and discreteness of the word are, as it were, obscured by the directly experienced meaning. In relation to the articulation of the statement, this is well shown in the studies of S.N. Karpova. One of the main tasks at the initial stages of teaching children sound analysis is the task of “divorcing the sound and semantic sides of the word (studies by D.B. Elkonin, L.E. Zhurova, as well as F.A. Sokhin, G.P. Belyakova, G. A. Tumakova, etc.) An essential link here is the demonstration to children of long and short words pronounced by the teacher. This technique directs the attention of children to the actual physical characteristics of the word, to the deployment of the word in time, to its processuality. At the same time, the identification of linearity is further built on this basis.

It is important to combine work on the isolation of the linearity of the sound form of a word with similar work in relation to the structure of an utterance. The division of an utterance into words naturally depends on what the child understands by a "word." And here it is necessary to emphasize the difference between the assimilation of the meaning of the word "word" and the formation of the concept of "word".

In deciding the question of the formation of the initial idea of ​​a word, sentence, etc., it is necessary to take into account the distinction between the meaning of a word and a concept. In relation to preschoolers, we are talking about the formation of the meaning of the word “word” in them, that is, the formation of a minimum of signs by which the child must distinguish a word from a non-word. The meaning of many other words the child learns in this way. In a simplified form, the difference between the assimilation of the meaning of a word and the assimilation of the concept expressed by this word can be explained as follows. The child learns the meaning of the word salt, focusing on a minimum of features that allow to distinguish salt from sugar. The assimilation of the concept of "salt" requires an understanding of the chemical structure of this substance.

The development of speech awareness in preschoolers is essential in order to reveal to them at an elementary level the structure of speech, its form: the sound composition of the word, the verbal composition of the sentence, and also - which requires special research - the morphological and word-formation structure of the word. At the same time, it helps to familiarize children with the semantic side of speech. Thus, work on the semantics of a word includes the use of antonymic and synonymous comparisons, which are actually semantic relationships between words, and also develop in children an understanding that a thought can be expressed in different words.

Awareness of speech by preschoolers, the formation of ideas about the word, the assimilation of its semantics, the isolation of language means of expressiveness and figurativeness of speech contribute to the assimilation of the native language in kindergarten and thereby solve the problem of preparing the child for school in terms of his speech development.

By the time they enter school, children should have formed an attitude to speech as a linguistic reality, an elementary awareness of the structure of speech, in particular an awareness of its verbal composition, an initial idea of ​​the word as a linguistic unit. This is important both for preparing for literacy and for learning the mother tongue in primary school.

Summing up, we can conclude that even with such a cursory review, it is clear how dynamic children's speech is. This is partly due to a certain plasticity, malleability of thinking. The language of children is characterized by consistency and internal logic. In theoretical terms, children's speech is still an equation with many unknowns. But the main problem, in our opinion, is the development of speech at the age of six. The tasks facing today's school require close attention to the development of the speech of preschoolers.

Preschool age is a sensitive period, which is most favorable for the development of speech, the formation of a culture of speech communication.

The development of speech is closely connected with the knowledge of the surrounding world, the development of the personality as a whole.

The process of forming figurative speech is important for the development of coherent speech; successful literacy training and the development of children at preschool age depend on this (A.M. Borodich, N.V. Gavrish, V.V. Gerbova, E.M. Strunina, E. .V. Savushkina, O.S. Ushakova). The formation of figurative speech will be most successful at the senior preschool age, since it is during this period that children can deeply understand the content of a literary work and be aware of some features of the artistic form that expresses its content.

At the older preschool age, children are able to take an active part in the conversation, answer the questions quite fully and accurately, supplement and correct the answers of others, speak out on their own, formulate questions. Preschoolers are distinguished by emotional responsiveness to figurative speech addressed to them. It is important that children themselves use the figurative means of their native language available to them. The figurative speech of the child is developed on the basis of the activation of his figurative thinking, imagination. In the process of learning, children master the ability to use simple figurative descriptions, comparisons, epithets, as well as various intonation shades in monologue speech.

At older preschool age, children's speech reaches a relatively high level, the vocabulary is enriched, the use of simple common and complex sentences increases; children develop a critical attitude to grammatical errors, the ability to control their speech. Studies by psychologists and educators show that by the senior preschool age, children develop meaningful perception, which manifests itself in understanding the content and moral meaning of the work, in the ability to identify and notice the means of artistic expression, i.e. children develop an understanding of the figurative side of speech.

Research by M.M. Alekseeva, A.M. Borodich, N.V. Gavrish, A.N., Gvozdeva, L.S. Vygotsky, O.S. Ushakova, V.I. Yashina showed that it is still difficult for preschool children to understand all the features and subtleties of artistic speech, but they can master the most elementary means of artistic expression.

