CONTENT

1.1 Issues of the development of coherent speech among preschoolers in the psychological and pedagogical literature………………………………………………………6

1.2 Features of the development of coherent speech in preschoolers………………11

1.3 Fiction as a means of developing coherent speech in preschoolers……………………………………………………………...…….14

2.1 Evaluation of the level of speech development of children in preschool…………………….23

2.2 Methodological support of work on the formation of coherent speech of preschoolers………………………………………………………………..27

INTRODUCTION

At present, in the theory and practice of preschool pedagogy, the issue of creating psychological and pedagogical conditions for the development of coherent speech of preschool children is being raised. This interest is far from accidental, since practical workers - educators, methodologists - have difficulties, which are determined by the insufficient knowledge of these conditions, and the complexity of the subject itself - ontogenesis language ability preschool child.

The main contribution to the study of this problem was made by teachers - researchers and practitioners of preschool affairs O.I. Solovieva, T.A. Markova, A. M. Borodich, V.V. Gerbova and others. In parallel, research was also carried out by psychologists - L.S. Vygotsky, V.I. Yadeshko and others. The main result of their research is the identification of the links in the mechanism of mastering coherent speech by a child. The presence of intelligence, i.e. the ability to cognize the external world through memory, presentation, imagination, thinking, and speech - this major differences human from animal. Both intellect and speech in a person appear at the stage of early childhood, intensively improved in preschool, primary school and adolescence. But intelligence appears in a child not simply because his organism grows, but only under the indispensable condition that this person masters speech. If the adults surrounding the child begin to teach him to speak correctly already from infancy, then such a child develops normally: he acquires the ability to imagine, then think and imagine; with each age step this ability is improved. In this period of time, acquaintance with native literature, with the texts of works of art, is of particular importance. This is one of the main conditions for the child to master coherent speech, a condition for its development and improvement.

Based on this provision, in our work, we pay special attention to the role fiction in the development of coherent speech of preschoolers as an important condition for its full-fledged speech and general mental development. This provision determined the theme of the work: "The development of coherent speech in children of senior preschool age by means of fiction."

object research is the process of development of coherent speech in children of senior preschool age in preschool.

Thing research: pedagogical conditions for the use of fiction, contributing to the formation of coherent speech in children of senior preschool age

Target of this work is to theoretically substantiate and experimentally test the pedagogical conditions under which fiction becomes a means of developing speech in older preschoolers.

Hypothesis research: the formation of coherent speech in older children will be successful if various events are planned and carried out with the inclusion of fiction, techniques are used aimed at analyzing fiction, involving parents in holding events using fiction.

In accordance with the purpose, object, subject and hypothesis of the study, the followingtasks :

To reveal the features of the formation of coherent speech in children of senior preschool age;

To study the forms, methods and techniques of familiarizing older preschoolers with works of fiction;

To substantiate the pedagogical conditions for the use of fiction that contribute to the formation of coherent speech in children of senior preschool age in the course of experimental work

The base of the study was MBDOU No. 17 "Squirrel", children of the senior and preparatory groups.

The study was carried out in stages, while at each stage, depending on its objectives, the appropriate research methods were used:

Theoretical Methods: theoretical analysis of psychological and pedagogical literature;

Empirical methods: observation, questioning, experiment.

The structure of the work: the study consists of an introduction, two chapters, a conclusion, a list of references.

CHAPTER 1. THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF COMMUNICATION

SPEECHES OF PRESCHOOL CHILDREN IN THE PROCESS OF ACQUAINTANCE WITH ART LITERATURE

1.1 Issues of the development of coherent speech among preschoolers in the psychological and pedagogical literature

Speech is a form of communication that has developed historically in the process of the material transforming activity of people and is mediated by language. Speech includes the processes of generating and perceiving messages for the purposes of communication or (in a particular case) for the purposes of regulating and controlling one's own activity (Internal speech, egocentric speech). Psychology is primarily interested in the place of speech in the system of higher mental functions of a person - in its relationship with thinking, consciousness, memory. emotions, etc.; at the same time, those of its features that reflect the structure of the personality and activity are especially important. Most Soviet psychologists consider speech as a speech activity, acting either as an integral act of activity (if it has a specific motivation that is not realized by other types of activity), or as speech actions included in non-speech activity. Structure speech activity or speech action, in principle, coincides with the structure of any action, that is, it includes the phases of orientation, planning (in the form of "internal programming"), implementation and control. Speech can be active, constructed anew each time, and reactive, which is a chain of dynamic speech stereotypes.

In conditions of spontaneous oral speech, conscious choice and evaluation of the language tools, are reduced to a minimum, while in written speech and in prepared oral speech they occupy a significant place. Various types and forms of speech are built according to specific patterns (for example, colloquial speech allows significant deviations from the grammatical system of the language, a special place is occupied by logical and even more artistic speech). Speech is studied not only by the psychology of speech, but also by psycholinguistics, physiology of speech, linguistics, semiotics and other sciences.

The educator is obliged to provide the child with conditions in which this need would be fully satisfied. A person's acquaintance with the world begins with the fact that he sees what surrounds him. The child recognizes all this when he calls the word. Consequently, the native language helps the child to realize the world around him as it is: the world of real things and phenomena that exist in connections and relationships. Without the participation of speech, the child cannot comprehend the world. The psychology of cognition is such that knowledge about the surrounding world enters the human mind in a verbal (verbal) form. “Due to the fact that the reflection of reality takes on a verbal form,” writes A.P. Leontiev, - and, consequently, its content appears for a person in objective phenomena - the phenomena of language. A person not only receives impressions from objects and phenomena that affect him, but also acquires the opportunity, verbally naming objects, phenomena, to be aware of the content of his impressions. And this means that his impressions become conscious.

Thus, although conscious reflection, like any other form of reflection, arises in the brain on the basis of the influence of the surrounding objects and phenomena themselves, however, this is possible only if the influencing phenomena are, one way or another, indicated in a person’s speech. Conscious reflection of reality is carried out through language, speech.[ 16, p.85] . Consequently, the “achievement instinct” in a child can manifest itself, first of all, as a need to master the native language, which serves as an instrument for cognizing the surrounding reality.

Thus, the child has a spontaneous psychological incentive to master his native speech. The educator should only reasonably direct his speech development - make him dependent on familiarization with the environment.

The grammatical structure of speech, its semantic basis are formed, first of all, in everyday communication and in children's activities - playing, designing, fine arts.

Consequently, an important pedagogical condition is the competent organization of activities by adults in everyday life so that children comprehend cause-and-effect relationships through observations, experimentation with objects of inanimate and living nature.

Systematic organization, correct management of classes and daily observations is an important pedagogical condition.

A number of dependencies and relationships (temporal, spatial, subjective-objective, attributive) children master in outdoor games. Not only the health of children, but also speech development depends on how regularly and skillfully they are organized. In addition to direct direct influence on the semantic (semantic side) of the grammatical structure, outdoor games also have an indirect effect on speech. In their course, such a significant quality as the arbitrariness of behavior is formed, which is important for both the motor and speech spheres.

"Finger" games, as well as games with pebbles, beads, mosaics, affect the formation of the grammatical structure of speech, since the exercise of fine motor skills of the hand activates speech zones brain; didactic games teach players to restrain themselves, not to prompt, not to quarrel. And this important side arbitrariness of speech behavior.

The development of the grammatical structure of children's speech is positively influenced by acquaintance with the environment, with nature, with fiction, classes in the development of speech, in preparation for literacy, organized games (verbal, plot-didactic, theatrical). In the process of getting acquainted with the environment, children receive systematized knowledge about cause-and-effect, temporal, spatial dependencies, learn to extract information from observations and experimentation. But in order for this knowledge and ideas to be reflected in the level of proficiency in the grammatical system, creative tasks are needed that require the application of the acquired knowledge in speech or gaming activities (composing stories, riddles, game plots).

Getting acquainted with fiction, children learn to apply grammatical skills and abilities in dialogical (answers to questions, conversations) and monologue (verbal creativity) speech, use the means of artistic expressiveness of the language and its grammatical means.

Classes in preparation for learning to read and write develop an orientation in the sound side of the word, develop sensitivity to the sound form and thereby influence the development of morphological and word-forming means of the language, their sound image.

The lesson is an effective form of teaching the native language at the senior preschool age. Their success depends not only on the form, but on the content, the methods used and the democratic style of communication between the teacher and the children. Systematic speech lessons teach children to work with linguistic information, bring up interest in solving speech problems, linguistic attitude to the word.

Didactic games and exercises of grammatical content are an important means of stimulating children's language games, their search activity in the field of grammar.

At preschool age, the leading place is occupied by joint games with adults: plot-representational, mobile, musical, plastic exercises, games - dramatization, dramatization, puppet theater, elements of play and dramatization when looking at paintings, drawing, modeling, applications. Their wide general developmental effect gives birth in children positive emotions, stimulates game and speech activity. This creates natural conditions for the spontaneous emergence of language games, borrowings from works of folklore and fiction.

The formation of a person's personality to a large extent depends on the pedagogical impact, on how early it begins to be exerted. Kindergarten aims at the comprehensive development of children - physical, mental, moral and aesthetic education, which is carried out in the process of teaching speech.

The main forms of speech development are:

Work on the development of children's speech in their free communication with the teacher, with all other kindergarten workers, their communication with each other;

Special classes for the development of speech.

Free speech communication of a child in kindergarten occurs:

at home;

during walks;

during games;

when getting to know others (with social life and nature in all seasons);

in the process of work;

during holidays and entertainment;

during non-speech special classes: on the formation of elementary mathematical representations, drawing, modeling, design, physical education, music.

A special lesson on the development of speech is introduced in the third year of a child's life in order to make him more capable of mastering speech in free communication, of mastering speech as a means of communication and cognition, and a means of regulating his own behavior.

Compliance with the conditions conducive to the formation of the speech of a preschooler, perhaps, will not only direct the process of speech development in the right direction, but also monitor the formation of speech and, if necessary, correct.

The conditions we analyzed represent a far from complete list of conditions necessary for the development of speech. In each specific case, with each specific child, an individual approach is required. However, the conditions we have listed must be met in all cases.

1.2 Features of the development of coherent speech in preschoolers

Modern and full-fledged mastery of speech is the first most important condition for the formation of a full-fledged psyche in a child and its further proper development. Modern means started from the very first days after the birth of a child. Full mastery of speech means sufficient language material in terms of volume. Encouraging the child to master speech to the fullest extent of his abilities at each age level. Attention to the development of a child's coherent speech at the first age levels is especially important because at this time the child's brain grows intensively and its functions are formed. Physiologists know that the functions of the central nervous system it is during their natural formation that they are easy to train. Without training, the development of these functions is delayed and may even stop forever. The speech of the child performs three functions of its connection with the outside world: communicative, cognitive, regulatory.

The communicative function is the earliest, the first word of the child, born from modulated babble in the ninth - twelfth month of life, performs this very function. The need to communicate with other people stimulates the improvement of the child's speech in the future. By the end of the second year, the child can already express his desires and observations in words quite understandably for others, he can understand the speech of adults addressed to him.

After the age of three, the child begins to master inner speech. From this time on, speech for him ceases to be only a means of communication, it already performs other functions, primarily the function of cognition: by assimilating new words and new grammatical forms, the child expands his understanding of the world around him, of objects and phenomena of reality and their relationships.

The period from 5 to 7 years is the period of assimilation of the grammatical system of the Russian language, the development of coherent speech. At this time, the grammatical structure and the sound side of speech are being improved, the prerequisites are being created for enriching the dictionary.

In the child's coherent speech, the following are consistently improved:

the syntactic structure of the sentence (as well as the expressiveness of its intonation);

morphological arrangement of words;

sound composition words.

From the very beginning, mastering the grammatical structure of the language is creative nature, relies on the amateur orienting (search) activity of the child in the surrounding world and the word, on language generalizations, games, experimenting with the word, mastering the forms and rules of the language, the logic of the language in preschool childhood is carried out already in the bowels of the initiative productive speech, speech and verbal creativity.

The teacher implements the management of the speech development of children, primarily through joint activities, communication both with the child himself and with other children. Forms of communication also change with age. In the younger age groups, specially - organized games - classes are built as a natural interaction between an adult and children. This is an organization of activities that provides children with the opportunity to show subjectivity in communication. Therefore, the setting of didactic tasks should be relatively general, undifferentiated, and communication scenarios should be aimed at improvisation.

Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs.

Speech is one of the communication activities human use of the means of language to communicate with other members of the language community. Speech is understood as both the process of speaking (speech activity) and its result (speech products fixed by memory or writing).

Thanks to coherent speech as a means of communication, the individual consciousness of a person, not limited to personal experience, is generalized by the experience of other people, and to a much greater extent than observation and other processes of non-verbal, direct cognition carried out through the senses: perception, attention, imagination, memory and thinking.

Through speech, the psychology and experience of one person become available to other people, enrich them, and contribute to their development.

The more actively students improve oral, written and other types of speech, replenish their vocabulary, the higher the level of their cognitive abilities and culture.

At older preschool age, the child's speech becomes more coherent and takes the form of a dialogue. The situational nature of speech, characteristic of young children, here gives way to contextual speech, the understanding of which does not require correlation of the statement with the situation. In a preschooler, in comparison with a young child, a more complex, independent form of speech appears and develops - a detailed monologue statement. At preschool age, the development of speech "to oneself" and inner speech.

Thus, the process of speech development of a preschool child is a complex and multifaceted process, and for its successful implementation, a combination of all components that affect the quality and content of speech is necessary. One such medium is literature.

1.3 Fiction as a means of developing coherent speech in preschoolers

The speech of a preschooler develops in spontaneous conditions (in the family, on the street, with the help of mass media). Great importance has the creation of special psychological and pedagogical conditions conducive to its development.

The communicative function of language as a means of communication makes it a powerful tool for the development of thought, and, in turn, the development of thinking entails the development of oral and written speech of students, improves their speech culture.

The entire learning process, if it is properly organized and carried out in a strict system, should at the same time be a process of developing students' logical thinking and speech.

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 with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, speech, developing, needs not only linguistic, but also factual material.

There is also inverse relationship: the more fully the riches of the language are assimilated, the freer man uses them, the better he learns the complex connections in nature and in society. For a child, good speech is the key to successful learning and development. Who does not know that children with bad developed speech often fail in various subjects.

In preschool age, and to some extent in school language is assimilated by the child spontaneously, in communication, in speech activity. But this is not enough: spontaneously acquired speech is primitive and not always correct:

assimilation of the literary language, subject to the norm,

ability to distinguish literary language from non-literary, from vernacular, dialects, jargons.

a huge amount of material, many hundreds of new words and new meanings of previously learned words,

many such combinations, syntactic constructions, which children did not use at all in their oral preschool speech practice.

It happens that adults and even teachers misunderstand how extensive this material is, and believe that it can be assimilated by a child in passing, in everyday communication with adults and with a book. But this is not enough: a system of enrichment and development of children's speech is needed.

We need systematic work that clearly and definitely doses the material - a dictionary, syntactic constructions, types of speech, skills in compiling a coherent text

As noted above, the use of works of fiction in the process of speech development of a preschool child contributes to the development of correct and complete speech in a preschool child.

Initially, the educator should begin by examining the role of fiction in the comprehensive education of children. It should be especially emphasized its importance for the formation of moral feelings and assessments, norms of moral behavior, education of aesthetic perception and aesthetic feelings, poetry, musicality. (14; c.235)

In order to fully realize the educational possibilities of literature, it is necessary to know the psychological characteristics and possibilities of perception of this type of art by preschoolers.

Features of the perception of fiction in the process of speech development by preschoolers are studied in the works of L. S. Vygotsky, A. V. Zaporozhets, O. I. Nikiforova, E. A. Flerina, N. S. Karpinskaya, L. M. Gurovich, T. A. Repina and others.

In addition to the general features of the perception of fiction, it is necessary to study the age-related features of this process. They are summarized by L.M. Gurovich.

The definition of tasks is essential in preparing for classes. literary education in kindergarten.

