Formation of the grammatical structure of speech of preschool children. Development of coherent speech

Organization of work on the formation of the grammatical structure of speech of preschool children

In work on the formation of the grammatical structure of speech, the following areas can be distinguished:

Warning

the appearance of grammatical errors in children, especially in difficult cases of morphology and word formation;

Correcting errors that exist in children's speech;

Improving the syntactic side of speech;

Develop sensitivity and interest in the form of your speech;

Promote grammatically correct speech by adults around the child.

At each age stage, the main tasks of working on the formation of certain grammatical forms are solved. When working with children of younger and middle age, the main attention is paid to mastering the morphological side of speech: agreement of words, alternation of sounds in stems, formation of the comparative degree of adjectives. In older groups, in addition to this, there is improvement and complication of the syntax of children's speech, memorization of single forms, elimination of morphological order, and mastering of word formation methods for all parts of speech, including participles (30,31,32).

Research conducted under the leadership of F. A. Sokhin and O. S. Ushakova made it possible to formulate the tasks of grammatical work with children in a new way. They are:

― enriching the speech of preschoolers with grammatical means (morphological, word-formation, syntactic) based on active orientation in the surrounding world and in spoken speech;

― expanding the scope of use of grammatical means of language in various forms of speech (dialogue, monologue) and verbal communication (Emotional, business, cognitive, personal verbal communication);

― development in the child of a linguistic attitude to the word, search activity in the field of language and speech based on language games (28,35).

As research by A. G. Tambovtseva-Arushanova has shown, when organizing training, the following points should be taken into account:

― The child learns different aspects of the grammatical structure of the language (syntax, morphology, word formation) in different ways. Therefore, at each age level, one side of it comes to the fore. At a young age, children mainly master the system of inflection; in the fifth year of life, special attention is paid to encouraging word formation and word creation; in the sixth year - elementary analysis of sentence structure; in the seventh year - awareness of grammatical connections between derived words, arbitrary construction of complex syntactic structures.

― Grammar work with children should not be considered as a solution to the problem of preventing and correcting grammatical errors, or “hardening” individual difficult grammatical forms. We should be talking about creating conditions for the full development of the grammatical structure of the language based on the development and encouragement of the child’s spontaneous search activity in the field of grammar.

― During classes, preschoolers should be taught those skills that are usually difficult to master in everyday communication. However, not all difficult grammatical forms and categories can be mastered in the classroom (4,5,6).

Methods for forming the morphological side of speech. The main means of forming grammatically correct speech is training, which is carried out in the classroom. Classes on the formation of grammatically correct speech in all age groups are in the nature of didactic games and exercises with and without visual material. Games and exercises take 5-10 minutes, i.e. constitute only part of the lesson (1,10,27).

In any lesson, it is necessary to correct errors in children’s speech. But of particular importance are such classes where special work is carried out to prevent one or another negative quality of children’s speech, and grammatical errors that have already appeared are intensively and purposefully corrected. In such classes, all children's attention is drawn only to the desired grammatical form. A word, its modification, phrase or sentence becomes the content of their mental work. The child begins to realize how to speak, strives to say it correctly, competently, beautifully. The comfortable, business-like atmosphere of the lesson ensures that children are not distracted, everyone hears the teacher’s explanations and instructions, and consciously monitors the quality of their comrades’ speech. A child learns different aspects of the grammatical structure of a language - syntax, morphology, word formation - in different ways, and at each age level one thing comes to the fore. For example, children master the system of inflection - the rules of declension and conjugation, the variety of grammatical forms of words mainly in primary and secondary preschool age (28).

You should study grammar without being forced, since the material is complex. Games and exercises are usually given 5-10 minutes, so they constitute only part of the speech development lesson. Classes should be relaxed and lively; The teacher should not use grammatical terminology when explaining. In younger groups, you can use game characters (8).

Only one task is selected for the lesson. Narrow content will allow children to focus their attention on the necessary material. When working on grammar, it is important to differentiate different forms so that the child, by comparing speech material, learns to notice differences in pronunciation and to catch rather subtle differences when words change (1.10,29,41).

In order for the child to more closely follow the features of grammatical forms during the exercise, along with the difficult form it is useful to use easier ones that the children have already firmly mastered. The same program content is repeated in classes until this grammatical error completely disappears in the children’s speech. Work on some two or three forms can be the program content of classes for a month; classes on different parts of speech alternate (10.36).

In the process of forming the grammatical structure of speech, various methods are used. Let's look at them.

Looking at pictures . Consolidation of the correct forms of neuter nouns (in young children) is facilitated by viewing pictures that depict various objects. The gender of a noun is more clearly revealed by an adjective that agrees with it, so the teacher offers as a sample sentences of two words in which the noun agrees with the adjective (14).

Play exercises with dolls . To reinforce the plural form of the verb want, play exercises with dolls can be carried out in junior and middle groups: using the teacher’s sample question, the child asks the guest dolls: “Do you want to sit on the chairs?” etc. (15).

Verbal exercises. In older groups, verbal exercises occupy a significant place. To consolidate the ability to determine the gender of nouns, verbal exercises like “Name which one” are useful. More complex exercises are to select a noun of the appropriate gender for an adjective. For these exercises, it is more advisable to use adjectives in which the emphasis falls on the ending (For example, big, blue, fur) or possessive pronouns (For example, my, yours), since in this case the ending is heard better. For example, a teacher, addressing children, says: “Blue bow.” Then he asks, “What else can you say blue about?” (intonation emphasizes the ending of the adjective). Next, he suggests remembering: “What can you say blue, blue?” etc. In the future, children can select several definitions for a noun at once (for example, clear blue sky) (17).

Prompting riddle questions. When asking questions, the teacher slightly emphasizes (intonation) the endings of adjectives: “blue, lace, elegant - is this a dress or a jacket?”

Guided by the models offered in the pedagogical literature, the teacher, with the help of a methodologist, can come up with his own verbal exercises with various parts of speech. For example, using an exercise like “finish the exercises,” you can train children in the formation of the comparative degree of adjectives, in the use of nouns in the genitive plural, and in the use of verb forms (9).

Didactic games. All groups conduct didactic games, including plot-based didactic games, with the participation of the leading game character. In the game "Teremok", for example, the doors of the house do not open if you do not correctly say who has arrived. For this purpose, games provide problem situations that encourage children to navigate the word. For example, in the game “Shop,” objects and toys are displayed in pairs (a large green bucket and a small blue one, etc.), and the seller will not understand what the buyer wants if he does not tell about the item in detail. In such games and exercises, the child acquires grammatical knowledge and skills, as if in addition to consciousness. At the same time, already five-year-old children are able to recognize certain specific grammatical rules and norms of conversational speech (9,11,26,37).

An important role is played by teaching methods that prevent the occurrence of errors, concentrating children’s attention on the correctness of the word form and phrase. Let's look at them.

Sample of teacher's speech. In the first lessons, the leading role is played by the teacher’s speech pattern. The part of the word that makes it difficult for children is especially emphasized.

Note. A direct instruction is possible, highlighting a difficult word from the context, suggestions to remember it, learn it correctly, and speak it.

Motivation for a learning task. In older groups, it is appropriate to give a motivation for the learning task: “Come up with sentences with the word piano. Let me remind you that this word is always spoken the same way. Remember this. After all, everyone wants to quickly learn how to speak correctly, without mistakes.”

Comparison. In working on correct speech, a technique such as comparison finds its place (the endings of adjectives of different genders are compared, etc.). Comparison helps to differentiate grammatical forms and, on the basis of this differentiation, to develop conditioned speech reflexes. Conjugate and reflected speech. These techniques are used if the child “does not hear” the correct form of the word (for example, jump - jump, stockings - stocking, etc.) (2,10,25,39).

Methods for forming the syntactic side of speech. The sequence of formation of the grammatical aspect of speech is determined by the structure of the language, as well as traditional ways of organizing children's play, practical and cognitive activities. Grammar work in kindergarten should be structured in such a way as to provide each child with the opportunity to solve feasible speech problems. In the first stages of mastering grammatical means and methods of language, the child is first of all tasked with understanding the meaning of what is said. The next task is to use one or another grammatical means of your own speech, to speak as others speak. A more difficult task is to evaluate the grammatical correctness of speech, to determine whether it is possible or impossible to say so (1.9,38).

All age groups are given short exercises to write sentences with difficult words. Pictures and objects help with this. For example, various exercises involving looking at pictures and toys serve as the main means for correcting children’s mistakes in the use of indeclinable nouns. The effectiveness of these exercises depends on whether the questions are formulated correctly. It is necessary to ensure that children give complete answers to questions. When conducting such exercises in younger groups, the teacher can use the technique of reflected speech, proposing the formulation of a question with which to address the game character (5).

