Theory and methods of children's speech development

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development.

Speech development tasks
in preschool age:

Formation of sound culture, phonemic hearing;

Vocabulary development;

Formation of speech grammar;

Development of coherent speech in preschoolers;

Teaching preschool children communication and speech etiquette;

Introduction to various genres of children's literature

Requirements for the results of mastering the educational program of additional education:

The child has a fairly good command of oral speech and can express his thoughts;

Can use speech to express one’s thoughts, feelings and desires, construct a speech utterance in a communication situation;

Can identify sounds in words;

The child develops the prerequisites for literacy.

The development of speech goes in several directions: its practical use in communication with other people is improved, at the same time speech becomes the basis for the restructuring of mental processes, a tool of thinking.

Children's speech development is one of the main components of their readiness for schooling.

There are two aspects to the development of the vocabulary of preschool children: the quantitative growth of vocabulary and its qualitative development, i.e. mastery of the meanings of words.

In the period from the birth of a child to 7–10 years, speech skills and abilities are formed and actively developed.

Speech skill- this is a speech action that has reached a degree of perfection, the ability to carry out one or another operation in an optimal way. Speech skills include external design (pronunciation, division of phrases, intonation) and internal (choice of case, gender, number, etc.).

Speech skill- a special human ability that becomes possible as a result of the development of speech skills. A.A. Leontyev believes that speech skills are creative in nature and represent a combination of linguistic units and their application in any communication situations.

There are four types of speech skills:

1. Skill speak, i.e. express your thoughts orally;

2. Skill listen(understand speech in its sound design);

3. The ability to express your thoughts in written speeches;

Methods of working on the development of speech in preschoolers

Model teaching method (imitation):

Teaching pronunciation and intonation;

Compiling sentences according to a model, expressive reading by heart;

Compiling texts of various types (description, narration, reasoning);

Retelling of literary works.

Problematic method:

Questions, creative tasks;

Exercises, didactic games, etc.

Communication method:

Conversations (for example, how to behave with a stranger; what you would like to know; what you would like to see);

Creating speech situations (for example, getting lost in the park; lost in a store; meeting with an unfamiliar adult, with an unfamiliar boy or girl);

Role-playing games, excursions;

Collaboration and other activities that encourage voice.

Speech exercises, verbal games, reading and discussion of literary works, dramatizations, dramatization games, collective stories, competitive games, literary creativity, individual work with a child - all types of educational activities should repeat, so that children can firmly grasp the pronunciation of sounds and syllables, new words and their meanings, as well as grammatical rules.

COMMUNICATION BETWEEN ADULTS AND CHILDREN

Communication- this is the interaction of two or more people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result (M.I. Lisina )

CULTURAL LANGUAGE ENVIRONMENT

By imitating the speech of those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also the errors that occur in their speech.

Requirements for teacher speech:

Accuracy,

Logic,

Right,

Expressiveness,

Emotional intensity,

Knowledge and adherence to the rules of speech etiquette,

Appropriate use of non-verbal means of communication (facial expressions, gestures, pantomimes).

TRAINING native speech in NOD

Education - This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities.

The most important form of organizing speech and language teaching is directly organized activity, in which the tasks of children’s speech development are purposefully solved.

1. Depending on the leading task, the main program content

On the formation of the dictionary

On the formation of the grammatical structure of speech

On raising ZKR

On teaching coherent speech

On developing the ability to analyze speech

The emergence of speaking is the mystery of language ka.
Paul Ricoeur

IS - information block

Text No. 1.

Goals and objectives of speech development in preschool educational institutions.

The goal of speech development in preschool children- the formation of not only correct, but also good oral speech, of course, taking into account their age characteristics and capabilities. The general task of speech development consists of a number of private, special tasks. The basis for their identification is the analysis of forms of speech communication, the structure of language and its units, as well as the level of speech awareness.Research into speech development problems in recent years, conducted under the leadership of F. A. Sokhin, made it possible to theoretically substantiate and formulate three aspects of the characteristics of speech development problems:

Structural (formation of different structural levels of the language system - phonetic, lexical, grammatical);

Functional, or communicative (formation of language skills in its communicative function, development of coherent speech, two forms of verbal communication - dialogue and monologue);

Cognitive, educational (formation of the ability to basic awareness of the phenomena of language and speech).

Basic work on speech development– the formation of oral speech and verbal communication skills with others based on mastery of the literary language of one’s people. The development of speech is closely related to the development of thinking and is the basis for mental, moral and aesthetic education. Problems of speech development of preschoolers were studied by teachers and psychologists: Rubinstein, Zaporozhets, Ushinsky, Tikheyeva, etc.

The theoretical approach to the problem of speech development is based on ideas about the patterns of speech development of preschool children (formulated in the works of psychologists and linguists Leontyev, Ushakova, Sokhin, Konina (patterns of speech activity)).

The main directions for determining the tasks of speech development:

Structural - the formation of phonetic, lexical, grammatical components.

Functional or communicative – the formation of verbal communication skills (forms of dialogue and monologue).

Cognitive, i.e. cognitive – the formation of abilities to understand the phenomena of language and speech.

Speech development tasks:

1) education of sound culture of speech(development of speech hearing, learning the correct pronunciation of words, expressiveness of speech - tone, intonation, stress, etc.);

Tasks of educating the sound side of speech can be formulated as follows:

Work on the sound and intonation characteristics of speech;

Formation of ideas about linear sound units: sound - syllable - word - sentence - text;

Distinguishing sounds according to their qualitative characteristics: vowels and consonants (voiced and voiceless, hard and soft);

Training in sound analysis of a word (singling out sounds at the beginning, middle and end of a word), isolating hissing and whistling sounds at the beginning of a word, finding the same sound in different words;

Development of the ability to analyze words of various syllabic structures: naming words with one, two and three sounds, determining the number of syllables;

Finding words that sound similar and different.

2) vocabulary development(enrichment, activation, clarification of the meaning of words, etc.);

Vocabulary work tasks:

Enrichment of the dictionary with thematic groups of words;

Consolidating ideas about general concepts (vegetables, fruits, transport);

Development of ideas about the semantic side of a word: work on a correct understanding of the meaning of a polysemantic word; disclosure of semantic relations (familiarization with synonyms and antonyms of different parts of speech - nouns, adjectives, verbs); formation of skills in word selection and accuracy of word use.

3) formation of grammatical structure of speech(syntactic, morphological aspects of speech - methods of word formation);

Tasks of forming the grammatical structure of speech:

Formation of the ability to coordinate nouns and adjectives in gender, number, case;

Teaching the correct formation, declension and use of words in the singular and plural;

Development of the ability to form names for baby animals (cat-kitten, dog-puppy, chicken-chick);

Learning the ability to correlate the name of a verb-movement with the action of an object, person, animal;

Compiling sentences of different types - simple and complex.

4 ) development of coherent speech(central task) - the main function of language is realized - communicative (communication), the formation of ideas about different types of text - description, narration, reasoning;

Tasks for the development of coherent speech:

Formation of elementary ideas about the structure of the text (beginning, middle, end);

Learning to connect sentences using different communication methods;

Developing the ability to reveal the topic and main idea of ​​a statement, to title a story;

Learning to construct statements of different types - descriptions, narratives, reasoning; bringing to awareness of the content and structural features of a descriptive, including literary, text; compiling narrative texts (fairy tales, stories, histories) in compliance with the logic of presentation and using means of artistic expression; learning to compose arguments with the selection to prove compelling arguments and precise definitions;

The use of different types of corresponding models (schemes) for statements, reflecting the sequence of presentation of the text.

Central, leading task is development of coherent speech. This is explained by a number of circumstances:

Firstly, in coherent speech the main function of language and speech is realized - communicative (communication). Communication with others is carried out precisely with the help of coherent speech.

Secondly, in coherent speech the relationship between mental and speech development is most clearly evident.

Thirdly, coherent speech reflects all other tasks of speech development: the formation of vocabulary, grammatical structure, and phonetic aspects. It shows all the child’s achievements in mastering his native language.

5) preparation for literacy(sound analysis of words, preparation for writing);

6) familiarization with fiction(as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books).

The teacher’s knowledge of the content of the tasks is of great methodological importance, since the correct organization of work on speech development and teaching the native language depends on it.

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

Version of the program 2005 (edited by Vasilyeva, Gerbova, Komarova) includes a new section “Developing speech environment” (speech as a means of communication).

Leading tasks by age:

up to 1 g.	develop the ability to understand adult speech, form the prerequisites for active speech	from 2-3 to 5-7 minutes. - games-activities
up to 2 l.	+ development of understanding of speech, vocabulary, artistic literature.
I ml.	+ formation of a dictionary + development of sound culture of speech + coherent speech	15 minutes. - individual lessons or in subgroups (introductory, main, final parts)
I I ml.	+ formation of grammatical structure of speech
avg.	- “ -	20 minutes. – memorization, storytelling – ex.
old	- “ -	30-35 min. – classes are frontal and comprehensive, less visual, children are more independent
preparation	+ preparation for literacy training

Exercise. Consider diagrams No. 1, 2. Characterize the tasks of speech development in accordance with the Federal State Educational Standard in preschool education.

Scheme 1.

Scheme 2.

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About the tasks of speech development

F. SOKHIN

One of the important tasks of education and training in kindergarten is the development of speech and teaching the native language. This general task includes a number of specific tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, teaching colloquial (dialogical) speech, developing coherent monologue speech, cultivating interest in the artistic word, preparing for learning to read and write. Let's consider some of the listed tasks.

Children, mastering their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - understanding speech and active speech - develops gradually.

The formation of verbal communication between a child and an adult begins with emotional communication. It is the main content of the relationship between an adult and a child during the preparatory period of speech development (in the first year of life). The child responds with a smile to the smile of an adult, makes sounds in response to a gentle conversation with him, to sounds uttered by an adult. He seems to be “infected” by the adult’s emotional state, his smile, laughter, and gentle tone of voice.

In emotional communication with an adult, a child reacts to the characteristics of the voice, the intonation with which words are pronounced. Speech participates in this communication with its sound form, intonation, accompanying the actions of an adult. The semantic content of the speech is incomprehensible to the child.

In emotional communication, an adult and a child express their general attitudes towards each other, their pleasure or displeasure, and express feelings, not thoughts. This becomes completely insufficient when in the second half of the year the baby’s relationship with an adult (as well as with other children) is enriched, his movements and actions become more complex, and his cognitive capabilities expand. Now it is necessary to talk about many interesting and important things around, and in the language of emotions it is sometimes very difficult to do this, and most often it is simply impossible. We need the language of words, we need verbal communication between an adult and a child.

In a situation of emotional communication, the child is initially interested only in adults. But when an adult attracts his attention to something else, he seems to switch this interest to an object, an action, to another person. Communication does not lose its emotional character, but it is no longer actual emotional communication, not an “exchange” of emotions for their own sake, but communication about the subject. The word spoken by an adult and heard by a child, bearing the imprint of emotions (in such cases it is pronounced expressively), is already beginning to be freed from the captivity of emotional communication, and gradually becomes for the child a designation of an object, action, etc. On this basis, from the second During the first six months of life, the baby develops an understanding of words and speech. Elementary, incomplete verbal communication appears, since the adult speaks, and the child responds only with facial expressions, gestures, movements, and actions. The level of such understanding is sufficient for the child to be able to meaningfully respond to comments, requests and demands in everyday situations that are well known to him. At the same time, the baby’s proactive approach to adults also develops: he attracts their attention to himself, to some object, and asks for something using facial expressions, gestures, and sounds.

Pronouncing sounds during an initiative address is especially important for the development of verbal communication - this is where the intentionality of speech arises, its focus on another person. It is equally important to imitate the sounds and sound combinations that an adult pronounces. It contributes to the formation of speech hearing, the formation of arbitrary pronunciation, and without it it is impossible to imitate whole words, which the child will later borrow from the speech of surrounding adults.

The first meaningful words appear in a child’s speech usually by the end of the first year. They, however, are not very suitable for verbal communication with adults. Firstly, there are not enough of them - only about ten (“mother”, “grandfather”, “yum-yum”, “av-av”, etc.). Secondly, the child very rarely uses them on his own initiative.