The purpose of introducing preschoolers to fiction, according to the definition of S. Ya. Marshak, is the formation of a future great "talented reader", a culturally educated person.

It is recommended to carefully study specific tasks by age groups, reveal the content of the principles for selecting fiction, determine the circle of children's reading and trace the lines of complication in the selection of literature by age groups.

Studying the method of familiarization with the book in the classroom, you should carefully study the literature, paying attention to the following questions:

– preparation of the educator and children for a lesson in reading and telling fiction;

– presentation of the work to children;

– repetition of reading;

– a combination of several works in one lesson;

– the structure of the lesson on familiarization with a literary work;

– conversations related to reading;

– time and place of reading;

– reading and storytelling techniques

When considering the methodology of memorizing poems, one must proceed from the fact that a poetic work has two sides: the content of the artistic image and the poetic form. Memorizing a poem includes the perception of a poetic text and its artistic reproduction, which allows you to use further epithets in your own speech, which contributes to its development.

The following factors influence the memorization and reproduction of verses:

– psychological age-related features of assimilation and memorization of material;

– the content and form of the poem;

– quality of expressive reading of adults;

– techniques used in the classroom;

– individual characteristics of children [ 3 , c.87]

It is necessary to fill these provisions with content by studying the relevant literature. It is important to imagine the structure of the lesson and the features of the methodology for memorizing poetry, depending on the age of the children.

To understand the problem of introducing children to book illustration in order to develop the speech of a preschooler, it is necessary to select illustrations from several artists working in this genre. To give an analysis of them from the point of view of the peculiarities of solving artistic and pedagogical problems by an illustrator. Think about how to look at illustrations.

The analysis of speech products, exemplary texts teaches preschoolers to see the manifestation of general group patterns in the construction of specific texts, to observe how they reflect the specifics of the type of speech, style and genre. The text analysis is based on a concept or a set of concepts.

Concept-oriented analysis of works of art contributes to the identification of features of the concept of "text", common features in various texts the same type or style of speech. It helps the educator to organize the work of teaching preschoolers to see the general in the separate, to parse a specific text as one of such texts. With the help of concept-oriented analysis, the educator forms an idea of ​​the structure of the text, the general structure of such texts, which they can use when creating their own text related to the same group.

In accordance with what concept is being worked on to assimilate it, three types of analysis are distinguished:

– content-compositional (the leading concept of the text is its theme, main idea, micro-theme, paragraph, plan);

– stylistic (the leading concept of functional style is its genre varieties, stylistic resources);

– typological (the leading concept is a functional-semantic type of speech, or a typical fragment of a text - its structure, "given" and "new").

Approximate text analysis content:

I. Determination of the task of speech: painted a picture, conveying his attitude to what he saw, or reported accurate information.

II. Clarification of the main idea of ​​the text, identification of the author's attitude to the content of the speech [specify the title of the text so that it reflects not only the topic, but also the main idea; what headings can you come up with for this text, which of the headings you suggested is more accurate, how it differs from the author's heading, etc.).

III. Determining the type of speech. Analysis of the content and means of the language.

Sample questions:

1) What type of speech does the author refer to, revealing the topic and the main idea reflected in the title?

Why specifically to the narrative (description, reasoning)?

2) What actions of the hero does the writer show by drawing his behavior?

What features characterizes the author, describing the named object?

What question does he solve by giving examples from his life?

3) Imagine that the author would describe the actions of the hero not in detail and precisely, but in a generalized way. Do this experiment.

Do we see the picture in this case as clearly as in the author's text? Why?

Why exactly these details of the described subject are characterized by the author? Imagine that the author only named the subject and did not give a description of its features. Do this experiment: remove all adjectives and adverbs from the text (words that answer the question “how?”).

IV. Text structure analysis. It includes, first of all, the division of the topic into micro-themes, the selection of the relevant paragraphs and their table of contents, i.e., drawing up a plan. In addition, children find out the role of each part of speech in the organization of the text.

In a literary text, words and their combinations acquire additional meanings, create vivid images. The visual means of the label language are emotional, they enliven speech, develop thinking, and improve the vocabulary of children.

It is necessary to use all the possibilities in working on the visual means of the language of works of art:

the main types of tropes (comparison, epithet, metaphor, metonymy, paraphrase, hyperbole),

stylistic figures (gradation of synonyms, antithesis and antonyms, rhetorical appeals and questions, exclamations).

Literary and artistic texts in books for reading provide numerous examples, samples that allow preschoolers to get acquainted with the stylistic richness of the Russian language.

The kindergarten does not set itself the goal of giving preschoolers theoretical information about the means of figurative expressiveness of the language. All work is practical in nature and is subject to the system of development of thinking and speech.

Summarizing what has been said, we will name the main methods of working on the visual means of the language in the process of speech development:

a] detection of "figurative" words in the text;

b] an explanation of the meanings of words and turns of speech found in the text by the children themselves or indicated by the educator;

c] illustration, verbal drawing, re-creation of the image on the question of the teacher: what picture do you imagine?

d] the use of analyzed and understood images in retelling, in one's own story, in a written essay or presentation;

e] development of intonation, preparation for expressive reading of literary texts;

e] special exercises for the selection of comparisons, epithets, making riddles, etc.

The language of works of art serves as an excellent model for children: on the basis of reading, analysis, and memorization of passages, students' speech is formed, their linguistic instinct and taste develop.

However, we must not forget that excessive attention to the details of the language can destroy the overall impression of artwork. Therefore, the analysis of the artistic means of the language, with all the interest in it, should not turn into the main type of work in the process of speech development. One should strive to ensure that work on the visual means of the language is organically woven into the system of ideological and artistic analysis of works, emphasizing their ideological content.

Work on the visual means of the language brings up attention to the word, sensitivity, understanding of the shades of its meaning, its hidden, allegorical meaning, its emotional colors. The preschooler thus joins the style of artistic speech, he himself masters its simplest means. The same goals, in essence, are served by other areas in the general system of vocabulary work: drawing the attention of children to synonyms, antonyms, catchwords (phraseology), polysemy of words; exercises for their use in speech, story, in your own story; working out intonation, preparation for expressive reading of literary texts; special exercises for the selection of comparisons, epithets, making riddles, etc. .

Thus, we note that the use of modern speech various kinds of works of art determines the possibility of effective and fruitful development of the speech of preschoolers, contributes to the replenishment of the vocabulary of the latter, thereby forming the communicative culture of a preschooler.

The development of coherent speech as one of the components of the process of preparing a preschool child to study at school is one of the activities of a teacher in this program. The basis of this direction is the development of coherent speech by means of developing the perception of works of artistic culture, by means of organizing interaction between various participants in the educational process.

Thus, the analysis of the literature led to the following conclusion: the comprehensive development of the child is carried out on the basis of the assimilation of the centuries-old experience of mankind only through the communication of the child with adults. Adults are the keepers of the experience of mankind, its knowledge, skills and culture. This experience cannot be conveyed except through language. Language is the most important means of human communication.

Among the many important tasks of educating and educating preschool children in kindergarten, teaching the native language, developing speech, speech communication is one of the main ones. One of the most important conditions for the development of the speech of a preschool child is the use of this process artistic works.

The formation of a child's speech communication in the process of familiarization with works of fiction begins with emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development. He seems to be infected by the emotional state of the work. He lives the life of heroes, learns new vocabulary, replenishes the content of his active dictionary. This is precisely emotional communication, and not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced words.

The teacher should not consider the work on the development of the speech of preschool children as a solution to the problem of preventing and correcting grammatical errors in their speech, “hardening” individual “difficult” grammatical forms. We are talking about creating conditions for the full assimilation of the grammatical structure of the language by the child on the basis of spontaneous indicative, search activity in the field of grammar, the use of language tools in different forms communication in the process of acquaintance with works of artistic culture.

CHAPTER 2

2.1 Assessment of the level of speech development of children in preschool

The base of the study was MBDOU No. 17 "Squirrel", children of the senior and preparatory groups.

Groups are trained according to the program "Education and education in kindergarten" edited by M.A. Vasilyeva.

The program holistically defines the content and nature of the modern pedagogical process, aimed at the comprehensive development of the child's personality, his abilities (cognitive, communicative, creative, regulatory). She realizes essential principle humanistic pedagogy- dialogue between an adult and a child, children among themselves, teachers with each other, a teacher with parents.

The main goal of this program is the development of the mental and artistic abilities of the child, as well as specific types of his activities. The basis of the organization of the educational process is a complex-thematic principle withleading gaming activity, and the solution of program tasks is carried out in various forms of joint activities of adults and children, as well as in the independent activities of children. Priority activities of the kindergarten - the cognitive and speech development of children determines the need to use the program "From Birth to School" in educational work with children. The program is built in accordance with the didactic principles of education, training and development of preschool children. For each age stage, the program identifies four leading lines of development: physical development, social and personal development, cognitive and speech development, artistic and aesthetic development. gaming activity, as the main one in the development of the personality of a child of preschool age, a special place is given to the program. The game permeates all the structural components of the program and its content as a whole.

A special place in the program is occupied by familiarization of children with fiction as an art.

Fiction contributes to the development of aesthetic and moral feelings, speech, intellect, lays a positive attitude towards the world. In the structure of the program, fiction, as a means of comprehensive development of the child, occupies a place between moral, labor and artistic and aesthetic education.

In the preparatory group, a pedagogical examination to determine the level of speech development was carried out using tests by V.V. Gerbov "Learning to speak." During the experiment, the study was carried out 4 times - a stating section, 2 intermediate sections and a control one. The data obtained during the processing of the results are presented in Table 1 and in the Appendix.

Table 1

Pedagogical examination of the level of development of coherent speech of children of the preparatory group

The conducted research made it possible to determine that the work carried out in the classroom in the process of getting acquainted with works of fiction, in describing paintings and compiling plot stories, has a positive effect in the preparatory group of MBDOU.

Let's visualize the data in Diagram 1.

Diagram 1. Dynamics of the level of development of coherent speech of children in the preparatory group

In the older group, the examination was carried out 2 times: on the ascertaining and control sections.

table 2

Pedagogical examination of the level of development of coherent speech of children of the senior group

In this case, one can also speak of positive effect when organizing work on the formation of coherent speech in preschoolers.

Let's visualize the data in Diagram 2.

Diagram 2. Dynamics of the level of development of coherent speech in children of the older group

Thus, we can conclude that it is necessary, effective and significant to work on the formation of coherent speech of preschoolers using artistic and figurative means.

2.2 Methodological support of work on the formation of coherent speech of preschoolers

As a methodological accompaniment, we present summaries of 2 lessons, in which, using the example of artistic means, the development of coherent speech of preschoolers takes place.

Lesson notes

Topic of the lesson: The Tale of G.Kh. Andersen "Thumbelina" (senior group)

Tasks:

educational: to consolidate the ability of children to use epithets that characterize heroes in speech, to compose short descriptive stories about animals, to use dialogues in speech, to stage works;

educational: the formation of kindness, responsiveness, the ability to help those who need it (Swallow - Thumbelina, Thumbelina - Field Mouse).

Equipment:

costumes of fairy tale characters;

fake flower for a girl - Thumbelina;

“swamp”, decorated with water lilies, reeds, etc.

fake chamomile flower for girls - Thumbelina;

flowers: daisies, cornflowers, bluebells.

Lesson progress

Educator. Today we are going to visit Thumbelina.

Music sounds, the Swallow appears, all the children are with her.

Educator. Hello Swallow! You are not alone today, with the guys. You are all so unusual (children dressed as fairy tale characters). What fairy tale are you from? ("Thumbelina"). And who wrote this tale? (Danish storyteller - Hans Christian Andersen). Let's remember the beginning of this tale.

The children are talking.

In a distant country, by the blue sea, there lived a kind Storyteller. He understood the language of animals and birds. They told him different stories. One such story was told to him by the sharp-winged Swallow: “Once upon a time there was a lonely woman, she had no children, and she went to a good sorceress…”.

A girl dressed as a good fairy appears.

Fairy Godmother: “I gave the good woman a grain of barley. She planted this seed in a flower pot, and a wonderful flower grew from it. Suddenly, something clicked in him, he opened up and a wonderful girl came out of him, she called her Thumbelina ”(Thumbelina comes out of a fake flower).

Educator.

Why was the girl named Thumbelina? (her height is 2.5 cm - inch)

What was she like? (small, tiny, tiny, small, tiny, etc.)

A toad appears from behind a flower.

Toad. Qua-qua-qua. What a nice girl. She will be a great wife to my son. Let's go to the swamp.

Thumbelina. I will not go with you.

Toad. I will show you to my son, so he will be delighted. [calling son]. Son, here's your bride.

Toad son. Kvaks-kvaks, breekeks. What a lovely, beautiful girl. She is very sweet.

Toad. I'll tie you tighter to the water lily so you don't run away. We will come now, you wait.

[This is an exemplary dialogue that follows the plot of a fairy tale in free form].

We need to save Thumbelina from the swamp. Who came to her aid? (Butterfly).

Moth appears to the music, offers Thumbelina his help, saves her, they “fly away” from the swamp.

Chenille all around Thumbelina...

cornflowers.

Ringing nearby...

bells.

And look, it's turning pink...

clover, porridge.

And the whole glade turns white from ...

daisies.

Children pick up flowers and dance “Waltz of the Flowers” ​​by P.I. Tchaikovsky. There is a physical break.

Educator. The warm summer has passed. Cold autumn has come. The girl went to seek shelter for the winter. In the field she saw a mink, where the Field Mouse lived.

Educator. Did you like Field Mouse? What is she? (kind, affectionate, sympathetic, friendly, not greedy, etc.).

Educator. In the meantime, it got really cold. Here are the first snowflakes. The birds have flown to warmer climes. And here is the Swallow. Why didn't she fly away?

The children watch the pantomimic story of the Swallow about how she could not fly to warmer climes [non-verbal method is used]. After watching the pantomime, the children talk about the experiences of the Swallow.

Educator. Meanwhile, in the mink of the Field Mouse, an important guest was waiting.

Field Mouse sings (music by A. Krylov):

I'm waiting for my neighbor

Mole scientist, important.

He is such a beautiful groom

He is such a lovely fiance.

You will be his wife.

Educator. Soon the neighbor will come - the Mole. How do you imagine it?

Children give a short descriptive story.

The Mole is larger than the Mouse, he has a wide nose, sharp teeth, blind eyes, his coat is black, beautiful, shiny, like velvet, he is important.

The Mole invites Thumbelina and Field Mouse to visit. Thumbelina on the way sees a frozen Swallow.

Thumbelina. Poor bird! She is completely frozen, I will warm you, you will flutter again, as before, and sing wonderful songs. (Covering the bird.)

Educator. Guys! And what would you do in Thumbelina's place? (Children give their answers. They approach the Swallow, try to cover her, warm her, feed her).

Martin. Twi-twit, twi-twit, twi-twit! Thanks Thumbelina. You saved my life, I will repay you with kindness. Thanks also to you guys, it's good to have friends who will not leave you in trouble.

Children sing the song “Strong Friendship Will Not Break…” to the music of Y. Chichkov and “fly away” with the Swallow.

Lesson 2

Abstract of a comprehensive lesson on the development of speech and literacy for children of senior preschool age

Tasks:

to consolidate children's knowledge of the development of speech and literacy;

improve skills independently, expressively convey the content of a fairy tale using modeling;

continue to teach how to conduct sound analysis of words;

exercise in drawing up proposals according to schemes;

contribute to the replenishment, clarification and activation of vocabulary;

educate children in curiosity, mutual assistance, independence.

Lesson: Snow Maiden (preparatory group)

Preliminary work: reading the Russian folk tale “The Snow Maiden”, observing on a walk, talking about spring, didactic games: “Think up a fairy tale”, “Make a sentence”, “Vowel - consonant”.

Equipment:

doll - Snow Maiden,

geometric shapes - models,

mini flannelographs,

envelopes with chips for each child,

sentence schemes, subject pictures.