The syntactic side of speech is improved, first of all, in the process of learning coherent speech and storytelling. While looking at a work of art and participating in a conversation about what he has read, the child communicates with adults, answers a variety of questions that encourage the use of different parts of speech and different sentence structures. Particularly important are the so-called problematic questions (“Why?”, “Why?”, “How?”), which encourage the establishment of cause-and-effect, temporary and other significant connections and dependencies and the use of complex sentences to indicate them in speech (18.41, 42).

Taking into account the peculiarities of the formation of the syntactic side of speech of preschoolers, we can highlight the following tasks that should solved with the help of exercises:

― control over the correct construction of sentences;

―hstrengthening the ability to use common sentences with secondary and homogeneous members (especially attention should be paid to the use of definitions and circumstances);

― education the ability to express the same thought in different forms (4,29,28).

The exercise is carried out in older groups. To teach children the distribution of simple sentences and the structure of complex ones, exercises like “One starts - the other continues” are used. As teaching techniques, the teacher uses a sample of a correctly constructed sentence and various instructions (7,14,16).

Drawing up proposals based on the model and independently. Children should be trained in the use of such synthetic constructions, which, as psychologists note, are not common enough in the speech of preschoolers, for example, homogeneous definitions. The exercise on selecting homogeneous definitions in the first lessons can be carried out with visual material. Children are sequentially presented with a series of objects about which they need to come up with any sentence with several definitions. Exercises in the use of generalizing words before homogeneous members of a sentence are useful (8,29,47).

In addition to composing sentences based on the model, children should practice making up sentences on their own. In addition to sentences with simple, easy words, you can ask children to compose sentences with words that are morphologically difficult for them (47).

Answers on questions. To form the grammatical structure of speech, they also use an exercise such as constructing sentences by providing complete answers to questions that require the selection of new words or sentences (for example, Why didn’t we go for a walk today?). The teacher must ensure that the children use words in the correct order (for example, We didn’t go for a walk because it was raining) (14,19,22).

Sometimes teachers make the mistake of demanding complete answers from older children in any speech lesson.

Thus, the main means of forming grammatically correct speech is training. When forming the grammatical structure of a child’s speech, it is necessary to distinguish between work on its morphological and syntactic sides. The learning process should be organized so that from the very beginning mastery of the grammatical structure of the language is of a creative nature, based on the child’s approximate activity in the world around him and in the word, on linguistic generalizations, experimentation with the word. In the process of forming the grammatical structure of speech, it is necessary to use a variety of teaching methods and techniques.

Grammatical structure is a system of interaction of words with each other in phrases and sentences.

In the preschool period of a child’s life, it is very important to pay attention to the correct formation of the grammatical structure of speech, since its violation in the conditions of school education leads to dysgraphia - writing violation.

The leading role in the correction and development of speech is given to the speech therapist. But no amount of careful work by a specialist eliminates the need for both educators and parents to work with children with speech impairments.

The formation of the grammatical structure of speech is carried out only on the basis of a certain level of cognitive development of the child. When forming the grammatical structure of speech, a child must master a complex system of grammatical patterns based on analyzing the speech of others, identifying general rules of grammar at a practical level, generalizing these rules and consolidating them in his own speech.

The development of the morphological and syntactic systems of language in a child occurs in close interaction. The emergence of new word forms contributes to the complexity of the sentence structure, and vice versa, the use of a certain sentence structure in oral speech simultaneously reinforces the grammatical forms of words. Mastering the grammatical structure of speech is a long-term process that lasts throughout preschool childhood and is completed by 5-6 years. Consequently, the task of educators to form grammatical categories among students becomes especially significant.

4.Apply new information and communication technologies in your work.

Work on the formation of the grammatical structure of speech in preschoolers contains the following sections:

1. Word change:

Genitive: "

dative: “Give to whom?”;

accusative: “Drawing what? Feeding whom?”;

instrumental case:

prepositional:

2. Word formation:

Formation of diminutive forms of nouns;

Formation of nouns from nouns;

Formation of adjectives from nouns;

Formation of prefixed verbs;

Formation of verbs from nouns and onomatopoeias;

Formation of complex words.

3. Agreement:

Nouns with pronouns;

Nouns with adjectives;

Nouns with numerals;

Past tense verbs with pronouns.

4. Formation of a phrase:

Simple uncommon sentences;

Common offers ;

Sentences using prepositions

Complex sentences

Work on the formation of the grammatical structure of speech must be carried out in the system. It is best to carry out pedagogical influence using objective actions, games, work and other types of children's activities mediated by words in communication with adults and children. This allows you to create an emotionally positive mood in the child, which in turn leads to greater efficiency in work. The sources and factors for the development of a child’s language and its grammatical structure are diverse, and pedagogical methods and techniques are correspondingly diverse.

Since the child’s leading activity is play, it should be used as one of the main techniques in this section of the work. Thanks to the game, its dynamism, emotionality and interest of children, it is possible to practice repeating the necessary grammatical categories many times. Thus, grammatical categories can be practiced using various types of games:

· desktop-printed;

· didactic;

· outdoor games;

· plot - role-playing;

· computer games.

Exist printed board games, contributing to the formation of grammatical categories:

"One is many" – fixing the plural form of nouns;

“What without what?” – developing the skill of forming genitive nouns;

“Tell me which one, which one, which one?” – formation of word formation skills

"Fun account" – strengthening the ability to coordinate numerals with nouns;

"Call me kindly" – developing the skill of forming diminutive nouns.

Using one printed board game, you can practice several tasks on the formation of the grammatical structure of speech.

Let's consider the well-known printed board game "Lotto" .

Using the material of this game you can practice:

Agreement of nouns with pronouns, adjectives, and numerals:

Case forms of nouns.

;

Formation of diminutive nouns squirrel-squirrel, hare-bunny.

- formation of adjectives from nouns:

The next type of game is verbal didactic games. These are the most famous and widely used games, for example: “Greedy”, “Who Needs What”, “Magic Points”, “One-Many”, “Boasters”, “What is a lot?” etc. In fact, almost every printed board game can be used as a verbal didactic game.

We offer another type of games - outdoor games. Outdoor games free children from tedious unnatural immobility during classes, help diversify activities, develop gross and fine motor skills, and normalize the emotional-volitional sphere. And, of course, they encourage children to communicate. This can be used when working on the formation of the grammatical structure of speech. Outdoor games are diverse: games with objects, round dances, games for coordination of movements and speech, games with rules, plot, plotless, competitive games, attraction games.

Ball games:

Progress of the game. The teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.

red – poppy, fire, flag;

orange – orange, ball;

"Whose head?"

Progress of the game. The teacher, throwing the ball to one of the children, says: "At the cow's

head...", and the child, throwing the ball back to the teacher, finishes: "... cow."

the cat has a cat's head;

the hare has a hare's head;

the horse has a horse's head;

the bear has a bear's head;

The dog has a dog's head.

“Who was who?”

Of course we haven't forgotten

Who were we yesterday?

Progress of the game. The teacher, throwing the ball to one of the teachers, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was:

chicken - egg;

horse - a foal;

cow - oak - acorn;

fish - eggs.

“Who will be who?” (fixing case endings)

boy - a man;

caterpillar - butterfly;

tadpole - frog.

I would really like to note and role-playing games, so loved by our children. There are a great variety of role-playing games. These are “Family”, “Post Office”, “Hospital”, “Barbershop” and many others. During role-playing games, you can also practice all grammatical categories.

Thus, the use of gaming techniques contributes to a deeper and more conscious acquisition by children of the grammatical aspect of speech. In games, children approach tasks more meaningfully, are more interested in game actions, and more easily identify linguistic patterns and introduce them into their speech.

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Formation of the grammatical structure of speech in preschool children.

Grammatical structure is a system of interaction of words with each other in phrases and sentences.

The development of the morphological and syntactic systems of language in a child occurs in close interaction. The emergence of new word forms contributes to the complexity of the sentence structure, and vice versa, the use of a certain sentence structure in oral speech simultaneously reinforces the grammatical forms of words. Mastering the grammatical structure of speech is a long-term process that lasts throughout preschool childhood and is completed by 5-6 years.Consequently, the task of educators to form grammatical categories among students becomes especially significant.

Therefore, study the features of the grammatical structure of the speech of older preschoolers with general speech underdevelopment, and then, in the process of carrying out targeted correctional work using exercises and games, form and develop it. While working on this problem, the following tasks were solved:
1.Create the necessary conditions for the formation of the grammatical structure of speech; 2. To identify the features of the formation of the grammatical structure of speech in older preschoolers with general speech underdevelopment;
3. Develop the basic principles and content of differentiated methodological work on the formation of the grammatical structure of speech, taking into account the identified features;
4.Apply new information and communication technologies in your work.