So, older preschoolers skillfully use the means of intonational expressiveness in their speech: they can read poems sadly, cheerfully, solemnly. In addition, they easily master narrative, interrogative and exclamatory intonations. The speech of older preschoolers is enriched with words denoting all parts of speech. At this age, they are actively engaged in word formation, word creation and inflection, creating many neologisms.

At senior preschool age, children make their first attempts at arbitrary use of grammatical means and analysis of grammatical facts. The semantic side of speech develops: generalizing words, synonyms, antonyms, shades of meanings of words appear, exact, suitable expressions are chosen, words are used in different meanings, adjectives, antonyms are used.

S.L. Rubinstein believed that expressiveness is an important quality of speech. Its development goes a long and peculiar way. The speech of preschoolers often has vivid expressiveness, is saturated with all stylistic forms that express emotionality (inversions, violations of word order, iterations, repetitions).

In his works, S.L. Rubinstein showed that a preschooler is characterized by impulsive emotionality, expressed in speech, the absence of clear rules for coherent construction that would limit its expression. Expressive moments are chosen and used in order to make a certain emotional impression. At older preschool age, the impulsiveness of children's emotionality decreases, and children's speech becomes more stable, and its involuntary expressiveness decreases. However, older preschoolers, according to Rubinstein, are capable of conscious expressiveness. Conscious expressiveness is inherent in artistic speech. Therefore, in order to develop it in senior preschool age, it is important to use works of fiction.

S.L. Rubinstein believed that the development of imagery is an important condition for enriching children's speech with new speech means. The scientist wrote that the coherence of its construction is important for speech: “the problem of speech is not reduced to logical accuracy alone; it also includes the problem of figurativeness, since the image, expressing the generalized content, at the same time goes beyond its limits, introduces specific shades that are inexpressible in the abstract formulation of the generalized thought.

Research L.M. Gurovich, O.S. Ushakova, S.M. Chemortan showed that the possibilities of preschoolers in understanding and using the means of artistic expressiveness of speech are great, but the purposeful guidance of adults is important here.

All studies emphasize that the emotional and expressive side of the development of imagery of speech is of great importance for the development of its coherence. O.S. Ushakova says that the basis of the semantic content of speech is that it is indicated by the ability to construct a coherent statement and includes an understanding of expressive moments that reveal the inner meaning that the speaker puts into it.

As proved by A.M. Leushina and other researchers, the emotionality of the child creates the prerequisites and opportunities for the further development of his conscious forms of expressiveness of speech. However, in order to realize these possibilities, it is necessary to carry out special work and equip the child with ways of expressing a certain artistic content in the word.

Thus, in older preschool age, children have ideas about the means of expression, they understand the semantic richness of the word, the semantic proximity and differences of synonyms with the same root, they understand phrases in a figurative sense. Older preschoolers understand and are able to use polysemantic words in speech, various means of figurativeness (epithets, metaphors, comparisons). Children have a stock of grammatical means, are able to feel the structure and semantic place of the form of a word in a sentence; the ability to use a variety of grammatical means (inversion, appropriate use of prepositions).

E.I. Tikheeva speaks about the inexhaustible possibilities of enriching the language of children in connection with the diversity of their activities. Folk speech is distinguished by figurativeness. Imagery is a definition in the word of the most characteristic, essential features of an object, phenomenon. A brilliant example of the imagery of language is the language of fairy tales. Of course, fairy tales have their influence on the language of the child, and the more often he hears them, the more he absorbs the harmony of the word. However, the usual colloquial speech of the educator with the children (story, conversation) should be as figurative and expressive as possible. This is difficult, but it is quite feasible with careful work on your language.

Thus, the development of imagery of speech is possible and necessary in preschool childhood, provided that subjective and objective environmental conditions are created - a set of fairy tales is selected and a methodology for presenting them to children is created.

Bibliography:

1. Lyamina, G.M., Alekseeva, M.M., Yashina, V.I. Peculiarities of speech development in preschool children / G.M. Lyamina, M.M. Alekseeva, V.I. Yashin. - M .: "Academy", 1999.
2. Rubinshtein, S. L. Fundamentals of General Psychology / S.L. Rubenstein. - St. Petersburg: Publishing house "Piter", 2000 - 712 p.
3. Tiheeva, E.I. The development of children's speech / E.I. Tikheev. – M.: Enlightenment, 1972. – 280 p.
4. Ushakova, O.S. Theory and practice of the development of speech of a preschooler. - M .: TC Sphere, 2008. - 240s.
5. Ushakova, O.S. Introducing the preschooler to fiction / O.S. Ushakova, N.V. Gavrish. -M.: TC "Sphere", 1998. - 224p.

