Formation of grammatical structure of speech in preschoolers
Topic: The concept of the grammatical structure of speech. Typical syntactic and morphological errors in children and their causes.
The term “grammar” is used in linguistics in two meanings. Firstly, it denotes the grammatical structure of the language, and secondly, the science, a set of rules about changing words and their combination in a sentence. The method of speech development involves children mastering the grammatical structure of the language.
The grammatical structure of a language is a system of units and rules for their functioning in the field of morphology, word formation and syntax.
Morphology studies the grammatical properties of a word and its form, as well as grammatical meanings within a word.
Word formation studies the formation of a word on the basis of another cognate word with which it is motivated.
Syntax studies phrases and sentences, compatibility and word order.
Grammar, according to K.D. Ushinsky, is the logic of language. It helps to put thoughts into a material shell, makes speech organized and understandable to others.
The formation of the grammatical structure of speech is the most important condition for improving the thinking of preschoolers, since it is the grammatical forms of the native language that are the “material basis of thinking.” Grammatical structure is a mirror of a child’s intellectual development.
A well-formed grammatical structure of speech is an indispensable condition for the successful and timely development of monologue speech, one of the leading types of speech activity. Any type of monologue requires mastery of logical connection techniques of all types of simple and complex sentences.
The development of the grammatical structure of speech is the key to successful general speech training, ensuring practical mastery of the phonetic, morphological and lexical levels of the language system.
But, despite its importance, the problem of the formation of the grammatical structure of speech became the subject of study only in the 50s. XX century after the publication of the fundamental work of Alexander Nikolaevich Gvozdev “Formation of the grammatical structure of the language of the Russian child.” The work describes in detail the grammatical categories, elements and structures in the child’s speech at each age stage.
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 formationgrammatical 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 become increasingly stronger. The system of endings is learned earlier, and the system of alternations in stems is learned later.
F.A. Sokhin, N.P. Serebrennikova, M.I. Popova, A.V. Zakharova, A.G. also studied the grammatical structure of preschoolers’ speech. Arushanova. She identifies several directions in this work.
First directionis associated with the correction (prevention) of inaccuracies and errors typical of children (verb conjugation, plural and gender of nouns, prepositional control, etc.).
Second direction– identification of essential links in the mechanism of children’s mastery of grammatical structure, development of understanding of grammatical forms, formation of grammatical generalizations, their abstraction and transfer to new areas of reality.
Third directionis associated with the identification of pedagogical conditions for the formation of the mechanism of grammatical structuring in the field of syntax and word formation.
Typical morphological errors in children's speech
- Incorrect endings for nouns:
a) genitive case, plural. number:
with the ending – her – pencils, hedgehogs, doors, floors;
null-terminated – overnight stays, girls, dolls, books, buttons;
b) genitive case, singular. number:at the doll, at the sister, at the mother, without a spoon;
c) dative case – Petit, Sveti, Mitya;
d) accusative case of animate and inanimate nouns– dad gave me a baby elephant; Seryozha caught a catfish;
d) instrumental case – I wash my hands with input; boys catch fish with a fishing rod; mom mops the floor;
e) prepositional case – in the forest, in the garden, in the eye, in the nose.
2. Declension of indeclinable nouns - on palta, not piano, kofii, in kin, in meter.
3. Education plural. number of nouns denoting baby animals –lambs, foals, kittens, pigs.
4. Changing the gender of nouns – big apple, my towel, wheel, tomato, dress, moon.
5. Formation of verb forms.
a) imperative mood – seek (search), sing (sing), gallop (jump), ride (ride), fold (fold);
b) changing the stem of the verb– seek – I’m looking (I’m looking), cry – I’m crying (I’m crying), I can – I can (I can);
c) verb conjugation – want - want, sleep - sleep (sleep), give - give (give).
6. Incorrect form of participles –broken, torn, stitched.
7. Formation of the comparative degree of an adjective -brighter, worse, bad, cleaner, bluer, sweeter.
8. Endings of pronouns in indirect cases –my ears hurt; in this pocket; you have a new dress.
9. Declension of numerals –two houses; with two.
Syntactic errors in children's speech.
Syntactic errors are observed in violation of the order of words in a sentence:
The most important word for the child is put in first place: “Mom bought a doll”;
An 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 union connection is formed incorrectly:
A conjunction or part of a 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.”
Errors in word formation.
a) part of a word is used as a whole word: “jump”;
b) the ending of another is added to the root of one word: “purginki”, “help”, “fearfulness”;
c) one word is made up of two: “thief”, “bananas”.
1. Define the concepts: grammar, grammatical structure of speech, morphology, syntax, inflection, word formation.
2. Name the main periods in the formation of the grammatical structure of the Russian language, noted by A.N. Gvozdev.
3. List the directions in the work on the formation of the grammatical structure of speech of preschoolers, highlighted by A.G. Arushanova
Pedagogical tasks
Identify grammatical errors in children's speech:
There's a lot on the tree apples
I wash my hands with soap and water
Where's my towel?
I'm drawing our kindergarten.
What color is this circle?
Vova is taller than Yura.
We want to play some more!
What a beautiful butterfly blossomed!
Sugar is poured into a sugar bowl and butter is added at Maslenitsa.
The fox has little foxes so small.
It's winter outside, that's it snowy
There are five nesting dolls on the table.
Vova told us scary things.
Mom cooked delicious porridge.
- Write an annotation for Sat. S.N. Tseytlin “Language and the Child” (linguistics of children’s speech). –M., 2000.
Topic: Objectives and content of work on the formation of the grammatical aspect of speech in preschool children
The objectives of this section can be considered in three directions:
1. Help children practically master the morphological system of their native language (variation by gender, number, person, tense).
2. 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.
3. Provide knowledge about some norms for the formation of word forms - word formation.
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.
Nounsdenote objects, things, people, animals, abstract properties. They have the grammatical categories of gender, number, case and animate-inanimate.
It is necessary to train children in the correct use of case forms (especially in the use of the genitive plural form: draining 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.
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 1st, 2nd, 3rd person singular and plural forms (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 verbs of the past tense (the girl said; the boy was reading; 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 form the imperative mood of a verb (an action to which someone encourages someone: go, run, let's go, let's run, let him run, let's go) and to the formation of the subjunctive mood (possible or intended action:I would play and read).
Adjectivedenotes the attribute 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 ), prefix (write – rewrite), mixed ( table, run away).
Children can, starting from the original word, select a word-forming nest (snow – snowflake, snowy, snowman, Snow Maiden, snowdrop).
Mastering different methods of word formation helps preschoolers correctly use the names of baby animals (bunny, fox), tableware items (sugar bowl, butter dish), driving directions (went, 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 onusing 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 masterdifferent ways of combining words in a sentence,master some semantic and grammatical connections between words, be able to formulate a sentence intonationally.
Questions to update basic knowledge
1. Name the objectives of the work on the formation of the grammatical aspect of speech in preschool children.
2. What is the content of the work on developing morphological skills in children?
3. What word-formation skills should preschoolers master?
Pedagogical tasks
Determine the objectives of the didactic game and the age of children with whom it can be played:
"Snowball"
The teacher says a two-word sentence: “The girl is drawing.” Participants in the game take turns adding one word at a time, spreading the sentence: “The girl draws the sun,” “The girl draws the sun with a pencil,” “The girl draws the sun with a yellow pencil.”
“What is made of what?”
Material: various items in a box.
The child takes an object out of the box and says, following the example of the teacher: “This is a scarf made of wool, it is wool; this is a spoon made of wood - a wooden spoon, etc.”
"Errand"
The child must ask the driver to carry out a specific task. For example, clap your hands, sit on a chair, etc. The driver fulfills the request only if it is expressed correctly.
“Who has whom?”
The teacher shows the children pictures of animals and their babies and asks them to arrange the pictures in pairs (parent - child), accompanying the actions with the words: “This is a cow, she has a calf.”
"Magic bag"
Children take out an object, a toy, from the bag, name it and answer the question which one (which one? which one? which one)? For example: a bunny is white, fluffy, long-eared; the apple is round, red, sweet; The doll is small, rubber, beautiful.
"Answer the questions"
What is a vacuum cleaner for?
Assignments to expand and deepen knowledge on the topic
1. Write out from the Program the tasks of working on developing grammatically correct speech skills in children in primary, secondary, senior and pre-school groups. Highlight the complexity of tasks for children of different ages.
Topic: 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:
Creation of a favorable language environment that provides examples of literate speech; improving the speech culture of adults;
Special teaching of difficult grammatical forms for children, aimed at preventing mistakes;
Formation of grammatical skills in the practice of verbal communication;
Correcting grammatical errors.
Creating a favorable speech environment– 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 itsThrough imitation, a 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, conversely, if the teacher’s speech is sloppy, if he can afford to say “ What are you doing? or " Don't climb the hill“- even a child who is accustomed to speaking correctly at home repeats his mistakes after him. Therefore, taking care of improving your speech can be considered as a professional responsibility of a teacher.
Teaching children difficult grammatical forms.
The formation of grammatically correct speech is carried out in classes and in everyday communication.
In classes in their native language, children learn those grammatical forms that cannot be learned in everyday communication. Basically, these are the most difficult, atypical forms of changing words: the formation of the imperative mood of the verb (drive, lie down, run, search, draw), changing a noun into the genitive plural (boots, floors, bears), use of a non-conjugated verb want, etc.
In classes, children learn to change words (morphology), construct sentences (syntax) and form word forms (word formation). These tasks are implemented in a complex, in conjunction with the solution of other tasks in the process of vocabulary work and teaching coherent speech.
Among the activities aimed at teaching children grammatical skills are the following:
1. Special classes, the main content of which is the formation of grammatically correct speech.
2. Part of the lesson on speech development methods.
a) grammar exercises are carried out on the lesson material;
b) a grammar exercise can be part of a lesson, but not related to its program content;
3. Classes in other sections of the program(development of elementary mathematical concepts, familiarization with nature, drawing, appliqué, modeling, physical education and music classes).
When planning lessons, it is important to correctly determine the program content, select verbal material, think over methods and techniques for teaching correct grammatical forms (didactic game, special exercise, sample, explanation, comparison, etc.).