Work on the formation of the grammatical structure of speech in preschoolers contains the following sections:

1. Word change:

- number categories:“One - many” (table - tables, beautiful - beautiful, going - going);

Genitive: "Who has a notebook? What’s missing?”;

dative:“Give to whom?”;

accusative:“Drawing what? Feeding whom?”;

instrumental case:“What does the boy draw with? Who is mom proud of?”;

prepositional:“Who am I talking about? What am I reading about?”

2. Word formation:

Formation of diminutive forms of nouns;

Formation of nouns from nouns;

Formation of adjectives from nouns;

Formation of prefixed verbs;

Formation of verbs from nouns and onomatopoeias;

Formation of complex words.

3. Agreement:

Nouns with pronouns;

Nouns with adjectives;

Nouns with numerals;

Past tense verbs with pronouns.

4. Formation of a phrase:

Simple uncommon sentences;

Common offers(extension of a sentence by introducing definitions, adverbs, homogeneous members of the sentence);

Sentences using prepositions(prepositional-case constructions);

Complex sentences(with conjunctions “a”, “and”, “but”, “yes”);

Complex sentences(with conjunctions “because”, “because”, “so that”, “in order to”, “then that”, etc.).

desktop-printed;
didactic;
outdoor games;
plot - role-playing;
computer games.

Exist printed board games,contributing to the formation of grammatical categories:

"One is many" – fixing the plural form of nouns;

“What without what?” – developing the skill of forming genitive nouns;

“Tell me which one, which one, which one?”– formation of word formation skills(relative adjectives: apple juice - apple);

"Fun account" – strengthening the ability to coordinate numerals with nouns;

"Call me kindly"– developing the skill of forming diminutive nouns.

Using one printed board game, you can practice several tasks on the formation of the grammatical structure of speech.

Let's consider the well-known printed board game"Loto".

Using the material of this game you can practice:

Agreement of nouns with pronouns, adjectives, and numerals:Whose squirrel? Whose mole? What squirrel?

Case forms of nouns.

Who has a bushy tail? Who has long ears? (R.p.)

Who was the squirrel? Who was the bear? (T.p.)

Who will we give the nuts to? Who should we give honey to? (D.p.)

About whom shall we say: redhead? About whom shall we say prickly? (P.p.);

Formation of diminutive nounssquirrel-squirrel, hare-bunny.

- formation of adjectives from nouns:Whose paws does the squirrel have? - squirrels, whose tail does the bear have? – bearish, whose ears does the lion have? - lions.

The next type of game isverbal didactic games. These are the most famous and widely used games, for example: “Greedy”, “Who Needs What”, “Magic Points”, “One-Many”, “Boasters”, “What is a lot?” etc. In fact, almost every printed board game can be used as a verbal didactic game.

We offer another type of games - outdoor games . Outdoor games free children from tedious unnatural immobility during classes, help diversify activities, develop gross and fine motor skills, and normalize the emotional-volitional sphere. And, of course, they encourage children to communicate. This can be used when working on the formation of the grammatical structure of speech. Outdoor games are diverse: games with objects, round dances, games for coordination of movements and speech, games with rules, plot, plotless, competitive games, attraction games.

Ball games:

“Catch and throw, and name the colors”(agreement of nouns with adjectives).

Progress of the game. The teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.

Examples:

red – poppy, fire, flag;

orange – orange, ball;

yellow – chicken, dandelion.

"Whose head?" (formation of possessive adjectives from nouns).

Progress of the game. The teacher, throwing the ball to one of the children, says:"At the cow's

head..." , and the child, throwing the ball back to the teacher, finishes:"... cow."

Examples:

the cat has a cat's head;

the hare has a hare's head;

the horse has a horse's head;

the bear has a bear's head;

The dog has a dog's head.

“Who was who?” (fixing case endings)

Of course we haven't forgotten

Who were we yesterday?

chicken - egg;

horse - a foal;

cow - oak - acorn;

fish - eggs.

“Who will be who?” (fixing case endings)

egg - chicken, snake, crocodile, turtle;

boy - a man;

caterpillar - butterfly;

tadpole - frog.

I would really like to note androle-playing games, so loved by our children. There are a great variety of role-playing games. These are “Family”, “Post Office”, “Hospital”, “Barbershop” and many others. During role-playing games, you can also practice all grammatical categories.

§ 1. The grammatical structure of the native language, the importance of its acquisition for the speech development of children

Grammar is the science of the structure of language, its laws. As a structure of language, grammar is a “system of systems” that combines word formation, morphology, and syntax. These systems can be called subsystems of the grammatical structure of a language or its different levels. Morphology studies the grammatical properties of a word and its form, grammatical meanings within a word; syntax - phrases and sentences, compatibility and word order; word formation – the formation of a word on the basis of another cognate word (or other words) by which it is motivated, i.e. is derived from it in meaning and form using special means inherent in language.

Grammar helps to put our thoughts into a material shell, makes our speech organized and understandable to others.

Grammatical structure is a product of long historical development. Grammar defines the type of language as its most stable part. Changing it quickly would interfere with understanding the Russian language. Many grammar rules are passed down from generation to generation and are sometimes difficult to explain.

Grammar is the result of the abstracting, abstract work of the cerebral cortex, but it is a reflection of reality and is based on specific facts.

Grammatical abstraction, according to the characterization of A. A. Reformatsky, is qualitatively different from lexical: “Grammar primarily expresses relations not as specific relations of any specific words, but as relations of lexemes, i.e. grammatical relations, devoid of any specifics" (Reformatsky A. A. Introduction to linguistics. - M., 1967. 154)

The connection between grammar and reality, in his opinion, is carried out through vocabulary, since grammar is devoid of any specificity.

Every grammatical phenomenon always has two sides: internal, grammatical meaning, what is expressed, and external, grammatical way of expression, what is expressed.

It is necessary to distinguish between grammatical and lexical meanings. The lexical meaning of a word gives ideas about some element of reality, its properties, characteristics, state. Grammatical meaning either expresses the relationships that exist between words, or indicates the speaker’s subjective attitude towards the named objects and phenomena.

Each grammatical form, each morphological element (prefix, suffix, ending) has a specific meaning. Thus, in the forms doll and doll, the ending a speaks of the singular and feminine gender, the ending ы indicates the plural. The ending shows gender, number, case.

A child’s mastery of the grammatical structure of a language is of great importance, since only morphologically and syntactically formalized speech can be understood by the interlocutor and can serve as a means of communication with adults and peers.

The assimilation of the grammatical norms of a language contributes to the fact that the child’s speech begins to perform, along with the function of communication, the function of a message when he masters the monologue form of coherent speech. Syntax plays a special role in the formation and expression of thought, i.e. in the development of coherent speech.

Mastering grammatically correct speech affects the child’s thinking. He begins to think more logically, consistently, generalize, distract from the specific, and correctly express his thoughts. It is not for nothing that K. D. Ushinsky, formulating the third goal in teaching the Russian language, called grammar the logic of language. Speaking about its study, he wrote: “grammar, taught logically, begins to develop a person’s self-awareness, i.e. precisely that ability due to which a person is a person among animals" (Ushinsky K.D. On the study of grammar in connection with the general tasks of teaching language // Selected pedagogical works. - M., 1954. - T.2. - P. 693.)

Mastery of grammatical structure has a huge impact on the overall development of the child, ensuring the transition to language learning at school.

In kindergarten, the task is not to study the laws of grammar, become familiar with its categories and terminology. Children learn the rules and laws of language through the practice of live speech.

In preschool age, a child needs to develop the habit of speaking grammatically correctly. K. D. Ushinsky emphasized the need to form the habit of correct conversational speech from a very early age.

The basis for mastering the grammatical structure is the knowledge of the relationships and connections of the surrounding reality, which are expressed in grammatical forms. From a grammatical point of view, the speech of a small child is amorphous (formless). The morphological and syntactic amorphism of speech indicates his unfamiliarity with the relationships and connections that exist in life. A child’s knowledge of the world around him helps to discover connections between objects and phenomena. Cognized connections are grammatically formalized and reflected in speech. This happens due to the mastery of the native language, its vocabulary and grammatical structure. The establishment of various connections and understanding of the logical relationship between observed phenomena is reflected in a noticeable change in the structure of children's speech: an increase in the number of prepositions and adverbs, and the use of complex sentences. In general - in improving the structure of children's speech, in mastering word formation, morphology and syntactic structures.