Around the middle of the second year of life, a significant shift occurs in the development of a child’s speech: he begins to actively use the vocabulary accumulated by this time in order to address an adult. The first simple sentences appear.

A characteristic feature of these sentences is that they consist of two words, used in an unchanged form (three- and four-word sentences appear later, by the age of two): “ise maka” (more milk), “maka boil” (milk is boiling) , “kisen petska” (jelly on the stove), “mama bobo” (mom is in pain) [i]. Even such imperfect grammatical structure of a child’s speech significantly expands the possibilities of his verbal communication with adults.

By the age of one and a half years, a child speaks about one hundred words; by two years, his active vocabulary increases significantly - up to three hundred words or more. Individual differences in speech development can be very large, and the data given are, of course, approximate. The development of speech during this period (by the end of the second year) is characterized not only by the quantitative growth of the vocabulary, but also by the fact that the words that the child uses in his sentences (now often three- and four-word) acquire the appropriate grammatical form: “the girl of the village” , “the girl is sitting”, “the woman divided the spatula” (made) (examples from the book by A.N. Gvozdev) [i].

From this time on, one of the most important stages of mastering one’s native language begins—mastering the grammatical structure of the language. The assimilation of grammar occurs very intensively; the child masters the basic grammatical patterns by the age of three to three and a half years. So, by this time, the child correctly uses case forms in his speech without prepositions and with many prepositions (“looks like a wolf”, “hid underground”, etc.), uses various forms of verbs, complex sentences with conjunctions: “In I saw in a dream that a wolf bit my hand”; “The window is open for ventilation,” etc. (examples from the book by A.N. Gvozdev).

By the age of three, a child’s vocabulary grows to a thousand or more words. The dictionary includes all parts of speech, particles, interjections.

During this period of intensive speech development, verbal communication remains the mainchild with adults. At the same time, the possibilities of verbal communication between children and each other increase significantly. When perceiving a child’s imperfect speech, an adult corrects deficiencies in pronunciation and word usage, “deciphers” an incorrectly constructed phrase, etc. A child, perceiving the imperfect speech of his peer, cannot do all this; such correction is not available to him. But when, in the third year of life, children’s speech begins to approach in structure the speech of adults (and they already understand it quite well), then conditions are created for verbal communication of one child with another, with a group of children. The teacher should use this opportunity by specially organizing children’s communication (for example, in a game).

Knowledge of your native language is not only the ability to correctly construct a sentence, even a complex one (“I don’t want to go for a walk because it’s cold and damp outside”). The child must learn to speak coherently.

In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking is clearly evident; perception, observation. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story (subject, event), be able to analyze the subject, select its main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena.

Coherent speech is not just a sequence of words and sentences, it is a sequence of interconnected thoughts that are expressed in precise words in correctly constructed sentences. A child learns to think by learning to speak, but he also improves his speech by learning to think.

Coherent speech, as it were, absorbs all the child’s achievements in mastering his native language, in mastering its sound side, vocabulary, and grammatical structure. This does not mean, however, that it is possible to develop a child’s coherent speech only when he has very well mastered the sound, lexical and grammatical aspects of the language. Work on developing speech coherence begins earlier.

An adult shows a small child an object picture depicting a blue ball and asks: “What is this?” It is unlikely that the baby will answer: “Blue ball.” Rather, he will say: “This is a ball” or simply “Ball.” The adult’s next question is: “Which one?” What colour?". Answer: Blue.

And then comes the important point: the child's isolated remarks need to be put together to give him a sample of a more complete answer. But how to connect? After all, you can say both “blue ball” and “blue ball”. Let’s listen to these combinations of words and think about them. “Blue ball” is a simple name, a designation of an object, including one of its properties. “Blue ball” is no longer just the name of an object, it is a judgment about the object, i.e. a thought in which, through affirmation or negation, a sign of this object is revealed (“The dog is running”).

Therefore, if we limit our task only to teaching the baby to distinguish and name different colors or other qualities and properties of objects, we can say: “This is a blue ball.” But you can say it another way: “This is a ball. The ball is blue." It seems like a small difference, but it is significant. After all, here we give the child an example of constructing a coherent statement. In fact, two judgments are consistently expressed here: “This is a ball” and “The ball is blue.” And the second does not just follow the first, it is closely connected with it, follows from it. In the first, the object stands out from many others: it is a ball and not something else. In the second, this selected and named object is characterized by one of its properties, in this case - by color. This is a very simple, elementary case of a coherent utterance, the beginning of coherent speech, but it develops gradually in the child, from simple to complex forms.

The simplest tasks for constructing a coherent statement, for example, retelling a short fairy tale, impose two most important requirements on a child’s monologue speech: firstly, the speech must be constructed deliberately to a greater extent than, for example, a remark in a dialogue (answering a question, etc. ), secondly, it must be planned, i.e. milestones must be outlined along which a complex statement or story will unfold. The formation of these abilities in simple forms of coherent monologue speech serves as the basis for the transition to more complex forms (for example, creative storytelling).

The coherence of monologue speech begins to form in the depths of dialogue as the main form of verbal communication. Dialogue must also be assessed in terms of coherence, but in it coherence depends on the abilities and skills of not one person, but two. The responsibilities for ensuring the coherence of the dialogue, initially distributed between the adult and the child (of course, with the leading role of the adult’s speech), are gradually learned to be performed by the child. In a dialogue, each interlocutor answers the other’s questions; in a monologue, the speaker, consistently expressing his thoughts, seems to be answering himself. A child, answering an adult’s questions in dialogue, learns to ask questions to himself. Dialogue is the first school for the development of a child’s coherent monologue speech (and, in general, the activation of his speech). Therefore, it is important to learn how to “construct” dialogue and manage it.

The highest form of coherent monologue speech is written speech. It is more intentional, conscious, more planned (“programmed”) than oral monologue speech. The task of developing written speech in preschoolers now, naturally, cannot be set (specifically, written coherent speech, the ability to compose a text, and not the ability to compose a split alphabet or write two or three sentences; the latter can be accomplished when teaching preschoolers to read and write). This requires a good level of writing skills.

And yet, the psychological characteristics of written speech can be used to develop in preschoolers the ability to deliberately, arbitrarily construct a statement (story, retelling), plan it, and to form coherent oral speech. This opportunity is realized on the basis of a “division of labor”: the child composes the text, the adult writes it down. This technique - writing a letter - has long existed in the methodology of speech development for preschoolers. E.I. Tikheyeva pointed out: “It is necessary to develop in children an attitude towards letters as a serious matter; you need to think carefully about what you will write, how best to express your thoughts.” E.I. Tikheyeva even considered it possible to conduct classes on writing letters “with three- and four-year-old children,” but this position must be tested.

Writing a letter is usually carried out collectively, but this does not mean that the monologue of speech disappears, the requirements for intentionality and awareness of the construction of the text are reduced: after all, every child composes the text. Moreover, collective writing of a letter makes it easier for the teacher to develop in children the very important ability to select the best, most suitable version of a sentence (phrase) or a larger part of the text that continues the presentation of the content. This ability, in fact, is the essence of arbitrariness (intentionality), awareness of the construction of a statement. However, the predominant use of a collective form of work does not exclude individual writing of a letter. A combination of both is needed.

Psycholinguist A.A. Leontyev, considering the relationship between oral and written speech and emphasizing the greater expansion, arbitrariness and organization of the latter, puts forward the position that it is easier to start teaching organized (i.e. planned, “programmed”) speech from written speech. As for such training for preschoolers, it is carried out in the form of writing a letter.

Using writing, you can achieve significant results in developing the coherence of a child’s oral speech and enriching it with complex syntactic structures. In this case, speech, while remaining oral in external form, is built at the level of expansion and arbitrariness characteristic of written speech, and thanks to this, in its structure and quality of coherence it will approach it.

The formation of voluntary speech, the ability to choose linguistic means is an important condition not only for the development of speech coherence, but also for language acquisition in general, mastering what the child does not yet have in active speech. Let us assume that a small child actively speaks only the first two words from the synonymous series “walk - walk - stomp - wander” (although he can understand all these words). If he has not yet developed the ability to select linguistic means in accordance with the tasks of the utterance, he will simply reproduce the word that, so to speak, first comes to mind (most likely it will be “go”, as it is more general in meaning). If the selection ability already exists (at least elementary, initial), then the child will use a word that is more suitable for the given context (“step” rather than “go”). The main thing is that the child faces the task of selection itself. He can, of course, only choose from what he has. But “there is” is both in the active vocabulary and in the passive one, i.e. in the dictionary that the child understands, the nose does not use it. And when the conditions for constructing an utterance are such that none of the words that the child actively owns fits the given context, he can turn to his passive stock and use not “go”, but, for example, “wander.” The situation is similar with the activation of complex grammatical (syntactic) constructions.

Coherent speech, thus accumulating the child’s success in mastering all aspects of his native language, acting as one of the most important goals of speech education, at the same time, from the first classes on its formation, becomes an important condition for mastering the language - the sound side, vocabulary, grammar, a condition for developing skills It is appropriate to use linguistic means of artistic expressiveness of speech.

In the general system of speech work in kindergarten, vocabulary enrichment, consolidation and activation occupy a very important place. And this is natural. The word is the basic unit of language; improving verbal communication is impossible without expanding the child’s vocabulary. At the same time, the development of a child’s thinking is impossible without him mastering new words that consolidate the new knowledge and ideas he acquires. Therefore, vocabulary work in kindergarten is closely connected with the cognitive development of the child, with familiarizing him with the surrounding reality.

Emphasizing the importance of vocabulary work in terms of its connection with the cognitive development of the child, it is necessary to note the importance of working on the word as a unit of language, in particular on the polysemy of the word. Thus, under certain conditions of familiarizing children with the properties and qualities of objects, new words “green” (to denote color), “fresh” (meaning “just made”) are introduced. Here we introduce new words based on the properties of the object. And this is very important, since both the child’s vocabulary and his knowledge of the subject are enriched. But at the same time, it is important to take into account the actual linguistic characteristics of the word, in particular its polysemy. For example, the word “green” has both the “color” meaning and the “unripe” meaning, while the word “fresh” means both “freshly made” and “cool.” By revealing to children (older preschoolers) the polysemy of a word, we show them the “life” of the word itself, because objects and phenomena corresponding to its different meanings can be completely different, unrelated or little related to each other. Thus, the word “strong,” if used in the sense of “durable, such that it is difficult to break, break, tear,” refers primarily to the physical properties of objects (“a strong nut,” “a strong rope”). If we take this word in a different meaning - “strong, significant in manifestation”, then it will be used to designate the properties of completely different phenomena and, moreover, very different ones (“hard frost”, “strong sleep”, “strong wind”). Discovering the polysemy of a word (and most words are polysemous) plays a big role in shaping the accuracy of word usage.

The “Education Program in Kindergarten” states: “In the preparatory group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.”

When perceiving and understanding speech, one is aware, first of all, of the semantic content that is conveyed in it. When expressing a thought in speech, when communicating it to the interlocutor, the semantic content of the speech is also realized, and awareness of how it is “structured”, in what words the thought is expressed, is not mandatory. The child does not realize this for a very long time, he does not even know what he is saying in words, just like the hero of one of Moliere’s plays, who spoke in prose all his life, did not know that he was speaking in prose.

If we highlight in preparation for learning to read and write, first of all, a general task (“speech becomes the subject of study”), then in simpler forms the solution to this task begins and should begin not in the preparatory group, but earlier, in previous groups. For example, in classes and didactic games on the sound culture of speech, in particular on the formation of auditory attention, phonemic hearing, correct sound pronunciation, children are given tasks to listen to the sound of a word, find the most frequently repeated sounds in several words, determine the first and last sounds in a word , remember words beginning with the sound indicated by the teacher, etc. Children are also involved in enriching and activating their vocabulary, during which they receive tasks, for example, choosing antonyms - words with the opposite meaning (“high” - “low”, “strong” - “weak”, etc.), synonyms - words that are close in meaning (“path”, “road”; “small”, “small”, “tiny”, “tiny”, etc.). The teacher draws the attention of the older preschooler to how snow is described in a poem or story, for example, what it is like (“fluffy, “silver”). In this case, the teacher can ask about the word, use the word “word” (for example: “What word does the author use to describe snow, talk about his impression of snow, how snow appears to him?”).