Formation of grammatical skills in the practice of verbal communication.
Everyday life makes it possible to discreetly, in a natural setting, to train children in the use of the necessary grammatical forms, to record typical mistakes, and to give examples of correct speech. While getting ready for a walk, organizing duty in the dining room, while washing, etc., the teacher, unnoticed by the children, exercises them in the use of verbs, nouns in different forms, in agreeing nouns with adjectives and numerals, etc.
Correcting grammatical errors.
The error correction technique has been sufficiently developed by O.I. Solovyova and A.M. Borodich. Its main provisions can be formulated as follows.
* Error correction helps children become accustomed to being aware of language norms, i.e. distinguish how to speak correctly.
* An uncorrected grammatical error is an unnecessary reinforcement of incorrect conditional connections both for the child who speaks and for those children who hear him.
* Do not repeat the incorrect form after the child, but invite him to think about how to say it correctly, give him a sample of correct speech and invite him to repeat it.
* The error should be corrected tactfully, kindly and not at the moment of the child’s elevated emotional state. Correction delayed in time is acceptable.
* With young children, correcting grammatical errors consists mainly in the fact that the teacher, correcting the error, formulates the phrase or phrase differently. For example, a child said: “We put a plate and a lot of spoons and cups on the table», - « That's right, you put a lot of cups", the teacher confirms.
*Older children should be taught to hear mistakes and correct them themselves.
* An example of the correct speech of one of the children is used as a sample.
* When correcting children's mistakes, you should not be too intrusive; you must take into account the situation, be an attentive and sensitive interlocutor. For example,
The child is upset about something, he complains to the teacher, wants help and advice from him, but makes a speech error;
The child plays, he is excited, he says something and makes mistakes;
At such moments, you should not correct the child. It is important to note the error so that you can correct it later at the appropriate time.
Questions to update basic knowledge
1. Why is taking care of improving your speech the professional responsibility of every teacher?
2. What requirements should be made for the speech of adults?
3. How are the tasks of forming grammatically correct speech in preschoolers solved in the process of organized educational activities?
4. What kind of work on using the necessary grammatical forms can be carried out in everyday communication with children?
5. How should grammatical errors encountered in children’s speech be corrected?
Pedagogical tasks.
1 . What grammatical skills did the children's teacher practice in the following situation:
The attendants help set the table for dinner.
What utensils are needed for lunch?
How many guys are sitting at this table? (Six). So, how many plates should I put? (Six plates). Shallow or deep? (Six shallow and six deep). How many spoons should you put in? (Six spoons). How many cups will you put in? (Six cups).
The child entered the group in the morning and happily told the teacher: “I’m wearing a new coat today! Do you want to watch it? The coat has pockets and a fur collar. It's warm and beautiful." The teacher, looking at the child, answers him: “Who says that: in the coat, at the coat, do you want it? Only dunno. You are a stranger." The child sadly walked away from the teacher.
3. Children must answer the teacher's questions. Define the objective of the exercise:
Reading what?
My what?
Waiting for who?
I'm listening to what?
Planting what?
Watering what?
I'm tying what?
Buying what?
Am I catching up with who?
I love whom?
1. Synopsis of the article. Konina M.M. Some issues of teaching 3-5 year old children grammatically correct speech. // Reader on the theory and methods of speech development in preschool children. - M., 1999, p. 283-290.
Topic: Methodology for developing morphological skills.
Junior preschool age
By the age of three, children master the most typical endings of such grammatical categories as case, gender, number, tense, but do not master the full variety of these categories. This especially applies to nouns. In the fourth year, the child focuses on the original form of the word, which is associated with the assimilation of the category of gender. If the gender of a noun is correctly determined, the child changes it correctly; if incorrectly, the child makes mistakes (“The cat caught the mouse”, “I want some bread and salt”).This age is characterized by the desire to preserve the verbal basis of the word, which is why errors like “ I can" instead of I can (from can); “I won’t let you in” instead I won't let go (from letting go); “took” instead of took (from take). Such morphological errors are an age-related pattern that does not depend on the social environment.
In younger groups, a significant place is occupied by work on developmentunderstanding grammatical forms and using them in speech.Children should be taught to correctly change the most frequently used words in which they make morphological errors.
Main content of the work:learning to change words by case, agree nouns with adjectives in gender and number, use prepositions(in, on, behind, under, about) and verbs.
These grammatical skills are taught in the classroom mainly in the form of didactic games and dramatization games.
These could be classes to enrich the vocabulary, where the task of forming the grammatical structure of speech is also solved.
The teacher determines which program task is the main one: if teaching grammar, then the vocabulary task is solved in parallel, and vice versa. So, when fixing the names of animals and their young, you can train children in the formation of the plural of nouns denoting young:hare - hares, fox - fox cubs, wolf - wolf cubs.
When constructing lessons, we must remember that grammatical rules are an expression of specific life relationships. The methodology should provide for the connection of grammatical forms with real life relationships or imitation with the help of toys and images in pictures, as well as repeated exercises in order to consolidate skills.
Classes in younger groups are mostly conducted with toys. The toy makes it possible to make various changes: places (on the table, at the table), positions ( sits, stands, lies), action (playing, jumping) , name qualities - color, shape(big bow, red; capdowny, white, soft),numerical ratios (one cat and kittens a lot of). In the process of these changes, the child has to change words accordingly and assimilate the morphological elements of the language.
Examples of didactic games.
"What changed?"The goal is to develop understanding and form the correct use of prepositions with spatial meaning (in, on, behind, about, under).
First, children are asked to sit the doll at a table, near the table. Then the teacher changes the location of the doll, and the children guess what has changed, using prepositions and changing the word by case table.
"Hide and Seek" The goal is to master prepositions and cases in speech.
The doll Masha came to the children. She wants to play hide and seek with them. “Let's play, you will hide, and I will look. Hide quickly!”
The teacher tells the children where to hide, and Masha guesses.
Teacher: “Kolya, hide under the table, and you, Yura, stand near the closet. Let Tanya hide behind the screen, Sveta behind the chair.”
Mashenka is looking for: “Where is Kolya? He’s under the table, Yura is near the closet, Tanya is behind the screen, and Sveta is behind the chair.”
Masha: “Now I will hide, and you will look for me and tell me where I hid.”
Masha hides under the table.
Where is Masha? - Under the table. Etc.
"Guess what's missing?"The goal is to master the genitive plural form of nouns.
First, the teacher clarifies the name of the toys, presented in quantities from two to five: nesting dolls, pyramids, cubes. Then he hides one of the groups of toys, for example, cubes, under a napkin and asks: “What’s missing?” The children answer: “There are no more cubes.”
"Magic bag"The goal is to use the neuter form of nouns in speech.
Toys are selected: bucket, egg, apple, wheel. During the game, children take out toys one at a time and answer the questions: what is this? What apple? (red, round, sweet), etc.
“What did the little bunny bring us?”The goal is an exercise in gender agreement between nouns and adjectives.
Material: hare, carrot, cucumber, apple, tomato, turnip, orange.
A hare with a sack comes to visit the children. The question arises. What's in his bag? The bunny takes out a carrot.
What is this? (Carrot). What carrot? (Long, red, tasty).
What is this? (Cucumber). What cucumber? (Long, green).
Then the bunny takes out other items.
Dramatization game “What is the doll doing?”The goal is to teach children to change the verb tenses and use the imperative mood.
Everyday scenes are played out: the doll gets up, washes itself, gets dressed, has breakfast, plays, sings, draws.
What has the doll already done? (Drew, had breakfast, washed).
Now let's ask the doll to do something: “Masha, please sing!” Please sit down!
Middle preschool age
In the middle group, the range of grammatical phenomena to be mastered expands.
The content of the training becomes more complex: training continues in the use of singular and plural genitive forms of nouns, the agreement of nouns and adjectives in gender, number and case, the use of different forms of verbs, the formation of the ability to correctly conjugate verbs by person and number, and consciously use prepositions with spatial meaning.
Children should be taught to correctly change words that are difficult for them.
In the fifth year of life, children are given greater independence in the formation of difficult grammatical forms that they have encountered before. However, the model remains the leading teaching method. It is used in cases of atypical changes in words to prevent errors.
The program content and methods of organizing classes are also becoming more complex. In didactic games and dramatization games, not one, but several situations are given (The girl went into the forest. In the forest she met a fox with her cubs, a she-wolf with her cubs, and a she-bear with her cubs).
In the game “What has changed?” not single, but multiple changes are made (not one toy, but two are removed; the location of not one toy, but several is changed).
The requirements for children are increased: they are asked to pronounce the word in the correct form, repeating it after the teacher, think about how to say it correctly, and correct their own or someone else’s mistake.
In the middle group, the formation of skills in the use of plural nouns in the nominative, genitive and accusative cases continues, work to consolidate ideas about the gender of a noun and the use of immutable nouns.
Didactic game“What (who) is missing?”carried out on more difficult verbal material:shoes - shoes, boots - boots, slippers - slippers, felt boots - felt boots, sandals - sandals.
Target - the use of plural nouns in the genitive case.
The same game can be used to master the category of the accusative case.
What's on the table? – Cups, spoons, plates (plural, nominative case, inanimate noun).
Who's on the table? – Ducks, dogs, rabbits (plural, nominative case, animate beings).
Who do you see? – Ducks, dogs, rabbits (plural, vinyl case).
What do you see? – Cups, spoons, plates (plural, vinyl case).
Who is missing? – Ducks, dogs, rabbits (plural, genitive).
What's missing? – Cups, spoons, plates (plural, gender).
Dramatization game"Katya's doll's birthday" Target- mastering the category of the accusative case.
Guests give gifts to the doll.
What did they give Katya?
Misha gave her a ball, Kolya gave her a little duckling, the other children gave her a teddy bear and a rubber elephant.
For mastering the neuter categorysubject pictures and toys are examined. The teacher asks: “What is this? What kind of bucket? or “What is this? What tree?
To teach how to agree nouns with adjectives in gender, you can use verbal exercises:
Big boy . What can you say about a girl? What is she like?