The child learns connections between objects and phenomena primarily through objective activities. The formation of grammatical structure is successful provided that subject-related activities are properly organized, children’s daily communication with peers and adults, special speech classes and exercises aimed at mastering and consolidating difficult grammatical forms.

§ 2. Features of children’s acquisition of the grammatical structure of the Russian language

The process of a child’s assimilation of grammatical structure is complex; it is associated with the analytical and synthetic activity of the cerebral cortex. The mechanism of development of this complex mental activity was revealed by I.P. Pavlov, who expressed the idea that grammar is a unique form of dynamic speech stereotype.

The physiological mechanism for mastering grammatical structure is the generalization of corresponding grammatical relations, the development of a dynamic stereotype. The child, observing the real relationships of objects, reproducing them in speech, draws certain conclusions, generalizations, and then intuitively subordinates his speech to these rules.

Physiology has established a conditioned reflex basis for mastering the grammatical aspect of speech. The child develops a certain dynamic stereotype when changing nouns, adjectives and other grammatical forms. The child learns that the expression of certain thoughts requires the use of certain grammatical forms.

The development of a dynamic stereotype is facilitated by its great stability. If a child has mastered case endings, he uses them accurately if this corresponds to the general system of the language. But at the same time, there is insufficient flexibility in the application of the dynamic stereotype. The child uses the learned grammatical forms even in cases where there are deviations from the system. For example: “We saw an “elephant” at the zoo; “My mother gave me a “duckling” (as in “My mother bought me a table”).

The same is observed in the use of unchangeable nouns. The child has firmly learned in the practice of communication that all words (nouns) change, therefore he changes words such as coat, piano, coffee, etc.

The works of A. N. Gvozdev, S. L. Rubinshtein, D. B. Elkonin, A. M. Shakhnarovich and others are of fundamental importance for understanding the peculiarities of the development of grammatical structure by preschoolers.

The patterns of mastering the grammatical aspect of speech were revealed by the famous linguist Alexander Nikolaevich Gvozdev (See: Gvozdev A.N. Issues in the study of children's speech. - M., 1961.)

His research contains enormous factual material from long-term observations of the process of morphological and syntactic formation of children's speech, which makes it possible to trace the process of formation of the grammatical structure from the appearance of the first, still unchangeable, amorphous words to the beginning of school age, when the child masters all the basic forms of language.

A child masters the grammatical system of his native language by the age of three in all its most typical manifestations. According to A. N. Gvozdev, morphological elements begin to stand out in words very early (about 1 year 4 months). The division of words covers a number of categories of a noun - one and plural. number, nominative, blames, and gives birth, cases, verbal categories (command, mood, infinitive, past and present tense).

The child’s acquisition of the grammatical structure of speech occurs in the form of assimilation of grammatical categories, which are characterized by the presence of meaning. The time and sequence of assimilation of individual categories depend on the nature of their meanings. Children have difficulty mastering those forms whose specific meaning is not connected by the logic of the child’s thought, i.e. something that is not clear in meaning. A. N. Gvozdev wrote: “First of all, categories with a clearly expressed specific meaning that can be easily grasped by a child are acquired.”

First of all, the child learns the number of nouns (1 year 10 months), as well as the difference between diminutive and non-diminutive nouns: table - table. Children learn the imperative form early, as it expresses various desires that are of great importance to the child. It is more difficult to assimilate relationships that are associated with objects and space (cases), with time (tenses) and with participants in speech (persons of verbs). The conditional mood is learned late (2 years 10 months), since it expresses something assumed and not something that really exists. The assimilation of gender categories turns out to be extremely difficult and time-consuming. Gender is not acquired through mechanical memorization, but is associated with the morphological structure of nouns.

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

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

Everything unique, exceptional, that violates the norms of this system is often repressed in the child’s speech. Gradually, by imitating the speech of others, the patterns are adopted in their entirety. Single words that stand alone are acquired already at school age.

A. N. Gvozdev outlined the main periods in the formation of the grammatical structure of the Russian language.

The first period is the period of sentences consisting of amorphous root words that are used in one unchanged form in all cases when they are used (from 1 year 3 months to 1 year 10 months).

The second period is the period of mastering the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression (from 1 year 10 months to 3 years).

The third period is the period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations (from 3 to 7 years). During this period, all individual, stand-alone forms are increasingly assimilated. The system of endings is learned earlier, and the system of alternations in stems is learned later.

The works of F. A. Sokhin, N. P. Serebrennikova, M. I. Popova, A. V. Zakharova enrich the research into the development of the grammatical structure of speech in children.

The assimilation of the morphological system of the Russian language occurs on the basis of the development in children of orientation in the sound form of words. This is especially pronounced among older preschoolers.

To develop orientation, the child’s activity with words is important, but simple accumulation of experience does not always lead to a positive result. Thus, studying the features of gender agreement between past tense verbs and nouns, M. I. Popova came to the conclusion that simple repeated (from 312 to 534) repetition of the required form is labor-intensive and unproductive; children do not develop an orientation towards the form, since their activity with the word not organized. The formation of agreement in the game “Teremok”, the creation of a problem situation (the door to the teremok opened if the child made the agreement correctly) led to the fact that 75% of children, with the number of repetitions not exceeding 100, learned to highlight the endings of nouns and verbs with their voices.

When mastering the grammatical structure of a language, a preschooler goes from focusing on the sound side of morphemes to focusing on individual phonemic features.

The culture of phonemic hearing occupies one of the leading places in this process.

The basis for mastering grammatical structure is the formation of grammatical generalizations.

F.A. Sokhin, speaking about the formation of linguistic generalizations, noted that children’s speech develops primarily on the basis of imitation of the speech of adults, borrowing and reproducing samples of their speech. But in this mastery of speech, a significant role is played by clearly “non-imitative” elements of the psychological mechanism of speech development - the generalization of linguistic and speech phenomena.

The formation of linguistic generalizations in the process of speech development begins early, and it is they that form the core of the psychological mechanism of language acquisition, and not simple imitation of adults.

The acquisition of grammar is associated with the cognitive development of the child, since the formation of linguistic generalizations in speech involves the work of thinking. The processes of analysis, synthesis, abstraction and generalization lead to the acquisition of lexical and grammatical meanings.

American psycholinguist D. Slobin (See: D. Slobin. Cognitive prerequisites for the development of grammar // Psycholinguistics. - M., 1984.) notes that in order to master grammar, a child must: 1) understand those physical and social phenomena, information about which is transmitted when language assistance, and 2) be able to process, organize and store linguistic information. In other words, the cognitive prerequisites for the development of grammar are associated with both the meaning and the form of the statement.

Based on the material of 40 languages, D. Slobin provides convincing evidence that the process of mastering grammar “requires finely structured active thinking of the child.” This universal pattern appears in children speaking English, German, Russian, Polish, Hungarian and other languages.

The study by V.I. Yadeshko contains material that reveals the process of generalizations and abstractions in children’s speech in connection with the use of individual grammatical forms.

Thus, in the sentence We went, the child uses one word to designate a group of acting subjects. To the question: Who are we? - he answers: Me, dad, Vitya. The predicate went indicates that this group of subjects acted in the same way in a certain period of time.

Of interest is the appearance in speech of sentences with homogeneous subjects, where the listing of subjects is preceded by a generalizing word. For example: Two of us: me and dad - let's go. The sentence is not grammatically well formed, but the structure is complex. The child reveals the set (me and dad), indicates the number of characters (two we), not only lists specific subjects, but also gives a generalizing word before naming them.

The difficulties and gradualness of mastering the grammatical structure are explained by several reasons: characteristics of age, patterns of mastering the morphological and syntactic aspects of speech, the complexity of the grammatical system, especially morphology. In the Russian language, as already noted above, there are many atypical forms, i.e. exceptions to the rules. When using atypical forms, children often make mistakes.

The most common mistakes are described in educational and methodological manuals by O.I. Solovyova, A. M. Borodich, L. P. Fedorenko and others.

Let us give some examples of morphological errors in children's speech.

1. Incorrect endings of nouns,

· genitive case, plural: with the ending –ey - pencils, doors, hedgehogs, floors; with a zero ending: nights, dolls, girls, books, doors, buttons;

· genitive case, singular: at the doll, at the mother, at the sister, without a spoon;

· accusative case of animate and inanimate nouns:

Dad gave me a baby elephant, Seryozha caught a catfish;

1. prepositional case of inanimate masculine nouns: in the forest, in the nose, in the garden;

2. Declension of indeclinable nouns: na palta, kofii, kofiya, na pianin, v kin.

3. Formation of the plural of nouns denoting young animals: lambs, kittens, foal, pig.

4. Change of gender of nouns: big apples, buy ice cream, dad is gone, warm milk, green dress, torn blankets.

5. Formation of verb forms.

2. imperative mood: seek (seek), exay (ride), sing (sing), warehouses (fold); jump (scan),

3. changing the stem of the verb: search - I’m looking (I’m searching), splash - I’m splashing (splashing), cry - I’m crying (crying), draw - I’m drawing (I’m drawing); can - I can (I can),

4. conjugation of verbs: want - want (want), give - dadish (give), eat - eat (eat), sleep - split (sleep).