By receiving such tasks and completing them, children begin to learn the meaning of the words “sound”, “word”, but this is only possible when the teacher sets himself a special task to include the word “word” or the word “sound” in the formulation of the task, otherwise the use of them becomes a matter of chance 1 .

After all, the task can be formulated in such a way that the word “word” is not needed. For example, instead of saying: “Remember the words that have the sound w,” you can say: “What objects have the sound sh in their names?” Another example. The children are given the task: “Which house is shown in the picture? (Small.) Yes, a small house. What other word can be used to describe such a house? (A small house.) That’s right, a small house.” However, instead of asking: “What other word can be used to describe such a house?” another question is quite possible: “How else can you say about such a house?” The meaning of the task does not change if the teacher set as his task only, for example, the activation of the dictionary.

What is the difference between the given formulations? In cases where the word “word” is used, children’s attention is drawn to the fact that various words are used in speech, that we speak in words.

Here the teacher leads children to understand the meaning of the word “word”, the verbal composition of speech (long before they begin to form such an understanding). In cases where the word “word” is not used in the formulation of speech tasks, children complete the tasks without thinking about the fact that they are using a word.

For preschoolers (if special work has not yet been carried out with them), the words “word” and “sound” have a very vague meaning. As observations show, in response to a question about what words he knows, even an older preschooler can pronounce a sound, name a letter (me, be), say a sentence or phrase (“good weather”), or even note that there are no doesn’t know words, but knows a poem about a ball. Many children name words, usually only nouns that denote objects (“table”, “chair”, “tree”, etc.). When children are asked to pronounce a sound, they very often also name a letter (this, by the way, is not the worst option: even fully literate adults often mix sound and letter), remember onomatopoeia (tu-ru-ru), say about some sound phenomenon (“thunder roars”), etc. This vagueness of children’s ideas about words and sounds is largely caused by the polysemy of the corresponding words.

“Word”, “sound” are the same words as many others. Like others, they have a certain meaning and denote a certain phenomenon. But the meanings of these words are not simple things. In explanatory dictionaries of the Russian language you can read that a word is a “unit” of speech that serves to express a separate concept” or “a unit of speech that is the sound expression of a concept about an object or phenomenon of the objective world.” However, along with this basic meaning, “speech”, “conversation, conversation” (“gift of speech”, “convey a request in words”, “tell in your own words”, etc.) and a number of others. The word “sound” has two meanings: 1) “a physical phenomenon perceived by the ear,” 2) “an articulate element of human spoken speech.”

Dictionary definitions of the meanings of the words “word” and “sound” cannot be given to a preschooler - he will not understand them (although in general it is possible and necessary to develop a methodology for using dictionary definitions for the development of speech of preschoolers in kindergarten). However, it does not follow from this that children do not receive any definitions at all.

In the science of logic there is a term “ostensive definition”, which is contrasted with verbal, verbal definition. The word “ostensive” comes from the Latin words ostensio – “showing”, ostendo – “I show, demonstrate, indicate as an example.” These are precisely the definitions that are given to children when the teacher uses the words “word” and “sound” in the formulation of the tasks discussed above. The situation is exactly the same with the words “sentence” and “syllable”, when direct work is carried out to prepare children for learning to read and write. Children are not given a grammatical definition of a sentence (for example: “A sentence is a grammatically and intonationally designed combination of words or a separate word that expresses a complete thought”). The “Kindergarten Education Program” notes that children’s ideas about a sentence, a word (and, of course, a syllable) are reinforced in practical exercises. Such exercises are the use of ostensive definitions.

The formation of elementary meanings of the words “word” and “sound” on the basis of ostensive definitions in various speech exercises allows the child to be given initial ideas about the distinction between words and sounds. In the future, when teaching children how to divide sentences into words, sound analysis of words, etc. These meanings are used because the child identifies and isolates words and sounds as units of speech and has the opportunity to hear them as components of a whole (sentences, words).

When familiarizing children with the verbal composition of a sentence, with the sound composition of a word, we not only form in them ideas about the sentence, about the word, etc. We reveal the most general properties of human speech as a process - discreteness, the separateness of its constituent units (human speech is called “articulate speech”) and linearity, the sequence of these units.

Speaking about a child’s awareness of speech and the identification of linguistic units in it, it should be emphasized that it has the meaning of both direct preparation for learning to read and write, and the formation in children of those elementary knowledge and ideas about speech that will help them master the course of their native language at school. The awareness of speech that occurs in preparation for learning to read and write is of great importance for overall speech development. On the basis of awareness, the arbitrariness of speech is formed: the intentionality of the choice of both the semantic content of the statement and the linguistic means by which it can be expressed most accurately. The child masters the ability to consciously and voluntarily construct his speech.

By comprehending the laws of physics, a person gains the opportunity to control certain phenomena of the external world. By learning the laws of some of his own human activities, he acquires the ability to control it and improve it. Therefore, a child’s awareness of speech is not just a condition for successfully mastering reading and writing, not just an expansion of knowledge and ideas about speech. This is an important means of further developing it, improving it, and enhancing its culture.

The famous Soviet linguist and methodologist A.M. Peshkovsky considered the conscious use of linguistic means to be the main difference between literary speech and everyday speech. “Any awareness of the facts of language is based primarily on the conscious snatching of these facts from the general flow of speech-thought and on observation of what is snatched, that is, primarily on the dissection of the speech-thought process... Natural speech ideas flow together. It goes without saying that where there is no skill for such division, where speech complexes move in the brain with the dexterity of a bear dance, there can be no talk of conscious use of the facts of language, of their selection, comparison, evaluation, etc. d. There, it is not the person who owns the language, but the language who owns the person” [h].

At senior preschool age, one of the most important periods of a person’s life (and perhaps the most important), his first “university,” ends. But, unlike a student at a real university, a child studies in all faculties at once. He comprehends (of course, within the limits available to him) the secrets of living and inanimate nature, and masters the basics of mathematics. He also takes an elementary course in oratory, learning to express his thoughts logically and expressively; he also becomes familiar with philological sciences, acquiring the ability not only to emotionally perceive works of fiction, to empathize with its characters, but also to feel and understand the simplest forms of linguistic means of artistic expression. He also becomes a little linguist, because he learns not only to pronounce words correctly and construct sentences, but also to realize what sounds a word is made of, what words a sentence is made of. All this is very necessary for successful study at school, for the comprehensive development of the child’s personality.

______________________

1 Instead of the expression “the word “word” (“sound”)”, the expression “term “word” (“sound”)” is usually used, however, it should be borne in mind that in terms of determining the meaning, much higher requirements are imposed on the term than on the word.

Sources

1. Gvozdev A.N. Issues in studying children's speech. M.: Publishing house of the Academy of Sciences of the RSFSR, 1961.
2. Leontyev A.A. Fundamentals of the theory of speech activity. M.: Nauka, 1974.
3. Peshkovsky A.M. Selected works. M. 1959.
4. Tikheeva EM. Speech development in children (early and preschool age). 4th ed. M., 1972.

Certificate:

The formation of coherent speech is one of the most important tasks of working with preschoolers. Practice shows that on their own, without special training, children cannot master such a complex type of speech activity as contextual, descriptive-narrative speech, since psychologically it is considered more complex than colloquial everyday speech.

There are a number of methods, methodological developments, scientific works, articles on the development of speech of preschoolers (A.M. Borodich, L.N. Efimenkova, V.P. Glukhov, V.I. Seliverstov, T.B. Filicheva, G.V. Chirkina, E.I. Tikheeva, A.V. Yastrebova, V.V. Vorobyova, T.A. Tkachenko, E.M. Mastyukova, T.V. Tumanova, etc.).

Every child must learn to express their thoughts meaningfully, grammatically correct, coherently and consistently. At the same time, children’s speech should be lively, spontaneous, and expressive.

Coherent speech is inseparable from the world of thoughts: coherence of speech is 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. By how a child can construct his statement, one can judge the level of his speech development.

The success of children's education at school largely depends on their level of mastery of coherent speech. Perception and reproduction of textual educational materials, the ability to give detailed answers to questions, independently express one’s opinions - all these and other educational activities require a sufficient level of development of coherent speech.

The ability to talk helps a child to be sociable, overcome silence and shyness, and develop self-confidence.

Under coherent speech is understood as a detailed presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Connected speech– is a single semantic and structural whole, including interconnected and thematically united, complete segments.

Connected speech- this is not just a sequence of words and sentences, it is a sequence of interconnected thoughts that are expressed in precise words in correctly constructed sentences.

The concept of “coherent speech” refers to both dialogic and monologue forms of speech. Each of them has its own characteristics.

Flow form dialogical speech encourages incomplete, monosyllabic answers. Incomplete sentence, exclamation, interjection, bright intonation expressiveness, gesture, facial expressions, etc. – the main features of dialogical speech. For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with the question asked, give the necessary remark, supplement and correct the interlocutor, reason, argue, and more or less motivatedly defend one’s opinion.

Monologue speech how the speech of one person requires expansion, completeness, clarity and interconnection of individual parts of the narrative. A monologue, a story, an explanation require the ability to focus your thoughts on the main thing, not get carried away by details and at the same time speak emotionally, vividly, figuratively.

Basiccharacteristics of a coherent extended utterance:

Thematic and structural unity;
- adequacy of the content to the communicative task;
- arbitrariness, planning and conciseness of presentation;
- logical completeness;
- grammatical coherence;
- clarity for the interlocutor.

Target speech development of preschool children - the formation of not only correct, but also good oral speech, taking into account their age characteristics and capabilities.

The main function of coherent speech is communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics, which determine the nature of the methodology for their formation.

The development of both forms of coherent speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and literate structure.

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

Teaching coherent speech has an impact on aesthetic education: retellings of literary works and independent children's essays develop imagery and expressiveness of speech.

Requirements for children in speech activity:

Meaningfulness, i.e. full understanding of what they are talking about;
- Completeness of transmission, i.e. absence of significant omissions that violate the logic of presentation;
- Subsequence;
- Wide use of vocabulary, phrases, synonyms, antonyms, etc.;
- Correct rhythm, no long pauses;
- Culture of presentation in the broadest sense of the word:
- correct, calm posture when speaking, addressing listeners,
- intonation expressiveness of speech,
- sufficient volume,
- clarity of pronunciation.

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

By the end first year life - the beginning second year In life, the first meaningful words appear, but they mainly express the desires and needs of the child. Only in the second half of the second year of life do words begin to serve as designations for an object for the baby. By the end of the child's second year of life, words begin to form grammatically.

On third year In life, both understanding of speech and active speech develop at a rapid pace, vocabulary increases sharply, and the structure of sentences becomes more complex. Children use the initial form of speech - dialogical, which is associated with the child’s practical activities and is used to establish cooperation in joint substantive activities.

The kindergarten program provides training in dialogic and monologue speech. Work on the development of dialogical speech is aimed at developing the skills necessary for communication. Dialogical speech is a particularly striking manifestation of the communicative function of language.

Let us consider the content of the requirements for dialogic speech by age group.

In early age groups The goal is to develop understanding of speech and use children’s active speech as a means of communication. Children are taught to express requests and desires in words, to answer some questions from adults (Who is this? What is he doing? Which one? Which one?). They develop the child’s initiative speech, encourage him to turn to adults and children on various occasions, and develop the ability to ask questions.

In early preschool age The teacher must ensure that every child easily and freely enters into communication with adults and children, teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children.

You should cultivate the need to share your impressions, the habit of using simple formulas of speech etiquette (saying hello, saying goodbye in kindergarten and family), talking about what you did, how you played, and encouraging children to try to ask questions about their immediate environment (Who? What? Where? What does it do? Why?).