White snow . What can you say about the towel? What is it like?
What can you say about paper? What is she like?
The grass is green. What can you say about a tree? What is it like?
A more difficult task is to select a noun for an adjective in a certain grammatical form.
- Red bow, red flower.What else can you say? red?
Blue sky . What else can you say? blue?
Blue cup. What else can you say about blue??
For assimilation tribal affiliation, development of orientation towardsendings of words when agreeing nouns with adjectives in gender and number This type of exercise is carried out.
Vegetables or fruits lying on a tray are considered:
What is this? (Pear). What is it like7 (Yellow, sweet, juicy, tasty, oblong).
What is this? (Apple). What is it like? (Red, big, round, sweet, tasty).
What is this? (Lemon). What is he like? (Yellow, sour, oval).
You can teach children to use indeclinable nouns correctly by looking at pictures from O.I. Solovyova’s album “Speak Correctly”:
What is this? What color is the coat? Who wears a coat? Where does the girl hang her coat? What kind of coat do you have7, etc.
In the game “Bear, do it!” children are taught use verbsimperative mood:lie down, jump, put down, draw, search.
A bear cub comes to visit the children, he knows how to fulfill requests, you just need to ask him correctly: “bear, please lie down on your side!”
The bear lies down only if the word is said grammatically correctly.
Exercise "What do you want to do?". The goal is to exercise using a mixed verb want.
To the teacher’s question “What do you want to do?”, the children answer: “We want to sing, play, dance.” To the question “What do you want to do?”, the child answers “I want to draw.”
To use this verb, special situations are created in the classroom (“Do you want to listen to a fairy tale? Do you want to watch the bear do gymnastics?”), in everyday activities (“Do you want to help me arrange pencils? Do you want to help me feed the fish?”), in everyday life communication (“Tanya, would you like to show your drawing to your mother? Seryozha, do you think Olya wants to play with you?”).
Senior preschool age
At senior preschool age, the assimilation of the native language system is completed. By the age of 6, children learn the basic patterns of changing and combining words into sentences, agreement in gender, number, and case. But isolated, atypical forms cause difficulties.
Children encounter errors in the alternation of consonants ( ear - “ears” instead ears, long-eared» instead of long-eared ), in the use of plural nouns in the genitive case, difficulties in forming the imperative mood of verbs(go, lie down, wipe, erase. put, fold) and comparative degree of the adjective(more beautiful, deeper, sweeter, harder, higher, better).Difficulties for the child include the combination of nouns with numerals, pronouns, the use of participles, verbs want, call.
Older preschoolers continue to be taught those forms that they have difficulty mastering: agreement of nouns with adjectives and numerals (third row, fifth table),use of pronouns them, to them and their coordination with numerals form the ability to correctly use unchangeable nouns.
The teaching uses pictures, verbal didactic games and special verbal grammar exercises. The pattern of grammatical form is still used.
Examples of games and game exercises
To assimilate tribal affiliation.
A game “Describe the picture”
Material for the game: subject pictures (tree, apple, pear, lemon, dress, hat, apron, towel, shirt, bucket, pan, kettle, window, door, house, wheel, bicycle).
The pictures are laid out face down on the table. The child chooses one picture and names the object depicted on it. For example, an apple. The teacher asks: “What is it like?” Children answer: “Big, ripe, round, pink, sweet.”
In the second part of the game, you can invite children to guess several riddles:
Woolen, warm, beautiful, comfortable. What is this?
Yellow, tasty, juicy, ripe. What is this?
Big, ripe, round, sweet. What is this?
Didactic game " Three slats"
Material: subject pictures (teapot, apron, knife, plate, cup, pan, bucket, saucer, window, orange, apple, pear, egg).
First, children are given the task of putting into one pile pictures with objects about which they can say one, secondly – about which we can say one. Thirdly - about which they talk one . Then they must place the pictures on the slats in the same order.
Game “What do you have?” Target - use words with opposite meanings.
I have a long ribbon. What is yours?
I have a small matryoshka doll. What is yours? etc.
Games and exerciseson the use of nouns in the plural, genitive case.
Verbal exercise“What doesn’t Tanya have?”
Tanya began to get ready for a walk. What clothes do you wear when you go for a walk? (Coat, shoes, boots, tights, knee socks, socks, leggings, trousers, jacket, sweater).
Tanya only prepared a scarf. What is she missing? (Socks, knee socks, leggings, shoes, coats...)
Game "One and Many".
I have one sock. And you? - I have a lot of socks.
I have one boot. And you? – I have a lot of boots, etc.
Games and exerciseson the use of verbs and participles.
Exercise “Who knows how to do what.”
The dog barks, guards (the house), growls, runs, gnaws (bones).
The cat meows, purrs, scratches, plays, catches mice, laps up milk.
A game " Who can name more actions?
What can you do with the ball?
What can you do with water?
What can you do with flowers?
Verbal exercise“Where you can do what.”
What can you do in the forest?
What can you do on the river?
What can you do in the garden?
Verbal exercise“Tell me which one?”
The boy is reading. What boy? (reading).
The girl is jumping. Which girl? (jumping).
The tree is blooming. What tree? (blooming).
Questions to update basic knowledge
1. What morphological skills are formed in children in early preschool age?
2. What are the complications in working with middle school children?
3. What atypical grammatical forms cause difficulties in learning for children of older preschool age?
Pedagogical tasks
Determine the objectives of didactic games and exercises with children.
1. “Count it!”
Children are shown object pictures depicting different animals: a bear cub, a bunny, a hedgehog, a wolf. The task for the children is to count the animals, if there are one, two, five.
2. “What can you say?”
Children are asked to answer the question: what can be said about
Green,
big,
Delicious.
3. “Ask Mishka.”
Children are asked to name the action that Bear must perform from the verbs: sit, lie down, dance, jump, sit, ride.
4. “Who is lost?”
The teacher looks at pictures with the children that depict calves, kids, hares, goslings, etc. Then one of the pictures is removed and the children must say who is missing, who is lost?
5. “Who needs what for work?
Who needs a stove and pots?
Who needs a fire extinguisher?
Who needs a thermometer or phonendoscope?
Who needs a pointer?
Who needs a sewing machine?
6. “Who defends themselves with what?”
Children are asked how different animals protect themselves: elephant, hedgehog, deer, goose, cat, dog, etc.
7. “What color is what?”
Hat (blue), scarf (blue), coat (blue), mittens (blue).
Assignments to expand and deepen knowledge on the topic
1. Select several didactic games to play with children during teaching practice.
Topic: Methodology for developing syntactic skills
When working on syntax, the task associated with developing skills in constructing different types of sentences and the ability to combine them into a coherent statement comes to the fore.
Working on a proposal begins with working on a simple, uncommon sentence.
First, children are taught to answer an adult’s questions in one word:
What does mom do? (Is reading).
What is the dog doing? (Barks).
What are the children doing? (Singing).
Children are then taught to construct simple sentences by answering questions completely. To do this, you can use pictures from O.I. Solovyova’s album.
What is the girl doing? - The girl is drawing.
What are the guys doing? - The guys are listening to the radio.
Work on the grammatical design of the sentence and its distribution is carried out in parallel.
The formation of the ability to construct common sentences is facilitated by tasks like “finish the sentence”:
The teacher teaches whom? (Students).
The postman delivers what? (Letters, newspapers).
The watchmaker is fixing what? (Watch).
Who is the doctor treating? (Patients).
While looking at a picture or toy, children spread the proposal with the help of the teacher.
Who is this? - Cat.
What cat? “Cat,” says the teacher, lowering his voice, ...
“...gray, fluffy,” the children finish.
What is a gray fluffy cat doing?
A gray fluffy cat...lies on the rug.
In the younger groupchildren are taught to extend sentences at the expense of homogeneous members.
In front of the children are sets of pictures: vegetables (carrots, onions, cucumbers, potatoes); fruits (apples, oranges, lemons); animals (cat, dog, cow, calf); furniture (tables, chairs, cabinets). First, the teacher clarifies what is drawn in the pictures, then begins a sentence, and the children continue.
Mom bought carrots, onions at the store...
In the village of my grandmother there live... a cat, a dog, a cow and a calf.
Children practice using generalizing words before homogeneous members of a sentence. The teacher begins:
New furniture was brought to the kindergarten... tables, chairs, lockers.
The store sells delicious fruits... apples, oranges, lemons.
Children continue the sentence, and then repeat it after the teacher.
To compose sentences, it is advisable to use plot pictures. Considering them with the children, the teacher asks questions, and the children answer them with a simple sentence consisting of their subject, predicate, circumstance, definition or addition.
What are the children doing? - The children go to the forest.
What will children do in the forest? – They will pick berries and mushrooms.
Where will children pick berries and mushrooms? – they will collect berries and mushrooms in a basket.
In addition to constructing sentences, children practice changing verbs.
But what can you say if the children are just about to go into the forest? (The children will go to the forest).
What if the children were already in the forest? (The children went to the forest).
To train children in constructing sentences, you can use the following dramatization games:
"Day of the Doll" (What does the doll do? The doll draws. The doll sings. The doll dances).
"Mishka's gymnastics." (What does Teddy bear do? Teddy bear runs. Teddy bear crouches).
Thus, the formation of syntactic skills in children of primary preschool age is carried out in the following sequence: children learn to answer questions in monosyllables, construct a simple sentence, formulate and distribute it using homogeneous members, and then use generalizing words before homogeneous members. Finally, they are led to formulate complex sentences.
All exercises should be done in a fun and playful way.
Formation of the syntactic side of speechin children of the middle groupassociated with the formation of coherent speech, and primarily with its monologue form.
In the speech of a child of the 5th year of life, the number of simple common sentences increases. At the same time, it has been noticed that children do not always construct sentences correctly: they violate the order of words, use two subjects each (“dad and mom, they ...”), rearrange words, omit or replace conjunctions, and make little use of definitions and circumstances.
In the middle group, work continues on the grammatical design of the sentence and its distribution.
Children are offered several pictures: 1) a girl mopping the floor;
2) the boy makes a boat for the girl; 3) the girl draws a clown.