   FEATURES OF THE DEVELOPMENT OF FIGURATIVE SPEECH OF CHILDREN AT SENIOR PRESCHOOL AGE

   Written by: Spasenova Tatyana Alekseevna

Parent meeting: "Speech development of children of senior preschool age."

What is special about the speech of older preschoolers 5-6 years old?

In the sixth year of life, all aspects of speech are improved: vocabulary, grammatical structure, speech hearing and the skills of sound analysis, coherent speech, intonational expressiveness. The level of speech development reflects the features of visual-figurative thinking of a preschooler. The child has a fairly developed active speech, uses detailed phrases in the course of communication, answers questions accurately and clearly, and is able to tell about the events that he witnessed. The preschooler not only identifies essential features in objects and phenomena, but also begins to establish cause-and-effect, temporal, conditional, comparative and other relationships. In this regard, speech becomes more structurally complicated: the volume of statements increases, various types of complex sentences are used.

In the sixth year, the child completely masters the grammatical structure of speech and uses it quite freely. The grammatical correctness of a child's speech largely depends on how often adults pay attention to his mistakes, correct them, and show the correct pattern. (Example). Many bullfinches, tit sparrows flew to the feeder. A lot of bullfinches, sparrows, tits flew to the feeder. Word formation. The game “Which, which, which” Cabbage pie or which pie, carrot juice or which juice, cottage cheese casserole or which casserole. Form new words from the word went - came, went, left, etc. The coordination of nouns with numerals suffers in children of this age. For example: let's count the bullfinches.

In colloquial speech, a preschooler, in accordance with the topic of conversation, uses both short and detailed answers. Sufficient vocabulary allows you to participate in a conversation, keep up a conversation. During the year, the stock of words used by the child in communication increases by 1000-1200 words compared to the previous age and reaches 3000 words. Children actively use nouns with a generalizing, as well as with a specific meaning, adjectives denoting material, properties, qualities, state of objects; widely use verbs with various prefixes and suffixes. Children learn to use words with the opposite meaning in speech. Antonyms: friend - enemy, high - low, good - bad, speak - be silent; words that are close in meaning are synonyms: walk - walk, walk; sad - sad, joyless.

But, despite the significant expansion of vocabulary, the child is still far from the free use of words: there are shortcomings and sometimes errors in the use of words and in the construction of phrases when retelling fairy tales, stories, during a conversation.

In communicating with peers, children consciously change the strength and pitch of their voices, use different intonations: interrogative, exclamatory, narrative. The child masters the word in the unity of its meaning and sound, learns to use words in exact accordance with the meaning, to pronounce them correctly. Usually, by the age of 5-6, a child correctly pronounces all the sounds of his native language, does not make mistakes in stress. At this age, work should continue to consolidate the correct sound pronunciation, the exact pronunciation of polysyllabic words. Sounds that appear later than others in speech require special attention. These are the sounds: [c], [h], [w], [u], [g], [l], [p].

At the age of 5~6 years, a child learns to distinguish sounds by ear, conduct elementary sound analysis: determine the place of sound in a word (beginning, middle, end), sequence and number of sounds. Basic sound analysis skills are essential for learning to read and write. I will not dwell on this for a long time. I suggest you take home memos with games for the development of phonemic hearing. A well-developed phonemic ear further contributes to the successful learning of reading and writing. It is at this age that children show interest in speech sounds and letters.

Adults need to pay attention to the expressiveness of the child's speech, his ability to use different intonations, breathing, voice. A common fault is very fast, emotional speech. Special exercises will help normalize speech rhythm and pace, improve diction. The pronunciation of six-year-old children differs little from the speech of adults.

Thus, by the end of the sixth year of life, the child reaches a fairly high level in speech development. He owns the correct sound pronunciation, expressive and emotional speech, has the vocabulary, grammatical forms necessary for free communication with adults and peers. His statements become more meaningful, more precise, more expressive.

The formation of grammatically correct, lexically rich and phonetically clear speech, which enables verbal communication and prepares for learning at school, is one of the important tasks in the overall system of work on teaching a child in preschool institutions and the family. A child with a well-developed speech easily enters into communication with others, can clearly express his thoughts, desires, ask questions, and negotiate with peers about playing together. Conversely, a child's slurred speech complicates his relationships with people and often leaves an imprint on his character. By the age of 6-7, children with speech pathology begin to realize the defects in their speech, painfully experience them, become silent, shy, irritable.

To educate a full-fledged speech, it is necessary to eliminate everything that interferes with the free communication of the child with the team and with adults. Therefore, the main task of parents. In time, pay attention to various violations of the oral speech of your child in order to start speech therapy work with him before school, preventing communication difficulties in a team and poor performance in a comprehensive school. The sooner the correction is started, the better its result.