6. Irregular form of participles: broken, torn, sewn;

7. Formation of the comparative degree of the adjective: brighter, cleaner, worse, more beautiful, bad,

8. Endings of pronouns in indirect cases: my ears hurt, you have a new dress, in this pocket;

9. Declension of numerals: two houses, with two, go two by two.

Children also make other mistakes, especially in everyday communication: “put on” instead of put on, “undress” instead of take off; I am “put on”; “We’re running,” Kolya is already “running.” We go for “berries” and “mushrooms”.

Most often, these errors are caused by the peculiarities of local dialects and the dialect speech of others.

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

Data on the peculiarities of mastering the syntactic side of speech are available in the works of N. A. Rybnikov, A. N. Gvozdev, A. M. Leushina, V. I. Yadeshko.

At first, “word-sentences” appear, denoting characters, objects, actions (give, dad, na). The word is complemented by facial expressions, gestures, actions and essentially represents a whole complete phrase. Gradually, words are synthesized into vocabulary chains, forming sentences. According to N.P. Serebrennikova, the transition to a sentence is possible provided that the child has accumulated 40–60 words.

In the period from 1 year 8 months. up to 1 year 10 months two-word sentences (incomplete simple ones) appear, representing a conscious construction, where each word denotes an object or action. By the age of two, three- and four-word sentences are observed - the beginning of mastering a simple common sentence. About 1 year 9 months. sentences with homogeneous members appear. A child reaches the highest point of using simple common sentences at five and a half years old.

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

At first, children use sentences that are simple in structure; later they learn more complex structures. The presence of complex sentences indicates increasingly complex connections (causal, temporal, etc.) between individual ideas.

Children of the fourth year of life rarely use complex sentences in ordinary communication. The structure of the sentences they use is simple, the total number is small and increases little with age: in the fourth year - 8%, in the fifth - 11%, in the sixth - 17% (data from V.I. Yadeshko). Children use complex sentences quite easily: My grandmother and I stayed at home, and they went about their business (4 years 5 months). More common, with homogeneous members, are sentences that are part of a complex sentence: He fell asleep by the river, and the goat came, cut the wolf’s belly, then put bricks and sewed it up (4 years 9 months).

Sentences are rarely found: with attributive clauses: Far, far away there were closed cannons that fired fireworks (5 years); with subordinate clauses: If you eat it, Masha will cry (4 years, 4 months); with subordinate clauses: Go to the forest and bring herbs so that you can have them alive (5 years).

At an older age, children are able to contrast homogeneous parts of a sentence and use adversative conjunctions: She threw the needle, not stuck it in.

Syntactic errors are observed in the violation of the order of words in a sentence: the most important word for the child is put in first place: “Did mommy bring a doll?” the interrogative sentence begins with what is more important for the child: “Why did Masha cry?”; Children often begin their answer with a question word, so the question “why?” answer: “Why what”

Sometimes the conjunction is formed incorrectly: the conjunction or part of the conjunction is omitted: “My uncle’s balloon burst, so he pressed hard”; one conjunction is replaced by another: “When we came home, we were playing with the ball”; “I put on a warm fur coat, why is it cold outside”; the conjunction is not placed in the place where it is usually used: “We were walking, when we saw fireworks from Aunt Tamara.”

Mastering the methods of word formation is one of the aspects of children’s speech development. The term “word formation” refers to the process of word formation itself in the Russian language. In modern word formation, the dominant position is occupied by the morphological method, which has several varieties. It is based on a combination of morphemes of different meanings: scream - scream; path - traveler; cargo – cargo-ik; weak – weakness; under the blanket - under the blanket; order - disorder; descend - descend; carry - in-carry, take out, run - in-run, you-run, come running; drag - drag, pull, drag.

Over the past decades, the morphological-syntactic method has become more active in Russian word formation. The formation of new words occurs as a result of the addition of bases (two, three: to break ice - an icebreaker; to love books - a book lover) and with the help of other methods (See: Dudnikov A.V. Modern Russian language. - M., 1990)

Preschoolers use mainly the morphological method. To form words, a child must master word-formation models, lexical meanings of word stems and the meaning of significant parts of a word (prefix, root, suffix, ending).

In psychological and psycholinguistic literature, word formation is associated with children's word creation. Independent word formation and word creation in children are considered by D. B. Elkonin “as a symptom of a child’s mastery of linguistic reality.” The basis of children's word creation lies in the same patterns as the basis of mastery of the inflectional system of language. The phenomena of inflection and word formation are of the same order. Essentially, they represent the result of the work that the child does to master language as a real objective reality, and the real practice during which this reflection takes place.

Word creation indicates children’s active acquisition of grammatical structure. Word creation, by analogy, is an indicator of the free use of morphological elements of language. Thus, the word “yummy” (candy), by analogy with the words “porridge”, “yogurt”, is formed from an adjective using a suffix and an ending. On the one hand, the child formed a new word, and on the other hand, he correctly changes it (“Give me something tasty”). These facts convince us of the creative nature of language acquisition.

Children's word creation is the most striking manifestation of the process of forming rules and generalizations.

O. S. Ushakova identified three basic principles for the formation of new words by children;

· part of a word (“word fragments”) is used as a whole word: “jump” – jump;

· the ending of another is added to the root of one word: blizzard - “purginki” (snowflakes), help - “help”, terrible - “fearfulness”;

· one word is made up of two (“synthetic words”): “thief” - a thief and a liar, “bananas” - banana and pineapple.

Based on the research conducted by A. G. Tambovtseva (Arushanova) (Tambovtseva A. G. Formation of methods of word formation in preschool children in kindergarten: Abstract of Ph.D. thesis. - M., 1983.) comes to the conclusion that the assimilation of methods of word formation occurs step by step. The initial stages are characterized by the accumulation of a primary vocabulary of motivated vocabulary and prerequisites for word formation in the form of orientation towards objects and linguistic relations that are essential for the nomination. The most intensive mastery of word formation occurs at the age of 3 years 6 months. – 4 years to 5 years 6 months. - 6 years. During this period, word production and generalized ideas about the norms and rules of word formation are formed.

By the end of preschool age, children's word formation approaches the normative one, and therefore the intensity of word creation decreases.

For teaching methods, the conclusion about the need for special attention to the formation of means and methods of word formation in middle and senior preschool age is important.

§ 3. Objectives and content of work on the formation of the grammatical aspect of speech in children

The objectives of this section can be considered in three directions: To help children practically master the morphological system of their native language (variation by gender, number, person, tense).

Help children master the syntactic side: teach the correct agreement of words in a sentence, constructing different types of sentences and combining them in a coherent text.

Provide knowledge about some norms for the formation of word forms - word formation.

The section “Formation of the grammatical structure of speech” is presented in the most detail, linguistically competent, and theoretically sound in the program compiled by O. S. Ushakova and tested in practice. We will use this program (See: O. S. Ushakova. Program for the development of speech for preschool children in kindergarten: RAO Scientific Center for Family and Childhood. - M., 1994).

First, a general description of the issues of morphology, word formation, and syntax that determine the content of the work is given, which is then revealed by age group.

The scope of grammatical generalization skills can be represented as follows.

In morphology.

The morphological structure of preschool children's speech includes almost all grammatical forms. The largest place is occupied by nouns and verbs.

Nouns denote objects, things, people, animals, and abstract properties. They have the grammatical categories of gender, number and case (they differ in gender and vary in number and case).

It is necessary to train children in the correct use of case forms (especially in the use of the genitive plural form: plums, oranges, pencils).

In a sentence, the noun is one of the most important components; it agrees with adjectives in gender, number and case, and coordinates with the verb. Children should be shown a variety of ways to agree nouns with adjectives and verbs.

A verb denotes the action or state of an object. Verbs differ in appearance (perfect and imperfect), change in person, number, tense, gender and mood.

Children must correctly use verbs in the form of the 1st, 2nd, 3rd person singular and plural (I want, you want, you want, we want, they want).

Preschoolers must correctly use the category of gender, correlating the action and object of the feminine, masculine or neuter gender with past tense verbs (the girl said; the boy read; the sun was shining).