When answering questions (who? is doing what?), children first build two-word sentences, then use auxiliary questions to expand them.
1) The boy makes a boat.
Who is this? - This is a boy.
What is the boy doing? – Is the boy making a boat?
Who is the boy making a boat for? – The boy makes a boat for the girl.
2) The girl draws a clown.
Who is this? - It's a girl.
What is the girl doing? - The girl is drawing.
Who is the girl drawing? – The girl draws a clown.
What kind of clown is the girl drawing? – The girl draws a cheerful clown.
How does a girl draw a cheerful clown? – The girl draws a cheerful clown with pencils.
What pencils does a girl use to draw a cheerful clown? – The girl draws a cheerful clown with colored pencils.
For the correct construction of sentences, mastery of verbal vocabulary is essential. For this purpose, exercises such as “Complete the sentence” or specially created everyday situations are used.
Masha took the iron, she will... (iron the clothes).
Dima took a saw, he will... (cut a log).
Yura took an ax, he will... (chop wood).
They bought Alyosha a bicycle, he will ... (ride a bicycle).
Productive exercises are those in which the child must answer questions in complete sentences.
Who is taken to kindergarten?
Whom does the teacher teach?
What does the artist draw?
To correctly construct complex sentences, it is important to understand the meaning of conjunctions and subordination. It is necessary to intensify the use of coordinating conjunctions in children’s speech ( a, but, and, something ), serving to connect words in a sentence and to connect sentences and subordinating conjunctions (what, so, because, if, when, since), to link sentences.
You can introduce conjunctions into speech through exercises in which you need to answer questions with a whole sentence or complete a sentence.
“Finish the sentence.”
Tanya was given a doll because...
We went for a walk outside when...
The children went to school to...
Nadya didn’t listen to her mother, so...
It started to rain, but we...
"Answer the questions".
Why do birds fly south in the fall?
When can you cross the street?
What is a vacuum cleaner for?
Why did Misha go to the library?
Questions “why?”, “why?”, “when?”, “for what?” develop in the child the ability to establish cause-and-effect, temporary, target connections and relationships.
Specially developed techniques help children master the skills of constructing complex sentences.
1) Compose complex sentences based on two pictures.
Children look at pictures that are similar in plot and, following the example of the teacher, independently compose a sentence.
A squirrel sits on a Christmas tree. The hare sits under the tree.
The girl is unpacking the bed. The girl is sleeping.
The children went into the forest. The girl is sitting on a bench.
The girl sweeps the floor. The boy is clearing away the dishes.
2) The child independently comes up with sentences:
With morphologically difficult words:coat, subway, radio; put on, undress, take off, put on;
With phrases:a meowing cat, a barking dog, a flying plane, a babbling brook; yellow, fluffy chicken;
With a few words:girl, boy, ball; boy, dog, sled;
With unions: if, since, therefore.
In older preschool ageThe syntactic side of speech is significantly improved.
Children generally correctly construct simple common sentences with homogeneous members and isolated phrases; use complex and complex sentences in speech, direct speech, using connective, adversative and disjunctive conjunctions.
In order to develop the syntactic side of speech, didactic games, plot pictures, verbal exercises, communicative situations, and literary texts are used. For example:
Selection of homogeneous definitionsto agree a noun with an adjective in gender and number.
What is the weather today? (Good).
Why good? (The sun is shining, it’s warm, there’s no wind, there’s no rain).
What day is it like when it's warm? (Warm).
What day is it like when the sun is shining? (Solar).
And when there is no wind? (Windless). Etc.
Drying sentences and composing answers to questionswith the correct use of prepositions.
Offers.
The children were at school. The boy entered the house.
There was snow on the roof. The cat crawled under the chair.
The sparrow was sitting on the fence. The swimmer dived under the water.
Motor ships dock at the pier. The man turned the corner.
The dishes were placed on the table.
Questions.
Where did the children come from? (From …)
Where did they dump the snow from? (WITH..)
Where did the sparrow come from? (WITH …)
Where do the ships depart from? (From...)
Where did the dishes come from? (So...)
Where did the boy come from? (Because of)
Where did the cat come from? (From under...)
Where did the swimmer emerge from? (From under...)
Where did the person come from? (Because of …)
The development of the syntactic side of speech is also carried out in classes on teaching monologue speech. Different types of stories encourage the child to use different syntactic structures.
Questions to update basic knowledge.
1. What are the objectives of working on syntax?
2. Reveal the sequence of work on a sentence in early preschool age.
3. How does work on the syntactic side of children’s speech become more difficult in the middle group of kindergarten?
4. What syntactic skills develop in children of older preschool age?
Pedagogical tasks.
Determine the tasks of working with children.
1. The teacher offers the children the task of finishing the sentence:
We will go for a walk if... (it doesn’t rain).
If I had not helped Natasha, she would... (could have fallen).
We need to take an umbrella, because... (it’s raining).
2. Children are shown a picture pair: lemon - orange, cornflower - poppy, cup and mug, etc. Children, following the example of the teacher, must make a sentence. For example, “Lemon is sour, and orange is sweet” or “The poppy is red, and the cornflower is blue.”
3. The teacher shows the children a picture of a girl drawing and says that they will play the game “Snowball”. Rules of the game - the teacher makes a sentence based on a picture using two words: “The girl is drawing,” and each subsequent child must add one more word to this sentence:
The girl draws a picture.
The girl draws a picture with pencils.
A girl draws a picture with colored pencils. Etc.
4. The teacher invites the children to look at the subject pictures and sort them into groups: transport, school supplies, dishes, etc., and then make a sentence with a specific set of objects. For example, “We bought school supplies for the student: a pencil case, pens, pencils, a sharpener, an eraser.”
5. In the younger group, the teacher invites the children to choose gifts for Tanya’s doll. The children, following the example of the teacher, make up sentences: “I will give Tanya a ball.”
Assignments to expand and deepen knowledge on the topic.
1. Gvozdev A.N. Formation of the grammatical structure of the Russian language in a child.// Reader on the theory and methods of speech development in preschool children. – M., 1999, p. 260-274.
Topic: Methods of teaching word formation methods.
In the process of word formation, simple repetition and memorization of words is unproductive; the child must learn its mechanism and learn to use it. Children should pay attention to the way words are formed using suffixes (teacher - teacher) or prefixes (drove - left - moved - left); develop skills in forming words by analogy.
In early preschool agechildren learn methods of word formation of nouns with suffixes denoting baby animals, dishes; some ways of forming verbs with prefixes.
Thus, when looking at paired pictures, children are taught to form the names of baby animals using the suffixes –onok, -yonok:The cat has a kitten, the mouse has a little mouse, the duck has a duckling, the fox has a little fox.
You can play with the pictures. The teacher shows the picture and says: “I have a kitten. Who is yours?” The child answers: “And I have kittens.”
In the game "Who has who?" (the fox has foxes, hedgehogs have hedgehogs, cows have calves) Children are taught to use the names of animals and their cubs in the nominative singular and plural, in the game “Who’s Missing?” - use the names of animals in the genitive case singular and plural (no longerhedgehogs, foxes, chickens, puppies).
To teach the formation of names of dishes with the help of suffixes, it is advisable to use a game situation: the dolls came to visit, sat down to drink tea, there were tea utensils and crackers on the table. in a rusk bowl, sugar in a sugar bowl, bread in a bread bin, etc.
In the younger group, children are also taught to form verbs in different ways.
Formation of verbs from onomatopoeic words:
Quack-quack-quack! Who is this? (Duck). What is she doing? (Quacks).
Kwa-kwa-kwa! Who is this? (Frog). What is she doing? (Croaks).
Oink oink oink! Who is this? (Piggy). What is she doing? (Grunts).
Forming verbs using prefixes.
walk – come in – leave – come;
entered - left - arrived - left.
Children are introduced to the methods of forming verbs in play situations, in didactic games “What are they doing on musical instruments?”, “Who is doing what?”, “Add a word”, etc. An important technique in this work is the example of an adult.
In middle preschool agework is being done to teach different ways of forming words belonging to different parts of speech.
Children are taught to relate the names of animals and their cubs, to use these names in the singular and plural, in the genitive plural.
The same games are played as in younger groups, but the content of the speech material in them changes and becomes more complex. The following names of animals are introduced, in which the baby is called differently: in a horse - a foal, a cow has a calf, a pig has a piglet, a sheep has a lamb.
They explain to the children that not all baby animals have a name; they are called that way:baby giraffe, baby monkey.
Teaching children grammatical skills is also carried out in game situations, in didactic games and exercises.
Work continues on developing the skill of naming dishes. Children are shown that the same meanings can be expressed by different morphological means: there are words with the suffix–prostrate ( rusk bowl, bread box), but there are others that also mean dishes, but don’t sound like that -salt shaker, oil dish(suffixes –onk, -yonk), kettle, coffee pot(with the suffix –nik).
At this age stage, special attention is paid to the formation of different forms of verbs, conjugation of verbs by persons and numbers.
Work continues on the formation of onomatopoeic verbs (The crow croaks, the cat meows, the rooster crows, the sparrow chirps). Children are taught ways to form verbs in denominative terms:soap - lathers, paint - paints, teacher - teaches, builder - builds).
In older preschool age, the program recommends introducing children to typical methods of word formation.
First of all, children are taught the ability to form names for dishes, baby animals and birds using suffixes (rook - rooks, bullfinch - bullfinches– one and many, but one chick – swallow, titmouse, a lot swallows, titmouses). These skills are reinforced in the games “Shop”, “Zoo”, “Guess what’s missing?” and etc.
A more difficult task is the formation of profession names from different parts of speech using suffixes, prefixes and other means. The child learns to isolate parts of a word (prefixes, roots, suffixes, endings), comprehend them, and operate with them.
Games for children:
1) to form nouns from verbs:
“Name the person’s profession” -
a watchmaker repairs a watch;
builds houses - builder;
sews boots - shoemaker;
tickets are checked by the usher;
works in the library - librarian etc.
"Who is he?" -
stands up for everyone - intercessor;
Works a lot - worker;
Fights often - brawler
Talks a lot - talker and so on.