Lesson progress

The teacher invites the children to play the finger game "Flower":

Early in the morning it is closed (hands closed)

But closer to noon (palms move away from each other)

Opens the petals

I see their beauty (fingers smoothly diverge)

By evening the flower again

Closes the whisk (fingers closed)

And now he will sleep (initial position of the hands)

Until the morning like a chick (imitation of sleep).

Educator: And now the flowers have woken up, and we smiled at each other. And on this spring morning, I hope everyone is in a good mood. My mood today is like a snow-white light cloud on a quiet, calm, blue sky. What is your mood like?

Game “What is your mood like?” (with a ball).

Children stand in a circle and pass the ball to each other. The one with the ball describes his mood.

Educator: Well done, I am very glad that everyone is in a good, cheerful mood.

This is how we start our lesson.

The teacher spends with the children articulation gymnastics: “Finally, the end of winter - the starling messenger is flying!” (children pronounce the tongue twister at a different pace and with different voice strengths).

Game "Choose the word".

Children stand in a circle, teacher in the center. The teacher calls the words masculine, feminine, neuter and throws the ball to the children. The one who catches the ball must name the appropriate nouns for this adjective. For example, spring (snow), spring (drops), spring (sun), etc.

(crying is heard)

Educator: Guys, hear someone crying. I'll go and see (brings a doll - the Snow Maiden).

Educator: What happened, Snow Maiden, why are you crying?

Snow Maiden: I got lost ....

Teacher: Lost? Don't worry, Snow Maiden, we will try to help you.

Educator: Look, what a beautiful basket (shows a basket decorated with snowdrops). This basket is not simple, it contains words. Snow Maiden, we want to give you a basket with spring words.

Game "Say the word"

The teacher passes the basket to the children in a circle, the children name any word that fits the theme “Spring”. For example, snowdrop, drops, starling, thawed patch, etc.

Educator: We will give the Snow Maiden a full basket with spring words.

(children sit at the tables).

Educator: And now we will help the Snow Maiden return to her fairy tale. Maybe you are from such a fairy tale?

Retelling a fairy tale (children using models - geometric shapes different color, on a flannelograph lay out the characters of a fairy tale, denoted by any geometric figure).

Educator: In this fairy tale, the Snow Maiden melted. It's OK! After all, the Snow Maiden turned into a cloud, and it will rain from the cloud and the Snow Maiden will return home again. Really, Snow Maiden?

Snow Maiden: Thanks a lot, guys! I remembered my story. For your kindness, for your help, I invite you to the spring forest!

Physical education minute

Leaves are blooming, (palms folded together “open” to the right and left sides)

Flowers appear, (sit down and slowly get up)

Head nod (nod head)

The sun is met (raise your hands up, show the sun)

Educator: Snow Maiden, and we also know how to make proposals according to schemes. Watch how our kids do it. (The teacher offers two schemes, pays attention to the number of words in sentences and reminds that sentences must contain the word “Snow Maiden”).

Educator: Let's remember what chip we designate a vowel (hard and soft consonants) sound? (children's answers).

Game "Make no mistake!".

The teacher calls the sound, the children raise the desired chip: the red chip is a vowel sound, the blue chip is a hard consonant sound, the green chip is a soft consonant sound.

Educator: The Snow Maiden does not know sounds and letters at all. Guys, what is the difference between a letter and a sound? (children's answers).

Educator: Let's conduct a sound analysis of words. Each of you has a subject picture. You must independently designate the sounds in the word (chips).

The teacher conducts individual work with children. Each child has an envelope with red, blue, green chips, mini-flannelographs and a subject picture. (For example: table, wolf, house, car, etc.).

Educator: You guys are great! You taught the Snow Maiden not only to make sentences, but also helped her find her own fairy tale.

CONCLUSION

Mastery of the native language, the development of speech is one of the most important acquisitions of the child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children. Research domestic psychologists and teachers have proved that mastering speech does not just add something to the development of the child, but rebuilds his entire psyche, all activities, therefore, it is important in pedagogical process preschool institutions are given to the speech development of children.

In the work on the development of speech of children of primary preschool age, not only the formation of the phonetic and grammatical aspects of speech, but also the formation vocabulary child, on the basis of which work is carried out on the development of correct oral speech.

Artistic works combine a specific area of ​​creativity, combining the world of children and the world of adults, including a whole system of poetic and musical-poetic genres.

From what is described in the work, we can conclude that the formation of children's speech is impossible without fiction. Preschool children are most receptive to poetry. Children are especially interested in works in which the main characters are children, animals, game and everyday situations are described.

The child plays with pleasure the plots of fairy tales, works of art together with the adult.

The child acutely experiences events, listens to the fairy tale he likes many times. Joyfully recognizes its heroes in illustrations and toys, follows the usual sequence of plot actions, each time re-experiencing the happy ending of a fairy tale or story.

With the help of fiction, preschool children develop:

1. emotional responsiveness to works, interest in them;

2. develops the ability to listen to the text and actively respond to its content;

3. the ability to listen together with a group of peers is developed when the teacher tells;

4. children learn to perform game actions that contribute to the text of familiar works, fairy tales;

5. children recognize works and their characters with repeated storytelling;

6. the child develops the ability to repeat individual words and expressions from fairy tales, stories, poems;

7. children learn to look at illustrations, recognize the heroes of works in them and answer elementary questions about the content of illustrations

8. preschool children learn to follow the development of action in short stories, fairy tales with visual accompaniment (pictures, toys), and then without it.

The tasks set in the study were solved:

The psychological and pedagogical literature on the problem of using works of art for the development of the speech of preschoolers has been studied.

The use of works of art, fairy tales, for the development of coherent speech of children in the classroom and in everyday life was practically tested.

The system of classes with the use of works of art for the development of the speech of preschool children is described.

Analyzing the obtained results, it is necessary to draw a conclusion about the effectiveness of the program proposed by us.

There are positive results, albeit small ones. The disadvantages are the small amount of time allotted for individual lessons, the inability to control the implementation of the proposed recommendations at home. However, despite these shortcomings, children experimental group positive trends are highlighted. We assume that further work on the use of works of art that contribute to the formation of coherent speech in preschoolers will give clearer positive results.

Theoretical study of the research problem and results pedagogical experiment confirmed the correctness of the hypothesis put forward and made it possible to formulate the following conclusion: the purposeful and systematic use of fiction in working with children of primary preschool age contributes to the most effective development of their coherent speech, which confirms the hypothesis of the work.

BIBLIOGRAPHY

1.

Arushanova A. Preschool age: the formation of the grammatical structure of speech. / Preschool education. 1993 No. 9

Akhundzhanova S. The development of speech of preschoolers in productive activities. / Preschool education 1983 No. 6

Bozhovich L.I. The study of the motivation of the behavior of children and adolescents. - Moscow, 1972.

Vygotsky L.S. Collected works, volume 4. Moscow, 1982

Koltsova M.N. The child is learning to speak. Moscow, 1974

Lyublinskaya A.A. To the teacher about the development of the child. Moscow, 1972

Mukhina V.S. Psychology of a preschooler, Moscow, 1975

Novotvortseva N.V. The development of children's speech. Moscow, 1995

Nemov R.S. Psychology. Volume 2, Moscow, 1998

River L. About classes in the development of speech. / Preschool education 1990 No. 10

Repit M.G., German N.A. Education of preschoolers correct speech. Cheboksary, 1980

Rozenkart - Pupko L. Formation of speech in young children. Moscow, 1963

Sokhin F.A. Awareness of speech by preschoolers and preparation for learning to read and write. / Questions of psychology. 1974, no. 2

I. Sokhin F.A. Psychological and pedagogical problems of the development of speech of a preschooler. / Questions of psychology. 1989 No. 4.

Smirnova A.A., Leontieva A.N., Rubinshtein S.L. Psychology. Moscow, 1962

Tiheeva E.I. The development of children's speech. Moscow, 1981

Ushakova O. The development of verbal creativity in children aged 6-7 years. / Preschool education. 1972 No. 9.

Fedorenko L.P. et al. Methodology for the development of speech in children of preschool age. Moscow 1977

Fomicheva M.F. Teaching children the correct pronunciation. Moscow, 1989

Shvaiko S. Games and game exercises for the development of speech. Moscow, 1988

Appendix 1

Exercises for the development of speech

Hearing development.

If a child weakly distinguishes sounds by ear, pronounces them distortedly or replaces them with others, then he will not be able to clearly imagine the sound image of the word itself. In this case, the following group of exercises will come in handy.

Exercise number 1. "Name the words" (for the development of auditory differentiation).

Task number 1.

"Name as many words as possible that begin with the sound A" (T, O, R, K, etc.).

Task number 2.

"Name as many words as possible that end in the sound P" (I, O, S, L, etc.).

Task number 3.

"Name as many words as possible, in the middle of which there is a sound L" (N, E, G, B, F, etc.).

Exercise number 2. "Clap-clap" (learning the sound analysis of the word).

This exercise also has several task options.

1. "Now I will call you words, and as soon as you hear a word that begins with the sound C (B, O, G, D, W, etc.), you will immediately clap your hands."

2. Option: the child must "catch" the sound at which the word ends, or the sound in the middle of the word.

3. Dacha, cat, hat, fox, road, beetle, window, lump, plate, bread, rain, linden, lamp, river, hair, etc.

2. "Now I will call you words, and as soon as you hear a word that has a sound K, clap your hands 1 time. If you hear the sound G in a word, clap 2 times"

It is better to start the exercise in slow pace by gradually increasing the speed.

Cow, jelly, mountain, mink, guitar, boot, bough, hand, caught up, pushed, etc.

This exercise will also help you check how the child is doing with the reaction.

Exercise number 3. "Playing with the word" (learning the sound image of the word).

Task number 1.

"Come up with a word that begins / ends with the same sound as in the word" frog "," flag "," table ", etc."

Task number 2.

"Name the first / last sound in the word "beam", "strength", "sofa", etc.

Task number 3.

"Name all the sounds in order in the word "sky", "cloud", "roof", etc.

Task number 4.

"What sound in the word" fish "is the second, fourth, first, third? (chair, carpet, shell, cloud), etc."

Exercise number 4. "Confusion".

"Listen carefully to the poem.

Who is sitting on the tree?

Whale.

Who swims in the ocean?

Cat.

What grows in the garden?

Cancer.

Who lives under water?

Poppy.

Messed up words!

I command "one-two"

And I command you

Put everyone in their place."

Ask the child: "What words are mixed up? Why? How are these words similar to each other? How are they different?"

You can give a little hint to the child, but the main thing is to lead him to the idea that one sound can completely change the meaning of a word.

Exercise number 5. "Make up a new word."

Assignment: "Now I will tell you a word, and you try to change the second sound in it so that you get a new word. Here, for example: house - smoke."

Words for change: sleep, juice, drank, chalk.

Words for changing the first sound: dot, bow, varnish, day, pedal, layout.

Words for changing the last sound: cheese, sleep, bitch, poppy, stop.

Exercise number 6. "Circle".

It will come in handy if your child can't write.

Task: "Now we will write down a few words, but not with letters, but with circles. How many sounds in a word, so many circles you will draw. Say the word" poppy ". How many circles do you need to draw? Three"

Sample: MAC - 000

Attention: when choosing words for the exercise, try to match the number of sounds in them with the number of letters. So, in the word "horse" there are 4 letters, and three sounds - [k - o - n "]. Such words can cause difficulties for the child.

Words for dictation: grass, paper, pen, roll, stick, camomile, star, pine, phone, tablet.

Annex 2

Games for the development of speech

1. Game "Interview".

First, introduce the children to the new words.

Interview - a conversation intended to be broadcast on radio, television or in a newspaper.

The reporter - one who asks questions.

Respondent - one who answers questions.

We need to teach children to speak boldly into the microphone. To do this, ask the children to take turns saying something into the microphone, at least count to 10 forward and backward. Then the roles are distributed among the children. Possible topics are discussed. The tape recorder is set up.

Reporters start asking questions. Then the conversation is collectively listened to and discussed.

Possible topics: discussion of going to the theater and watching a play; discussion of a holiday, an exhibition of drawings, an interesting book, the most interesting event of the week.

Game options: 1) the teacher interviews the children, 2) the children interview the teacher, 3) the parents interview the child, 4) the child interviews the parents.

2. The game "Pictures-riddles".

One leader is selected from a group of children, the rest sit on chairs, they must guess. The teacher has a large box containing small pictures depicting various objects (you can use pictures from the children's loto).

The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children offer their versions.

The next driver is the one who first guessed the correct answer.

3. The game "Define a toy."

Each child brings a toy. One leader is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher and the children come up with some kind of story in which the main character is one of the brought toys.

All toys, including the selected game character, are placed on tables or chairs. Leading child is welcome. The guys from the group take turns telling him an invented story, not naming the main character, but replacing his name with the pronoun "he" or "she". The story is told within 3-5 minutes. The driver must show the toy, which is the main character of the story told.

If the guess is correct, another driver is chosen and the game is repeated. If the answer is wrong, the guys supplement the story told in such a way as to help the driver with new details, without naming the intended toy.

4. The game "Compose a sentence."

The teacher offers the group 2 cards from the children's loto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two conceived objects. Then two other objects are shown, and again in a circle the children come up with new sentences.

Notes:

1. Stimulate in children the desire to compose non-standard, original sentences.

2. If children can easily come up with sentences for two given words, next time, offer them three words to make sentences.

Note: Parents can also use this game for individual lessons with their child, competing to come up with the most sentences. Naturally, the child must win.

5. Game "Opposite".

The facilitator shows a group of children one picture. The task is to name a word denoting the opposite object. For example, the host shows the item "cup". Children can name the following items: "board" (the cup is convex, and the board is straight), "sun" (the cup is made by a person, and the sun is part of nature), "water" (water is the filler, and the cup is the shape) etc.

Each child in turn offers his answer and be sure to explain why he chose such a subject.

6. Game "Bridge".

The facilitator shows one card on which the subject is drawn, then another. The task of the game is to come up with a word that is between two conceived objects and serves as a "transitional bridge" between them. Each participant answers in turn. The answer must be justified.

For example, two words are given: "goose" and "tree". The following words can be "crossing bridges": "fly" (the goose flew up to the tree), "cut" (the goose was cut out of the tree), "hide" (the goose hid behind the tree), etc.

Note: the game is also suitable for individual lessons with a child.

7. "What does the expression mean?" or "Proverbs".

It is impossible to know the secrets of the language, its richness and expressiveness without understanding the meanings of stable phrases: phraseological units, proverbs, sayings.

The sources of phraseological units are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, others came from mythology, fairy tales, literary works.

The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have an invariable word order; a new component cannot be introduced into them.

Phraseologisms are used in figuratively. However, children often perceive similar expressions in its own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.

The child said: Adults say:

go for a fix go for a fix

where the eyes see where the eyes look

the soul has gone to the soles the soul has gone to the heels

free bird free bird

discover Africa discover America

count in your head count in your mind

eye fell on a book eye fell on something

with a fresh mind with a fresh mind

nerves are brawling nerves are naughty

not good for heels not good for soles

Understanding phraseological units in the literal sense leads to funny incidents. For example, the boy was very excited when he heard that his cat was sleeping without hind legs. He woke up the cat, counted his paws, and, reassured, returned. The mother, who declared that she had a lot of worries in her mouth, was advised to spit them out quickly. Three-year-old Irochka does not want to put on a new suit, she cries because she heard one of the adults remark: "She will drown in it."

Completion of the task "What does the expression mean?" will help the child to use phraseological units correctly in his own speech.

Proverbs:

1. "The work of the master is afraid."

2. "Every master in his own way."

3. "Jack of all trades".

4. "The tailor will spoil - the iron will make amends."

5. "The potato is ripe - get down to business."

6. "Without labor, there is no fruit in the garden."

7. "What is the care, such is the fruit."

8. "More action - less words."

9. "Every person is known by the work."

10. "There is grief - grieve, there is work - work."

11. "To live without discipline is not good."

12. "Earned bread is sweet."

13. "He who has skill, he acts cleverly."

14. "Without a beginning there is no end."

15. "Without order, there is no sense."

16. "You can't buy gingerbread without work."