Why do speech disorders occur? Speech therapist at the introductory parent meeting.
Why do speech disorders occur? Speech therapist at the introductory parent meeting

Hello dear parents.

My name is. I work group speech therapist. My work schedule is daily from 8 to 12.

Now I would like to draw your attention to all the specialists who will work with your children and help you overcome problems in development:

educators:

Speech therapist

Physical instructor:

Musical director:

Psychologist:

Masseur:

Each of them will contribute a grain to the development of a full-fledged, comprehensively developed personality.

Can you please tell me which group you are in? (in a group with speech disorder, with OHP, children who have all components of speech activity are impaired: poor vocabulary, violations lexical - grammatical structure of speech / n- R: cucumber-cucumber /, impaired sound pronunciation, connected speech)

But! Many parents are wrong when they think that by sending the child to the group with a delay speech development, they get rid of or partially freed from existing problems. All the same, you yourself will become the main assistant to your child if you take my words very seriously. You must remember that any speech disorder:

1. Gesticulation instead of pronunciation;

2. The active dictionary is very poor;

3. The child talks a lot, but his speech is not clear to others

All this will affect the development and behavior of the child to one degree or another.

Underestimating Timely Correction speech shortcomings in children subsequently leads to difficulties in mastering writing and reading. What threatens to lag behind in school. It will not be the child's fault. Only to blame parents who believed that the baby will grow up and "speak out". Speech disorders in older preschool age and subsequently lead to complexes, self-doubt (which is important nowadays).

Some parents very much frightened when they speak "delayspeech development » DON'T PANIC! Such a conclusion does not in any way mean the mental inferiority of the baby. Systematic exercises will help to overcome all difficulties. (specialists andparents ) . That is, an unreasonable absence from d / s is not permissible for the correction of certain shortcomings.

You've probably asked yourself this more than once. question: "BUTwhy my child has a speech disorder » . The reasons are many and varied. But according to statistics, 85% of children with speech disorders have a burdened history. N- R:

At 7 weeks - toxicosis;

At 14 weeks - anemia;

At 21 weeks - infection of the placenta;

At 23 weeks - acute respiratory infections;

At 25 weeks - the threat of interruption;

At 31 weeks - pressure.

It is very important how childbirth:

o what they were

lingering

o What were the waters

o What is your Apgar score?

Examination of newborns. Apgar score

The main task of the first examination of the child immediately after birth is to assess its adaptation to extrauterine conditions of coexistence. It is carried out on the Apgar scale within the first minute after birth for five main clinical signs.

Depending on the severity of each function, scores are given and the resulting numbers are added up. An Apgar score of 9-10 is considered normal. If the score is slightly lower and corresponds to 7-8 points, then this indicates residual encephalopathy or mild fetal asphyxia, which further leads to minimal cerebral dysfunction and cerebrosthenic syndrome. A score of 7 or higher on the Apgar scale indicates a good prognosis for both the viability of the child and his neuropsychic development. Low scores, especially below 5 points, are considered risk factors for mortality and neurological development. violations.

When starting to examine a newborn, it should be borne in mind that some unconditioned reflexes disappear quickly, so it is important to fix them in a timely manner. Lesions of the nervous system will help to identify the main dysembryogenetic stigmas. General inspection is important

o Was there a entanglement of the umbilical cord around the neck (asphyxia)

In most cases, children with delayed speech development, consultation with a neurologist is required. After all, one of the most common diagnoses today is PEP. (perinatal encephalopathy). This concept combines brain lesions of various origins before, during or after childbirth. Again, this diagnosis does not mean the inferiority of the child and should not be very frightening. But you can't leave everything as it is. You need to observe the child and follow all the recommendations of a neurologist. Often AED, especially untreated, causes speech disorders.

Not the last role in speech defects plays hereditary

Now I would like to dwell on what difficulties occurs in parents doing homework with children:

o Unwillingness to study - you need to interest the child. It is important to remember that the main activity of children is the game. You can go on a trip to the Fairy Kingdom or visit the bun. You may have to follow your baby around the room, showing him pictures.

o Not systematic studies - to achieve results, you need to practice every day. Daily conduct:

Games for the development of fine motor skills;

Articulation gymnastics;

Games for the development of auditory attention and phonemic hearing;

Games for the formation of lexical and grammatical categories.

o Overfatigue of the baby - start classes from 3-5 minutes. a day, gradually increasing the time to 15 minutes.

o Difficulty in assimilation of perceived material - you need to use visual material, because it is difficult for children to perceive a word torn off from an image.

o Frequent use of the word "not right"- you need to support all the undertakings of the baby, praise even for minor successes.

o Incorrect communication - speak clearly, facing the child. Let him see the movements of your lips, remember them.

o Requiring correct pronunciation right away - this is not necessary. If the child called the train that - that, confirm his answer with two options: "Yes, it's a train, tu-tu"

o The desire to immediately learn, repeat everything - at home you need to study on the lexical topic that goes to the kindergarten. You can see the lexical theme of the week in the corner speech therapist.

o Didn't take the folder - every Thursday I give out the interaction folder speech therapist with parents to be returned on Monday.