2) to form feminine nouns using suffixes.
"And me too" -
he is a pilot - I am also a pilot;
he is a dancer - I am a dancer too;
he's smart - I'm smart too etc.
Children are taught to select words with the same root (“cognate words”) (birch, birch, boletus; leaf, deciduous, leaf fall).
One of the tasks is to teach children different ways of forming degrees of comparison of adjectives. The comparative degree is formed using suffixes-ee- (-e), -e-, -te- (synthetic method) and using words More or less (analytically):clean - cleaner - cleaner.
The superlative degree is formed by adding suffixes to the base of the adjective-eysh-, -aysh- (synthetic method) (highest, smartest) and using auxiliary words the most and most (analytical method) (the highest, the most correct).
It is advisable to carry out exercises
a) to form adjectives from noun stems:
Raspberry jam – raspberry;
Strawberry jam – strawberry, etc.;
b) on the use of suffixes of masculine and feminine nouns:
Goes in for sports - an athlete;
Plays football - football player;
Skiing - skier;
Jumps well - jumper, etc.
c) to form possessive adjectives:
A fox has a fox's tail, a hare has a hare's tail, a dog has a dog's tail...
Children should also be introduced to the formation of words when two stems merge:
Airplane, steam locomotive, motor ship, meat grinder, bread slicer;
Soft pink, dark blue, bright red;
Fleet-footed, long-eared, blue-eyed, dark-haired.
Thus, work on developing word formation skills is carried out in all age groups, taking into account the principles of continuity and developmental education.
Questions to update basic knowledge
1. Name the ways of forming words.
2. What is the content and methods of teaching children word formation in the younger group of kindergarten.
3. What is the complexity of the work on developing word formation skills in the middle group of kindergarten?
4. What are the directions for teaching word formation in older preschool groups?
Pedagogical tasks
Determine the tasks that are solved when carrying out the following games and play exercises; with children of what age can they be played?
1. “What is the name of this dish?”
for herring - herring holder
for a teapot – teapot
for the sauce - gravy boat
for crackers - cracker
for bread - bread box
for milk - milk jug
for pepper – pepper shaker
for salad - salad bowl
2. “Give me a hint.”
The teacher addresses the children: “There are so many interesting things in the world. What are they? Tell me, children.
Silk blouse – (silk);
Flannel robe -…
Wool suit -…
Chintz sundress -...
Fur hat -…
Glass glass -…
3. “Today, tomorrow, yesterday.”
The teacher says: “I will call a word an action that is happening today, and you must name the same action if it has already passed and if it is yet to happen”:
today yesterday tomorrow
he's going he's going he's going he's going he's going
flying flying will fly
jumping jumping jumping
teaches taught will learn
4. “Call me kindly.”
The teacher calls the word and throws the ball to one of the children. the child, having caught the ball, forms a word with a diminutive suffix and returns the ball to the teacher.
White – (white);
black - …
grey - …
ginger - …
good - …
old - …
native - …
5. “Different eyes.”
The teacher explains to the children that each person has their own special eyes. About a person with blue eyes, we can say that he is blue-eyed. How can you say if:
black eyes – (black-eyed);
blue eyes - (blue-eyed);
green eyes – (green-eyed);
gray eyes – (gray-eyed);
big eyes – (big-eyed);
narrow eyes - (narrow-eyed), etc.
Assignments to expand and deepen knowledge on the topic.
1. Introduction to the program and methodological recommendations for speech development in kindergarten, author. Gerbova V.V. // Library of education and training programs in kindergarten. – M., 2005.
Introduction
An analysis of scientific and methodological material on the problem of forming the grammatical structure of speech in preschoolers shows that the reason for difficulties in mastering the grammatical forms of their native language is that the teachers (parents, teachers) themselves are not aware of these meanings and use them intuitively, having learned them in the natural process. language perception. It follows that the concern of teaching should be to ensure that children hear all the grammatical forms of their native language as early as possible and gradually penetrate into their meaning. Understanding the meaning of the grammatical meanings of the native language is the process of formation and development of the intellect of a growing person. This process occurs unconsciously. However, if it is inhibited by inept teaching, the child's intellectual development is delayed. A child who has not mastered the grammatical structure of his native language before school does not study well because he is unable to understand the connections and relationships between the phenomena of reality studied at school.
Grammatical structure is one of the mandatory components of any language, determined by a system of rules for changing words, combining them into sentences, and rules for constructing different types of sentences.
In this regard, it becomes relevant to search for the most effective forms of working with children on this problem, one of which is the systematization of didactic games aimed at forming and consolidating the grammatical structure of speech.
The need to use games in teaching preschool children is an undeniable truth. The fact that children easily learn through play was noticed and proven by K.D. Ushinsky, E.I. Tikheyeva, E.N. Vodovozova. Research by Z.M. Boguslavskaya, specially devoted to the study of the characteristics of the educational activities of preschoolers, showed that interest and an active attitude towards educational material are most easily manifested in children if this cognitive material is included in play activities. In this case, motives for specific actions arise. Moreover, gaming motives turned out to be more effective than motives for any other activity.
Research by domestic and foreign psychologists, linguists and psycholinguists has proven that mastery of the grammatical structure of a language is characterized by the formation of a language system based on generalization, analysis and generalization of the phenomena of language and speech.
Researchers F.I. Buslaev, K.D. Ushinsky, P.P. Blonsky, L.I. Bozovic, S.F. Zhuikov, N.I. Zhinkin, N.S. Rozhdestvensky, M.P. Feofanov, D.N. Epiphany, A. Mechinskaya, D.B. Elkonin emphasize the importance of working on the grammar of the native language, studying the formation of mental operations in the development of speech skills.
Psychologists A.R. Luria, D.B. Elkonin, N.I. Zhinkin, A.V. Zaporozhets, A.V. Zakharova, S.N. Karpova, F.A. Sokhin, M.I. Popov studied the acquisition of grammatical structure in various aspects.
There is a contradiction between the great pedagogical possibilities of using games in the formation of grammatical structure in preschoolers and their insufficient use in practice.
In this regard, it is necessary to systematize didactic games aimed at forming and consolidating the grammatical structure of speech.
Purpose: to study the process of formation of the grammatical structure of the speech of older preschoolers through didactic games.
Object: speech development in the process of forming the grammatical structure of the speech of older preschoolers.
Subject: the process of using didactic games aimed at developing the grammatical structure of speech in the joint activities of a teacher with children of senior preschool age.
Research objectives:
.To study the theoretical aspects of the formation of the grammatical structure of speech in preschool children.
.Highlight the importance of the formation of the grammatical structure of speech for the development of preschool children.
.To determine the features of the formation of the grammatical structure of speech in children of senior preschool age.
.Present the types of didactic games used to form the grammatical structure of speech.
.To characterize the organization of educational activities on the formation of the grammatical structure of speech in kindergarten.
.To analyze the experience of a teacher in the formation of the grammatical structure of speech in children of senior preschool age.
Methods: theoretical analysis of pedagogical literature on the problem under study.
1. Theoretical aspects of the formation of the grammatical structure of speech in preschoolers
1 The importance of the formation of the grammatical structure of speech for the development of preschool children
In the process of mastering speech, the child acquires skills in the formation and use of grammatical forms.
The formation of the grammatical structure of oral speech in a preschooler includes work on morphology, which studies grammatical meanings within a word (changing it by gender, number, cases), word formation (creating a new word based on another using special means), syntax (combinability and order of words , construction of simple and complex sentences).
Another important unit of the grammatical structure of a language is the sentence. A sentence, like a word, enters into relationships with other sentences, forming different types of complex sentences or text.
Grammar is closely related to other aspects of the language system: its sound structure, vocabulary (in the sphere of word production and in the sphere of phrases), as well as phraseology. The most important type of lexical-semantic connection of words is a phrase.
The relationship of linguistic units - words, phrases, sentences - plays an important role in the formation and expression of thoughts.
Studying the formation of mental operations in the development of speech skills, researchers emphasize the importance of working on the grammar of the native language. They showed that awareness of the grammatical phenomena of language occurs on the basis of learning; children begin to develop a sense of language and the ability to generalize.
Considering the sense of language as an essential condition for the correct construction of oral speech of a preschooler, researchers see in the conscious assimilation of the grammatical structure of speech the prerequisites for the development of coherent monologue speech, awareness of its features, and the formation of generalizations of the phenomena of language and speech.
The results of mastering the native language were well formulated by A.N. Gvozdev: the level of mastery of the native language achieved by school age is very high. At this time, the child has already mastered 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.
In pedagogical research, issues of the formation of the grammatical structure of speech are considered from different points of view. Thus, it was noted that the appearance of grammatically formed sentences in children’s speech is possible subject to mastering “a sufficiently large vocabulary and grammatical forms.” Children of three to four years of age use simple, unextended sentences more often, and in the fifth year of life the number of complete, extended and complex sentences increases. It is necessary to encourage children to express their thoughts in the form of a complex sentence, and for this it is necessary to put them in situations so that they are forced to use these forms.
Ways to improve and create a variety of syntactic structures are possible in the “written speech situation” (when a child dictates a text and an adult writes it down). The child’s speech, while remaining oral in form, becomes written in its function, only this function is performed by an adult. This situation leads to a complication of syntax, develops control and accuracy of speech, and affects the coherence of the utterance.
Awareness of the semantic structure of a sentence, determined by its actual division (logical stress), the semantic difference of sentences with different word order and intonation, is important for mastering written speech.
The formation in older preschoolers of initial linguistic knowledge and ideas about the word as the basic unit of language, about the verbal composition of a sentence is important for general speech development (the formation of skills in word selection, arbitrary, conscious construction of statements) (F.A. Sokhin, M.S. Lavrik, G.P. Belyakova).
Studies devoted to the problem of word formation and word creation in preschool age consider teaching word formation as developmental, ensuring the formation of linguistic lexico-grammatical and phonetic generalizations, and not as targeting error correction. Researchers of children's speech have noted that at a certain period the morphologization of speech begins: the assimilation of case endings and suffixes. It is emphasized that evidence of the assimilation of morphological means is the so-called formations by analogy (a hammer - a “saw”, a kitten - a “horse”).