17. "The eyes are afraid - the hands are doing."

18. "In order not to make a mistake, do not rush."

19. "Without labor there is no good."

20. "Work is the best medicine."

21. "Patience and work will grind everything."

22. "If you read books, you will know everything."

23. "A house without a book, that without windows."

24. "Bread nourishes the body, but the book nourishes the mind."

25. "Where there is learning, there is skill."

26. "Learning and work live together."

27. "Learning is light, and ignorance is darkness."

28. "Respect the teacher as a parent."

8. Game "Steps. (Who will get to ...)"

With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.

Players get close, agree on where the finish will be (at a distance of 8-10 steps). And they discuss the theme of the steps. For example "Polite words". Each child can take a step only by naming some polite word. We give a minute to think and "Start!"

Other topics: "Everything is round", "everything is hot", "everything is wet". " Sweet words for mom". "Words of consolation", etc.

Option: Children stand in pairs opposite each other and take steps towards. The conditions of the game are the same: a step can be made only by saying the right word.

Features of coherent speech of children of senior preschool age with general underdevelopment of speech

050715 – "Speech therapy"

With specialization "Early logopedic diagnostics and correction"

Graduation qualifying work in speech therapy

Introduction

1.3 Coherent speech of children with general underdevelopment

2.1 Goals, objectives and methods for the study of coherent speech of children of the seventh year of life

2.2 Analysis of the results of the study

Conclusion

Bibliographic list

Applications

Introduction

One of the main tasks of educating and educating preschool children is the development of speech, speech communication. Knowledge of the native language is not only the ability to correctly construct a sentence. The child must learn to tell: not just to name an object, but also to describe it, to talk about some event, phenomenon, or sequence of events. Such a story should consist of a series of sentences and characterize the essential aspects and properties of the described object, the events should be consistent and logically connected with each other, that is, the child's speech should be coherent.

Connected speech is the most complex form of speech activity. It has the character of a consistent systematic detailed presentation.

In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation clearly appears. In order to coherently tell about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main (for a given situation of communication) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena. To achieve the coherence of speech, it is also necessary to skillfully use intonation, logical (phrasal) stress, select words suitable for expressing a given thought, be able to build complex sentences, and use language means to connect sentences.

In children with the norm of speech development at the senior preschool age, coherent speech reaches a fairly high level. This is very important for further successful schooling, for the comprehensive development of the child's personality.

Psychological and pedagogical research in correctional pedagogy shows that at present there is a steady trend towards an increase in the number of children with complex speech development disorders. With general underdevelopment of speech, various complex speech disorders are observed, in which the formation of all components of the speech system related to the sound and semantic side is disrupted in children. At the same time, one of the important indicators of children's readiness for schooling is the level of formation of coherent speech. This causes relevance problems of identifying the features of coherent speech in children with OHP of senior preschool age in order to build the most effective corrective work.

The issues of the formation of coherent speech were studied by E. I. Tikheeva, A. M. Borodich, F. A. Sokhin, L. S. Vygostkiy, A. A. Leontiev and others.

The problem of the development of coherent speech in children with ONR is reflected in the works of V. P. Glukhov, T. B. Filicheva, L. N. Efimenkova, T. A. Tkachenko, N. S. Zhukova and others.

Target research: to study the features of coherent speech in children of senior preschool age with general underdevelopment of speech.

An object research: coherent speech of children of senior preschool age.

Thing: features of coherent speech in children of senior preschool age with general underdevelopment of speech.

Our work is based on the following hypothesis: in children of older preschool age with general underdevelopment of speech, coherent speech is not sufficiently formed, which is manifested in the characteristic features of their construction of a coherent statement.

In accordance with the goal, the following tasks :

1. Analyze the psychological, pedagogical and speech therapy literature on the research problem.

2. To diagnose coherent speech in older preschool children with general underdevelopment of speech.

3. Carry out quantitative and qualitative analysis the results of the study.

To solve the tasks set, the following methods research:

· bibliographic;

observation;

· conversation;

Quantitative and qualitative analysis.

Base research: MDOU d / s No. 17 of Amursk.

Theoretical significance work consists in describing the nature of the violation of coherent speech in children with general underdevelopment of speech.

Practical significance is to develop guidelines for educators on the formation of coherent speech in children of senior preschool age with OHP.

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

Chapter 1. Theoretical analysis of the study of connected speech

1.1 Development of coherent speech in ontogeny

The development of coherent speech was studied in different aspects by Ushinskiy K. D., Tikheeva E. I., Korotkova E. P., Borodich A. M., Usova A. P., Solovieva O. I. and others. “Connected speech,” emphasized Sokhin F.A., “is not just a sequence of thoughts connected with each other, which are expressed in exact words in correctly constructed sentences ... Connected speech, as it were, absorbs all the achievements of the child in mastering the native language, in mastering it sound side, vocabulary and grammatical structure. By the way children build their statements, one can judge the level of their speech development.

Coherent speech is inseparable from the world of thoughts: the coherence of speech is the coherence of thoughts. Coherent speech reflects the logic of the child's thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech.

The ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also affects the aesthetic development of the child: when retelling, when creating his stories, the child uses figurative words and expressions learned from works of art.

The ability to tell helps the child to be sociable, overcome silence and shyness, develops self-confidence.

Connected speech should be considered in the unity of content and form. The derogation of the semantic side leads to the fact that the external, formal side (grammatically correct usage words, their coordination in a sentence, etc.) is ahead of the internal, logical side in development. This is manifested in the inability to find words that are necessary in meaning, in the incorrect use of words, inability to explain the meaning individual words.

However, the development of the formal side of speech should not be underestimated. The expansion and enrichment of knowledge, ideas of the child should be associated with the development of the ability to correctly express them in speech.

Connected speech is the most complex form of speech activity. It has the character of a consistent systematic detailed presentation. The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue.

Dialogue as a form of speech consists of replicas, from a chain of speech reactions, it is carried out either in the form of successive questions and answers, or in the form of a conversation (conversation) of two or more participants. The dialogue is based on the commonality of perception of the interlocutors, the commonality of the situation, the knowledge of what is being discussed.

Monologue speech is understood as a coherent speech of one person, the communicative purpose of which is the communication of any facts of reality. A monologue is the most complex form of speech that serves to purposefully convey information. The main properties of monologue speech include: one-sided nature of the statement, arbitrariness, conditionality of the content by orientation to the listener, limited use of non-verbal means of transmitting information, arbitrariness, expansion, logical sequence of presentation. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned.

The development of both forms (dialogue and monologue) 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 seen as both a goal and 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 independent use child of individual words and syntactic constructions.

In children without speech pathology, the development of coherent speech occurs gradually along with the development of thinking, is associated with the development of activity and communication.

In the first year of life, in the process of direct emotional communication with an adult, the foundations of future coherent speech are laid. On the basis of understanding, at first very primitive, active speech of children begins to develop.

By the beginning of the second year of life, the first meaningful words appear, later they begin to serve as designations for objects. Gradually, the first proposals appear.

In the third year of life, understanding of speech, one's own active speech develops rapidly, vocabulary increases sharply, and the structure of sentences becomes more complicated. Children enjoy dialogical form speech.

More complex and varied communication of the child with adults and peers creates favorable conditions for the development of speech: its semantic content is also enriched, the vocabulary is expanding, mainly due to nouns and adjectives. In addition to size and color, children can highlight some other qualities of objects. The child acts a lot, so his speech is enriched with verbs, pronouns, adverbs, prepositions appear (the use of these parts of speech is typical for a coherent statement). The kid correctly builds simple sentences using different words and their different order: Lily will bathe ; I want to walk ; I will not drink milk. The first relative clauses of time appear ( when...), causes ( because ...).

For children of three years old, a simple form of dialogic speech (answers to questions) is available, but they are just beginning to master the ability to coherently express their thoughts. Their speech is still situational, expressive presentation prevails. Toddlers make many mistakes when constructing sentences, determining the action, the quality of the subject. Education colloquial speech and its further development is the basis for the formation of monologue speech.

In the middle preschool age, the development of coherent speech is greatly influenced by the activation of the dictionary, the volume of which increases to about 2.5 thousand words. The child not only understands, but also begins to use adjectives in speech to denote a sign of an object, adverbs to denote temporal and spatial relationships. The first generalizations, conclusions, conclusions appear.

Children more often begin to use subordinate clauses, especially causal ones, there are subordinate conditions, additional, attributive ( I hid the toy that my mother bought; If it rains when it's over, let's go for a walk?)

In dialogic speech, preschoolers of this age use mostly short, incomplete phrases, even when the question requires a detailed statement. Often, instead of formulating the answer on their own, they inappropriately use the wording of the question in the affirmative form. They do not always know how to correctly formulate a question, submit the necessary remark, supplement and correct the statements of a friend.

The structure of speech is also still imperfect. When using complex sentences, the main part is omitted (usually they begin with unions because what when).

Children are gradually approaching the independent compilation of short stories from a picture, from a toy. However, their stories for the most part copy the pattern of an adult; they still cannot distinguish the essential from the secondary, the main from the details. The situational nature of speech remains predominant, although contextual speech is also developing, i.e. speech that is self-explanatory.

In children of older preschool age, the development of coherent speech reaches a fairly high level.

The development of children's ideas and the formation general concepts is the basis for improvement mental activity- the ability to generalize, draw conclusions, express judgments and conclusions. In dialogical speech, children use a fairly accurate, short or detailed answer in accordance with the question. To a certain extent, the ability to formulate questions, give appropriate remarks, correct and supplement the answer of a friend is manifested.

Under the influence of improving mental activity, changes occur in the content and form of children's speech. The ability to single out the most essential in an object or phenomenon is manifested. Older preschoolers are more actively involved in a conversation or conversation: they argue, argue, quite motivatedly defend their opinion, convince a friend. They are no longer limited to naming an object or phenomenon and incompletely conveying their qualities, but in most cases they isolate characteristic features and properties, give a more detailed and sufficient full analysis object or phenomenon.

The emerging ability to establish certain connections, dependencies and regular relationships between objects and phenomena is directly reflected in the monologue speech of children. The ability to select the necessary knowledge and find a more or less appropriate form of their expression in a coherent narrative develops. The number of incomplete and simple non-common sentences is significantly reduced due to common complicated and complex ones.

The ability to quite consistently and clearly compose descriptive and plot stories on the proposed topic appears. However, children, especially in the older group, still need a previous teacher model. The ability to convey in a story emotional attitude to the described objects or phenomena is not yet sufficiently developed. [RR. Sokhina]

At preschool age, there is a separation of speech from direct practical experience. The main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types of coherent statements (description, narration, partly reasoning) with and without visual material. The syntactic structure of stories becomes more complicated, the number of complex and complex sentences increases.

So, by the time they enter school, coherent speech in children with normal speech development is quite well developed.

Conversational speech is the simplest form of oral speech: it is supported by interlocutors; situational and emotional, since the speakers perceive each other, influencing with the help of various expressive means: gestures, glances, facial expressions, intonations, etc. The speaker usually knows the subject of discussion. This form of speech is also simpler in syntax: unfinished sentences, exclamations, interjections; it consists of questions and answers, remarks and short messages.

Spoken language must be coherent, understandable, logically sustained, otherwise it will not be able to become a means of communication. Preschool children learn spoken language under the guidance of adults. A child of the second and third years is characterized by a slight distractibility from the content of the conversation; the development of dialogical speech depends on the formation of thinking, memory, attention, vocabulary and grammatical structure. A child of the fourth and fifth years gradually moves from fragmentary statements to more consistent, detailed ones. In a conversation, children begin to ask many questions, including characteristic ones: why? What for? Five-year-olds are capable of purposeful conversation for quite a long time. Such a conversation includes questions, answers, listening to the interlocutors' messages, etc.

Monologue speech is psychologically more complex than dialogic speech. It is more detailed, because it is necessary to introduce the listeners into the circumstances of the events, to achieve an understanding of the story, etc. The monologue requires a better memory, more intense attention to the content and form of speech. At the same time, monologue speech is based on thinking that is logically more consistent than in the process of dialogue, conversation.

Monologue speech is also more complex linguistically. In order for it to be understood by listeners, it must use complete common sentences, the most accurate vocabulary.

The ability to tell plays a big role in the process of human communication. For a child, this skill is also a means of cognition, a means of testing their knowledge, ideas, and assessments.

The formation of a child's speech is associated with the development of his logical thinking. In addition, the basis for the formation of monologue speech is fluency in the vocabulary and grammatical structure of the language.

Psychology refers the appearance of monologue speech in children to five years. D.B. Elkonin writes about it this way: “Changing the child’s lifestyle, the formation of new relationships with adults and new types of activities leads to differentiation of the functions and forms of speech. New communication tasks arise, consisting in the transfer of the child to an adult of his impressions, experiences, ideas. A new form of speech appears - messages in the form of a monologue, a story about what has been experienced and seen ... "

Children of five or six years old should master the main types of monologue speech: storytelling and retelling (in their elementary form). Between them there is not only a common, typical for monologue speech, but also a significant difference.

The retelling of a work of art is accessible and close to preschool children due to the fact that the child receives a ready-made sample that affects his feelings, makes him empathize and thereby causes a desire to remember and retell what he heard.

Children are introduced to a truly artistic speech, memorize emotional, figurative words and phrases, learn to speak a living native language. The high artistry of the work offered for retelling, the integrity of the form, composition and language teach children to clearly and consistently build a story, without getting carried away by the details and not missing the main thing, i.e. develop their language skills.

The content of the actual story must correspond exactly to the specific case, be based on facts. In this type of stories, the child's feelings, perceptions (stories by perception) or ideas (stories from memory) can be reflected. Examples of factual stories: a description of the plant in question, a toy, some past event, such as a New Year's holiday in kindergarten, a birthday, etc. This type of children's stories is very valuable, as it helps to identify children's interests and influence them.

When compiling creative stories (stories from imagination) based on fictional material, children also use their previous experience, but the child must now combine individual information with a new situation, suggest some event.

It is known that children of seven years old, by analogy with the fairy tales they have heard, can invent their own simple fairy tales, where the characters are endowed with fantastic qualities (animals talk, people turn invisible, etc.).

Children of the seventh year of life gradually master the structure of a coherent plot story, highlight the plot, climax, denouement in the story, use direct speech. But the content of creative stories at this age is monotonous, not always logical.

Development of independent practical activities preschool children encourages the development of intellectual practical function speeches: reasoning, explanation of methods of action, ascertaining, thinking over a plan for upcoming activities, etc.

Thus, the functions of the child's speech activity develop from the sign (denoting, nominative) and communicative function of communication to the planning and regulation of their actions. By the end of preschool age, the child masters the basic forms of oral speech inherent in adults.

1.2 Characteristics of children with general underdevelopment of speech

A modern child by the age of five should master the entire system mother tongue: speak coherently; fully express your thoughts, easily building detailed complex sentences; easily retell stories and fairy tales. Such a baby correctly pronounces all sounds, easily reproduces polysyllabic words. His vocabulary ranges from four to five thousand words. A different picture is observed with a general underdevelopment of speech.

General underdevelopment of speech is a complex speech disorder in which children with normal hearing and initially intact intelligence have a late onset of speech development, a poor vocabulary, agrammatism, pronunciation and phoneme formation defects, which indicates a systemic violation of all components of speech activity.

The general underdevelopment of speech has a different degree of severity: from the complete absence of speech means of communication to expanded speech with elements of phonetic and lexico-grammatical underdevelopment. According to the severity of the manifestation of the defect, four levels of speech underdevelopment are distinguished. The first three levels are identified and described by R.E. Levina, the fourth level is presented in the works of T.B. Filicheva. Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components. The transition from one level to another is characterized by the emergence of new speech possibilities.

1). The first level of speech development. Speech means of communication are extremely limited. The active vocabulary of children consists of a small number of fuzzy everyday words, onomatopoeia and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex for denoting objects, actions, qualities, intonation and gestures denoting the difference in meanings. Babbling formations, depending on the situation, can be regarded as one-word sentences.