In middle preschool age Children are taught to willingly enter into communication with adults and peers, answer and ask questions about objects, their qualities, actions with them, relationships with others, and support the desire to talk about their observations and experiences.

The teacher pays more attention to the quality of the children’s answers: he teaches them to answer both in a short and in a common form, without deviating from the content of the question. Gradually, he introduces children to participate in collective conversations, where they are required to answer only when the teacher asks, and listen to the statements of their comrades.

The cultivation of a culture of communication continues: the formation of the ability to greet relatives, friends, group mates, using synonymous etiquette formulas (Hello! Good morning!), answer the phone, not interfere in the conversation of adults, enter into conversation with strangers, greet a guest, communicate with him.

Forms of organization of teaching coherent speech to children in senior and preparatory groups can be different: classes, games, excursions, observations.

Objectives and content of teaching monologue speech.

They are determined by the characteristics of the development of children’s coherent speech and the characteristics of monologue utterances.

There are types of monologues:

Description is a characteristic of an object.
Narration- This is a coherent story about some events.
Reasoning is a logical presentation of the material in the form of evidence.
Retelling is a meaningful reproduction of a literary example in oral speech.
Story- This is an independent, detailed presentation by a child of a certain content.

In age groups, these types of monologue speech occupy different places.

IN early age the prerequisites are created for the development of monologue speech. In the third year of life, children are taught to listen and understand short stories and fairy tales that are accessible to them in content, and to repeat individual lines and phrases by imitation. In 2-4 phrases, talk about a picture or about what you saw on a walk.

Purposeful training of coherent monologue speech begins in second younger group. Children are taught to retell fairy tales and stories that are well known to them, as well as to tell stories based on visual material (descriptions of toys, stories based on a picture with a plot close to their childhood experience - from the series “We Play”, “Our Tanya”). The teacher, through dramatization of familiar fairy tales, teaches children to compose statements of narrative type. He tells the child the ways of connections in a sentence, sets the pattern of statements (“The bunny went... There he met... They became...”), gradually complicating their content, increasing their volume.

In individual communication, children are taught to talk about topics from personal experience (about their favorite toys, about themselves, about their family, about how they spent their weekend).

IN middle group children retell the contents of not only well-known fairy tales and stories, but also those that they heard for the first time. When telling stories based on a picture and a toy, children first learn to construct statements of a descriptive and narrative type. Attention is drawn to the structural design of descriptions and narratives, an idea is given of the different beginnings of stories (“Once upon a time,” “Once upon a time,” etc.), and the means of connection between sentences and parts of a statement. The adult gives the children the beginning and offers to fill it with content, develop the plot (“Once upon a time... animals gathered in a clearing. They began... Suddenly... The animals took it... And then...").

It is necessary to teach children to include in the story elements of descriptions of characters, nature, dialogues of the characters in the story, and to accustom them to the sequence of storytelling. By the end of the year, children, with the help of the teacher, are able to compose a story based on a series of plot pictures: one child tells one picture at a time, the other continues, and the teacher helps to connect the transitions from one picture to another (“And then”, “At this time”, etc.). P.).

With systematic work, children can compose short stories from personal experience, first based on a picture or toy, and then without relying on visual material.

If monologue speech develops in children's education, then one of the conditions for development dialogical speech is the organization of the speech environment, the interaction of adults with each other, adults and children, children with each other.

The main method of formation dialogical speech in everyday communication is the conversation between the teacher and the children. An effective method is also a didactic game, an outdoor game, the use of verbal instructions, joint activities and specially organized speech situations.

The work of developing coherent speech is labor-intensive and always falls almost entirely on the shoulders of teachers. The teacher has a great influence on children's speech. In this regard, his own speech must be clear, grammatically correct, and emotional.

However, the work carried out in kindergarten alone is not enough. It must be supplemented with homework with the child.

Sequence of work on coherent speech:

Developing an understanding of coherent speech;
- education of dialogical coherent speech;
- education of monologue coherent speech:
- work on retelling;
- work on compiling a descriptive story;
- work on compiling a story based on a series of plot pictures;
- work on compiling a story based on one plot picture;
- working on an independent story.

Methods of working on the formation of coherent speech.

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

2. Reading stories or fairy tales.

An adult can ask questions about the content of the story to find out the child’s understanding of cause-and-effect relationships (Why did this happen? Who is to blame for this? Did he do the right thing? etc.) An understanding of the meaning of the story is also evidenced by the ability to retell it in your own words.

3. Conversation (dialogue).

You can talk about 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 his train of thought. In a conversation, an adult’s questions should gradually become more complex, just like the children’s answers. 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 goal of a gradual and imperceptible transition to monologue speech for the child.

An example of a “complicated” conversation.

What animals do you see in this picture?
- Wolf, bear and fox.
- What do you know about the wolf?
- He is gray and angry and lives in the forest. He also howls at night.
- What can you say about the bear?
- He is big, brown, and spends the winter in a den.
- What do you know about the fox?
- She is very cunning, 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? and so on.

4. Writing a descriptive story.

The child masters the first skills of coherent presentation of thoughts “on one topic”; at the same time, he learns the characteristics of objects, and, consequently, his vocabulary expands.
To enrich vocabulary, it is very important to carry out preparatory work for compiling each descriptive story, reminding the child of the characteristics of the objects being described.
First, describe individual objects, and then move on to comparative descriptions of homogeneous objects, learn to compare animals, fruits, vegetables, trees, etc.

An example of writing a descriptive story using a diagram.

5.Compiling a story based on a series of plot pictures.

The number of story pictures in the series gradually increases, and the description of each picture becomes more detailed, consisting of several sentences.
As a result of compiling stories based on 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 that.”

Examples of a series of plot pictures.

6. Compiling a story based on a plot picture.

When composing 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 to the child;
- the plot itself should be understandable to a child of this age;
- there should be a small number of characters 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. First, the adult must think through the content of the conversation based on the picture and the nature of the questions asked of the child.

Examples of plot paintings:

7.Retelling.

In the process of working on a retelling, the child develops and improves attention and memory, logical thinking, and an active vocabulary. The child remembers grammatically correct figures of speech and patterns of speech construction. Introducing a child to new information contained in stories and fairy tales expands the range of his general ideas and contributes to the improvement of his monologue speech as a whole.

When working on a retelling of a specific text, you first need to expressively read or tell the child a story that is interesting and accessible to him in content and then ask if he liked it.

You can also ask a few clarifying questions about the content of the story. It is imperative to explain to your child the meaning of unfamiliar words. It is important to pay attention to “beautiful” turns of phrase. You can look at the illustrations. Before re-reading the story, invite your child to listen to it carefully again and try to remember it, and then retell it close to the original.

It is important to train your child in other types of retelling:

- Selective retelling. It is proposed to retell not the entire story, but only a certain fragment of it.

- Brief retelling. It is proposed that, by omitting less significant points and without distorting the general essence of the story, we correctly convey its main content.

- Creative storytelling. The child needs to add something new to the story he has heard, to bring something of his own into it, while showing elements of fantasy. Most often, it is suggested to come up with a beginning or an end to the story.

- Retelling without relying on visuals.

When assessing the quality of a children's retelling, it is important to consider the following criteria:

Completeness of the retelling;
- sequence of presentation of events, compliance with cause-and-effect relationships;
- the use of words and phrases of the author’s text, but not a word-for-word retelling of the entire text (retelling “in your own words” is also very important, indicating its meaningfulness);
- the nature of the sentences used and the correctness of their construction;
- absence of long pauses associated with the difficulty of choosing words, constructing phrases or the story itself.

8. Writing your own story.

The transition to independent compilation of stories should be fairly well prepared by all previous work, if it was carried out systematically. Most often these are stories from the child’s personal experience. A story from personal experience requires the child to be able to independently select the right words, construct sentences correctly, and also determine and retain in memory the entire sequence of events. Therefore, children’s first small-scale independent stories must necessarily be associated with a visual situation. This will “revive” and complement the child’s vocabulary necessary for composing a story, create an appropriate internal mood in him and allow him to more easily maintain consistency in describing the events he has recently experienced.

Examples of topics for such stories include the following:

A story about a day spent in kindergarten;
a story about your impressions of visiting a zoo (theater, circus, etc.);
a story about a walk through an autumn or winter forest.

Types of creative tasks included in classes for teaching various types of storytelling

Purpose of the lesson	Types of tasks
Retelling training	Dramatization games based on the plot of the work being retold. Exercises in modeling the plot of the work being retold (using a picture panel, a visual diagram). Drawing on the theme (plot) of the work being retold, followed by composing stories based on the completed drawings. Restoring a “deformed” text with its subsequent retelling: a) substitution of missing words (phrases) into the text; b) restoration of the required sequence of sentences, Drawing up “creative retellings” with replacing the characters, the location of the action, changing the time of action, presenting the events of the story (fairy tale) from the 1st person, etc.
Learning storytelling from pictures	Coming up with a title for a painting or a series of paintings." Coming up with a title for each sequential picture in the series (for each fragment - episode). Games-exercises for reproducing elements of the visual content of a picture (“Who is the most attentive?”, “Who remembered better?”, etc.). Acting out the actions of the characters in the film (dramatization game using pantomime, etc.). Coming up with a continuation to the action depicted in the picture (their series). Drawing up a plot to the depicted action (based on the teacher’s speech sample). Restoring a missing link when composing a story based on a series of pictures. Game-exercise "Guess" (based on questions and instructions from the teacher, children restore the content of the fragment depicted in the picture, but covered by the screen).
Learning to describe objects	Game-exercise "Find out what it is!" (recognition of an object by its specified details, individual components.) Drawing up a description of an item based on your own drawing. The use of game situations in the compilation of descriptive stories (“Shop”, “The dog is missing”, etc.).

T.A. Tkachenko proposes a method for forming coherent speech in children with general speech underdevelopment. She highlights two fixed assets, facilitating and guiding the process of formation of a detailed semantic statement in a child:

Visibility;
- modeling of the utterance plan.

The technique uses exercises that are arranged in order of increasing complexity with a gradual decrease in clarity and “collapse” of the statement plan.

T.A. Tkachenko suggests the following procedure for developing coherent speech.

1. Reproduction of a story based on the action being demonstrated.

Here, clarity is presented to the maximum: in the form of objects, objects and actions with them, directly observed by children. The plan of the utterance is the order of actions performed in front of the children. The children are given the necessary speech means by a sample story from a speech therapist.

2. Compiling a story based on the action demonstrated. The visualization and plan of the statement are similar to those used at the previous stage; complication is achieved due to the absence of a sample story, which, in addition, allows you to diversify the lexical and grammatical content of coherent speech.

3. Retelling a story using flannelgraph. In this type of storytelling, direct actions with objects and objects are replaced by actions on a flannelgraph with object pictures; The storytelling plan is ensured by the order of pictures sequentially displayed on the flannelgraph.

4. Retelling a story with visual support in the form of a series of plot pictures. Visibility is represented by objects, objects and actions with them, depicted in plot paintings; their sequence simultaneously serves as a plan for the utterance; A sample story from a speech therapist gives children the necessary speech tools.

5. Compiling a story based on a series of plot paintings. Visualization and plan of expression are provided by the same means as at the previous stage; complication is achieved due to the absence of a sample speech therapist's story.

6. Retelling a story with visual support in the form of one plot picture. Visibility is reduced due to the lack of visible dynamics of events: children observe, as a rule, the final stage of actions; Modeling the story plan is achieved by using the speech therapist's sample and his question plan.

7. Compiling a story based on one plot picture. The lack of a sample further complicates the task of composing a coherent statement. At this stage, the prerequisites are created and work on creative storytelling can begin.

8. Comparing items and objects using aids(schemes for compiling descriptive and comparative stories).

9. Description of objects and objects using auxiliary means.

Examples of activities

Lesson No. 1

Subject: Reproduction of a story based on the action being demonstrated

Goals. Teach children to answer a question in detail, with a complete answer - a phrase of 3-4 words; retell a text composed of 3-4 simple sentences, with visual support in the form of observable objects and actions with them; develop children's attention.