The explanatory mood of the verb is expressed in the form of present, past and future tenses (he plays, played, will play). Children are led to the formation of the imperative mood of the verb (an action to which someone encourages someone: go, run, let's go, run, let him run, let's go) and to the formation of the subjunctive mood (possible or intended action: would play, would read) .

An adjective denotes a characteristic of an object and expresses this meaning in the grammatical categories of gender, number, and case.

Children are introduced to the agreement of noun and adjective in gender, number, case, with full and short adjectives (cheerful, cheerful, cheerful), with degrees of comparison of adjectives (kind - kinder, quiet - quieter).

In the learning process, children master the ability to use other parts of speech: pronouns, adverbs, conjunctions, prepositions.

In word formation.

Children are led to the formation of one word on the basis of another cognate word with which it is motivated, i.e. from which it is derived in meaning and form. Words are formed using affixes (endings, prefixes, suffixes).

The methods of word formation in the Russian language are diverse: suffixal (teach - teacher), prefixal (write - rewrite), mixed (feast, scatter).

Children can, starting from the original word, select a word-forming nest (snow - snowflake, snowy, snowman, snowdrop).

Mastering different methods of word formation helps preschoolers correctly use the names of baby animals (bare, fox), tableware (sugar bowl, candy bowl), directions of movement (rode - went - left).

In syntax.

Children are taught ways to combine words into phrases and sentences of different types - simple and complex. Depending on the purpose of the message, sentences are divided into narrative, interrogative and incentive. A special emotional coloring, expressed by a special intonation, can make any sentence exclamatory.

It is necessary to teach children the ability to think about word combinations, then correctly link words into sentences.

When teaching children how to construct sentences, special attention should be paid to exercises on using the correct word order, preventing incorrect word agreement. It is important to ensure that children do not repeat the same type of construction.

It is important to form in children a basic understanding of sentence structure and the correct use of vocabulary in different types of sentences. To do this, children must master different ways of combining words in a sentence, master some semantic and grammatical connections between words, and be able to formulate a sentence intonationally.

Thus, in the process of forming the grammatical structure of speech in preschool children, the ability to operate with syntactic units is established, a conscious choice of linguistic means is ensured in specific communication conditions and in the process of constructing a coherent monologue utterance.

§ 4. Ways to form the grammatical aspect of speech in children

The ways of forming grammatically correct speech are determined on the basis of knowledge of the general patterns of speech development, studying the grammatical skills of children in this group and analyzing the causes of their grammatical errors.

Ways to form grammatically correct speech: creating a favorable language environment that provides examples of literate speech; improving the speech culture of adults; special teaching of children difficult grammatical forms, aimed at preventing errors; formation of grammatical skills in the practice of verbal communication; correcting grammatical errors.

As noted above, the successful formation of grammatically correct speech is possible provided that the causes of children's errors in the field of grammar are understood and taken into account when choosing methods and techniques of work.

Grammatical errors of preschoolers are determined by various factors:

1. general psychophysiological patterns of child development (development of attention, memory, thinking, state of nervous processes);

2. difficulties in mastering the grammatical structure of the language (morphology, syntax, word formation) and the level of its assimilation;

3. the stock of knowledge about the surrounding world and the volume of the vocabulary, as well as the state of the speech apparatus and the level of development of phonemic speech perception;

4. unfavorable influence of the surrounding speech environment (primarily incorrect speech of parents and educators);

5. pedagogical neglect, insufficient attention to children's speech.

Let us dwell on the characteristics of the ways of forming the grammatical aspect of speech.

Creating a favorable language environment is one of the conditions for children’s literate speech. It should be remembered that the speech of others can have both positive and negative influence. Due to great imitation, the child borrows from adults not only correct, but also erroneous forms of words, speech patterns, and communication style in general.

In this regard, the example of a teacher’s cultural, competent speech is especially important. Where the teacher speaks competently, is attentive to the speech of others, sensitively captures the characteristics of children's mistakes, and children master the ability to speak correctly. And vice versa, if the teacher’s speech is sloppy, if he can afford to say “What are you doing?” or “Don’t climb the slide” - even a child who is accustomed to speaking correctly at home repeats the mistakes after him. Therefore, taking care of improving your speech can be considered as a professional responsibility of a teacher.

E.I. Tikheyeva, demanding absolute literacy of the teacher, called for improving the culture of speech of all people around the child.

Objectives and content of work on the formation of the grammatical structure of speech