There is almost no differentiated designation of objects and actions. Action names are replaced by item names ( open- "drev" ( a door), and vice versa - the names of objects are replaced by the names of actions ( bed- "pat"). The ambiguity of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

Children do not use morphological elements to convey grammatical relationships. Their speech is dominated by root words devoid of inflections. The "phrase" consists of babbling elements that consistently reproduce the situation they designate with the involvement of explanatory gestures. Each word used in such a "phrase" has a diverse correlation and cannot be understood outside a specific situation.

There is no or only in its infancy understanding of the meanings of the grammatical changes of the word. If situationally orienting signs are excluded, children are unable to distinguish between singular and plural forms of nouns, the past tense of a verb, masculine and feminine forms, and do not understand the meaning of prepositions. In the perception of addressed speech, the lexical meaning is dominant.

The sound side of speech is characterized by phonetic uncertainty. There is an unstable phonetic design. The pronunciation of sounds is diffuse in nature, due to unstable articulation and low possibilities of their auditory recognition. The number of defective sounds can be much greater than correctly pronounced ones. In pronunciation, there are only oppositions of vowels - consonants, oral - nasal, some explosives - fricatives. Phonemic development is in its infancy. Selection task individual sounds for a child with babble in motivational and cognitive terms is incomprehensible and impossible.

A distinctive feature of the speech development of this level is the limited ability to perceive and reproduce the syllabic structure of a word.

2). The second level of speech development. The transition to it is characterized by increased speech activity of the child. Communication is carried out through the use of a constant, albeit still distorted and limited stock commonly used words.

The names of objects, actions, and individual signs are designated differently. At this level, it is possible to use pronouns, and sometimes unions, simple prepositions in elementary meanings. Children can answer questions about the picture related to the family, familiar events in the surrounding life.

Speech deficiency is clearly manifested in all components. Children only use simple sentences consisting of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, animals and their cubs, clothes, furniture, and professions is revealed.

The limited possibilities of using the subject dictionary, the dictionary of actions, signs are noted. Children do not know the names of the color of the object, its shape, size, they replace words with similar ones in meaning.

Gross errors in the use of grammatical constructions are noted:

The understanding of reversed speech at the second level develops significantly due to the distinction of certain grammatical forms (unlike the first level), children can focus on morphological elements that acquire a semantic difference for them.

This refers to the distinction and understanding of the singular and plural forms of nouns and verbs (especially those with stressed endings), the masculine and feminine forms of past tense verbs. Difficulties remain in understanding the forms of number and gender of adjectives.

The meanings of prepositions differ only in a well-known situation. The assimilation of grammatical patterns is more related to those words that early entered the active speech of children.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures. The pronunciation of soft and hard sounds, hissing, whistling, affricates, voiced and deaf ("pat niga" - five books; "daddy" - grandmother; "dupa" - hand). There is a dissociation between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllabic structure also remain typical. Often, with the correct reproduction of the contour of words, sound filling is disturbed: rearrangement of syllables, sounds, replacement and assimilation of syllables ("bugs" - chamomile, "cookie" - strawberry). Polysyllabic words are reduced.

In children, the insufficiency of phonemic perception is revealed, their unpreparedness for mastering sound analysis and synthesis.

3). The third level of speech development is characterized by the presence of extended phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonoras), when one sound simultaneously replaces two or more sounds of a given or close phonetic group. For example, a soft sound s`, which is not yet pronounced clearly enough, replaces the sound s ("syapogi"), sh ("syuba" instead of a fur coat), c ("syaplya" instead of a heron), h ("syaynik" instead of a teapot), u ("grid" instead of brush); replacing groups of sounds with simpler articulations. Unstable substitutions are noted when the sound in different words is pronounced differently; mixing sounds when the child pronounces in isolation certain sounds true, but in words and sentences interchanges.

Correctly repeating three or four syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables (Children made a snowman. - "Children hoarse Novik"). Many errors are observed in the transmission of the sound-filling of words: permutations and replacements of sounds and syllables, reductions in the confluence of consonants in a word.

Understanding of addressed speech is developing significantly and is approaching the norm. There is an insufficient understanding of the changes in the meaning of words expressed by prefixes, suffixes; there are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing causal, temporal and spatial relationships.

4) The fourth level of speech underdevelopment. At present, the description of such a complex speech defect as general underdevelopment of speech would be incomplete without characterizing an additional fourth level of speech development. It includes children with unsharply expressed residual manifestations of lexical-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are revealed in the process of a detailed examination when performing specially selected tasks.

In the speech of children, there are separate violations of the syllabic structure of words and sound content. Elysions predominate, and mainly in the reduction of sounds, and only in isolated cases - omissions of syllables. Paraphasias are also noted, more often - permutations of sounds, less often syllables; a small percentage - perseveration and addition of syllables and sounds.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and fuzzy diction leave the impression of a general blurred speech. The incompleteness of the formation of the sound-syllabic structure, the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This feature is an important indicator of the process of shaping that has not yet ended to the end. Along with shortcomings of a phonetic-phonemic nature, these children also had individual violations of the semantic side of speech. So, with a fairly diverse subject dictionary, there are no words denoting some animals and birds (penguin, ostrich), a plant (cactus, loach), people of various professions (photographer, telephone operator, librarian), body parts (chin, eyelids, foot). When answering, generic and specific concepts are mixed (crow, goose - bird, trees - fir trees, forest - birches).

When denoting actions and features of objects, some children use typical names and names of approximate meaning: oval - round; rewrote - wrote. Character lexical errors manifests itself in the replacement of words that are close in the situation (uncle paints a fence with a brush - instead of "uncle paints a fence with a brush"; a cat rolls a ball - instead of "ball"), in a mixture of signs (a high fence is long; a brave boy is fast; old grandfather is an adult ).

Having a certain vocabulary denoting different professions children experience great difficulties with a differentiated designation for masculine and feminine persons: some children call them the same (pilot - instead of "pilot"), others offer their own form of word formation that is not characteristic of the Russian language (healer - instead of pilot, hanging - scout, dresser - trainer, pantry - storekeeper, drummer - drummer).

The formation of words with the help of magnifying suffixes also causes significant difficulties: children either repeat the word named by the speech therapist (boot - a huge boot), or call an arbitrary form (n "sock, legs" otishcha - instead of "knife", "boot" - boot, kul " ashchitsa - fist).

Persistent errors remain when used:

1. diminutive nouns (coat - a coat, a scarf - a dress, a starling, a birdhouse - a starling, a strap - a strap, etc.);

2. 2. nouns with singularity suffixes (pea, pea - pea; puff, cannon - fluff; raisins, raisins - zest; sand, sand, sandbox - grain of sand, etc.);

3. adjectives formed from nouns with different meanings correlations (downy - downy; cranberry - cranberry; with "osny - pine);

4. adjectives with suffixes that characterize the emotional-volitional and physical state of objects (boastful - boastful; smiley - smiling);

5. possessive adjectives (volkin - wolf, fox - fox).

Against the background of the use of many complex words that are often found in speech practice (leaf fall, snowfall, airplane, helicopter, etc.), there are persistent difficulties in the formation of unfamiliar compound words (instead of a book lover - a scribe, an icebreaker - a light fall, a legotnik, a faraway; beekeeper - bees, beekeeper, beekeeper; steelmaker - steel, capital).

The peculiarity of the limited vocabulary is most clearly revealed when compared with the norm.

A significant number of errors fall on the formation of nouns with suffixes of emotional evaluation, singularity, and figure. Persistent difficulties are found in the formation of denominative adjectives (with meanings of correlation with food products, materials), verbal, relative adjectives ("-chiv", "-liv"), as well as compound words.

Specified manifestations are explained by the fact that, due to the limited speech practice, children, even in a passive way, do not have the opportunity to assimilate the listed categories.

When assessing the formation of the lexical means of the language, it is established how children express "systemic connections and relationships that exist within lexical groups"Children with the fourth level of speech development quite easily cope with the selection of commonly used antonyms indicating the size of an object (large - small), spatial contrast (far - close), evaluative characteristic (bad - good). Difficulties are manifested in the expression of antonymic relations of the following words : running - walking, running, walking, not running; greed - not greed, politeness; politeness - evil, kindness, not politeness.

The correctness of naming antonyms largely depends on the degree of abstractness of the proposed pairs of words. So, the task of selecting words that are opposite in meaning is completely inaccessible: youth, light, ruddy face, front door, various toys. In the children's answers, the initial words with the particle "non-" are more common (not a ruddy face, not young, not light, not different), in some cases options are called that are not characteristic of the Russian language (front door - back - back - not front).

Not all children also cope with the differentiation of verbs that include the prefixes "oto", "you": more often words are chosen that are close to synonyms (bend down - bend, let in - run, roll in - roll up, take away - take away).

Insufficient level of lexical means of the language is especially pronounced in these children in the understanding and use of words, phrases, proverbs with a figurative meaning. For example: "ruddy like an apple" is interpreted by the child as "he ate a lot of apples"; "collided nose to nose" - "hit their noses"; "hot heart" - "you can get burned"; "do not spit in the well - it will be useful to drink water" - "it is not good to spit, there will be nothing to drink"; "prepare the sleigh in the summer" - "in the summer they took the sled from the balcony."

An analysis of the peculiarities of the grammatical design of children's speech makes it possible to identify errors in the use of plural genitive and accusative nouns, complex prepositions (squirrels, foxes, and dogs were fed at the zoo); in the use of some prepositions (looked out of the door - "looked out from behind the door", fell from the table - "fell off the table", the ball lies near the table and chair - instead of "between the table and the chair"). In addition, in some cases there are violations of the agreement of adjectives with nouns, when in one sentence there are masculine and feminine nouns (I paint the ball with a red felt-tip pen and a red pen), singular and plural (I lay out books on large tables and small chairs - instead of "I lay out books on large tables and small chairs"), there are violations in the agreement of numerals with nouns (the dog saw two cats and ran after two cats).

Insufficient formation of lexical and grammatical forms of the language is heterogeneous. In some children, an insignificant number of errors are revealed, and they are of a non-permanent nature, and if children are asked to compare the correct and incorrect answers, the choice is made correctly.

This indicates that in this case the formation of the grammatical structure is at a level approaching the norm.

In other children, the difficulties are more stable. Even when choosing correct pattern after some time in independent speech, they still use erroneous formulations. The peculiarity of the speech development of these children slows down the pace of their intellectual development.

At the fourth level, there are no errors in the use of simple prepositions, difficulties in coordinating adjectives with nouns are slightly manifested. However, difficulties remain expressed in the use of complex prepositions, in coordinating numerals with nouns. These features are most pronounced in comparison with the norm.

For children with general underdevelopment of speech, along with the indicated speech features, insufficient formation of processes closely related to speech activity is also characteristic, namely:

Violated attention and memory;

Violated finger and articulatory motility;

underformed verbally- logical thinking.

As N.S. Zhukov, defective speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional sphere. There is a lack of stability of attention, limited possibilities of its distribution. With a relatively intact semantic, logical memory, verbal memory is reduced in children, memorization productivity suffers. They forget complex instructions, elements, and sequences of tasks.

Since speech and thinking are closely related, therefore, the verbal-logical thinking of children with speech underdevelopment is somewhat below the age norm. Such children experience difficulties in classifying objects, generalizing phenomena and signs. Often their judgments and conclusions are poor, fragmentary, logically unrelated to each other. For example: “It is warm at home in winter, because there is no snow”, “The bus travels faster than a bicycle - it is bigger”.

Thus, the spontaneous speech development of a child with general underdevelopment of speech proceeds slowly and in a peculiar way, as a result of which various parts of the speech system long time remain unformed. Deceleration of speech development, difficulties in mastering vocabulary and grammatical structure, together with the peculiarities of the perception of addressed speech, limit the child's speech contacts with adults and peers, and prevent the implementation of a full-fledged communication activity.

1.3 Coherent speech in children with general speech underdevelopment

Children's understanding of the coherent speech of adults, awareness of the audible sound stream precedes the assimilation of individual sentences, phrases, words, morphemes, i.e. precedes the ability to isolate them from the flow of speech. Mastering coherent speech is impossible without developing the ability to isolate its components - sentences, words, etc.

The following features of word formation and grammatical forms usually cause difficulties:

1. The combination of linguistic signs has new meaning , different from the meaning of each of the language signs used in this combination. When words are formed from morphemes, phrases from words, sentences from phrases, integration (merging into a single whole) of meanings and similar elements occurs. For example, the root morpheme -light- turns into a new word if you add other morphemes to it: formative suffixes -and-be (shine), suffix -l- and ending - th (light), suffixes -l-o (light) and others. The combination of these morphemes creates four different signs with extremely generalized lexical meanings: subject ( light), action ( shine), attribute of the object ( light), action sign ( light).

Each of these words light, shine, light, light) is multi-valued, contains a number of single meanings that are found only in a phrase. Yes, the word light in the phrase can mean: illumination ( sunlight, turn on the light), electricity ( pay for the light), joy ( eyes sparkle with light), true ( light of truth), affectionate treatment ( my light!), world, universe ( go around the world), society ( theater light, elite ) and etc.

Thus, understanding of the polysemy of a word develops in children only when working with a coherent text. Understanding the ambiguity leads to understanding the figurative meaning of the word, naturally, also in phrases. For example, if children already know the direct lexical meaning of the word sole(at the shoe) stone(made of stone, such as a house), whisper(speaking in a barely audible voice), then they can guess about figurative meaning the same words in phrases - in context, in a syntactically formulated phrase: foot of the mountain(base), stone face(fixed) reed whispers(whistles).

2. A certain difficulty for children in mastering their native language is variability signs, i.e. that feature of the language, according to which different material linguistic means (different signifiers) are often used to designate the same extralinguistic phenomenon (one signifier).

For example, in the word formation of nouns, in order to give the generating basis the lexical meaning "a person who has a given profession", not only the suffix is ​​used -tel (writer), but also -schik (mason), -Nick (stove-maker), -ary (apothecary); not only the suffix -out- (white), but also -from- (redness), -awn (dullness). The grammatical meaning "cause relation" is conveyed by the genitive form of a noun with a preposition from (jump off joy), gerund ( jump in joy), causal subordinating conjunction ( jump because you are happy).

According to the observations of N.S. Zhukova, among the signs of early speech dysontogenesis is the morphologically inarticulate use of words. The words connected in a sentence do not have a grammatical connection with each other; they are used by the child in any one form. This trend can be observed over many years of a child's life. The facts of the long existence of sentences, grammatically correct and incorrectly designed, are noted.

It is known that for the implementation of verbal communication, the ability to express and convey thoughts is necessary. This process is realized with the help of phrases. In case of violation of speech development, the difficulties in constructing phrases and operating them in the process of speech communication are quite distinct, manifested in the agrammatism of speech (narrowing of the set of constructions used, their defects, violation of the grammatical form of the word), which also indicates the unformed grammatical structuring.

The studies of V.K. Vorobyeva, S.N. Shakhovskaya and others also allow us to say that the independent coherent contextual speech of children with speech underdevelopment is imperfect in its structural and semantic organization. They lack the ability to coherently and consistently express their thoughts. They own a set of words and syntactic constructions in a limited volume and in a simplified form, they experience significant difficulties in programming an utterance, in synthesizing individual elements into a structural whole, and in selecting material for a particular purpose. Difficulties in programming the content of extended statements are associated with long pauses, omissions of individual semantic links.

By the beginning of training in the preparatory group, the vast majority of children with general underdevelopment of speech are capable of retelling short texts, compiling stories based on plot pictures, observed actions, and so on - that is, coherent statements. Nevertheless, these statements differ significantly from the coherent speech of children with normal speech development.

Coherent speech is normally characterized by the following features: expansion, arbitrariness, logic, continuity and programming. Preschoolers with underdevelopment of a coherent statement are distinguished by: insufficient ability to reflect cause-and-effect relationships between events, a narrow perception of reality, a lack of speech means, and difficulties in planning a monologue.

As Levina R. E. notes, against the background of relatively detailed speech in children with ONR, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word-formation methods creates difficulties in using word variants, children do not always succeed in selecting words with the same root, forming new words with the help of suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, the desired word with another, similar in meaning.