Own performance I wanted to end up with what I need to bring to lessons:

Bandage 45/29 - in the package;

Sterile wipes;

toothbrush,

Speech at the parent meeting in the senior group "Readiness of the speech sphere for schooling."

By the time of admission to school A child has a lot to know and be able to do.

Must have a good, clear pronunciation of sounds (i.e., pronounce correctly and clearly all the sounds of the Russian language, not confuse or mix them in independent speech). This is the most visible external factor. speech development of the child. By the age of 6-7, as a rule, the child himself masters the skill of correct sound pronunciation. If the sound pronunciation is not formed on its own, then a special correction is necessary, carried out by a speech therapist. We'll talk about this a little later.

Must hear and distinguish between correct and incorrect pronunciation of both alien and own sounds, since this is the basis of self-control over speech, which is extremely necessary when forming a letter in the initial school. Younger student writes like this as he speaks and hears himself. And this is directly related to the formation of adequate self-esteem. The child should be praised, noting the good in the activities and behavior of the child. But it is also necessary to celebrate something that has not yet turned out well enough. AT school first-graders will definitely require discipline, obedience and self-control.

Must be able to determine the presence or absence of a given sound in a word; determine the place of a sound in a word (beginning, middle, end); determine the order of sounds in a word and count their number. Such work is regularly carried out in kindergarten by educators as part of preparing a child for literacy. Parents can also participate in this process. Have your child come up with words "R"; say the first sound in a word (stork, water, door) or the last sound in words (cat, fox, fence); determine where the sound is "l" in the words Paw, stick, table)

Must have a rich stock of information about the world around him (about himself, about his family, about nature, about the seasons, about the time of day, about animals, birds, insects, etc.); understand the cause-and-effect relationships of the phenomena surrounding the child and correctly formulate this in speech. To solve this problem, it is necessary, while talking with the child, to draw his attention to objects, their color, shape, quantity, purpose. you need to talk more, talk more with children, put before him problematic questions: "why?", "why?", "as?", "what is this for?".

Must be able to use a detailed common phrase, i.e., answer the question with a full answer; correctly and clearly pronounce the endings of words in a phrase. Be able to independently retell an unfamiliar text and compose a story based on a series of plot pictures. To form such skills, you need to read to children as much as possible, and then talk about what they read; ask questions, encourage him to ask questions himself. And the child's question should be answered in an accessible way, in simple, understandable words for the child, in sufficient detail. And you must constantly remember that the speech of an adult is a role model for a child.

Speech therapy assistance to the child is offered in the following forms:

Logopedic Group or specialized kindergarten

in this form, speech therapy assistance is provided to children with severe speech disorders. such children, having received a referral from the city PMPK, must stand in line at an institution of this specialization, wait their turn and enter a special group. Key specialist in group – speech therapist. Main program - correction speech defects.

Polyclinic speech pathologist.

This form of speech therapy assistance is chosen independently parents and follows the principle of visiting a doctor in a clinic. They examine you, give you a recipe-task and send you home on your own to try to achieve the desired result. This is followed by a new visit to the polyclinic speech therapist.

Logopoint in kindergarten

This form of speech therapy assistance implies the presence of one speech therapist for the entire kindergarten. Speech therapist examines, analyzes the condition speech development of all children in kindergarten. Plans the time needed to correct the speech of children who need such help.

And makes corrections speech violations by the time the child enters the school. Classes with this form of speech therapy are conducted with children. senior and preparatory groups.

Anyone who needs speech correction preschoolers the necessary speech therapy assistance will be provided.

I would like to note the importance and necessity of participation parents in the corrective process. You should know what they are doing with your child, control the formation, consolidation of the correct pronunciation of sounds, monitor the use of good pronunciation skills at home, outside of speech therapy classes. To do this, you will be given a number of homework assignments. Your participation in the correction process and your control over the application of the skills acquired in speech therapy correction will provide invaluable assistance to your child in mastering full-fledged speech.

Presentation at parent meeting in the senior speech therapy group

on the topic: "Speech of a child 5-6 years old: features of speech development and communication."