The term “grammar” is used in linguistics in two meanings: it means, firstly, the grammatical structure of a language, and secondly, the science, a set of rules about changing words and their combination in a sentence. The method of speech development examines the issues of children’s mastery of the grammatical structure of the language in speech practice.
When forming a child’s grammatically correct speech, one should distinguish between work on its morphological and syntactic aspects. Morphology studies the grammatical properties of a word, its forms, syntax - phrases and sentences.
Grammar, according to K. D. Ushinsky, is the logic of language. Each form in grammar expresses some general meaning. By abstracting from the specific meanings of words and sentences, grammar gains greater abstracting power and the ability to typify the phenomena of language. Children who learn grammar purely practically also develop their thinking. This is the greatest importance of grammar in the development of a child’s speech and psyche.
Some features of the formation of the grammatical structure of speech in children of preschool and preschool age have been studied in psychology; Physiology has established the conditioned reflex basis of the grammatical aspect of their speech. The grammatical structure is acquired by the child independently, through imitation, in the process of varied speech practice. In live speech, children notice the constant meanings of grammatical elements-morphemes. “On this basis, a generalized image of the relationships of significant elements in words and word forms is formed, which leads to the formation of the mechanism of analogy, which is the basis of linguistic flair, in particular the flair for the grammatical structure of the language.”
A three-year-old child already uses such grammatical categories as gender, number, tense, person, etc., uses simple and complex sentences. It would seem that it is enough to provide the child with rich verbal communication and ideal role models so that he can independently denote familiar relationships with an already acquired grammatical form, although the vocabulary material will be new. But this doesn't happen.
The gradual mastery of grammatical structure is explained not only by the age-related patterns of the child’s nervous activity, but also by the complexity of the grammatical system of the Russian language, especially morphological.
In the Russian language there are many exceptions to the general rules that need to be remembered, for which private, individual dynamic speech stereotypes need to be developed. For example, a child has learned the function of an object, denoted by the ending -om, -em: ball, stone (instrumental case). Using this type, he forms other words (“stick”, “needle”), not knowing that there are other declensions that have different endings. The adult corrects mistakes, reinforcing the use of the correct ending -oi, -ey.
It has been noticed that the number of grammatical errors increases significantly in the fifth year of life, when the child begins to use common sentences, his active vocabulary grows, and his sphere of communication expands. The child does not always have time to remember newly acquired words in a new grammatical form, and when using a common sentence, he does not have time to control both its content and form.
Throughout preschool age, imperfections in both the morphological and syntactic aspects of children's speech are observed. Only by the age of eight can we talk about the child’s complete mastery of the grammatical structure of the language: “The level of mastery of the native language achieved by school age is very high. At this time, the child already masters the entire complex system of grammar to such an extent, including the most subtle patterns of syntactic and morphological order operating in the Russian language, as well as the firm and unmistakable use of many isolated individual phenomena, that the acquired Russian language becomes truly native to him. And the child receives in it a perfect tool for communication and thinking.”
Mastery of grammar as a science is carried out at school. Already in the elementary grades, the task of consciously mastering basic grammatical rules and laws is set. Schoolchildren develop a number of grammatical concepts (about the composition of a word, parts of speech, etc.), they memorize and comprehend definitions (nouns, conjugations, etc.), and their active vocabulary includes grammatical terms. A new attitude towards your speech appears.
In the work on the formation of the grammatical structure of speech, the following areas can be distinguished: to prevent the appearance of grammatical errors in children, especially in difficult cases of morphology and word formation, to effectively correct errors that exist in children’s speech, to improve the syntactic side of speech, to develop sensitivity and interest in the form of their speech, promote the grammatical correctness of the speech of the adults around the child.
In accordance with this, it is possible to outline (in general form) the main tasks of work at each age stage.
In younger and middle ages, the main attention is paid to mastering the morphological side of speech: agreement of words, alternation of sounds in stems, formation of the comparative degree of adjectives. Children are helped to master ways of forming words using suffixes and verbs using prefixes. In older groups, in addition to this, the syntax of children's speech is improved and complicated, memorization of single forms, morphological exceptions, and mastering of word formation methods for all parts of speech, including participles. During this period, it is important to form a child’s orientation towards the sound side of words, to cultivate interest and a critical attitude towards the formation of word forms, the desire for the correctness of his speech, the ability to correct mistakes, and the need to learn grammatical norms.
How to determine the content of work on morphology? First of all, you need to follow the instructions contained in the “Acquaintance with the Surroundings” section of the “Kindergarten Education Programs.” It is advisable to reinforce difficult grammatical forms of those words that children become familiar with in a given age group. Research and observation have established that the following grammatical forms most often make it difficult for preschoolers:
1. The endings of plural nouns in the genitive case.
At a younger preschool age, children add the ending -s in the genitive case of the plural to most of the words they use: “matryoshkas,” “boots,” “mittens,” “cats,” etc. At older preschool ages, errors of this type persist mostly only in some words. Let us give examples of the correct forms (the words are combined according to their meaning) of some difficult words: oranges, eggplants, tangerines, tomatoes, apples; knee socks, socks, sandals, loops, sheets, leggings, sleeves, stockings, bloomers, scarves; saucers, pancakes, meatballs, cakes; hoops, guns; rails, drivers.
2. Formation of the plural of nouns denoting young animals: goslings, foals, lion cubs, lambs; declension of nouns denoting animals: wolf, wolves, chickens, bears.
3. The use of indeclinable nouns (listed in the order in which children are introduced to them): coat, coffee, cocoa, mashed potatoes, piano, cinema, radio, jelly.
4. Gender of nouns, especially neuter: cookies, apple, wheel, ice cream, sky. We advise you to pay attention to the gender of the following nouns: giraffe (m), hall (m), curtain (m), galosh (w), key (w), coffee (m), cuff (w), mouse (w), vegetable ( m), pancake (w), tomato (m), rail (m), sandal (w), shoe (w), tulle (m).
5. Stress when declension of nouns:
a) constant stress (its place is unchanged in all cases): rake, noose, shoes, manger;
b) movable stress (its place changes with declination): wolf - wolf - wolves - wolves; board - boards - boards, boards - boards - boards; hut - huts, huts - huts; lace - lace, lace - lace; sheet - sheets, sheets - sheet - sheets;
c) shifting the emphasis to the preposition: on the head, downhill, from the forest, on the legs, on the floor.
6. Formation of the comparative degree of adjectives:
a) in a simple (synthetic) way using the suffixes -ee(s), -e, especially with alternating consonants: higher, longer, more expensive, thinner, louder, simpler, sharper, sweeter, drier, tighter;
b) using other roots: good is better, bad is worse.
7. Formation of verb forms:
a) conjugation of the verbs want, run (variably conjugated);
b) conjugation of verbs with special endings in personal forms: eat, give (children’s mistakes: “you’re eating a bun”, “you’ll give it to me”);
c) present, past tense, imperative mood of verbs with alternating sounds, especially the following: wipe, burn, ride, ride, lie, smear, wave, cut, jump, guard, pinch.
8. Declension of some pronouns, numerals (children’s mistakes: “two ducklings”, “two buckets”, “line up in twos”, “they gave me less”).
9. Formation of passive participles (children’s mistakes: “drawn”, “torn”).
Other, less common mistakes are also observed, characteristic mainly of children of primary preschool age (“houses”, “in the nose”, “ears”), sometimes they are of an individual nature (“And Natasha is placed on a chair!”, “I want jelly” ).
In some areas, children’s speech may contain errors caused by grammatical features of dialects (“for mushrooms”, “with flags”). The teacher must correct these mistakes.
The morphological and syntactic aspects of children's speech develop simultaneously. But syntactic errors are more persistent than morphological ones, and sometimes persist even until the child enters school. These errors are not so noticeable to others, due to the fact that children mainly use simple, uncommon, as well as incomplete sentences, which are quite acceptable in oral conversation. The teacher must be familiar with the peculiarities of the formation of the syntactic side of the speech of preschoolers and know what mistakes children can make. For example, in early and middle preschool (years four and five), children may omit and rearrange words in a sentence, omit or replace conjunctions; They mainly use sentences that consist of a subject, predicate, and object, and very rarely use definitions or circumstances. Even by the end of the fifth year, the child does not use circumstances of reason, purpose, conditions.
Children begin to use homogeneous parts of the sentence gradually, first with homogeneous subjects, predicates, objects, then homogeneous definitions and circumstances (Tanya has a fox and a hare in her stroller. He took a swim and went ashore. The doll and the bear have toys. The dress has white trim and red stripes. White threads are wound on it in even rows, by machine).
It is relatively easy for children to use complex sentences. Moreover, their quality noticeably improves in the fifth year of a child’s life: simple sentences included in complex sentences become more common, homogeneous members appear (He fell asleep by the river, and the goat came, cut the wolf’s belly, then put bricks and sewed it up).
In complex sentences, children use subordinate clauses more often, then explanatory ones, and much less often - attributive ones.
By the age of five, a child can use sentences of 12-15 words, but compared to younger ages, the number of syntactic errors increases, since it is difficult for him to simultaneously monitor the content and form of expression of a thought.
In older groups, children develop the ability to contrast homogeneous parts of a sentence and use adversative conjunctions (I have plastic buttons, not wooden ones. She threw the needle, but didn’t stick it in - examples of speech of children of the sixth year of life). It is necessary to encourage the child to use complex sentences with different types of subordinate clauses in his speech.
There are some peculiarities in a child’s mastery of word formation. In the Russian language, the modern way of word formation is the way of combining morphemes of different meanings. New words are created on the basis of the building material available in the language (pod-berez-ov-ik, rocket-chik). The child first of all masters word formation models, the lexical meaning of word stems and the meaning of significant parts of a word (prefix, root, suffix, ending). Based on the practical comparison of a word with other words, the meaning of each of its parts is isolated.
The process of word formation has a common basis with inflection - the formation of a dynamic stereotype.
Already at two years old, the baby forms “his own” words, which are essentially a distorted reproduction of words heard from adults (“akini” - pictures). In middle preschool age, there is an increase in interest in the word, its sound, the creation of “own” words - word creation: “helicopter” (helicopter), “scowled” (ate up on soup), “horn” (butt).
Soviet psychologists explain children's creation of new words by the growing need for communication. The rate of vocabulary accumulation is not high enough, and the need to tell and explain something to the interlocutor is growing, so sometimes, if a generally accepted word is missing, children form a new one, using their grammatical observations, by analogy: “You will take part in the game, you will be a receiver.” The child’s remarkable sensitivity to words and grammatical form is explained by the child’s established stereotypes, which he applies to new words in similar situations. Most words fit into learned models, but sometimes the desired word in Russian has a word-formation feature that a preschool child does not yet know about. This is how lexical and grammatical errors appear. “There are little darlings walking around,” the kid says when he sees the pigeons.
The decline of the phenomenon of word creation by the end of preschool age indicates that the child masters the mechanism of word formation as an automated action. Special exercises in word formation are desirable, which form a sense of language and contribute to the memorization of standards.
The state of the grammatical aspect of speech of children in the same group may be different; it depends on several reasons:
1) general psychophysiological patterns of child development (state of nervous processes, development of attention, thinking, etc.);
2) stock of knowledge and vocabulary, state of phonemic hearing and speech-motor apparatus;
3) the degree of complexity of the grammatical system of a given language;
4) the state of the grammatical aspect of the speech of surrounding adults (teachers, technical staff of the kindergarten, relatives of the children), the degree of pedagogical control over the correctness of the child’s speech.
What should be guided by when determining the content of work on grammar for a specific age group? The above features are typical for Russian preschool children. The most significant differences in the levels of grammatical aspects of speech of children of the same group are observed in the field of morphology. Therefore, it is advisable for the teacher to schedule for classes only those of the above-mentioned forms, the use of which makes it difficult for the pupils of this group. There is no point in teaching children what they have already mastered. At the beginning of the school year, the teacher must find out in which grammatical forms children make mistakes. For this purpose, he can use everyday observations of children’s speech, questions and assignments to individual children using pictures, objects, or in verbal form. In addition, sometimes you can conduct frontal testing sessions with the entire group.
Test classes and individual assignments do not set the goals of direct teaching, so the teacher does not apply basic teaching techniques, but uses only questions and, if necessary, correction and hints. In one such lesson, you can check the correct use of several grammatical forms by children.
During testing classes in senior and preparatory school groups, the following types of work can be offered:
1) looking at pictures from the album “Speak Correctly” by O. I. Solovyova and answering the questions: who is this? How many are there? (duckling, ducklings, piglets, fox cubs, lion cubs);
2) game with pictures “What’s missing?” (stockings, socks, saucers, oranges);
3) exercise with pictures “Finish the sentence”: It costs a lot... (chairs). There are a lot of... (towels) on the rack. Children's hanging... (coats);
4) verbal exercise “Finish the sentence”: The ribbon is long, but the jump rope is even... (longer). Cookies are sweet, but honey... (sweeter). My bouquet is beautiful, but my mother’s... (prettier). One girl wants to sing, and all the girls... (want);
5) looking at pictures: what is the girl playing? (On the piano.) Mom has a lot of... (Coffee) in the coffee pot. What are these athletes doing? (They run.) And this one? (Runs.);
6) playing errands with a teddy bear: Ask the bear to put down a sheet. Bear, ... (put down the sheet). What is the bear doing? (Puts it down.) What did the bear do? (Put it down.) Let’s find out if the bear can lie down? Bear, ... (lie down!). Will the bear be able to go? Bear, ... (go!).
The duration of the test session is 10-15 minutes. Similar classes can be carried out throughout the year, including checking the correct use of other grammatical forms.
If the identified error is of an individual nature, the teacher tries to find out its cause, involves the child’s parents in correcting the error, monitors his daily speech, and draws his attention to the correct form. If the mistakes are typical (and it is not necessary that most children make them), then it is advisable to resort to special classes to correct these mistakes throughout the year.
Thus, the specific content of the work on the formation of the grammatical aspect of speech in a preschool institution is determined by the norms of Russian grammar, the typical features of its acquisition in preschool age, taking into account the real state of the grammatical aspect of speech in a given children's group.