In children with general underdevelopment of speech, coherent speech is not sufficiently formed. A limited vocabulary, repeated use of the same sounding words with different meanings makes children's speech poor and stereotyped. Correctly understanding the logical interconnection of events, children are limited only to listing actions.

Against the background of relatively extended speech in children with general underdevelopment, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word-formation methods creates difficulties in using word variants, children do not always succeed in selecting words with the same root, forming new words with the help of suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, the desired word with another, similar in meaning.

In free statements, simple common sentences predominate, complex constructions are almost never used.

Agrammatism is noted: errors in agreeing numerals with nouns, adjectives with nouns in gender, number, case. A large number of errors are observed in the use of both simple and complex prepositions.

Understanding of addressed speech is developing significantly and is approaching the norm. There is an insufficient understanding of the changes in the meaning of words expressed by prefixes, suffixes; there are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing causal, temporal and spatial relationships. The gaps described leave their mark on the coherent speech of children.

When retelling, children with general underdevelopment of speech make mistakes in conveying the logical sequence of events, skip individual links, and “lose” characters.

The story-description is not very accessible to them, usually the story is replaced by a separate enumeration of objects and their parts. There are significant difficulties in describing a toy or object according to the plan given by the speech therapist. Usually, children replace the story with a listing of individual features or parts of the object, while breaking any connection: they do not complete what they started, they return to what was said earlier.

Creative storytelling for children with general underdevelopment of speech is given with great difficulty, more often it is not formed. Children experience serious difficulties in determining the idea of ​​the story, the consistent event of the chosen plot and its language implementation. Often, the performance of a creative task is replaced by a retelling of a familiar text. The expressive speech of children can serve as a means of communication if adults provide assistance in the form of questions, prompts, and judgments. As Filicheva T. B. notes, in oral speech communication, children with general underdevelopment of speech try to "bypass" words and expressions that are difficult for them. But if you put such children in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development are quite distinct. In rare cases, children are the initiators of communication, they do not ask questions to adults, game situations not accompanied by a story.

Although children use extended phrasal speech, they experience greater difficulties in independently compiling sentences than their normally speaking peers.

On the background correct sentences you can also meet agrammatic ones, arising, as a rule, due to errors in coordination and management. These errors are not permanent: the same grammatical form or category can be used both correctly and incorrectly in different situations.

There are errors in the construction of complex sentences with conjunctions and allied words ("Mishya zyapyakal, the atom fell" - Misha cried because he fell). When compiling sentences for a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.

Tkachenko T.A. notes that the detailed semantic statements of children with general underdevelopment of speech are also distinguished by the lack of clarity, consistency of presentation, fragmentation, emphasis on external, superficial impressions, and not on the causal relationships of actors. The most difficult thing for such children is independent storytelling from memory and all kinds of creative storytelling. But even in the reproduction of texts according to the model, a lag behind normally speaking peers is noticeable.

Thus, in children with general underdevelopment, the following features of their coherent speech can be distinguished:

1. In a conversation, when compiling a story on a given topic, picture, series plot pictures violations of the logical sequence, "stuck" on minor details, omissions of main events, repetition of individual episodes are ascertained;

2. Talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences.

3. Difficulties remain in planning one's statements and selecting the appropriate language means.

Chapter 2

Goals, objectives and methods of studying the coherent speech of children of the sixth year of life.

In the experimental part of our work, we set as our goal - to identify the features of coherent speech in children of older preschool age with general underdevelopment.

1. To study the coherent speech of children of the sixth year of life.

2. Determine the level of success in completing the tasks of the methodology for diagnosing the coherent speech of children.

3. To identify the features of coherent speech of children with general underdevelopment.

The study involved twenty children of the seventh year of life, of which ten children attend a correctional group with general underdevelopment of speech, and ten children with normal speech development.

The base was MDOU d / s No. 17 in Amursk.

In the experimental part of our work, we used a series of tasks for the study of coherent speech from the "Test method for diagnosing oral speech by T.A. Fotekova".

This technique is intended to identify the features of the speech development of children: qualitative and quantitative assessment of the violation, obtaining and analyzing the structure of the defect. To assess the performance of tasks, a point-level system is used.

The study of coherent speech consisted of two tasks.

1. Task: Drawing up a story based on a series of plot pictures "Hedgehog" (three pictures).

The children were given the following instruction: look at these pictures, try to put them in order and make up a story.

The assessment was made according to several criteria.

1) The criterion of semantic integrity: 5 points - the story corresponds to the situation, has all the semantic links in the correct sequence; 2.5 points - a slight distortion of the situation, incorrect reproduction of causal relationships or the absence of connecting links; 1 point - the loss of semantic links, a significant distortion of the meaning, or the story is not completed; 0 points - there is no description of the situation.

2) Criteria for the lexical and grammatical formulation of the statement: 5 points - the story is grammatically correct with adequate use of lexical means; 2.5 points - the story is composed without agrammatisms, but there are stereotypical grammatical arrangements, isolated cases of word search or inaccurate word usage; 1 point - there are agrammatisms, distant verbal substitutions, inadequate use of lexical means; 0 points - the story is not framed.

3) The criterion of independence in completing the task: 5 points - pictures are laid out independently and a story is composed; 2.5 points - the pictures are laid out with stimulating help, the story is composed independently; 1 point - unfolding pictures and compiling a story on leading questions; 0 points - failure to complete the task even with help.

2. Task: Retelling the listened text.

The children were offered the following instruction: Now I will read you a short story, listen to it carefully, memorize it and get ready to retell it.

We used the short story "Fluffy Dog".

The assessment was made according to the same criteria as for the story based on a series of pictures:

1) The criterion of semantic integrity: 5 points - all the main semantic links are reproduced; 2.5 points - semantic links are reproduced with minor reductions; 1 point the retelling is incomplete, there are significant reductions, or distortions of the meaning, or the inclusion of extraneous information; 0 points - failure.

2) The criterion of lexical and grammatical design: 5 points - the retelling is made without violations of lexical and grammatical norms; 2.5 points - the retelling does not contain agrammatisms, but there are stereotypes in the design of statements, search for words, separate close verbal substitutions; 1 point - agrammatisms, repetitions, inadequate use of words are noted; 0 points - retelling is not available.

3) Criterion of independent performance: 5 points - independent retelling after the first presentation; 2.5 points - retelling after minimal help (1-2 questions) or after re-reading; 1 point - retelling on questions; 0 points - retelling is not available even for questions.

In each of the two tasks, the scores for all three criteria were summed up. To receive overall assessment for the entire series, the scores for the story and retelling were added up and presented as a percentage.

Analysis of the results of the study.

After analyzing the results obtained, we identified three levels of success in completing tasks, indicating the state of coherent speech in these children - high, medium and low.

Our study included two stages.

At the first stage, we carried out diagnostics of coherent speech in the experimental group, which included children with general underdevelopment of speech.

After processing the received data in accordance with the proposed criteria, the results were obtained, which are reflected in table 1.

Table 1. The state of coherent speech of children in the experimental group.

Analysis of the data obtained showed that when compiling a story based on plot pictures, 4 children are at a high level of success (40% of the total number of children), at an average level - 4 children and at a low level - 2 children, which is respectively 40% and 20%.

When retelling the text, no children with a high level were found. At the middle level there are 8 children (80%), at the low level - 2 children, which corresponds to 20%.

Conducting a qualitative analysis of the results obtained, we found that when compiling a story based on plot pictures, many children showed a slight distortion of the situation, as well as incorrect reproduction of cause-and-effect relationships. In most cases, the stories were composed without agrammatisms, but the stereotyping of the formulation of the statement was manifested. Often children were limited to listing the actions depicted in the pictures. In some cases, the children laid out the pictures incorrectly, but at the same time they logically built the plot of the story.

When retelling the text, the reproduction of semantic links with minor abbreviations was observed. In almost all cases, the children's stories are riddled with pauses, the search for suitable words. Children found it difficult to reproduce the story, so they were given help in the form of leading questions. Agrammatisms, inadequate use of words were observed in the text.

At the second stage of our experiment, we carried out diagnostics of the coherent speech of children in the control group, which included children without speech disorders.

After processing the received data in accordance with the proposed criteria, the results were obtained, which are reflected in table 2.

Table 2. The state of coherent speech of children in the control group.

The analysis of the obtained data showed that when compiling a story based on plot pictures, as well as when retelling the text, 7 children are at a high level of success, and 3 children are at an average level, which is 70% and 30%, respectively. There were no children with a low level.

Conducting a qualitative analysis, we found that the children's stories corresponded to the situation, the semantic links were arranged in the correct sequence. Paraphrases and stories based on pictures were compiled without agrammatisms, but there were isolated cases of searching for words.

The stories of children in the control group were larger than those in the experimental group. The example of Igor Sh. egg and milk. The hedgehog ate and stayed with them."

Analyzing the criterion of independence, it should be noted that children in the group with normal speech development did not need any help in constructing statements.

The results of a comparative study of the connected speech of the experimental and control groups are shown in the diagrams.

Data from a comparative study of the level of mastery of coherent speech.

Drawing up a story based on a series of plot pictures.

Text retelling.

As the diagram shows, when compiling a story based on plot pictures, children in the control group are mostly at a high level and at an average level, and there is no low level at all. In contrast to the experimental group, in which the indicators of the development of coherent speech are much lower. So, when retelling the text in the control group, most of the children are at a high level, the rest are at an average level, there are no low indicators. And children from the experimental group are characterized by an average indicator of the formation of coherent speech, and there are also children with a low level. No high scores were found.

It should be noted that the quantitative results of the study are directly manifested in the qualitative characteristics of speech. Children with normal speech build their statements more logically, consistently. In children with general underdevelopment of speech, repetitions, pauses, and non-expanded statements are frequent. For example, Vlad S. compiled such a story based on plot pictures: "The boys found a hedgehog ... Then they carried him home ... They brought him home and began ... gave him milk."

There was a significant difference in the volume of statements of children in the experimental and control groups. So, in children with normal speech development, the volume of stories is much larger than in children with OHP.

Unlike the control group, children with general underdevelopment of speech in their stories were limited to listing the actions that were depicted in the pictures. For example, the story of Danila E.: "The boys were walking on the street ... They met a hedgehog ... They took him home and carried him ... Then they poured him milk to drink."

It should also be noted that children with normal speech development completed tasks on their own, while children with speech underdevelopment almost always needed help in the form of leading questions both in compiling a story based on plot pictures and in retelling.

Thus, the analysis of the material obtained allows us to conclude that, in terms of the level of development of coherent speech, children of preschool age with OHP are significantly behind their peers with normal speech development.

After conducting a study, we identified the following features of coherent speech of children with ONR:

Violation of coherence and sequence of presentation;

Low information content;

Poverty and stereotyping of the lexical and grammatical means of the language;

Omissions of semantic links and errors;

Repetitions of words, pauses in the text;

Incomplete semantic expression of thought;

Difficulties in the language implementation of the idea;

The need for stimulating assistance.

Based on the analysis of the data of the experimental study, we developed guidelines for educators of the correctional group for children with general underdevelopment of speech.

Methodological recommendations were developed taking into account the works of the following authors: T. B. Filicheva, G. V. Chirkina, V. I. Seliverstov, E. I. Tikheeva, E. P. Korotkova and others, as well as taking into account the program of Filicheva T. B., Chirkina G. V. "Preparation for school of children with OHP in a special kindergarten."

Correction of the speech and general development of preschool children with general underdevelopment of speech is carried out not only by a speech therapist, but also by an educator. If a speech therapist develops and improves the speech communication of children, then the educator consolidates their speech skills acquired at speech therapy classes. The success of the formation of correct speech in preschoolers depends on the degree of productivity of the process of consolidating speech skills and abilities. The teacher of the group for children with general underdevelopment of speech faces both correctional and general educational tasks.

Consolidation in children of coherent utterance skills can occur as frontal exercises on the development of speech, and during classes on cognitive development, visual, labor development and in other activities.

Mastering the methods and techniques of teaching storytelling by the educator is one of the most important conditions successful work on the development of speech of preschoolers.

In the classroom, it is necessary to use such techniques as explanations, questions, a speech sample, demonstration of visual material, exercises, assessment of speech activity, etc.

When conducting a particular lesson, the teacher should find the most effective options for combining various tricks in order to increase the activity and independence of children.

When working on monologue speech, in particular on retelling, in a group for children with OHP, the following should be taken into account. First, children need to be taught detailed, then selective and creative retelling.

A detailed retelling brings up the skill of a consistent full presentation of thoughts. (You can use the following texts, which are selected in accordance with the lexical topics according to the program: "The cranes are flying away", "Volnushka", "Bishka", "Cow", "Mom's cup", etc.)

Selective retelling forms the ability to separate a narrower topic from the text. ("Three Comrades", "Spring", "Friend and Fluff", "Bear", etc.)

Creative retelling fosters imagination, teaches children to use impressions from their own life experience and determine their attitude to the topic. ("Snow fluffs are flying", "Helpers", "Levushka is a fisherman", "Cat", " True friend" and etc.)

When selecting works for retelling, it is necessary to take into account the following requirements for them: high artistic value, ideological orientation; dynamism, conciseness and at the same time imagery of presentation; clarity and sequence of action deployment, entertaining content. In addition, it is very important to take into account the availability of the content of a literary work and its volume.

In the preparatory group for school, the following works are recommended for classes: Russian folk tales "Hare-boast", "Fear has large eyes", "The Fox and the Goat"; stories "Four desires", "Morning rays" by K. D. Ushinsky, "Bone" by L. N. Tolstoy, "Mushrooms" by V. Kataev, "Hedgehog" by M. Prishvin, "Bathing of the cubs" by V. Bianchi, "Bear" E. Charushina, "Bad" by V. Oseeva and others.

When teaching children to retell, the educator needs to use the following methods and techniques: expressive two- and three-time reading of the text, a conversation about what they have read, showing illustrations, speech exercises, instructions on the methods and quality of completing the task, assessment, etc. Their correct application will be testify to an increase from lesson to lesson in the activity and independence of children when performing speech tasks.

Any kind of retelling must be preceded by an analysis of the text from the point of view of semantic and expressive. This will help children master all the cause-and-effect relationships, without which a correct retelling is not possible. Exercises in creative retelling border on oral composition. Compositions are the upper stage in the development of coherent speech of children. It concentrates observation, memory, creative imagination, logical and creative thinking, resourcefulness, the ability to see the general in the particular.

The next form of work on coherent speech is the compilation of stories based on a picture. There are the following types of classes for teaching children storytelling in a picture:

Drafting descriptive story according to the subject picture ("Gardener", "Dishes", "Furniture", "Our apartment", "Moydodyr", etc.);

Compilation of a descriptive story based on the plot picture ("Birds fly away", "Dog with puppies", "At the holiday", "Kittens", "Rooks have arrived", etc.);

Drawing up a story based on a series of plot pictures ("Thunderstorm", "Hedgehog", "How we made a feeder", "Resourceful Hare", "Cunning Tuzik", etc.);

Drawing up a descriptive story based on a landscape painting and a still life. ("Early Autumn", "Gifts of the Forest", "Winter Has Come", " Late spring" and etc.)

Writing a story with elements of creativity. Children are offered the following tasks:

Make up a story about any case with a girl (boy) in the forest. For example, a picture is offered, which shows children with baskets in a forest in a clearing, looking at a hedgehog with hedgehogs. The children have to come up with their own story, using a hint of who else can be seen in the forest if you watch carefully.

Complete the story according to the finished beginning (based on the picture). The purpose of this task is to identify the possibilities of children in solving the set creative task, the ability to use the proposed speech and visual material when compiling a story. Children should continue the story about the hedgehog with hedgehogs, come up with an ending about what the children did after watching the family of hedgehogs.

Listen to the text and find semantic errors in it. (Autumn, wintering birds returned from hot countries - starlings, sparrows, nightingales. In the forest, children listened to the songs of songbirds - nightingales, larks, sparrows, jackdaws). After correcting semantic errors, make sentences, replacing the wrong words with more appropriate ones.