The most important acquisition at preschool age is the mastery of speech as a means for knowing what surrounds him and those who are close to him. Preschool age is the most suitable period for the enrichment and development of speech, because if by 6-7 years of age a child has not reached a certain level of speech development, then it will be difficult for him, and, first of all, when entering school and studying in primary grades, after all, communication, both with other children, classmates, and with teachers and other adults, will also be very difficult. At an older age, speech acquisition, as practice shows, is less successful. And since communication is an indispensable condition for the development of children of older preschool age in general, the formation of this mental process must be given especially great attention. The kindergarten provides for various programs and technologies for teaching children, including those aimed at developing the speech and vocabulary of a preschooler, especially teaching their native language. These are, perhaps, the clear features of teaching in a preschool institution, which also affect communication. In kindergarten, children develop a sound culture of speech, enrich, consolidate and activate the colloquial vocabulary of a preschooler. Correct speech in the field of grammar is also significantly improved.

Communication among a preschooler - a future first-grader, is expanding, features of dialogic and coherent monologue speech are manifested. In the preschool educational institution, children of older preschool age master the most important form of verbal communication - oral speech. The development of speech in preschoolers contributes to the expansion of the circle of communication of children of older preschool age. They talk a lot with relatives and close adults. Their speech becomes more expressive, has its own characteristics. And also develops their communication with unfamiliar adults. With the help of speech, older preschool children are actively involved in communication with other children during play and independent activities. The speech of the child is often accompanied by objective actions. For example, a child takes a toy and starts commenting on his actions. Such utterance and such communication may seem to be simply a statement of the child's action. But this form of speech is of great importance in the process of the development of the child's thinking. This shows that the preschooler's verbal communication is expanding, the baby begins to think, reflect using words and phrases. Speech in this case shows the formation of thinking of a child of senior preschool age. Older preschoolers are interested in the speech and statements of adults. They listen carefully, note not only statements about themselves, not only speech that is addressed directly to them, but also listen with interest when adults speak with other children and with each other. Speech communication in older preschool children with adults and children expands and deepens the baby's world. During the game with peers, the child acquires the skills of dialogic speech. Until the end of the visit to the preschool educational institution, the verbal communication of a preschooler of senior preschool age can remain at the level of situational communication. In most cases, children of older preschool age have not formed speech communication on personal topics at all. And thus, they communicate purely emotionally and directly, which by and large characterizes the characteristics of communication of very young children. In behavior, preschoolers, of course, do not look like babies, but they like it more when an adult simply strokes them, caresses them, and in verbal communication they are often embarrassed, withdraw into themselves, or even refuse to communicate. This is natural for a baby up to a year old, but when this form of communication persists up to 5 years, then this should be alarming, this indicates a developmental lag, shows the lack of formation of speech. Most children of senior preschool age have speech development disorders. Children may comment on their actions during certain activities, but most often only when asked. Children most often do not show their own initiative in speech. What can be said about the components of speech activity? M.R. Lvova noted that the components of speech activity include: the speed of manifestation of speech reactions during a dialogue, the selection of games that require the use of speech components, the speed of word selection, and the features of statements. And the conditions under which the speech of children is activated include: mastery of the language system at a certain speech level of development, the need and characteristics for communication in children, the inclusion of preschoolers in activities that are available for a specific age stage. At the age of 5, the child begins to use all the main parts of speech in communication. He has a gradual formation and development of the word formation of preschoolers. Babies are in the process of activating the vocabulary, children begin to use words meaningfully. In preschoolers, inflection is improving. At the age of 5-6 years, children's statements become more voluminous, the logic of presentation is manifested in speech. Telling something, children begin to fantasize, invent various scenes that do not exist in reality. 5-6 years - the period of active formation of the phonetic side of speech. Children are already characterized by the ability to divide words into syllables, to fill words with sounds. Mistakes are allowed only in words unfamiliar to children. Building a sentence structure Mastering coherent speech and storytelling, preschoolers 5-6 years old actively use writing speech. In communication, the number of simple common sentences, compound and complex sentences, which children willingly use in their speech, increases. Expanding the scope of communication, it is advisable to improve the structure of children's statements. This can be successfully carried out in the process of gaming activity. In the 6th year of life, the process of assimilation of the morphological properties of sentences actively proceeds. The child learns new words, his vocabulary and forms of grammatical change of new words also change. At this age, the development of various methods of word formation is actively taking place, which is greatly facilitated by the word creation of the child. First of all, this concerns the main parts of speech: nouns, adjectives, verbs. The process of word creation at the age of 6 can be observed in almost all children. This is a period when word creation is actively developing. It has the form of a language game, and this is especially attractive to the child. The fifth - sixth year of life is characterized by the formation of arbitrariness of speech. Preschool children develop phonemic perception. They are aware of the simplest linguistic patterns, which can often be observed in play activities saturated with the language communication of preschoolers. As for the age of 6-7 years, then children continue to master the methods of grammatically correct construction of coherent statements. Children begin to build descriptive monologues. Speech changes, becomes even more grammatically and phonetically correct. Dialogic speech of preschoolers The dialogue of an older preschooler with peers is carried out involuntarily and proactively. In the process of dialogue, children are taught to use antonyms, continue to develop the skills of using words in different forms, form the ability to generalize words. As a result, the vocabulary is greatly enriched. Methods, thanks to which, the speech of a preschooler is enriched, expanded and its features are activated. One of the effective methods is a didactic game, which is always filled with objects. Children recognize them, can describe their quality, tell about the purpose of the subject.