Progress of the lesson. The lesson begins (as well as 3 subsequent ones) with a “performance”, which is performed by a boy and a girl from the kindergarten group. The speech therapist discusses all the actions of the “artists” with them in advance. The rest of the children watch the actions of the boy and girl, sitting on chairs.

Story "game"

The adult tells the story at the end of the performance.

Katya and Misha joined the group. Misha took the typewriter. Katya took the Barbie doll. Misha was rolling the car. Katya was combing her Barbie doll's hair. The children were playing.

Questions for the story

The answer is given in a complete sentence.

Who was in the group? -Where did the children go? - What did Misha take? -Who did Katya take? - What did Misha skate? -Who did Katya comb?

At the very beginning of learning the question “what did you do?” should be avoided as it is difficult for children to answer.

Exercises

1. Analyzing a sentence with a view to including or not including it in the story

The adult pronounces a sentence and invites the child to guess whether it fits this story or not.

Katya sat down on the carpet. Misha had breakfast for a long time.

Misha was crawling on the carpet. Mom bought Katya a hat.

Misha has a cat. Katya loves her dog.

Misha loves cars.

2. Establishing the order of sentences in the story

The adult pronounces pairs of sentences and invites the child to determine which the sentence should come first in the story and which one should come later.

Katya took the doll. - Katya joined the group.

Katya was combing the doll's hair. - Katya took the doll.

Misha took the typewriter. - Misha was rolling the car.

Each pair of sentences must be spoken by the child.

3. Selecting supporting verbs from the story and establishing their sequence

The adult invites the child to choose words from the story - the names of the actions (entered, took, took, rolled, combed, played), and then say which action was performed earlier, which later:

combed my hair - came in

took - rolled

played - entered

combed my hair - took it

4. Retelling the story entirely from memory or using a picture

The adult should encourage the child to include any additions and clarifications if they are relevant to the story.

5. Results of the lesson.

Lesson No. 2

Subject: Compiling a story based on a demonstrated action

Goals. Teach children to answer a question with a phrase of 3-5 words, building it in full accordance with the order of the words in the question. Learn to combine phrases into a story of 4-5 sentences with visual support in the form of natural objects and actions with them.

Progress of the lesson. The lesson begins with watching a “performance”. Children watch how 2 “artists” perform actions in the locker room that were previously agreed upon with them by the speech therapist. Since in this lesson children do not retell a finished story, but compose it themselves, at the beginning they answer questions about the “performance” they watched.

Questions

(The questions use the names of the children who participated in the scene.)

Where did Masha and Vitya go? - What did Vitya discover? - What did Vitya get?
- What did Vitya wear? - What did Masha discover? - What did Masha get?
- What did Masha wear? - What did Masha tie?

Etc. in accordance with the actions performed.

Exercises

1. Compiling a story based on the demonstrated action

The adult invites the child to remember what they observed during the lesson and what questions the speech therapist answered. After repeating the supporting questions, you can invite the child to compose a story.

Sample story

A sample is given if the child has difficulty composing a story.

Masha and Vitya entered the locker room. Vitya opened the locker and took out the overalls. Vitya put on his overalls and zipped them up. Masha opened the locker and took out her shoes. Masha tied her shoelaces (laced her shoes). The children were getting ready to go for a walk.

2. Analyzing a sentence with a view to including or not including it in the story

Vitya has a new jumpsuit. Masha has a bicycle.

Masha sat down on the bench. Vitya drank the juice.

Vitya stood near the locker. Masha put on her hat.

Vitya put on his boots. And so on.

3. Vocabulary work

Clarification of the meaning of some verbs:

tie, dress (someone),

fasten, put (on oneself, on someone),

lace up, fake (something).

Choice of words.

What can you tie? button up? lace up?

Who can you dress? Who should I put it on? What - to pry?

4. Isolating words denoting action and restoring the story using these reference words:

entered, opened, took out, put on, buttoned, opened, took out, tied, laced.

5. Adding a sentence logically related to the previous one

Vitya opened the locker. ... Masha took out her shoes. ...

Masha and Vitya entered the locker room. ... Vitya zipped up. ...

6. Results of the lesson.

In conclusion, I would like to remind you once again that it is in coherent speech that all the child’s speech “acquisitions” are most clearly manifested: correct sound pronunciation, richness of vocabulary, mastery of grammatical norms of speech, its imagery and expressiveness.

In order for a child’s coherent speech to acquire all the qualities necessary for it, you need to consistently go through the entire complex, interesting and completely accessible path with him.

For the effective formation of coherent speech, it is necessary to enrich not only linguistic, but also objective reality. It is advisable to use bright visual design, various methods and techniques in classes and free activities, to consolidate the coherent speech skills acquired by children in classes in their everyday life.

In kindergarten, the task of forming coherent speech in children can be successfully solved provided that general educational tasks are jointly implemented, with close continuity in the work of teachers and parents.

Bibliography

1. Tkachenko T.A., Speech therapy notebook. Formation and development of coherent speech. Moscow, Gnom i D, 2001.
2. Tkachenko T.A., “Teaching to speak correctly” (a system for correcting general speech underdevelopment in children 5-6 years old), Moscow, 2004.
3. Tkachenko T.A., “Formation of coherent speech”, “Collection of exercises and methodological recommendations”, Moscow, 2003.
4. “Speech and voice disorders in children,” edited by S.S. Lyapidevsky and S.N. Shakhovskoy, Moscow, 1969
5. Elkonin D.B., “Development of speech”, Moscow, 1964.
6. Leontyev A.A., “Research of children’s speech” // Fundamentals of the theory of speech activity, Moscow, 1974.
7. Tikheyeva E.I., “Development of children’s speech”, Moscow, 1964.
8. Zhukova N.S., Mastyukova E.M., Filicheva T.B. “Overcoming general speech underdevelopment in preschool children,” Moscow, 1990.
9. Glukhov V.P., “Formation of coherent speech in preschool children with general speech underdevelopment”, Moscow, Arkti, 2002.
10. Borodich A. M., “Methods for the development of children’s speech.” Moscow, 1984
11. Yastrebova V.Ya., “Correction of speech deficiencies in secondary school students,” Moscow, 1985.
12. Efimenkova L. N., “Formation of speech in preschool children”, Moscow, 1985.
13. Nishcheva N.V., “The system of correctional work in a speech therapy group for children with general speech underdevelopment,” St. Petersburg, 2001.
14. Nishcheva N.V., Notes of subgroup speech therapy classes in the compensatory group of a preschool educational institution for children with severe speech disorders from 5 to 6 years old (senior group). Saint Petersburg. "Childhood-Press", 2017.
15. Filicheva T.B., Tumanova T.V., “Improving coherent speech”, Moscow, 1994.
16. Filicheva T.B., Cheveleva N.A., Chirkina G.V., “Fundamentals of speech therapy”, Moscow, 1989.
17. Filicheva T.B., Chirkina G.V., “Preparation for school of children with general speech underdevelopment in a special kindergarten”, M., 1993.
18. Filicheva T. B., Chirkina G. V., Tumanova T. V., “Children with general speech underdevelopment. Education and training", Moscow, 1999.
19. Konovalenko V.V., Konovalenko S.V., “Frontal speech therapy classes in the senior and preparatory groups for children with OHP. I, II, III periods", Moscow, 2000.

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INTRODUCTION

2. SPEECH AS A MEANS OF COMMUNICATION

2.2 Game as a means of communication

2.3 Relationship between thinking and speech

CONCLUSION

LIST OF SOURCES USED

INTRODUCTION

One of the most important tasks of preschool institutions is the formation of correct oral speech in children. Speech is a tool of communication, a necessary tool of cognition.

In preschool childhood, the long and complex process of speech acquisition is largely completed. By the age of 7, language becomes a means of communication and thinking of the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school. According to psychologists, the child’s language truly becomes native.

Having mastered the initial forms of independence, the child quickly accumulates his sensory and practical experience. The child’s activities are becoming more diverse and meaningful: creative and didactic games, drawing and counting classes, special speech classes, as well as everyday communication with adults in everyday life.

Most pedagogical studies are devoted to the problems of developing coherent speech in children of senior preschool age. Further development requires questions of the formation of speech coherence in the middle group, taking into account age and individual differences in children of senior preschool age. The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D.B. Elkonin, V.I. Yadeshko, etc.). At this age, there is a transition from situational to contextual speech (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinstein, D.B. Elkonin).

The relevance of the problem of speech development will always come first in educating a child’s personality and preparing him for school, since it is speech that makes us human. Underdevelopment of speech function has an adverse effect on children's learning at school and causes a delay in the mental development of children. Thus, the relevance of speech research is determined by the enormous role of speech in human life.

The problem of readiness for schooling has been considered by many foreign and Russian scientists, methodologists, and teacher-researchers, such as: L.F. Bertsfai, L.I. Bozhovich, L.A. Wenger, G. Witzlack, W.T. Goretsky, V.V. Davydov, J. Jirasik, A. Kern, N.I. Nepomnyashchaya, S. Shtrebel, D.B. Elkonin, etc. One of the most important components of school readiness, as noted by a number of authors: A.V. Zaporozhets, A.N. Gvozdev, E.P. Kravtsova, T.V. Purtova, G.B. Yaskevich, etc., is a sufficient level of speech development.

The object of our research is: higher mental functions of preschool children.

Subject of research: speech of preschool children.

Purpose of the study: to determine a set of pedagogical conditions for speech development as a necessary aspect of readiness for school education for preschool children.

This goal determined the following research objectives:

Identify the place of speech development in the overall process of preparing children for school;

Show speech as a tool of communication and thinking;

The course work consists of an introduction, three chapters, conclusions, a conclusion and a list of references.

speech preschool readiness learning

1. SCIENTIFIC APPROACHES TO SPEECH DEVELOPMENT IN CHILDREN

1.1 Speech development in preschoolers

Speech is a form of communication that has developed in the process of human historical evolution and is mediated by language. There are four functions of speech:

Semantic (denoting) - involves the possibility of using speech for communication, by means of denoting one’s thoughts and feelings;

Communicative - denotes the possibility of a communication process between people, where speech is a communication tool;

Emotional (expressive) - the ability of language to convey internal states, desires, emotions, etc.;

Regulatory (function of influence) - speech, being a means of communication, has a social purpose and serves as a means of influence.

The communicative function of speech is initial and fundamental. Speech as a means of communication arises at a certain stage of communication, for the purposes of communication and in the conditions of communication. Its emergence and development are determined, other things being equal and favorable conditions (normal brain, hearing organs and larynx), by the needs of communication and general life activity of the child. Speech arises as a necessary and sufficient means for solving those communication problems that confront a child at a certain stage of his development. In the formation of the communicative function, three stages are distinguished: preverbal, the emergence of speech, the development of verbal communication.

Psychologists specializing in the field of developmental psychology and preschool childhood distinguish three periods (L.S. Vygotsky, D.B Elkonin, A.V. Zaporozhets, etc.):

1 Younger preschool age (3 - 4 years), is characterized by high intensity of physical and mental development. The child’s activity increases and its focus increases; movements become more diverse and coordinated. The leading type of activity at this age is objective-effective cooperation.

The most important achievement of this age is that the child’s actions become purposeful. In various types of activities - playing, drawing, designing, as well as in everyday behavior, children begin to act in accordance with a predetermined goal, although due to instability of attention, unformed voluntary behavior, the child is quickly distracted and leaves one thing for another. Children of this age have a pronounced need to communicate with adults and peers. Particularly important is the interaction with an adult, who is the guarantor of psychological comfort and security for the child. In communication with him, the child receives information that interests him and satisfies his cognitive needs. Throughout early preschool age, interest in communicating with peers develops. The first “creative” associations of children arise in games. In play, the child takes on certain roles and subordinates his behavior to them. At this age, significant changes occur in the development of speech: the vocabulary increases significantly, elementary types of judgments about the environment appear, which are expressed in detailed statements.