K.I. Chukovsky showed that word creation is a natural stage in the development of norms and rules of word formation. In his opinion, a child, through analogies, learns the vocabulary and grammatical structure of his native language.
The problem of a child mastering the grammatical structure of speech was studied in the speech development laboratory of the Institute of Preschool Education and Family Education of the Russian Academy of Education. Based on psycholinguistic work in the field of word creation, pedagogical research proves that preschoolers, when experimenting with words, focus on both the semantic and grammatical aspects of the language. Word creation, on the one hand, is clear evidence of the assimilation of the morphological system of a language. On the other hand, it reveals and reveals an important mechanism for mastering vocabulary: the child learns words not only as ready-made units, but also creates and constructs them himself. Having revealed the patterns of this process, researchers were able to control the enrichment of the dictionary by forming productive methods of word formation (F.A. Sokhin, E. Federavichene, A.G. Tambovtseva, N.A. Kostandyan, G.I. Nikolaychuk, L.A. Kolunova ).
In general, the direction of research in the speech development laboratory is opposed to such an attitude towards the formation of the grammatical structure of children’s speech, when the main attention is paid to practicing and solidifying individual “difficult” isolated grammatical forms and constructions.
In pedagogical practice, not all possibilities for the development of the grammatical side of speech identified in research are taken into account. The attention of teachers is mainly directed to correcting and preventing grammatical errors in the speech of preschoolers, the reason for which they see in the difficulty of mastering single, traditional forms.
Research devoted to the formation of various aspects of the grammatical structure of speech has experimentally proven that in order to master oral and written speech, it is necessary to develop a sense of language, which has an objective conditionality and can be educated. Creating conditions for optimal mastery of language patterns is possible if the leader in teaching is not the presentation of speech samples by the teacher, but the formation of language generalizations, which “constitute the core of the psychological mechanism of language acquisition” (F.A. Sokhin).
The formation of linguistic generalizations is associated with an elementary awareness of the phenomena of language and speech, and the development of this awareness must be specifically carried out when teaching the native language. It is on this basis that orientation in linguistic phenomena is formed, conditions are created for independent observations of language, for the self-development of speech.
In addition, the level of self-control when constructing a statement increases, which is especially important for the development of coherent monologue speech.
In general, the development of grammar affects the development of thinking, the general development of the child, and the development of the function of communicating information.
2 Features of the formation of the grammatical structure of speech in children
At each stage of a child’s life, the formation of the grammatical structure of the language acquires specific trends and new relationships with the development of aspects of the language.
In the third year of life, grammatical forms appear in the child’s speech, expressing his attitude to objects, space and time. As a rule, the genitive case appears first, then the dative, instrumental, and prepositional cases. Phrases become verbose, subordinate clauses, connecting conjunctions and pronouns appear. Children often ask the question: “What is this?” The child is able to recognize and name familiar objects depicted in the picture, name actions (“The dog is running”), but detailed phrases, as a rule, are not always correct.
Although the child correctly connects words into sentences, agrees them in gender and number, he often makes mistakes in case endings. He distinguishes between and correctly uses present and past tense verbs. Children's answers consist mainly of simple sentences, but additions are increasingly appearing in them (“The boy is sitting on a chair”). Children also use complex sentences, first complex, and by the end of the year, complex sentences, although they still use the latter very rarely. By the end of the year, the child has mastered it to such an extent that he can freely talk about what he saw, what he learned new from adults, but his speech is still situational in nature.
Teach children, following the teacher’s verbal instructions, to find objects by color, size (“Bring me a red cube”), and to distinguish their location (“Put it next to me”).
Use nouns denoting the names of vehicles, plants, vegetables, fruits, domestic animals and their young; verbs denoting certain labor actions; adjectives denoting the size, color, taste of objects; adverbs (close - far; low - high; fast - slow; dark - light; good - bad).
Learn to coordinate nouns and pronouns with past tense verbs, compose phrases of 3-4 words. Answer the teacher's questions.
Fourth year of life. This is the age of “whys”, endless questions. The child's speech improves. Celebrated by new achievements in child development. He begins to express the simplest “judgments about objects and phenomena of the reality around him, establish a relationship between them, and make conclusions. In the speech of children of this age, in addition to nouns and verbs, other parts of speech are increasingly found: pronouns, adverbs, numerals and adjectives appear, indicating abstract attributes and qualities of objects (cold, hot, good, hard). The child begins to use prepositions and conjunctions more widely. By the end of the year, they often use possessive adjectives in their speech (father's chair, mother's jacket).
Simultaneously with the enrichment of the vocabulary, children more intensively master the grammatical structure of speech. They increasingly answer questions from adults with expanded phrases consisting of 4 or more words; simple common sentences predominate in his speech, but complex and complex sentences also appear. The sentences use homogeneous members (“Tanya and Sveta are sitting here”), nouns and verbs in the plural. At this age, children master the comparative degree of adjectives and adverbs, and short participles appear in speech. Children of this age make grammatical errors: they incorrectly agree words, especially neuter nouns with adjectives; case endings are used incorrectly (“Mom washes the windows”); when forming the genitive case of plural nouns. the influence of the endings -ov, -ev on other declensions is noted (handle - “manual”); there are frequent errors in the use of indeclinable nouns (“And a button came off on my coat); incorrect changes in persons even of frequently used verbs. Some imperfections of phrasal speech are noted: the order of words in sentences is not always correct, the design of word connections is disrupted (“one wheel”).
By the age of 4 - 5 years, the baby masters cases, first genitive, then dative, instrumental, prepositional. Verb tenses and multi-word phrases, subordinate clauses, connecting conjunctions and pronouns appear. Children enjoy monologues. The second period of questions begins: “Why?”
The fifth year of life is the final phase in language development, but children's word creation still continues. In the speech of children of this age, adjectives increasingly appear, which they use to denote the characteristics and qualities of objects, a reflection of temporal and spatial relationships (when determining color, the child, in addition to the primary colors, names additional ones - blue, dark, orange), possessive adjectives begin to appear ( fox tail, hare hut). The child increasingly uses adverbs, personal pronouns (the latter often act as subjects), complex prepositions (from under, about, etc.); Collective nouns appear (dishes, clothes, furniture, vegetables, fruits), but the child still uses the latter very rarely. A four-year-old child constructs his statements from two or three or more simple common sentences; complex and complex sentences are used more often than at the previous age stage, but still rarely. At this age, children begin to master monologue speech. In their speech, sentences with homogeneous circumstances appear for the first time. They learn and correctly agree adjectives with nouns in indirect cases; use a more complicated and common phrase.
Age 5 - 6 years. At this age stage, improvement of all aspects of the child’s speech continues. The phrase becomes more detailed, more precisely a statement. The child identifies essential features in objects and phenomena, but also begins to establish cause-and-effect relationships between them, temporal and other relationships. In the sixth year, the child practically masters the grammatical structure and uses it quite freely. Structurally, speech becomes significantly more complicated not only due to simple common sentences, but also complex ones; the volume of utterances increases. Less and less often, the child makes mistakes in the agreement of words, in the case endings of nouns and adjectives; often correctly uses the genitive case of plural nouns. He easily forms nouns and other parts of speech with the help of suffixes, adjectives from nouns (a key made of iron - iron). In his speech, the child uses complex sentences, although some types of sentences still cause him difficulties. Prepositions and conjunctions are used in a wide variety of meanings. Able to establish and reflect cause-and-effect relationships in speech; summarize, analyze and systematize. However, grammatical errors are increasingly common in children’s speech: incorrect agreement of nouns with adjectives in indirect cases, incorrect formation of the genitive plural form of some nouns (“pears”, “trees”), changes in cases of indeclinable nouns “They stand on the piano” watch"). Children develop a critical attitude towards their speech.
In quantitative and qualitative terms, the speech side of speech of children of the seventh year of life reaches a high level. Characteristic is a differentiated approach to the designation of objects (truck and passenger car, and not just a car; clothing, summer and winter shoes). The child more often begins to use abstract concepts and complex words in his speech (long-legged giraffe), use epithets, and understand metaphors (the sea laughed). Children develop ideas about the polysemy of words (clean shirt, clean air). The child understands and uses words with a figurative meaning in his speech, and in the process of speaking he is able to quickly select synonyms that are most accurate: qualities, properties of objects, actions performed with them. He can accurately select words when comparing objects or phenomena, accurately selecting similarities and differences in them (white as snow), increasingly uses complex sentences, uses participial and adverbial phrases. Correctly change and coordinate words in a sentence; can form difficult grammatical forms of nouns, adjectives, verbs.
The development of grammatically correct speech in children is greatly influenced by the level of speech culture of adults, their ability to correctly use various forms and categories, and correct the child’s mistakes in a timely manner. In the process of verbal communication, children use both simple and complex sentences. To connect simple sentences, they use connecting, adversative and disjunctive conjunctions; sometimes they include participial and adverbial phrases in complex sentences. At this age, children correctly coordinate words with each other and use case endings. However, often, instead of the exact name of an object, they give its description (“tree” instead of oak, spruce), sometimes verbs and other parts of speech are used inaccurately. Even by the time he enters school, his speech is not always impeccable and grammatically correct. The reason mainly lies in the complexity of the grammatical system of the Russian language, the presence of many exceptions to the general rules
A.M. Borodich formulated the main grammatical errors in children's speech:
The endings of plural nouns in the genitive case. In early preschool age, children add the ending -s in the genitive case of the plural to most of the words they use: “nesting dolls”, “boots”, “mittens”, “cats”, etc. At older preschool age, errors of this type persist mostly in some words. .
Formation of the plural of nouns denoting young animals: goslings, foals, lion cubs, lambs, declension of nouns denoting animals: wolf, wolves, chickens. bears.
The use of indeclinable nouns (arranged conventionally in the order in which children are introduced to them): coat, coffee, cocoa, puree, piano, cinema, radio, jelly.
Gender of nouns, especially neuter: cookies, apple, wheel, ice cream, sky.
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 (mi. h.) - boards - boards
c) shifting the emphasis to the preposition: on the head, downhill, from the forest, on the legs, on the floor.