Make up a story - a description of your favorite toy or the toy you want to get on your birthday.

In the classroom using the picture, various tasks are set, depending on the content of the picture:

1) to teach children to correctly understand the content of the picture;

2) to cultivate feelings (specifically planned from the plot of the picture): love for nature, respect for this profession, etc .;

3) learn to compose a coherent story based on a picture;

4) activate and expand vocabulary (specifically, new words are planned that children need to remember, or words that need to be clarified and consolidated).

The following requirements are imposed on the stories of older preschool children: accurate transmission of the plot, independence, expediency of using language means (exact designation of actions, qualities, states, etc.). Children learn to describe events, indicating the place and time of the action; independently come up with events that preceded those depicted in the picture and subsequent ones. The ability to purposefully listen to the speeches of peers, to express elementary value judgments about their stories is encouraged.

In the process of classes, children develop the skills of joint activities: look at pictures together and make collective stories.

For collective stories, it is necessary to select paintings with sufficient material: multi-figured, which depict several scenes within the same plot. In series published for kindergartens, such paintings include " Winter fun"," In the summer in the park ", etc.

Various exercises for the development of coherent speech can also be included in classes on cognitive development, visual and labor activity. For example:

Exercise "Who is behind the tree?"

On the magnetic board - sprawling oak. The teacher hides a squirrel in the branches of an oak so that its tail is visible, and asks:

Whose tail is this? Who hid in the branches? Make a sentence with the words because.

Children answer:

This is a squirrel's tail, because a squirrel hid in the branches.

Exercise "Be Careful"

The teacher pronounces the names of three migratory and one wintering birds. Children listen carefully and make sentences:

An extra sparrow, because it is a wintering bird, and the rest of the birds are migratory. Etc.

One of the important tasks is to draw up riddle stories from pictures that can be used in any kind of activity. The child constructs his message in such a way that, according to the description in which the object is not named, it is possible to guess what exactly is drawn in the picture. If the students find it difficult to solve this problem, the child, at the suggestion of the teacher, makes additions to the description. Exercises for guessing and compiling riddles form in children the ability to identify the most characteristic features, properties and qualities, to distinguish the main thing from the secondary, random, and this contributes to the development of more meaningful, thoughtful, evidence-based speech.

Thus, since children with general underdevelopment of speech experience difficulties in retelling and compiling a story from a picture, the main areas of correctional work can be distinguished:

1) Drawing up proposals for two subject pictures (grandmother, armchair; girl, vase; boy, apple) with subsequent distribution homogeneous definitions, other minor members of the proposal. (The boy eats an apple. The boy eats a juicy sweet apple. A little boy wearing a plaid cap eats a juicy sweet apple.)

2) Restoration of various kinds of deformed sentences, when the words are broken down (lives, in, fox, forest, dense); one, or several, or all words are used in the initial grammatical forms (live, in, fox, forest, dense); there is a omission of words (Fox ... in a dense forest); there is no beginning (... lives in a dense forest) or end of a sentence (A fox lives in a dense ...).

3) Drawing up proposals for "live pictures" (subject pictures are cut out along the contour) with a demonstration of actions on a flannelgraph.

4) Restoration of sentences with semantic deformation (The boy cuts paper with rubber scissors. Dul strong wind because the children were wearing hats.)

5) Selection of words from those named by the teacher, and making sentences with them (Boy, girl, read, write, draw, wash, book).

Gradually, children learn to arrange sentences in a logical sequence, find supporting words in texts, which is the next step to the ability to draw up a plan, and then determine the topic of the statement, highlight the main thing, consistently build their own message, which should have a beginning, continuation and end.

The proposed techniques contribute to increasing the level of speech development of children, the formation of their skills in verbalizing the actions performed and certain types activities in the form of extended connected statements.

Conclusion

Coherent speech is a semantic detailed statement that provides communication and mutual understanding of people. The formation of coherent speech, the change in its functions is a consequence of the child's increasingly complex activity and depends on the content, conditions and forms of the child's communication with others. The functions of speech develop in parallel with the development of thinking, they are inextricably linked with the content that the child reflects through the language.

A fairly common type of violation of the means of communication is the general underdevelopment of speech in children with normal hearing and intact intelligence. With general underdevelopment, the main components of the speech system are violated or lag behind the norm: lexical, grammatical and phonetic structure. There are also violations in connected speech.

Connected speech is a special complex form of communicative activity. In children with speech underdevelopment, this form is not formed independently. When retelling and storytelling, children suffering from general speech underdevelopment find it difficult to build phrases, resort to paraphrasing and gestures, lose the main thread of content, confuse events, find it difficult to express main idea do not complete the phrase. Such speech is chaotic, poor in expressiveness of design.

The study of coherent speech of children of the seventh year of life with OHP revealed: only a few of them are able to independently construct a text; most need prompt questions; the stories are distinguished by inconsistency, the absence of value judgments that complete the description. As a rule, stories are incoherent; repetitions and pronouns are used as means of interphrase communication. There are problems with the grammatical design of sentences.

All this confirms our hypothesis that children of older preschool age with general underdevelopment of speech have insufficiently formed coherent speech, which is manifested in the characteristic features of their construction of a coherent statement.

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37. Tkachenko, T, A. Learning to speak correctly. Correction system for general underdevelopment of speech in 6-year-old children. Handbook for educators, speech therapists and parents. - M .: "Publishing house GNOM and D", 2003. - 112p.

38. Tkachenko, T. A. If a preschooler speaks poorly. - St. Petersburg: Accident, 1998. - 112 p.

39. Fedorenko, L.P. et al. Methodology for the development of speech in children of preschool age. Handbook for students of preschool ped. schools. M.: Enlightenment, 1977. - 239 p.

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In the course of its development, children's speech is closely related to the nature of their activities and communication. The development of speech goes in several directions: it is being improved practical use in communication with other people, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking.

By the end of preschool age, under certain conditions of education, the child begins not only to use speech, but also to realize its structure, which is important for the subsequent acquisition of literacy.

According to V.S. Mukhina and L.A. Wenger, when older preschoolers, when they try to tell something, a speech construction typical of their age appears: the child first introduces the pronoun ("she", "he"), and then, as if feeling the ambiguity of his presentation, explains the pronoun with a noun: "she (the girl) went", "she (the cow) gored", "he (the wolf) attacked", "he (the ball) rolled", etc. This is an essential stage in the speech development of the child. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. Questions about the content of the story cause at this stage of speech development a desire to answer in more detail and clearly. On this basis, the intellectual functions of speech arise, expressed in an "internal monologue", in which there is a kind of conversation with oneself.

Z.M. Istomina believes that the situational nature of speech in older preschoolers is noticeably reduced. This is expressed, on the one hand, in a decrease in the number of demonstrative particles and adverbs of place that replaced other parts of speech, on the other hand, in a decrease in the role of pictorial gestures in storytelling. Word pattern has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. But reliance on a visual model enhances situational moments in children's speech, reduces the elements of coherence and increases moments of expressiveness.

According to A.M. Leushina, as the circle of communication expands and as cognitive interests grow, the child masters contextual speech. This testifies to the leading importance of mastering the grammatical forms of the native language. This form of speech is characterized by the fact that its content is revealed in the context itself and thus becomes understandable to the listener, regardless of whether he takes this or that situation into account. The child masters contextual speech under the influence of systematic learning. In kindergarten classes, children have to present more abstract content than in situational speech, they have a need for new speech means and forms that children appropriate from adult speech. A child of preschool age takes only the very first steps in this direction. Further development of coherent speech occurs at school age. Over time, the child begins to use more and more perfectly and appropriately either situational or contextual speech, depending on the conditions and nature of communication.

An equally important condition for the formation of a coherent speech of a preschooler is language acquisition as a means of communication. According to D.B. Elkonin, communication in preschool age is direct. Conversational speech contains enough opportunities for the formation of coherent speech, consisting not of separate, unrelated sentences, but representing a coherent statement - a story, a message, etc. At the senior preschool age, the child has a need to explain to a peer the content of the upcoming game, the device of the toy, and much more. In the course of the development of colloquial speech, there is a decrease in situational moments in speech and a transition to understanding based on linguistic means proper. Thus, explanatory speech begins to develop.

A.M. Leushina believes that the development of coherent speech plays a leading role in the process of speech development of preschoolers. In the course of the development of the child, the forms of coherent speech are rebuilt. The transition to contextual speech is closely related to mastering vocabulary and grammatical structure of the language.

In older preschool children, coherent speech reaches a fairly high level. The child answers the questions with fairly accurate, short or detailed (if necessary) answers. The ability to evaluate the statements and answers of peers develops, to supplement or correct them. In the sixth year of life, a child can quite consistently and clearly compose descriptive or plot stories on a topic proposed to him. However, children are still more likely to need a previous teacher model. The ability to convey in the story their emotional attitude to the described objects or phenomena is not sufficiently developed for them.

Teaching children storytelling is one of the main means of forming coherent speech, developing speech activity and creative initiative. Classes in teaching storytelling affect the formation of mental processes and cognitive abilities of children. Learning to tell stories plays an important role in the development of the monologue form of speech. The main methods in the process of teaching children storytelling are teaching retelling, storytelling (about real events, objects, from pictures, etc.) and oral composition from imagination.

When conducting classes on teaching storytelling, a speech therapist has the following main tasks:

• - Consolidation and development of children's speech communication skills, speech communication;
• - Formation of skills for constructing coherent monologue statements;
• - Development of skills of control and self-control over the construction of coherent statements;
• - Targeted impact on the activation of a number of mental processes (perception, memory, imagination, mental operations), closely related to the formation of oral speech communication.

The formation in children of the skills of building coherent detailed statements, in turn, includes:

• - Assimilation of the norms for constructing such a statement (observance of the sequence in
• - The transmission of events, the logical connection between parts-fragments of the story, the completion of each fragment, its correspondence to the topic of the message, etc.);
• - Formation of planning skills for detailed statements; teaching children to highlight the main semantic links of the story;
• - Teaching the lexical and grammatical design of coherent statements in accordance with the norms of the native language.

Work on the formation of coherent grammatically correct speech is based on general principles speech therapy impact, developed in domestic special pedagogy.

The leading ones are:

• - The principle of relying on the development of speech in ontogenesis, taking into account the general patterns of formation of various components of the speech system in the period of preschool childhood is normal;
• - Mastering the basic laws of the grammatical structure of the language on the basis of the formation of linguistic generalizations and oppositions;
• - The implementation of a close relationship in the work on various aspects of speech - grammatical structure, vocabulary, sound pronunciation, etc.

The most important in the work is the principle of a communicative approach to the formation of oral coherent speech of children. Particular attention is paid to this training. Those types of connected statements that are primarily used in the process of acquiring knowledge by children in the period of preparation for school and at the initial stages schooling(detailed answers, retelling of the text, compiling a story on a visual basis, saying by analogy).

Work on the formation of coherent speech of children is also built in accordance with general didactic principles (systematic teaching, taking into account the age and individual psychological characteristics of children; the focus of training on the development of their activity and independence).

The most important tasks facing a speech therapist when teaching children grammatically correct coherent speech are:

• - correctional formation in children of the necessary language (morphological-syntactic, lexical) means of constructing coherent statements;
• - assimilation of the norms of semantic and syntactic connection between sentences in the text and the corresponding language means of its expression;
• - the formation of speech practice as the basis for the practical assimilation of the elementary laws of the language, the development of the language as a means of communication.

Teaching children storytelling (retelling, story-description, etc.) is preceded by preparatory work. The aim of this work is to reach the level language development children, necessary for the compilation of various types of detailed statements. The preparatory work includes: the formation of the lexical and grammatical basis of coherent speech, the development and consolidation of skills in constructing sentences of various structures, as well as communication skills and skills for the full communication of children with the teacher in the process of training.

The tasks of the preparatory stage of training include:

• - Development in children of directed perception of the speech of the teacher and attention to the speech of other children;
• - Formation of the installation for the active use of phrasal speech when answering the questions of the teacher;
• - Consolidation of skills in compiling answers to questions in the form of detailed proposals;
• - Formation of skills to adequately convey in speech the simple actions depicted in the pictures;
• - Assimilation by children of a number of language means, primarily lexical ones (definition words, verbal vocabulary, etc.);

Practical mastery of simple syntactic models of phrases, compiled on the basis of direct perception; the formation in children of elementary mental operations associated with the mastery of phrasal speech - the ability to correlate the content of a phrase-statement with the subject and topic of the statement.

Implementation specified tasks is carried out in speech therapy classes during exercises for making statements on the demonstrated actions. According to situational and plot pictures and preparatory exercises for describing objects.

Exercises in drawing up sentences on pictures (subject, situational, etc.) can be carried out using various methodological techniques. When teaching children with OHP, the following version of the methodology is used. For exercises, situational pictures of two types are used:

• - Pictures where you can highlight the subject and the action performed by him;
• - Subject - action (expressed by an intransitive verb), for example, an airplane is flying;
• - Subject - action (a predicate expressed by an indivisible group of a predicate), for example: Children plant trees. The girl rides a bicycle.
• - Subject - action - object (Girl reads a book);

Subject - action - object - instrument of action (A boy hammers a nail with a hammer);

• - Pictures depicting one or more characters and a clearly marked scene;
• - Subject - action - scene of action (tool, means of action): The guys play in the sandbox. The boys ski down the hill.

When teaching how to make sentences on pictures, the method of setting appropriate questions to pictures and a sample answer are used. Techniques such as the joint compilation of sentences by two or three children can be used (one of them is the beginning of the phrase, the others continue).

In the process of preparatory work, attention is drawn to the formation and consolidation of practical skills in children in compiling answers to questions in the form of detailed phrases. Children learn certain type phrase-answer, including "supporting" content elements of the teacher's question. At first, the children practice in compiling answers-statements, starting with a repetition last word(or phrases) from the question of the teacher. special attention is given to the formation and consolidation of the skills of drafting questions.

Consolidation and development of verbal communication skills in children involves the formation of skills to make contact, conduct a dialogue on a given topic, perform active role in dialogue, etc. Attention is paid to the formation of skills of participation in a collective conversation, the ability to perceive the topic of the conversation, the ability to engage in dialogue at the direction of the teacher.

The tasks of forming grammatically correct phrasal speech at this stage include the assimilation by children of the most simple forms combinations of words in a phrase - forms of agreement of adjectives with nouns in the nominative case. Children learn to distinguish the endings of feminine, masculine and neuter adjectives, to correlate the case form of adjectives with the categories of gender and number of nouns.

Galina Ovchinnikova
The development of coherent speech in children of senior preschool age

My self-education topic The development of coherent speech in children of senior preschool age”, I have been working on this topic for the fourth year.

Under in a connected speech understand a detailed statement, consisting of several or even very many logically related among themselves sentences united by one theme and constituting a single semantic whole. The development of coherent speech in preschool children possible only under conditions targeted learning. This is one of the main tasks of speech development of preschoolers in terms of preparing them for the start of schooling. Therefore, the work of educating child liaison dialogic and monologue speeches included in the kindergarten curriculum. However, the ongoing work in the kindergarten is not enough. It must be supplemented and homework with baby.

The sequence of work on coherent speech:

Cultivating Understanding coherent speech;

Education dialogic coherent speech;

Education monologue coherent speech, tricks work:

Work on compiling a story - descriptions;

Work on compiling a story based on a series of plot pictures;

Work on compiling a story based on one plot picture;

Work on the retelling;

Work on your own story.

Methods of work on the formation coherent speech.

1. Conversations with a child using colorful pictures, expressive intonation, facial expressions, gestures.

2. Reading stories or fairy tales, after which you should look at the pictures. If the child understood the story, then at the request of an adult, he can show the characters depicted on it, the actions they perform, etc.

An adult can ask questions about the content of the story to clarify the child's understanding of causal connections(Why did this happen? Who is to blame? Did he do the right thing? Etc.) About understanding the meaning of the story testifies also the ability to retell it in your own words.