The grammatical structure of speech is the interaction of words with each other in phrases and sentences. It combines morphemics, syntax and word formation. Its development in children occurs through imitation of the speech of adults. The child's structure develops without any help. A disruption of this process is often observed. Our article provides information that will help you find out how the grammatical structure of speech develops in children.

General information about grammatical structure

Grammar is a discipline that studies the structure of language and its laws. Thanks to her, speech becomes formed and understandable to everyone around. K. D. Ushinsky believed that grammar is the logic of language. Preschoolers who master it also develop their intelligence.

The grammatical structure of speech is an object that has been formed over many years. The basis for its study is knowledge of relationships and the surrounding reality. However, at first, the child’s speech is formless from the point of view of syntax.

It is important for parents to promote the development of the grammatical (syntactic) structure of children's speech. Otherwise, the child may develop dysgraphia (impaired written speech). For prevention, it is necessary to use various methods and ensure that children develop comprehensively.

The following stages can be distinguished in language acquisition:

understanding the meaning of what was heard;
borrowing words from the speech of adults and peers;
formation of other words by analogy with already known ones;
assessment of the correctness of speech construction.

The sequence of development of the syntactic structure of speech

Children learn grammatical structure gradually. This is due to age characteristics and complexities of the Russian language system. The child's grammatical structure is fully formed by the age of 8.

The following stages are involved in the development of grammatical structure:

error correction;
perfection of the syntactic side of speech;
developing interest in the native language;
control over the correct speech of others.

Stages of speech development in children

Parents and teachers should promote the development of the morphological system of the Russian language. It is important that the child understands how to bow correctly. It is also necessary to help master the peculiarities of syntax.

In younger and middle ages, special attention is paid to morphological features. The grammatical structure of speech in preschoolers at this stage is just beginning to form. At this point, you will need to help the child understand how word formation occurs using suffixes, prefixes and endings.

At primary school age, syntax improves and becomes more complex. At this stage, the child must find and correct errors in his speech.

Problems in the development of the grammatical system in preschool children with special needs development

It is no secret that the correct development of spoken and written speech plays an important role in the life of every person. Thanks to the grammatical structure, each of us can understand what others say.

A child’s speech is closely related to his mental and physical development. That is why it is important to promptly pay attention to the presence of various violations and get rid of them. A study of the grammatical structure of speech in children proves that its development occurs in strict sequence.

General speech underdevelopment is a disorder in which the child has a variety of complex speech disorders. There are three types of this deviation:

1st stage. Characterized by a complete absence of speech.
2nd stage. In this case, speech is present. There are no gestures or babbling words. There are distortions in the sound and syllabic structure.
3rd stage. In this case, phonetic-phonemic and lexical-syntactic underdevelopment is observed.

The grammatical structure of the speech of preschool children with special needs development develops slowly. They have disharmony of linguistic components, as well as morphological and syntactic systems. Experts say that such children have instability and rapid loss of attention. They, unlike their peers, have reduced auditory memory and memorization efficiency.

Correctional work with children with special needs development involves the development of syntactic structure. It causes the most problems in such preschoolers. For correction to be effective, the child must understand the role the morpheme plays.

Children with general speech impairment have difficulty selecting and combining grammatical means. It is explained by the incompleteness of some language operations.

Dysgraphia with unformed grammatical speech

The grammatical structure of speech is the interaction of linguistic units with each other. Parents and teachers should carefully monitor its development in children. If violations occur, it is imperative to contact a specialist to prevent more serious consequences.

With delayed development of syntactic structure, dysgraphia may occur. This disease is characterized by the inability to master writing with a sufficient level of intelligence. Violation of grammatical agreement is one of the symptoms of deviation. It is important that parents do not scold the child for mistakes, but first of all try to figure out why they occurred. Perhaps the child has a disorder, the correction of which should be carried out by a specialist.

Agrammatic dysgraphia is caused by incompleteness of the lexical-syntactic structure of speech. In this case, it is difficult for the child to establish the sequence of words in a sentence. There are often syntactic violations in which children miss significant parts of the sentence. If these symptoms are present, any highly qualified specialist will diagnose that the development of the grammatical structure of speech is slow. This is possible if you do not want to learn or if there are violations.

Development of vocabulary and syntactic structure

Experts distinguish two types of vocabulary acquisition - qualitative and quantitative. They are closely interconnected. The quantitative increase in vocabulary is due to the child’s surrounding world. Its replenishment is associated with the speech of adults and peers. It is known that today a three-year-old child has about 3 thousand words in his vocabulary.

Accumulated words cannot themselves serve as a means of knowledge and communication. The formation of the grammatical structure of speech plays an important role. To communicate and learn, a child needs to correctly construct sentences and phrases using the basics of grammar.

With age, the child gradually begins to acquire a semantic meaning for the words that are in his stock. At first, errors in the use of roots, prefixes and suffixes may be observed.

By about three years of age, the grammatical structure of children’s speech is formed. They begin to understand the main principles of constructing sentences and phrases. At this age, the child declines words according to cases and numbers. He can construct simple and complex sentences. The vocabulary gradually increases. At this stage, it is important to give the child enough attention and use educational games.

The grammatical structure of speech of the senior preschool group is gradually improving. Children master types of declensions and conjugations, forms of alternation of sounds and At this stage, the volume of the child’s vocabulary plays an important role. At the age of 4-5 years, children can use them thoughtfully, and thanks to the grammatical structure, modify them.

Modern methods of forming syntactic structure

The development of grammatical structure is an important stage in full speech and psychological development. These days, schools place high demands on future students. This is due to the fact that recently there has been a significant increase in the complexity of the school curriculum.

Modern work on the formation of the foundations of grammar contains the following categories:

inflection;
word formation;
coordination;
formation of sentences and phrases.

The child should become familiar with all of the above basics in preschool age. Formation work must be carried out systematically. Parents play a huge role in this process.

Methods for forming grammatical speech

Methods through which grammatical speech is formed include exercises on word formation and their modification, as well as retelling short stories.

The first two options are used when teaching children of primary and secondary preschool age. The exercises are effective in developing grammatical speech in a 4-6 year old child. However, modern textbooks offer tasks for all age groups.

Techniques used to form grammatical speech

Pedagogical techniques that are used to form grammatical speech are varied. They are determined by the content, the level of unusualness of the material, the speech characteristics of children and their age. The main techniques for teaching grammatical skills include:

example;
explanation;
comparison;
renewal.

Thanks to them, it is possible to eliminate possible errors when constructing sentences and demonstrate to the child the correct constructions.

Didactic games

Recently, the grammatical structure of speech has become especially popular. This is an effective way to consolidate existing skills. A ball is often used in didactic games. In this case, the adult should pass it to the child and name an object, for example, “table.” The preschooler needs to name the same object, but in a diminutive form - “table”, etc.

A game in which the child must draw an object on a piece of paper and then explain what exactly he drew (item, quantity, size, color) is also effective.

Let's sum it up

The grammatical structure of speech is the connection that exists between phrases and sentences. It is thanks to him that a person can communicate with other people. It is important to monitor the correctness of grammatical structure from an early age. Any violations may indicate possible deviations in the child’s development.

If there are errors that are not related to ignorance of the rules, it is important to contact a speech therapist in a timely manner. To form grammatical structure in preschoolers, didactic games are often used. This method is one of the most effective.