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.
Formation of verb forms:
a) in the present and past tense with alternating sounds: shearing - shearing; galloping - galloping (children’s mistakes: “I’m galloping”, “stringet”).
b) conjugation of the verbs want, run (variably conjugated);
c) 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”);
d) imperative mood: go, fold, unfasten.
Declension of some pronouns, numerals (children’s mistakes: “two ducklings”, “two buckets”, “build two at a time”, “they gave me less”).
Formation of passive participles (children’s mistakes: “drawn”, “ragged”).
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 teacher must know the peculiarities of the formation of the syntactic side of their speech. Know what mistakes children can make. For example, in early and middle preschool (4th and 5th years), 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 5th year they do not use circumstances, reasons, goals, conditions.
3 Didactic game as a method of developing children’s speech
Didactic games are an effective means of consolidating grammatical skills, since, thanks to the dialectic, emotional nature of the implementation and the interest of children, they make it possible to practice the child many times in repeating the necessary word forms.
Teachers define a didactic game as an educational game aimed at developing cognitive abilities. It is in the game and through the game that speech manifests itself most clearly. The need to communicate with peers during the game stimulates the development of word formation in children.
In the development of speech, games with didactic and figurative toys are of great importance.
In verbal games, children learn to describe objects, guess by description, by signs of similarity and difference, and learn to think about things that they are not currently working with. The basic requirements of all types of games for speech development: children must hear speech addressed to them and must speak themselves.
Didactic games are educational, cognitive games aimed at expanding, deepening and systematizing children’s ideas about the environment, nurturing cognitive interests and developing cognitive abilities.
Didactic games are a widespread method of vocabulary work. Play is one of the means of mental education. In it, the child reflects the surrounding reality, reveals his knowledge, and shares it with friends. Certain types of games have different effects on children's development. A particularly important place in mental education is occupied by didactic games, the obligatory elements of which are cognitive content and a mental task. By repeatedly participating in the game, the child firmly assimilates the knowledge with which he operates. Solving a mental problem in a game, the child practices voluntary memorization and reproduction, classifying objects or phenomena according to general characteristics, identifying the properties and qualities of objects, and identifying them according to individual characteristics.
In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in children, the formation of ideas, and the acquisition of knowledge. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.
Research has proven the effectiveness of using verbal didactic games in older preschoolers in developing independent thinking. By activating thinking, the game affects children’s emotions: the child experiences joy, satisfaction from a successfully found and quick solution, approval from the teacher, and most importantly, from independence in solving the problem. Therefore, didactic games acquire great importance in the formation of such important qualities of independent thinking as the ability to use knowledge, search and find ways to solve problems, and make correct conclusions. A pattern has been identified in the development of the ability to think independently in children of senior preschool age. First, uncertainty in solving mental problems, inability to reason logically, need for help from an adult (questions, advice), then independent search, finding different solutions, logical reasoning. The importance of verbal didactic games in nurturing the child’s individual qualities in his mental activity, character, how the game helps to overcome the negative aspects of the child’s behavior and form the qualities necessary for further educational activities: speed, flexibility of thinking, self-confidence, self-control, etc., has been proven.
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The speech development program (section “Formation of the grammatical structure of speech”) includes tasks for the formation of the morphological, word-formation and syntactic aspects of speech.
In the process of mastering speech, the child acquires skills in the formation and use of grammatical forms. The formation of the grammatical structure of speech in a preschool child includes work on morphology (changing words by gender, number, case), word formation (formation of one word based on another using special means), syntax (construction of simple and complex sentences).
The morphological structure of preschool children's speech includes almost all grammatical forms; it becomes more complex as children age. The largest place is occupied by nouns and verbs, however, in the process of children’s speech development, the use of other parts of speech increases - adjectives, pronouns, adverbs, numerals.
Nouns denote objects, things, people, animals, and abstract concepts. Each noun, as a rule, belongs to one of three genders and varies according to numbers and cases. It is necessary to train children in the correct use of case forms, among which the most difficult is the genitive plural form (plums, oranges, pencils).
In a sentence, the noun is one of the most important components; the adjective agrees with it in gender, number and case. The noun coordinates with the verb. Children should be shown a variety of ways to agree a noun with adjectives and verbs.
The verb denotes an action or state of an object, differs in type (perfect and imperfect), changes in person, number, tense, gender and mood.
Children can correctly use verbs in the 1st, 2nd and 3rd person singular and plural forms, especially with the so-called “difficult” verbs (I want, you want, he wants, we want, you want, they want ).
Preschoolers must also correctly use the gender category of past tense verbs, correlating the action and the subject with the feminine gender (the girl said), masculine (the boy read) or neuter gender (the sun was shining).
The indicative mood of the verb is expressed in the form of the present, past or future tense (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 conditional (subjunctive) mood - a 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 a noun and an adjective in gender, number, case, with full and short adjectives (cheerful, 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 correctly: pronouns, adverbs, numerals, conjunctions, prepositions.
It is very important to purposefully teach preschoolers word formation.
Children are led to the ability to create a new word based on another word of the same root with which it is motivated (i.e., derived from it in meaning and form), with the help of affixes (endings, prefixes, suffixes).
Children can select a word-forming nest from the original word (snow - snowflake - snowy - snowman - snowdrop).
Practical mastery of different methods of word formation helps preschoolers correctly use the names of baby animals (bare, little fox), tableware (sugar bowl, candy bowl), direction of action (rode - went - left), etc.
It is necessary to include in the training of preschoolers such exercises that would show the change in the meaning of a word depending on word-formation shades. Thus, in nouns, words receive a connotation of increasing, diminutive, or endearing through suffixes of subjective evaluation; children must explain the meaning and difference of the words: house - house - house; birch - birch - birch; book - little book - little book. In distinguishing the semantic shades of a verb, the main attention is paid to the inclusion in the sentence of prefixed verbs of the opposite meaning: ran - ran across - ran out; played, won, lost. Isolating the semantic shades of adjective names formed with the help of suffixes shows children how the meaning of the generating word changes (is supplemented): smart - smart - smartest; thin - thin; full - plump - plump; bad - inferior.
Children are taught syntax - ways of combining 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.
The formation of complex syntactic structures in children's statements is carried out in a “written speech situation”, when the child dictates and the adult writes down his text.
Particular attention in teaching children the correct construction of sentences should be given to exercises that develop the use of the correct word order, the elimination of repetition of similar constructions (overcoming syntactic monotony), and the correct agreement of words in a sentence.
Children need to develop a basic understanding of sentence structure and the correct use of vocabulary in different types of sentences. To do this, children must learn different ways of combining words in a sentence, understand some semantic and grammatical connections between words, and be able to formulate a sentence intonationally, observing the intonation of its end (completeness).
Thus, in the process of forming the grammatical structure of speech in preschool children, the ability to operate with syntactic units is laid, a conscious choice of linguistic means is ensured in specific conditions of communication and in the process of constructing a coherent monologue utterance.
It is necessary to teach the child to consciously use linguistic grammatical means (words, phrases, sentences) when conveying his thoughts and in constructing any type of statement (description, narrative, reasoning), as well as to understand the appropriateness of using different types of sentences in different contexts.
Thus, children need to develop a basic understanding of sentence structure and the correct use of vocabulary in different types of sentences. To do this, they must learn different ways of combining words in a sentence, understand some semantic and grammatical connections between words, and be able to formulate a sentence intonationally, observing the intonation of its end. We must teach the child to use linguistic means (words, phrases, sentences) when conveying his thoughts, so that in the process of forming the grammatical structure of speech, we can ensure a conscious choice of the necessary means when constructing a coherent monologue utterance.
4 Games used to form the grammatical structure of speech in older preschoolers
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Using didactic games and exercises to form the lexical and grammatical structure of speech.
The grammatical structure of speech is formed primarily in everyday communication and in various types of children's activities - in play, design, and visual arts. And an important pedagogical condition is the competent organization of this activity by adults in everyday life.
The most important type of children's activity is play. The advantage of gaming methods and teaching techniques is that they arouse increased interest and positive emotions in children, and help to concentrate attention on the learning task, which becomes not imposed from the outside, but a desired personal goal. Solving a learning task during a game involves less expenditure of nervous energy and minimal volitional efforts.
A special group of games are didactic games. The main goal of any didactic game is learning. Therefore, the leading component in it is a didactic task, which is hidden from the child through play. The originality of a didactic game is determined by the rational combination of two tasks: gaming and didactic. If the educational task predominates, then the game turns into an exercise, and if the task is a game, then the activity loses its educational value.
According to A.V. Mendzheritskaya, the essence of the didactic game is that “children solve mental problems proposed to them in an entertaining way, find solutions themselves, overcoming certain difficulties. The child perceives a mental task as a practical, playful one, this increases his mental activity.”
In didactic games with grammatical content, the tasks of activating and clarifying one or another grammatical form or grammatical phenomenon are solved. Such games have been developed to help children master difficult forms of inflection (plural genitive case, imperative mood of the verb, gender agreement of words, etc.), methods of forming words (names of baby animals, people of different professions, cognate words) . It should be emphasized (A.G. Arushanova) that a child will not have enough life to “play” all the grammatical forms of the language through didactic games and exercises. They have a different meaning: to stimulate children's search activity in the field of grammar, to cultivate in children a linguistic sense, a linguistic attitude to the word and elementary forms of awareness of linguistic reality.
Didactic games and exercises with grammatical content can be carried out with the entire group of children in the classroom, or in their free time with small subgroups of children, involving inactive and shy children in the activity.
When working with preschoolers of primary and middle age, all games are played using toys, real objects and their images.
Special games and exercises have been developed that are designed to teach children how to change words correctly and help them remember difficult forms of words necessary for everyday communication. These are well-known games: “What’s missing?”, What is Misha missing for a walk?” (for the formation of genitive plural forms of nouns); “Wonderful bag”, “Multi-colored chest” (for mastering the gender of nouns); “Orders”, “Do you want? - We want” (for verb conjugation); “Hide and Seek”, “What Has Changed?” (for the assimilation and activation of prepositions and adverbs), etc. It should be emphasized that in the game the child is not aware of its true purpose. He sees and understands the task of the game: to be attentive, remember how objects stood, recognize a toy by description, etc. In games and exercises, a child acquires grammatical knowledge and skills, as if outside of consciousness. At a younger age, in addition to didactic games for the formation of the grammatical structure of speech, one should use dramatization games that do not have a narrow didactic focus, but a broad general developmental effect.