Before the start of schooling, the child must acquire speech skills, master the grammatical structure of speech. This is the age when the natural assimilation of the syntactic and morphological order by the child occurs.

The development of speech of children of senior preschool age is undergoing many changes. At 5 years old, a babbling baby turns into an interesting interlocutor who is already able to tell in detail about his feelings. At this age, it is very important to pay attention to the correct pronunciation, because. right now the child's speech habits are being laid.

Norms of speech development in senior preschool age

The speech of a child of senior preschool age (5-6 years old) becomes more correct, figurative and clear. According to age standards, the speech development of a 5-6 year old baby should include the following characteristics:

1. Vocabulary.

Now the child begins to use collective nouns in his speech. He already knows that the totality of some objects, persons or phenomena can be described in one word (relatives, dishes, etc.). At the age of 5-6, the child introduces adjectives into his vocabulary that are used to determine the state of objects (wooden, cold, wet, etc.).

The development of the speech of older preschool children includes familiarity with abstract, abstract concepts. For example, a child's vocabulary already contains subjective adjectives - kind, playful, cheerful, etc.

2. Grammar.

At this age, the child already knows how to form possessive adjectives (mother's skirt, cat's bowl, etc.). Most children at this age are fluent in basic grammatical rules: changing nouns by gender and number, correct agreement of nouns with numerals, etc.

3. Vocabulary and connectedness of speech.

Closer to the age of 6, the child's active vocabulary should include about 3,000 words. Since the child already easily learns new names, the number of words used is constantly expanding.

At this age, children freely retell stories consisting of 40-50 sentences. As a rule, the speech of older preschoolers is already distinguished by logic, coherence and consistency. However, in a free conversation, especially if it is accompanied by an emotional outburst, the child can jump from event to event, lose the main thread of the conversation, get distracted by minor details, etc.

The development of speech of children of senior preschool age acquires intonational expressiveness. Children are happy to give words an emotional color - surprise, joy, fear, etc.

How to develop the speech of an older preschooler

Now it is important to develop the baby's dialogical speech, as well as the correctness of sound pronunciation. Many children at the age of 5-6 still do not get rid of the difficulties in pronouncing some letters (most often - p, z and s). If home exercises do not give visible results, at this age the child can already be taken to a speech therapist who will determine the cause of sound errors.

Otherwise, the speech development of the baby should be aimed at expanding the vocabulary, mastering the grammatical structure and coherence of the narrative.

preschooler pedagogical speech consciousness

The most important condition for full-fledged mental development is the timely correct mastery of speech by the child.

In a preschool institution, the development of children's speech is carried out by teachers in various types of activities: in direct educational activities, as well as exercises aimed at developing the sound side of speech and enriching the vocabulary of children; games and exercises are conducted to develop the grammatical structure of speech and coherent speech.

Educators use the opportunity to correctly and clearly name an object, parts of an object, characterize its features, qualities in different types of activities (on a walk, in a group, during various regime processes, in a game). At the same time, educators clearly form the task, accurately pose questions. This allows you to maintain the relationship of understanding and using words, which in turn improves the ability of children to accurately and fully express thoughts, increases the effectiveness of verbal communication.

In order to maximize the speech of children, teachers conduct games, the purpose of which is to involve children in a conversation on a certain topic and allow them to express their views on a number of questions that an adult raises. In games, children take on some roles, but do not play them, but pronounce them. Teachers achieve the realization of such qualities of speech as accuracy, correctness, coherence, expressiveness. They pay special attention to the development of speech understanding in children, exercising in the implementation of verbal instructions. Children show great interest in how they say: “... the child is not alien to curiosity and in relation to the physiology of pronunciation. He wonders which organs are involved in pronunciation, and is even ready to experiment in this direction ”(Gvozdev A.N.).

Teachers are active participants and organizers of verbal communication between older children. They offer the child to tell other children about their news, draw the attention of children to the questions and statements of other children, encouraging them to answer and speak out.