3. It is necessary to teach the child to participate in the conversation (dialog). In a conversation, the vocabulary expands, the grammatical structure of the sentence is formed. You can chat on various topics: about books, films, excursions, and it can also be conversations based on pictures. The child must be taught to listen to the interlocutor without interrupting, to follow the course of his thoughts.

In a conversation, an adult's questions should become more complicated gradually, as well as answers. children. We start with specific questions that can be answered with one short answer, gradually complicating the questions, and requiring more detailed answers. This is done with the aim of a gradual and imperceptible for the child transition to monologue. speeches. Let's give an example "complicated" conversations. What animals do you see in this picture? - Wolf, bear and fox. - What do you know about the wolf? - He is gray evil and lives in the forest. He also howls at night. - What can you say about a bear? - He is big, brown, winters in a den. - What do you know about the fox? - She is very sly, red-haired and has a big fluffy tail. - Where did you see these animals? - In the zoo, where they live in cages. - What fairy tales do you know about a bear, a fox, a wolf? etc.

4. When compiling descriptive stories, the child masters the first skills coherent presentation of thoughts"one topic", at the same time, he firmly assimilates the signs of many subjects, and, consequently, the vocabulary expands. To enrich the vocabulary, it is very important to carry out preparatory work for compiling each story-description, reminding the child of the features of the objects described or even re-acquainting him with these features. Starting with the description of single objects, you need to move on to comparative descriptions homogeneous objects - learn to compare different animals, different fruits and vegetables, different trees, etc. Let's give an example of compiling a descriptive story according to the proposed scheme.

5. Difficulty in correctly tracing the main points by the child development The easiest way to overcome the plot is to start by composing a story based on a series of plot pictures arranged in the sequence in which the events took place. The number of plot pictures in the series is gradually increasing, and the description of each picture becomes more detailed, consisting of several sentences. As a result of compiling stories according to a series of pictures, the child must learn that stories must be built in strict accordance with the sequence of pictures, and not according to the principle “Whatever comes to mind first, talk about it”. Let's give examples of consecutive pictures.

6. When compiling a story based on one plot picture, it is very important that the picture meets the following requirements: - it should be colorful, interesting and attractive for the child; - the plot itself should be clear to the child of this age; - there should be a small number of actors in the picture; - it should not be overloaded with various details that are not directly related to its main content. It is necessary to invite the child to come up with a name for the picture. The child must learn to understand the very meaning of the event depicted in the picture and determine his attitude towards it. Previously, an adult should think over the content of the conversation about the picture and the nature of the questions asked to the child.

7. In the process of working on a retelling of a child develop and improve attention and memory, logical thinking, active vocabulary. The child remembers grammatically correct phrases speeches, examples of its construction. Acquaintance of the child with the information contained in stories and fairy tales, new to him, expands the circle of his general ideas and contributes to the improvement of his monologue. general speech. When working on a retelling of a specific text, you first need to expressively read or tell the child an interesting and accessible story in terms of content and then ask if he liked it. You can also ask a few clarifying questions about the content of the story. Be sure to explain to the child the meaning of unfamiliar words. It is important to pay attention to "beautiful" turns speeches. You can see the illustrations. Before reading the story again, invite the child to listen to it carefully and try to remember. Considering all of the above, invite the child to retell this tale. Before reading the fairy tale, be sure to introduce the child to the lifestyle and habitat of polar and brown bears, while looking at the pictures and answering all the questions of interest. "Polar Bear and Brown Bear" One day a forest brown bear went north to the sea. At this time, the sea polar bear walked across the ice to the south, to the land. They met at the very edge of the sea. The polar bear's fur stood on end. He said: - What are you, brown, walking on my land? Brown answered: - When did you have it, the earth? Your place is in the sea! Your land is ice! They grappled and the fight began. But they did not overcome each other. spoke first brown: - You, white, it turns out, stronger. But I am smarter, more evasive. Therefore, none of us will take over. And what should we share? After all, we are bear brothers. Polar bear said: Yes, we are brothers. And we have nothing to share. forest bear said: - Yes, my forests are huge. I have nothing to do in your ice. sea ​​bear said: - And I have nothing to do in your forests. Since then, the owner of the forest lives in the forest, and the owner of the sea lives in the sea. And no one interferes with each other.

It is important to exercise the child in other forms paraphrase:

Selective retelling. It is proposed to retell not the whole story, but only a certain part of it.

Brief summary. It is proposed, omitting less significant points and without distorting common essence story, correctly convey its main content.

Creative storytelling. The child needs to supplement the listened story with something new, add something of his own to it, while showing elements of fantasy. Most often, it is proposed to come up with a beginning or end to the story.

Retelling without relying on visualization. When evaluating the quality of children's retelling, it is important to consider following: completeness of retelling;

sequence of events, compliance with cause-and-effect connections; the use of words and turns of the author's text, but not a literal retelling of the entire text (retelling is also very important "in your own words", testifying to his intelligence); the nature of the sentences used and the correctness of their construction; no long breaks related with difficulty choosing words, constructing phrases, or the story itself.

8. The transition to self-compilation of stories should be sufficiently well prepared by all previous work, if it was carried out systematically. Most often these are stories from personal experience child. A story from personal experience requires the child to be able to independently select the right words, correctly build sentences, and also determine and retain in memory the entire sequence of events. Therefore, the first small independent stories children must necessarily be connected with visual situation. This is "revive" and will supplement the child’s vocabulary necessary for compiling a story, create an appropriate inner mood in him and allow him to more easily follow the sequence in describing the events he has recently experienced.

Examples of topics for such stories are the following:

A story about a day spent in kindergarten;

A story about visiting the zoo (theater, circus, etc.);

A story about a walk in the autumn or winter forest, etc.

In conclusion, I would like to remind once again that it is in coherent speech most pronounced all speech "acquisitions" child - and the correctness of sound pronunciation, and the richness of the vocabulary, and the possession of grammatical norms speeches, and its figurativeness and expressiveness. But in order to connected the child's speech was able to acquire all the qualities necessary for it, you need to consistently go with him all that complex, interesting and quite accessible path for him.

1. Naming objects (noun) by thematic groups with and without visual aids.

Main thematic groups: - Pets; - wild animals; - poultry; - wild birds; - fish; - insects; - trees; - flowers; - mushrooms; - berries; - vegetables; - fruits; - furniture; - dishes; - instruments; - clothes; - shoes; - hats; - transport; - toys; - natural phenomena; - Food; - school supplies; - electrical appliances. It is important to know the concepts as: seasons, time of day, names of months and days of the week. You can use the following games moments: "Autumn Months" Nature falls asleep in autumn September October November S O N "The Fourth Extra" The child must determine which picture is superfluous and say why. Times of the day.

2. Selection of words-features:

By color;

temperature;

The material from which the object is made;

Accessory of this item to a person or animal (mother's, father's, bear, hare, etc.) Humans and animals also differ in "characterological" features (evil, cowardly, good-natured, etc.) You can describe an object with the help of words-signs, make riddles. Red, round, sweet, garden. Orange, crispy, elongated, sweet. Round, striped, green, sweet. A game "Whose tail?" A game "Which? Which? Which? What kind?" yellow yellow yellow sour bright fluffy oval round funny

3. Selection of verbs for nouns. Most Common Groups verbs:

The actions of people; boy drawing

Ways of movement of animals, birds, insects; flying jumping crawling

Sounds made by animals, birds and insects; croaks hums

Phenomena occurring in nature. lightning flashes it's raining

4. Selection adverbs to verbs.

adverbs of manner(how? how); Slowly the river flows, The fish swims smoothly in it, The fisherman sits quietly, Deftly throwing the hook.

adverbs of place(where? where? from where) Waves rise up, rush with a roar Down, To the right - only complete darkness, To the left is a cape.

adverbs of time(when) When does it happen? winter spring summer autumn adverbs of cause and purpose: in spite of, on purpose, inadvertently, by chance, inadvertently. Such not many adverbs.

5. Comparative constructions. To prevent school difficulties, it is very important already in preschool age teach the child to compare various objects in height, width, length, thickness, etc. The water is cold in the river, It is even colder in the well. There are sour apples, Lemons are even sour. The tea in the glass is hot, but the teapot is hot. Mom's eyes are blue, daughter's are even bluer. It is necessary to explain to the child that not only trees, but also ropes, and books, and pencils can be compared in thickness. Narrow is not only a stream, but also a path, and a ribbon, and a river. Not only air can be cold, but also compote, and a coat, etc.

6. Selection of synonyms. Different parts can act as synonyms speeches: nouns, adjectives, adverbs, Verbs. for example: He is a friend, comrade, buddy. The man is brave, courageous, courageous. Alone at home - sad, dreary, sad. Outside it is cloudy and rainy. People are working, working.

7. Selection of antonyms based on clarity and without it. A game "Say the opposite" good - evil thick - thin day - night left - right joy - grief daytime - good night - evil early - late smart - stupid white - black close - far bitter - sweet low - narrow soft - hard wide - narrow liquid - thick deep - small voiced - deaf cold - hot heavy - light large - small greedy - generous

8. Formation of new words. prefix word formation. He flew - flew in, took off, flew away. Rides - will arrive, will call in, will leave, will drive in, will move out. Walked - came, left, went in, went out, etc. The game "Big small" A game "Collect a family of words" Snow - snow maiden snowflake snowman bullfinch.

As a result, the child's vocabulary is not only significantly increased, but also systematized, which is very important.

Marina Kosmacheva
The development of coherent speech of children of senior preschool age

Methodical development

« The development of coherent speech of children of senior preschool age through learning to compose stories based on a picture and a series of plot pictures"

The work was done by the teacher

municipal budgetary

preschool educational

institutions "Kindergarten No. 36"

Kosmacheva Marina Nikolaevna

The development of children's speech- one of the main tasks of cognitive-speech development of preschool children. One of the most important indicators of speech development of the child is the development of coherent speech.

In recent years, there has been a sharp decline in the level of speech development of preschoolers. First of all, this related with declining health children.

Therefore the problem development of coherent speech of children is currently of particular relevance.

timely development of coherent speech child is the most important condition for his full-fledged speech and general mental development, since language and speech perform mental function in development thinking and verbal communication, in planning and organizing the activities of the child, self-organization of behavior, in the formation of social connections. Language and speech is the main means of manifestation of the most important mental processes of memory, perception, thinking, as well as development of other areas: communicative and emotional-volitional.

The main task development of coherent speech of a child in senior preschool age is the improvement of the monologue speeches through various types of speech activities: retelling of literary works, compiling descriptive stories about objects, objects and natural phenomena, creating various types of creative stories, mastering forms reasoning speeches(explanatory speech, speech-evidence, speech-planning, as well as writing plot stories based on the picture, from personal experience.

Storytelling through a series of plot pictures is one of the components development of coherent speech. Elements of storytelling based on plot pictures are present in working with children from a young age. preschool age and are improved in the process of mastering the skills of storytelling up to the preparatory group. Innovative forms of work on a story allow children to more effectively master the proposed material, reduce the time interval, increase cognitive interest child, through the use of new techniques, it is possible to create a favorable emotional background, increase interest, activate not only speech and memory, but also imagination, logical thinking, and creativity. In the process of finding a solution to a problem development of coherent speech of preschoolers, working on this topic, having studied manuals authors: F. A. Sokhina, L. P. Fedorenko, E. I. Tikheeva; We have set the following goals and objectives.

The goal is to present a system of work on development of coherent speech of children of senior preschool age through learning to compose a story based on a picture and a series of plot pictures.

Tasks:

1. Conduct a theoretical analysis of the problem development of coherent speech of preschool children, reveal features development of coherent speech of children of the senior group.

2. Develop and present the missing methodological material for organizing direct educational activities for compiling stories based on the picture and a series of plot pictures in accordance with the data age.

3. Analyze the effectiveness of the proposed methodology.

Having studied the theoretical aspects of learning children storytelling based on a series of story paintings, we decided to develop a promising thematic plan for development of coherent speech through learning to compose a story based on pictures and a series of plot pictures.

The abstracts of direct educational activities that we offer meet the basic requirements of the methodology speech development that are presented in work with children senior preschool age. Each educational activity has specific goals for the educator, developing and educational character.

Didactic tasks are presented in the form of game tasks, in which incentive motives for speech activity clearly appear. The main method of teaching monologue speeches on the initial stage is the reception of a joint storytelling: the teacher starts the sentence, the child finishes. In the joint storytelling of the educator and the child, the teacher takes over the planning function.

The main tasks of the teacher in the work on the picture are reduced to next:

1) training children examining the picture, the formation of the ability to notice the most important thing in it;

2) a gradual transition from educational activities of a nomenclature nature, when children list depicted objects, objects, to activities exercising in coherent speech(answering questions and writing short stories).

Direct educational activity in compiling stories based on the picture and a series of plot pictures for development of coherent speech of children are held once per month: five GCD for compiling stories from a picture and four for compiling stories from a series of story pictures. Other types of GCD for training coherent speech(retelling of literary works, writing creative stories, compiling descriptive stories about objects, objects and natural phenomena) are carried out in accordance with long-term planning. The skills and abilities in compiling stories, obtained in the process of specially organized training, are consolidated in the joint activities of the educator with the children, individual work.

In the process of teaching storytelling from a picture, we use a variety of methodological tricks: a conversation concerning the key moments of the depicted plot; reception of joint speech actions; collective story; speech sample, etc.

AT senior group children, perceiving a speech sample, they learn to imitate it in a generalized way. The description of the teacher reveals mainly the most difficult or less noticeable part of the picture. The rest of the children speak for themselves.

In order for children to start the stories more purposefully and more confidently, we turn to them with questions that help to convey the content of the picture in a logical and temporal sequence, to reflect the most significant. for example: “Who walked with the ball? What could have caused the balloon to fly away? Who helped the girl get the ball? (According to the picture "The ball flew away").

In the course of educational activities, we apply various methodological techniques, taking into account what speech skills have already been formed in children, i.e. at what stage of teaching storytelling direct educational activities are carried out.

If, for example, the lesson is held at the beginning of the school year, the teacher can apply the method of joint actions - he starts the story from the picture, and the children continue and finish. The teacher can bring preschoolers and to a collective story, which in parts is made up of several children.

With the help of supporting questions, the teacher outlined a plan for further narration, and the child tried to continue the story. In case of difficulty, the teacher comes to the rescue. Then he outlines the plan for the final part of the story. When the story is written in parts, it is useful to invite someone from children repeat it from beginning to end.

The plot side of the stories will become brighter if the children delve deeper into the events depicted, into the actions of all the characters, into their emotional condition. However, the child often makes semantic errors in interpreting the events, actions and deeds of the depicted persons, especially when viewing the picture inattentively and hastily. Therefore, we must learn children transmit an event with a description of all its participants, the environment in which it occurs, causal connections and dependencies, timely preventing the appearance in the stories of superficial transfers characters and small details.

Examining the picture is accompanied by a conversation. AT senior group continues to work on development the ability to highlight the most significant in the picture, therefore, talking with children, the teacher directs their thoughts to the essence of the depicted event using the following question: "What incident happened during Tanya's walk?" Together with the teacher, the children convey the content of the picture. Along with highlighting the most significant in the plot of the picture, the teacher teaches children see her details, describe the background, scenery, etc.

During the conversation, the educator also encourages children express a personal relationship with the image.

The transition to the compilation of stories by children is determined by the instructions teacher: "Now that you've seen the picture, try talk about a spring walk Tanya: how she was going for a walk and what was interesting about this walk; what Tanya did when she saw the boat. After the answers children The teacher offers to listen to his story. So, in the structure of the lesson on the picture, preparation is essential children for storytelling.

According to the new requirements of the state standard of education in the Russian Federation, one of the leading priorities is the communicative orientation of the educational process. This is significant, since the formation of a personality capable of organizing interpersonal interaction, solving communicative problems ensures its successful adaptation in the modern socio-cultural space.

Direct educational activities for speech development, bound with the compilation of stories from pictures and a series of plot pictures, allows you to expand your vocabulary children, including words with opposite meanings, helps develop children's skill correctly and competently build sentences.

There are positive results in this direction.