2 Middle preschool age (4 - 5 years): this period is a period of intensive growth and development of the child’s body. There are noticeable qualitative changes in the development of children’s basic movements. Emotionally charged motor activity becomes not only a means of physical development, but also a way of psychological relief for children, who are characterized by fairly high excitability. Particular importance is attached to joint role-playing games. Didactic and outdoor games are also essential. In these games, children develop cognitive processes, develop observation skills, the ability to obey rules, develop behavioral skills, and improve basic movements. Children master the ability to examine objects, sequentially identify individual parts in them and establish relationships between them. In the fifth year of life, children actively master coherent speech, can retell short literary works, talk about a toy, a picture, and some events from their personal life.

3 Senior preschool age (5 - 6 years): at this age there is intensive development of the intellectual, moral-volitional and emotional spheres of the personality. At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs arise (the need for respect and recognition from an adult, the desire to do “adult” things that are important to others, to be an “adult”; the need for peer recognition, etc.). One of the most important achievements of senior preschool age is awareness of one’s social “I” and the formation of an internal social position.

The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child: L.S. Vygotsky, N.I. Zhinkin, A.A. Leontyev, S.L. Rubinstein, F.A. Sokhin et al.

Mastering coherent oral speech is the most important condition for successful preparation for school. The psychological nature of coherent speech in children is revealed in the works of L.S. Vygotsky, A.A. Leontyeva, D.B. Elkonina and others. All researchers note the complex organization of coherent speech and point to the need for special speech education, in particular A.A. draws attention to this. Leontyev and L.V. Shcherba.

L. S. Vygotsky, A. R. Luria, A. A. Leontyev identified motivational, performing and orienting parts in the structure of speech activity, its components such as motive (what I want to achieve with a speech act), the stage of planning, building an internal program of utterance, executive part and control unit. All blocks in speech activity work simultaneously.

1.2 Basic approaches to speech development

For the first time, the laws of learning established by experimental methods were established within the framework of behaviorism. These patterns, or “laws of learning,” were formulated by E. Thorndike and supplemented and modified by K. Hull, E. Tolman and E. Ghazri.

The theory developed by B.F. Skinner, is called the theory of “operant conditioning”. He believes that speech acquisition occurs according to the general laws of operant conditioning. The child receives reinforcement when pronouncing certain sounds. Reinforcement is the approval and support of adults.

The main thesis of A. Bandura's theory was the assertion that learning can be organized not only through the implementation of any actions, as B. Skinner believed, but also through observation of the behavior of other people and, as a result, imitation.

Domestic psychologists are addressing the issue of the role of natural, innate factors in the formation of abilities. They are considered as anatomical and physiological inclinations that underlie the formation of abilities; the abilities themselves are always the result of development in specific activities. S. L. Rubinstein believed that the initial natural differences between people are differences not in ready-made abilities, but in inclinations. There is still a very large distance between inclinations and abilities; between one and the other - the entire path of personality development. The abilities themselves, according to B. M. Teplov, not only appear, but are also created in activity.

In general, the thesis is true that the development of children's speech involves the action of two factors: the sociolinguistic influences of the people who make up the child's environment and the implementation of the genetic program. The influence of the first factor is evidenced by the fact that the child learns the language spoken by the people around him. The second factor is found in all those phenomena of speech ontogenesis that have the character of spontaneity. These are spontaneous early vocalizations, an excess of the child’s phonetic capabilities compared to those required; the originality of the semantics of children's first words; children's word creation; egocentric speech.

J. Piaget owes the indisputable and enormous merit to his careful clinical identification and description of egocentric child speech, its measurement and tracing of its fate. In the fact of egocentric speech, J. Piaget sees the first, main and direct evidence of the egocentrism of a child’s thought. J. Piaget showed that egocentric speech is internal speech in its psychological function and external speech in its physiological nature. Speech thus becomes psychologically internal before it becomes truly internal. This allows us to find out how the process of formation of inner speech occurs.

Egocentric speech is a transitional form from external speech to internal speech; that is why it is of such great theoretical interest. The scientific merit of J. Piaget was that, by studying children's speech, he showed its qualitative originality and difference from the speech of adults. The speech of a child differs from the speech of a mature person not quantitatively, as in its insufficiently developed, rudimentary form, but in a number of specific features; it obeys its own laws.

J. Piaget and his research group were able to establish a number of forms of speech behavior characteristic of childhood. The child’s word can act not only as a message, but also as:

- “causative agent” of action (some activity);

Accompaniment / accompaniment of already ongoing activities (drawing, playing);

Substitution of action that brings “illusory satisfaction”;

- “magical action”, or “command addressed to reality” (to inanimate objects, animals and other objects). The last function correlates with the features of the magical thinking of archaic man, with the principle of “participation” (mystical involvement).

The listed functions reflect the influence on the child’s speech of the egocentric tendencies inherent in his thinking.

Research conducted by J. Piaget and his colleagues led to the conclusion that in the case of egocentric statements of a child, speech deviates from its social purpose, ceasing to be an addressed message - i.e. a means of conveying thoughts to another or a way of influencing the interlocutor.

According to J. Piaget, egocentric speech arises from insufficient socialization of initially individual speech. In contrast to this, L.S. Vygotsky puts forward a hypothesis about the original sociality of speech, about the emergence of egocentric speech as a result of insufficient isolation, differentiation, and emphasis of individual speech. Based on his research, together with A.R. Luria, A.N. Leontyev, R.T. Levina L.S. Vygotsky comes to the conclusion that egocentric speech does not disappear with age, but turns into inner speech.

At present, there is no need to prove that the development of speech is closely related to the development of consciousness, knowledge of the surrounding world, and the development of personality as a whole. The central link with which a teacher can solve a variety of cognitive and creative problems is figurative means, or more precisely, model representations. Proof of this is many years of research conducted under the leadership of L.A. Venger, A.V. Zaporozhets, D.B. Elkonina, N.N. Poddyakova. An effective way to solve the problem of developing a child’s intelligence and speech is through modeling. Thanks to modeling, children learn to generalize the essential features of objects, connections and relationships in reality. A person who has ideas about connections and relationships in reality, who owns the means of determining and reproducing these connections and relationships, is necessary today for society, in whose consciousness significant changes are taking place. Society is trying to comprehend and rethink reality, which requires certain skills and certain means, including the ability to simulate reality.

It is advisable to start teaching modeling in preschool age, since, according to L.S. Vygotsky, F.A. Sokhina, O.S. Ushakova, preschool age is the period of the most intensive formation and development of personality. As the child develops, he actively masters the basics of his native language and speech, and his speech activity increases. Children use words in a wide variety of meanings, express their thoughts not only in simple but also in complex sentences: they learn to compare, generalize and begin to understand the meaning of the abstract, abstract meaning of a word. The assimilation of the abstract meaning of linguistic units, conditioned by the mastery of the logical operations of generalization, comparison, juxtaposition, and abstraction, makes it possible to use modeling not only to solve problems of the development of logical thinking of a preschooler, but also to solve problems of speech development, especially coherent speech. The degree of development of the problem and the theoretical basis of the study. Features of children's mastery of language and speech in a variety of aspects: the connection between language and thinking, the connection between language and objective reality, the semantics of linguistic units and the nature of their conditionality - have been the subject of study by many researchers (N.I. Zhinkin, A.N. Gvozdev, L. V. Shcherba). At the same time, researchers call text mastery as the main result in the process of mastering speech. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinstein, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methods of speech development.

According to the definition of S.L. Rubinstein, coherent speech is such speech that can be understood on the basis of its own subject content. In mastering speech, believes L.S. Vygotsky, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences. Grammatical connections in a sentence and connections between sentences in the text are a reflection of connections and relationships that exist in reality. By creating a text, the child models this reality using grammatical means.

At preschool age, the child actively masters speech as a means of communication. With the help of speech, he learns to talk about events that are significant to him, to share impressions and experiences. In his speech, the child unconsciously adopts the communication style adopted in the family, imitating his parents and loved ones. In their child, each family receives an impression of their shortcomings and emotional manifestations. The development of speech in a preschooler proceeds in several directions: its practical use is improved, speech becomes the basis for the restructuring of mental processes and a tool of thinking. The growth of vocabulary directly depends on and reflects the living conditions and upbringing of the child. Here the most noticeable features of individual mental development. Children of this age are characterized by experiments with rhyme, with suffixes, with changing the semantic meaning of words.

To master a genuine word, it is necessary that it is not just learned, but that in the process of use, satisfying the real needs of the speaker, it is included in his life and activities. The role of adult speech in the mental development of a child is great; it introduces into the child’s everyday life a qualitatively different way of classifying things, built on objective principles, which has developed as a result of social practice.

The patterns of development of children's coherent speech from the moment of its emergence are revealed in the studies of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, changes in its functions depend on the content, conditions, forms of communication of the child with others, and is determined by the level of his intellectual development. The formation of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbova, G.M. Lyamina.

The methodology for teaching monologue speech is clarified and supplemented by the research of N.G. Smolnikova on the development of the structure of coherent utterances in older preschoolers, research by E.P. Korotkova about the peculiarities of preschoolers’ mastery of various functional types of texts. Methods and techniques for teaching preschoolers coherent speech are also studied in many ways: E.A. Smirnova and O.S. Ushakov reveal the possibility of using a series of plot paintings in the development of coherent speech; V.V. writes quite a lot about the possibility of using paintings in the process of teaching preschoolers to tell stories. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.

But the proposed methods and techniques for the development of coherent speech are more focused on the presentation of factual material for children's stories; intellectual processes that are significant for the construction of the text are less reflected in them. Approaches to the study of coherent speech of a preschooler were influenced by studies carried out under the leadership of F.A. Sokhin and O.S. Ushakova (G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, N.G. Smolnikova, E.A. Smirnova, L.G. Shadrina). The focus of these studies is the search for criteria for assessing the coherence of speech, and as the main indicator they highlight the ability to structure a text and use various methods of connections between phrases and parts of different types of coherent statements, to see the structure of the text, its main compositional parts, their interrelation and interdependence .

Thus, many authors use different approaches to considering the patterns of speech development in preschool children. Speech development in preschool children is the main task of speech education. Speech is socially significant and plays a huge role in the formation of personality. Many researchers (L.S. Vygotsky, A.A. Leontyev, L.V. Shcherba, etc.) point to the complexity of speech organization and the need for special speech education. The main and, one might say, central task is the development of coherent speech, which was studied by such authors as: S.L. Rubinshtein, A. M. Leushina, V.I. Loginova, V.V. Gerbova and others. Great credit goes to J. Piaget, who identified and described egocentric children's speech, showed its qualitative originality and difference from the speech of adults. L.S. Vygotsky also made a significant contribution, who, based on his research, together with A.R. Luria, A.N. Leontyev, R.T. Levina concluded that egocentric speech does not disappear with age, but becomes internal.

2. SPEECH AS A MEANS OF COMMUNICATION

2.1 Stages of speech development and their characteristics

Preschool age (from 3 to 7 years) is a direct continuation of early age in terms of general sensitivity. This is a period of mastering the social space of human relationships through communication with close adults, as well as through play and real relationships with peers. During this period, speech, the ability to substitute, symbolic actions and the use of signs, visual-effective and visual-figurative thinking, imagination and memory continue to develop rapidly. The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. But they still retain their previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children's words.

Becoming more independent, preschool children go beyond narrow family ties and begin to communicate with a wider range of people, especially peers.

Speech development goes through three stages:

1 Preverbal - occurs in the first year of life. During this period, in the course of preverbal communication with others, the prerequisites for the development of speech are formed. The child cannot speak. But conditions arise that ensure that the child masters speech in the future. Such conditions include the formation of selective sensitivity to the speech of others - preferential selection of it among other sounds, as well as a more subtle differentiation of speech effects compared to other sounds. Sensitivity to the phonemic characteristics of spoken speech occurs. The preverbal stage of speech development ends with the child understanding the simplest statements of an adult and the emergence of passive speech.

2 The child’s transition to active speech. It usually occurs in the 2nd year of life. The child begins to pronounce the first words and simple phrases, and phonemic hearing develops. Of great importance for the timely acquisition of speech by a child and for the normal pace of its development in the first and second stages are the conditions of communication with an adult: emotional contact between an adult and a child, business cooperation between them and the saturation of communication with speech elements.