In a conversation with a child, educators pay attention to the content and form of the message, delicately correct grammatical errors. In their free time, teachers individually work with the child, developing that side of speech development that causes difficulties for the child. Educators provide children with the opportunity to talk about what they saw on a walk, on the way to kindergarten, using questions of motivation, observation, they actively respond to the manifestation of word creation, the child’s game with the word, because. this allows the development of figurative speech.

Teachers try to give children examples of correct literary speech, they try to make the speech clear, clear, colorful, complete, grammatically correct, expressive, concise. Include in the speech a variety of samples of speech etiquette. “Speak to children slowly, in an accessible, understandable language, avoiding difficult, incomprehensible expressions, but in an impeccably correct and literary language, by no means faking a sweet, but always incorrect manner of children's speech” (E.I. Tikheeva).

Using, with the help of adults, proverbs and sayings in their speech, children of senior preschool age learn to express their thoughts and feelings clearly, concisely, expressively, coloring their speech intonation, develop the ability to creatively use the word, the ability to figuratively describe an object, give it a vivid description.

Guessing and inventing riddles also has an impact on the versatile development of the speech of an older preschooler. The use of various means of expression to create a metaphorical image in a riddle (method of personification, the use of polysemy of a word, definitions, epithets, comparisons, a special rhythmic organization) contribute to the formation of imagery of speech of an older preschooler.

Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meanings of words, form ideas about the figurative meaning of the word. They help to assimilate the sound and grammatical structure of Russian speech, forcing them to focus on the linguistic form and analyze it, which is confirmed in the studies of F.A. Sokhin.

A riddle is one of the small forms of oral folk art, in which the most striking, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, conclusions, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to vividly and concisely convey images of objects, develops a poetic view of reality in children.

The use of riddles in working with children contributes to the development of their speech skills - evidence and speech - description. To be able to prove is not only to be able to think correctly, logically, but also to correctly express one's thought, wrapping it in an accurate verbal form. Speech - proof requires special, different from the description and narration of speech turns, grammatical structures, a special composition. Usually preschoolers do not use this in their speech, but it is necessary to create conditions for their understanding and development.

In order for preschoolers to quickly master the descriptive form of speech, it is recommended to draw their attention to the linguistic features of the riddle, to teach them to notice the beauty and originality of the artistic image, to understand by what speech means it was created, to develop a taste for the exact and figurative word.

So, through a riddle, preschoolers develop sensitivity to language, they learn to use various means, select the right words and gradually master the figurative system of the language.

Lullabies also develop the speech of the older preschooler, enrich their speech due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to people's experience and attract with their appearance. The grammatical variety of lullabies contributes to the development of the grammatical structure of speech, forms phonetic perception. Lullabies allow you to memorize words and forms of words, phrases, master the lexical side of speech.

Folk songs, nursery rhymes, pestles are also excellent speech material that can be used in speech development classes. With their help, you can develop phonemic awareness.

In a preschool institution, the development of diction is also an urgent task of speech development in senior preschool age. It is known that in children the organs of the speech-motor apparatus are not yet sufficiently coordinated and clearly working. Some children are characterized by excessive haste, fuzzy pronunciation of words, “swallowing endings”. Another extreme is also observed: an unnecessarily slow, stretched manner of pronouncing words. Special exercises help children overcome such difficulties by improving their diction.

For diction exercises, proverbs, sayings, songs, riddles, tongue twisters are indispensable material. Small forms of folklore are concise and clear in form, deep and rhythmic. With their help, children in preschool institutions learn clear and sonorous pronunciation, go through a school of artistic phonetics. According to the apt definition of K.D. Ushinsky, proverbs and sayings help to "break the child's language into the Russian way."

The purpose of diction exercises is diverse. They can be used to develop the flexibility and mobility of the child's speech apparatus, to form the correct pronunciation of speech sounds, to master the pronunciation of difficult-to-combine sounds and words, to master the child's intonation richness and different speech tempo. All this can be found in folk pedagogy. For example, with the help of small forms of folklore, children learn to express this or that intonation: chagrin, tenderness and affection, surprise, warning.

It is important that when performing diction exercises, there is a reality behind each spoken word. Only in this case the child's speech will sound natural and expressive.

Rhymes, tongue twisters, proverbs, sayings are the richest material for the development of sound culture of speech. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form the intonational expressiveness of his speech.

According to A.P. Usova "verbal Russian folk art contains poetic values." Its influence on the development of children's speech is undeniable. With the help of small forms of folklore, it is possible to solve almost all the problems of the methodology for the development of speech, and along with the main methods and techniques of speech development of older preschoolers, this richest material of the verbal creativity of the people can and should be used. Therefore, preschool institutions in the system of work on the development of the speech of an older preschooler pay special attention to the forms of small folklore.