3 Improving speech as the leading means of communication. It more and more accurately reflects the speaker’s intentions, and more and more accurately conveys the content and general context of the events being reflected. The vocabulary is expanding, grammatical structures are becoming more complex, and pronunciation becomes clearer. But the lexical and grammatical richness of children’s speech depends on the conditions of their communication with people around them. They learn from the speech they hear only what is necessary and sufficient for the communicative tasks facing them.

Thus, in the 2-3rd year of life, intensive accumulation of vocabulary occurs, the meanings of words become more and more defined. By the age of 2, children master singular and plural numbers and some case endings. By the end of 3 years, the child has a set of approximately 1000 words, by 6-7 years - of 3000-4000 words. The quantitative growth of vocabulary, points out D. B. Elkonin, is directly dependent on the living conditions and upbringing of children; individual differences here are more noticeable than in any other area of ​​mental development.

When teaching young children, there is no other way to expand their vocabulary other than experience and observation. The child visually becomes familiar with the object itself and its properties and, at the same time, remembers words that name both the object and its qualities and characteristics. The sequence of assimilation is as follows: acquaintance with the subject, formation of the idea, reflection of the latter in the word.

By the beginning of the 3rd year, children develop a grammatical structure of speech. By the end of preschool age, children practically master almost all the laws of word formation and inflection. The situational nature of speech (scarceness and intelligibility only in specific conditions, attachment to the current situation) becomes less and less pronounced. A coherent contextual speech appears - detailed and grammatically formatted. However, elements of situationality have been present in the child’s speech for a long time: it is replete with demonstrative pronouns, and there are many violations of coherence.

The vocabulary of a preschool child quickly increases not only due to nouns, but also due to verbs, pronouns, adjectives, numerals and connecting words. In itself, an increase in vocabulary would not be of much importance if the child did not simultaneously master the ability to combine words in a sentence according to the laws of grammar. During the period of preschool childhood, the morphological system of the native language is mastered, the child practically masters the main features of the types of declensions and conjugations. At the same time, children master complex sentences, connecting conjunctions, and most common suffixes (suffixes to indicate the gender of baby animals, etc.).

At preschool age, children begin to form words with extraordinary ease and change their meaning by adding various suffixes.

Language acquisition is determined by the child’s own activity in relation to language. This activity manifests itself during word formation and inflection. It is in preschool age that sensitivity to linguistic phenomena is revealed.

In the development of the sound side of speech, the formation of phonemic hearing and correct pronunciation are distinguished. The main thing is for the child to distinguish between the given sound and the sound he himself pronounces. At preschool age, the process of phonemic development is completed. The child hears sounds correctly and speaks. He no longer recognizes mispronounced words. A preschooler develops subtle and differentiated sound images of words and individual sounds.

Along with focusing on the meaning of words, on the reality denoted by words, preschoolers show great interest in the sound form of a word, regardless of its meaning. They enthusiastically practice composing rhymes.

Orientation towards both the semantic and sound side of the language is carried out in the process of its practical use, and until a certain point one cannot talk about the awareness of speech, which presupposes the assimilation of the relationship between the sound of a word and its meaning. However, the linguistic sense gradually develops and the mental work associated with it occurs.

Sufficient comprehension of speech appears in preschoolers only in the process of special training.

Autonomous child speech is one of the early stages of child speech development, transitional to mastering adult speech. In their form, its “words” are the result of children distorting the words of adults or their parts repeated twice (for example, “coco” instead of “milk,” “kika” instead of “pussy,” etc.).

Characteristic features are:

1) situationality, entailing instability of word meanings, their uncertainty and polysemy;

A study conducted by A.M. Leushina showed that throughout preschool age children’s speech in stories about topics from their everyday life is situational. Situationalism, even in the youngest children, noticeably decreases in retellings that reproduce heard stories, and when pictures are introduced into retellings, speech again becomes situational due to the fact that children begin to rely on them. In children of senior preschool age, the situational nature of speech is noticeably reduced both in independent stories on topics from their own lives and when relying on pictures; when retelling (with and without pictures), speech is largely contextual in nature;

2) a unique way of “generalization”, based on subjective sensory impressions, and not on objective signs or functions of an object (for example, one word “kika” can mean all soft and fluffy things - a fur coat, hair, a teddy bear, a cat);

3) lack of inflections and syntactic relationships between words.

Autonomous children's speech can take more or less developed forms and persist for a long time. This undesirable phenomenon delays not only the formation of speech (all its aspects), but also mental development in general. Special speech work with children, correct speech of surrounding adults, excluding “adjustment” to the child’s imperfect speech, serve as a means of prevention and correction of autonomous children’s speech. Autonomous children's speech can take especially developed and protracted forms in twins or in closed children's groups. In these cases, temporary separation of children is recommended.

Internal speech is silent speech, hidden verbalization that arises in the process of thinking to oneself. It is a derivative form of external (sound) speech. It is presented in the most distinct form when solving various problems in the mind, during mental planning, memorization, etc. Through it, the logical processing of the experience gained, its awareness and understanding occurs, self-instruction is given when performing voluntary actions, introspection and self-evaluation of one’s actions and experiences are carried out.

The child’s speech that occurs during activity and is addressed to himself is called egocentric speech.

J. Piaget characterized it as:

Speech in the absence of an interlocutor (not aimed at communication);

Speech from one’s own point of view without taking into account the position of the interlocutor.

Egocentric speech is distinguished by the fact that the child speaks for himself, not addressing his statements to anyone, not expecting an answer and not being interested in whether they are listening to him or not. The child talks to himself as if he is thinking out loud.

This verbal component of children's activity differs significantly from socialized speech, the function of which is completely different: here the child asks, exchanges thoughts, asks questions, tries to influence others, etc.

The child’s “interlocutor” becomes the first person he meets. The child himself is content with only the visible interest of others in his statements or does not notice the complete absence of it and adheres to the illusion that others perceive and experience what is happening in exactly the same way as he does.

J. Piaget characterized egocentrism as a state when a child views the whole world from his own point of view, which he is not aware of, and therefore it appears as absolute. The child does not yet realize that things may look different than he imagines.

J. Piaget found that in preschool age egocentric speech makes up a significant part of all statements of children, reaching 56% at the age of 3 and falling to 27% by the age of 7. The ever-increasing socialization of speech, according to Piaget, is associated with the development of joint activities in children by the age of 7-8 years. Throughout preschool age, egocentric speech changes. It contains statements that not simply state what the child is doing, but precede and guide his practical activities. Such statements express the child’s figurative thoughts, which are ahead of practical behavior. At an older age, egocentric speech undergoes internalization, turns into inner speech, and in this form retains its planning function. Egocentric speech is thus an intermediate step between the child’s external and internal speech.

From the point of view of J. Piaget, egocentric speech plays a predominant role in younger ages and is gradually replaced by socialized forms. As a result of systematic observations, Piaget identified two components in the verbal behavior of children:

Egocentric speech;

Socialized (i.e., aimed at communication and addressed to another) speech.

Analyzing the statements of children, J. Piaget divided egocentric speech into three relatively independent categories:

Echolalia or simple repetition, which takes the form of a kind of game: the child takes pleasure in repeating words for their own sake, without addressing anyone at all;

Monologue or verbal support (accompaniment) of the actions performed;

A monologue for two or a collective monologue is the most socialized type of egocentric speech, in which the pleasure of pronouncing words is added to the pleasure of real or imaginary attracting the attention and interest of others; however, the statements still do not address anyone because they do not take into account alternative points of view.

The main functions of egocentric speech, according to Piaget, are “scanning of thought” and “rhythmization of activity” for the sake of providing pleasure, and not the organization of the communicative process. Egocentric speech does not pursue the goals of dialogue and mutual understanding.

In turn, socialized speech differs sharply from all monological forms of egocentric speech in its targeting, focus on the interlocutor, and can include elements that are different in content, such as:

Transmitted information;

Criticism;

Inducements to action or prohibitions (orders, requests, threats);

Questions;

According to L.S. Vygotsky, egocentric speech can be phenomenologically described as a special type of speech of young children, which does not serve the purposes of communication (message), does not significantly change the child’s behavior, but only accompanies his activities and experiences as an accompaniment. This is nothing more than speech addressed to oneself in order to influence one’s own behavior. Gradually, this form of verbal self-expression becomes more and more incomprehensible to others; by the beginning of school age, its share in the child’s speech reactions (“egocentric speech coefficient”) decreases to zero.

According to J. Piaget, egocentric speech on the threshold of schooling simply becomes an unnecessary rudiment and dies out. L.S. Vygotsky had a different opinion on this issue: he believed that this form of speech activity does not disappear without a trace, but goes into the internal plane, becomes inner speech and begins to play an important role in controlling human behavior. In other words, it is not egocentric speech as such that disappears, but only its external, communicative component. What appears to be an imperfect means of communication turns out to be a subtle tool of self-regulation.

Based on his experiments, L. S. Vygotsky suggested that one of the factors causing egocentric speech is difficulties or disturbances in smoothly flowing activity. In such speech, the child uses words to try to comprehend the situation and plan his next actions.

As L.S. believed Vygotsky, the appropriateness of these egocentric statements, their obvious connection with observable behavioral acts do not allow, following J. Piaget, to recognize this type of speech activity as a “verbal dream.” In this case, there are attempts to cope and resolve the problem situation, which makes egocentric speech (in a functional sense) no longer related to childish egocentrism, but to the realistic thinking of an adult. Egocentric statements of a child in difficult conditions of activity are similar in function and content to silently thinking through a complex task, i.e. inner speech, characteristic of later age.

According to L.S. Vygotsky, speech is initially social, because its initial functions are message, communication, establishment and maintenance of social connections. As the child develops mentally, it differentiates, breaking up into communicative and egocentric speech, and in the second case there is not an egoistic closure of thought and words in themselves, but a transition of collective forms of speech activity to the internal plane, their expedient use “for oneself.” The line of speech development can be reflected in the following diagram:

social speech > egocentric speech > inner speech

Throughout preschool age, the child masters speech practically, without realizing either the patterns to which it obeys or his actions with it. And only towards the end of preschool age does he begin to realize that speech consists of individual sentences and words, and the word consists of individual sounds, and comes to the “discovery” that the word and the object it denotes are not the same thing. At the same time, the child masters generalizations of various levels contained in the word, learns to understand the cause-and-effect relationships contained both in the sentence and in the text.

2.2 Game as a means of communication

Role-playing play, as the leading type of activity for preschool children, plays a significant role in the mental development of the child. The possibilities of play in satisfying the child’s inherent need for communication are very great.

First of all, in the game children learn to fully communicate with each other. Younger preschoolers do not yet know how to truly communicate with peers. The game contributes to the development of not only communication with peers, but also the child’s voluntary behavior. The mechanism for controlling one’s behavior—subordination to the rules—develops precisely in the game, and then manifests itself in other types of activities.

The purpose of a role-playing game is the activity being carried out - a game; the motive lies in the content of the activity, and not outside it. The educational nature of the game is not realized by preschoolers. From the position of an educator, role-playing can be considered as a form of organizing the educational process. For educators and teachers, the goal of the game is the formation and development of students’ speech skills and abilities. Role play is guided.

From the point of view of the process of generating a speech utterance, learning to speak should begin with the activation of the motivation mechanism. Taking into account the role of motivation contributes to a more productive assimilation of the material, the active inclusion of preschool children in activities (A. N. Leontyev, A. A. Smirnov, etc.) Role-playing play is based on interpersonal relationships that are realized in the process of communication.

Having real team relationships in the game is very important. These relationships within the playing group support and control the fulfillment of roles and require each player to perform their role well and correctly.

Role-playing game can be classified as educational games, since it largely determines the choice of language means, promotes the development of speech skills and abilities, allows you to model student communication in various speech situations, in other words, role-playing game is an exercise for mastering the skills and abilities of dialogical speech in conditions interpersonal communication.

Role-playing develops in preschoolers the ability to play the role of another person, to see themselves from the position of a communication partner. It focuses students on planning their own speech behavior and the behavior of their interlocutor, develops the ability to control their actions, and give an objective assessment of the actions of others.

While playing together, children begin to take into account the desires and actions of the other, defend their point of view, build and implement joint plans.

In a role-playing game, children quickly select and find the necessary speech actions in accordance with the role-playing actions of the character. Role-playing and plot-role-playing, theatrical games are a school for mastering various methods and options of speech behavior (repressive and tolerant speech behavior, as well as “teacher”, “prosecutor” or ingratiating, benevolent).

2.3 Relationship between thinking and speech

A child is born without thinking. Cognition of the surrounding reality begins with the sensation and perception of individual specific objects and phenomena, the images of which are stored in memory.

On the basis of practical acquaintance with reality, on the basis of direct knowledge of the environment, a child’s thinking develops. Speech development plays a decisive role in shaping a child’s thinking. Mastering the words and grammatical forms of his native language in the process of communicating with people around him, the child learns at the same time to generalize similar phenomena using words, formulate the relationships that exist between them, reason about their characteristics, etc.

Psychologists (L.S. Vygotsky, A.N. Leontyev, A.R. Luria, L.I. Bozhovich, P.Ya. Galperin) believe that the formation of thinking and speech occurs in the process of practical activity. Language as a means of communication between people is a special type of intellectual activity.

The problem of interaction between speech and thinking has always been the focus of psychological research. And here the central point, according to L.S. Vygotsky, is the “relationship of thought to word,” since since ancient times researchers have either identified them or completely separated them. He analyzed the teachings of J. Piaget, who believed that the speech of a young child is egocentric: it does not perform communicative functions, does not serve the purpose of the message and does not change anything in the child’s activity, and this is a symbol of the immaturity of children’s thinking. By 7-8 years, egocentric speech curtails and then disappears. L.S. Vygotsky showed in his research that on the basis of egocentric speech, the child’s inner speech arises, which is the basis of his thinking.

In most currently existing approaches to the periodization of the stages of development of thinking, it is generally accepted that the initial stage of the development of human thinking is associated with generalizations. At the same time, the child’s first generalizations are inseparable from practical activity, which is expressed in the same actions that he performs with objects that are similar to each other.

A word always refers not to one particular object, but to a whole class of objects. Because of this, every word is a hidden generalization, every word already generalizes, and from a psychological point of view, the meaning of a word, first of all, is a generalization. But a generalization, as is easy to see, is an extraordinary verbal act of thought, reflecting reality in a completely different way than it is reflected in immediate sensations and perceptions. The next stage of a child’s development is associated with his mastery of speech. The words that a child masters provide him with a basis for generalizations. They very quickly acquire a general meaning for him and are easily transferred from one subject to another. However, the meanings of the first words often include only some individual signs of objects and phenomena, which the child is guided by when relating the word to these objects. It is quite natural that a sign that is essential for a child is in fact far from essential. Children often associate the word “apple” with all round objects or with all red objects.

At the next stage of development of the child’s thinking, he can name the same object in several words. This phenomenon is observed at the age of about two years and indicates the formation of such a mental operation as comparison. Subsequently, on the basis of the comparison operation, induction and deduction begin to develop, which by three to three and a half years have already reached a fairly high level of development.

Thus, an essential feature of a child’s thinking is that his first generalizations are associated with action. The child thinks by acting. Another characteristic feature of children's thinking is its clarity. The clarity of children's thinking is manifested in its concreteness. The child thinks based on isolated facts that are known and accessible to him from personal experience or observations of other people. To the question “Why can’t you drink raw water?” the child answers based on a specific fact: “One boy drank raw water and got sick.”

Unlike the period of early childhood, in preschool age thinking is based on ideas. The child may think about things that he does not perceive at the moment, but that he knows from his past experience. Operating with images and ideas makes the preschooler’s thinking extra-situational, going beyond the perceived situation, and significantly expands the boundaries of cognition. The theory of the development of intelligence in childhood, proposed by J. Piaget within the framework of the ontogenetic direction, has become widely known. Piaget proceeded from the assertion that the main mental operations have an activity origin. Therefore, it is no coincidence that the theory of the development of a child’s thinking, proposed by Piaget, was called “operational”. An operation, according to Piaget, is an internal action, a product of transformation (“interiorization”) of an external objective action, coordinated with other actions into a single system, the main properties of which are reversibility (for each operation there is a symmetrical and opposite operation). In the development of mental operations in children, Piaget identified four stages: the stage of sensorimotor intelligence (1-2 years), the stage of operational thinking (2-7 years), the stage of concrete operations with objects (from 7-8 to 11-12 years), the stage of formal operations (from 11-12 to 14-15 years).

The theory of the formation and development of intellectual operations proposed by P. Ya. Galperin has become widespread. This theory was based on the idea of ​​a genetic dependence between internal intellectual operations and external practical actions. P.Ya. Galperin believed that the development of thinking in the early stages is directly related to objective activity, to the manipulation of objects. However, the translation of external actions into internal ones with their transformation into certain mental operations does not occur immediately, but gradually.

Other well-known domestic scientists also dealt with the problem of the development and formation of thinking. Thus, a huge contribution to the study of this problem was made by L. S. Vygotsky, who, together with L. S. Sakharov, studied the problem of concept formation. Associated with consciousness as a whole, human speech is included in certain relationships with all mental processes; but the main and determining thing for speech is its relationship to thinking. Since speech is a form of existence of thought, there is unity between speech and thinking. But this is unity, not identity. Equally illegitimate are the establishment of identity between speech and thinking, and the idea of ​​speech as only an external form of thought.

The entire process of speech is determined and regulated by semantic relationships between the meanings of words. We sometimes search and do not find words or expressions for an already existing and not yet verbally formulated thought; we often feel that what we say does not express what we think. Therefore, speech is not a set of reactions carried out by trial and error or conditioned reflexes: it is an intellectual operation. It is impossible to reduce thinking to speech and establish identity between them, because speech exists as speech only due to its relation to thinking. It is impossible to separate thinking and speech from each other. Speech, the word, serve not only to express, to externalize, to convey to another a thought that is already ready without speech. In speech we formulate a thought, and by formulating it, we shape it. By creating a speech form, thinking itself is formed. Thinking and speech, without being identified, are included in the unity of one process. Thinking is not only expressed in speech, but for the most part it is accomplished in speech.

The presence of unity and lack of identity between thinking and speech clearly appears in the process of reproduction. The reproduction of abstract thoughts is usually cast in verbal form, which, as has been established in a number of studies, has a significant, sometimes positive, sometimes - if the initial reproduction is erroneous - inhibitory influence on the memory of the thought. At the same time, memorizing thoughts and semantic content is largely independent of the verbal form. Memory for thoughts is stronger than memory for words, and it very often happens that a thought is preserved, but the verbal form in which it was originally clothed falls out and is replaced by a new one. The opposite also happens - so that the verbal formulation is preserved in memory, but its semantic content seems to have faded away; Obviously, the verbal verbal form in itself is not yet a thought, although it can help restore it. These facts convincingly confirm, on a purely psychological level, the position that the unity of thinking and speech cannot be interpreted as their identity.

The statement about the irreducibility of thinking to speech applies not only to external, but also to internal speech. The identification of thinking and inner speech found in literature is untenable. It obviously proceeds from the fact that speech, in contrast to thinking, refers only to sound, phonetic material. Therefore, where, as is the case in inner speech, the sound component of speech disappears, nothing is seen in it other than mental content. This is wrong, because the specificity of speech does not at all come down to the presence of sound material in it. It lies primarily in its grammatical - syntactic and stylistic - structure, in its specific speech technique. Inner speech also has such a structure and technique, which is unique, reflecting the structure of external, loud speech and at the same time different from it. Therefore, inner speech cannot be reduced to thinking, and thinking cannot be reduced to it. So:

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The technique is carried out in several stages. The methodology is based on the assimilation of simple material and techniques, which subsequently develop into complex classes. However, the gradual complication of tasks for children goes unnoticed. And after just a few sessions you can see positive results.

It is gradually complicated tasks that are very well absorbed by the child and very effectively influence his further speech development.

Preschool institutions use a lot of techniques that help children actively develop and improve their knowledge and skills. However, there are some children who need an individual approach, where the problem will be clearly identified and its solution will depend on the correctly selected methodology and technique.

The following factors should be considered when identifying the problem:

• Child's age;
• Peculiarity;
• Baby's skills and abilities.

In addition, genetic predispositions should be studied. For example, if one of the parents had a speech delay or other speech problems in childhood. All this will help direct the technique to an effective result.

Techniques for speech development of preschoolers

Each technique according to Ushakova’s method is designed for the individual characteristics of the child, which involve performing certain tasks and exercises.

Thus, taking into account the psychological state of the child, his acquired skills and abilities, a positive result is possible.

Today, some methods are actively used in practice in kindergartens and even at home. For the most effective speech development, constant participation from parents is required.

Ushakova O.S. has developed methodological manuals for teachers of preschool and school institutions, which describe in detail each stage and method of working with a child. The entire technique is designed to improve and correct the baby’s speech.

Each technique has a specific goal and a structured plan, which involves training from simple exercises to more complex ones. In all processes, the reasons why the child has certain deviations that do not allow the child to fully develop his speech must be taken into account.

Such factors may be:

• Insufficient attention from adults. That is, they communicate little with the child, do not read books to him, do not voice the actions taking place;
• A child whose attention is distracted;
• · Children with psychological characteristics. These may be genetic diseases, congenital speech retardation.

It is an individually selected technique that allows you to establish a correct, and most importantly, effective process of speech development in a child. It is the correct diagnosis of the problem that significantly increases the chances of the baby’s full development.

What parents should pay attention to

Every parent must remember that the child's development largely depends on them. And timely identification of any speech problem can be eliminated.

It is in preschool age that it will be easier for a child to improve his speech, learn to use new information and formulate sentences beautifully.

Every baby begins to make various sounds and syllables from an early age, and by the age of one and a half years he can say some simple words. Children at the age of three can already calmly formulate sentences and can explain what they need or what they don’t like.

If parents note that it is easier for the baby to express his thoughts through gestures or crying, then it is worth seeking advice from a speech therapist. The sooner you do this, the faster you can fix the problem.

Parents should not rely on the fact that the child will talk out over time. You should help him, and then he will be able to fully communicate and live in society.

How to help a child develop speech at home?

First of all, the child’s speech development depends on the parents themselves. With proper communication and sufficient attention, unwanted problems can be avoided:

• Parents should talk to their child correctly, even if he is very small. Do not distort your speech; every situation or subject must be stated clearly and correctly;
• Constantly read books to your child and tell fairy tales;
• During the game, say the name of this or that object;
• Ask your child to repeat simple words after you;
• If the pronunciation or wording is incorrect, try to correct it;
• Sing more songs. It is the song form that promotes quick memorization of words;
• Talk to your child everywhere. Even if you are busy with something, you can tell your child about the work done during the process. In this case, the baby will even be interested. This may provoke him to some questions or actions;
• During games, use a variety of toys and various objects.

All this will become a faithful assistant in the speech development of a preschooler.

Today, almost every kindergarten has speech therapy groups, where the main task of the specialist is to develop the child’s speech and eliminate deficiencies.

It is worth remembering that the correct speech of a preschooler is the main criterion of his readiness for school.

The main signs that determine readiness for school

There are several main criteria by which you can determine whether your child is ready for school or not:

• The child must be able to listen to the interlocutor;
• Perceive information correctly;
• Be able to express your actions;
• Display information;
• Use your verbal knowledge as a means of influence;
• Retell a short text or fairy tale.

All these points determine that the child will be able to fully learn and develop.

All methods of child speech development involve the help of parents. That is, classes with specialists alone will not give one hundred percent results without the participation of parents.

This or that program should be consolidated and worked out at home. If you follow all the recommendations and pay full attention to the baby, then soon the child will begin to please his parents with his skills.

Each lesson should take place in the form of a game. Otherwise, the child may simply refuse to study. If the baby is tired, then you can postpone the tasks for another time.

All children really enjoy communication and active games. Therefore, spend more time with your kids, talk to them and play.