With children of senior preschool age, board-printed games are used, in which children learn and consolidate knowledge in practical actions not with objects, but with images in pictures. Such games include: lotto, dominoes, paired pictures.
A special role in the speech development of children of senior preschool age is assigned to verbal didactic games (without visual material). In verbal didactic play, children learn to think about things that they do not directly perceive and with which they are not currently acting. This game teaches you to rely on the idea of previously perceived objects in solving a problem.
You can use the following games and exercises with grammatical content: “One-many” (formation of the plural of nouns in the nominative and genitive cases), “Which, which, which?”, “Correct the mistake,” “Blurred letter” (word agreement in a phrase and sentences), “Good is better” (formation of degrees of comparison of adjectives and adverbs), “Say the other way around” (formation of antonyms), “Whose tail? Whose paw? (formation of possessive adjectives), etc.
The element of competition in games in older preschool age increases children's interest in completing tasks and ensures better assimilation of program material, helps children complete tasks clearly and correctly, without making mistakes.
Formation of the grammatical structure of speech in the older group.
In the older group, one of the types of classes is retelling and narration in a written speech situation: the child does not just speak - he dictates his story, and the teacher writes it down. This technique of slowing down the speaker’s speech rate allows him to think through the statement in advance and make corrections to it.
A large share of the lessons is occupied by the solution of speech problems, with the help of which children learn to creatively apply their knowledge and ideas (as an example, the game “Find out who it is” can be presented, the teacher and then the children themselves depict movements characteristic of a particular profession , occupation: running, jumping, skiing, playing musical instruments, etc.). When guessing, a situation arises that requires the child to independently form words, since not all names are known to him. While leading the game, the teacher encourages search, praises if the word is formed correctly, or suggests if someone is having difficulty. (Skiing - alpine skier, etc.) The game rule is also an encouragement: the one who correctly guessed the previous one asks a new riddle.
Educational exercises by analogy with the example of difficult shapes (boots, socks, stockings, slippers, etc.) are useful. At the same time, you can combine rhymes with showing pictures (“We saw forty without .... boots and .... stockings and puppies without .... socks”).
The grammatical material is reinforced, both already used in the previous stages, and in some new games and game exercises: “What is missing for work” (for the formation of genitive case forms of nouns), “Mishka and Pinocchio are talking on the phone” (for conjugating the verb to call) , “Guess where I was?” (for the formation of the accusative plural forms of nouns denoting animals), “Blurred writing” (for the construction of a complex sentence based on initial words, the construction of complex sentences), etc.
Formation of the grammatical structure of speech for the preparatory group.
Work on the formation of the grammatical structure of speech in the preparatory group covers solving problems in the field of morphology, word formation, and syntax of children's speech. It is aimed at enriching the child’s speech with grammatical forms and constructions, intensifying their use in various forms of communication, cultivating a critical attitude towards one’s own and others’ speech, forming elementary ideas about the laws of morphology, syntax, word formation, grammatical rules, and basic awareness of the phenomena of speech and language.
In older preschool age, there are significant individual differences in speech development. They depend to a large extent on what kind of educational work was carried out in previous groups. When conducting various exercises, the teacher must take an individual approach and make adjustments based on taking into account the characteristics of children’s speech development. For example, a lesson is taught on the formation of the names of utensils (sugar bowl, bread bowl, napkin box, etc.) along with names formed using the suffix -nits; “exception names” are proposed: salt shaker, butter dish, etc.) It is assumed that that these names are already familiar to children and that the exercise can contribute to the emergence in preschoolers of a critical attitude towards speech, an elementary awareness of the fact that there are synonymous grammatical forms in the language (the terms are, of course, not communicated to children). However, if the children have not previously been introduced to these names, the exercise becomes methodologically incorrect and provocative, so before carrying it out, you should find out whether the children are ready to perceive this material. If you are not ready, then you need to fill this gap, show the children these objects and introduce them to the names, emphasizing the differences.
Children in the preparatory group are also given exercises to form the genitive plural forms of nouns, or tasks to select nouns for adjectives (for example, big, big, big, children can be asked: “What can you say big (big, large) about?" ). When conducting classes, the teacher should pay attention to the formulation of the question. So, for example, for the exercise above, asking the question “What else is big?” will be wrong. Also, you should not rush children, you need to give them time to think, and only if the child really finds it difficult, you should offer to think together.
When forming new words and forms, preschoolers make many mistakes. The work of correcting errors is an important section of the work on the formation of the grammatical structure of speech.
In speech classes, it is necessary to take a differentiated approach to correcting errors both when covering new material and when consolidating knowledge and skills acquired previously. In the first case, maximum tact and condescension should be shown towards children. For example, children perform tasks to invent nicknames for animal toys (“Come up with a nickname so that it is clear that the puppy has long ears, big eyes,” etc.). These tasks are aimed at developing in the child generalized ideas about methods of naming (nomination). It is important to show children that different grammatical and lexical means can be used to convey the same content, that the same object can be named differently depending on what they want to emphasize. The puppy can be given different nicknames: baby, Buddy, Blackie, Coal, Gypsy. The first three were selected according to different criteria (age or height; the “character” of the puppy or the child’s attitude towards him; color, color). The last two demonstrate different ways of naming the same object according to the same characteristic (color, suit); grammatical and lexical means serve the same purpose in this case.
When solving the problem of forming generalized ideas, it is necessary to rely on the experience of practical activities with words. However, errors are almost inevitable. Errors should be corrected, but it is important to understand that in this case they are a progressive phenomenon. Tactlessness is more harmful than the error itself, since passivity, which ensures “errorlessness,” almost completely excludes the child’s assimilation of program material.
The teacher's attitude should be slightly different if children make mistakes on the material covered. Here you can sometimes make the remark: “You don’t watch your speech. We already know how to speak correctly,” etc.
Children in the preparatory group are taught some grammatical rules during classes: the words coat, coffee, cocoa, piano do not change; dress - someone, put on - something; dress - Zina, Vanya, doll; put on a hat, boots, etc. Similar rules apply to the norms of literary speech. Children should know them and use them when correcting their own mistakes.
Raising a child’s sensitivity to grammatical forms and a critical attitude towards speech is the main task. The teacher must equip children with means of self-control. Self-test tasks serve this purpose. So, choosing a noun for the adjective “big”, the child chooses the word “vase”. A means of self-control can be composing a phrase. “Let’s check,” says the teacher, “what we got: “big vase”, “is this said correctly?” In this case, you should invite the child to say it out loud himself.
Along with creative tasks that require independence from the child, tasks on the use of grammatical forms should also be carried out. Here, such traditional techniques are used as a sample of an adult’s speech, repeating after the teacher the genitive case of the plural of nouns or the accusative case of the plural of nouns denoting animate and inanimate objects.
Leading questions are of great importance when guiding children in the classroom. Leading questions should help to activate children’s past experiences and provide support when solving new problems.
As a rule, classes provide for imparting new knowledge to preschoolers and developing new skills. Consolidation of the material must be planned in other activities. For example, during various outdoor games, as well as during various walks and excursions, children should pay attention to new words (diminutive forms), and also not forget to correct mistakes correctly.
In older preschool age, with the help of didactic games, the enrichment, clarification and activation of the vocabulary continues. Much attention in the game should be paid to developing children’s ability to generalize, compare, and contrast.
Didactic games help solve one of the main tasks of mental education, namely the development of children’s speech: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech develops, and the ability to correctly express one’s thoughts. The objectives of many didactic games are to teach children through play to compose their own stories about objects, natural phenomena and social life. Some games require children to actively use generic and specific concepts, for example, games such as “Name in one word” or “Name three objects.” Finding words with opposite meanings (antonyms) and similar sounds (synonyms) is the task of many word games. If a child gets the role of a guide, say, in the game “Trip around the city,” then he willingly tells guests and tourists about the sights of the city, which contributes to the development of monologue speech.
During many games, children practice correct sound pronunciation. In didactic games, thinking and speech are and develop inextricably linked. For example, in the game “Guess What We're Up to” you need to be able to pose logical questions to which children use logical answers with only two words: “yes” or “no.” By asking questions, the child finds the item that was hidden. Speech is activated when children communicate in games and resolve controversial issues. At the same time, they develop the ability to give reasons for their statements and arguments.
Research has proven the effectiveness of using verbal didactic games in older preschoolers in developing independent thinking. By activating thinking, the game affects children’s emotions: the child experiences joy, satisfaction from a successfully found and quick solution, approval from the teacher, and most importantly, from independence in solving the problem. Therefore, didactic games acquire great importance in the formation of such important qualities of independent thinking as the ability to use knowledge, search and find ways to solve problems, and make correct conclusions. A pattern has been identified in the development of the ability to think independently in children of senior preschool age. First, uncertainty in solving mental problems, inability to reason logically, need for help from an adult (questions, advice), then independent search, finding different solutions, logical reasoning. The importance of verbal didactic games in nurturing the child’s individual qualities in his mental activity, character, how the game helps to overcome the negative aspects of the child’s behavior and form the qualities necessary for further educational activities: speed, flexibility of thinking, self-confidence, self-control, etc. has been proven.
Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since it requires the use of previously acquired knowledge in new connections, in new circumstances. Children must independently solve a variety of mental problems: describe objects, highlighting their characteristic features, guess from the description, find signs of similarity and difference, group objects with different properties and characteristics, find illogicalities in judgments.
In older preschool age, when children begin to actively develop logical thinking, word games are more often used to develop mental activity and independence in solving problems.
These didactic games are carried out in all age groups, but are especially important in the upbringing and teaching of children of senior preschool age, as they help prepare children for school: they develop the ability to listen carefully to the teacher, quickly find the right answer to the question posed, and accurately and clearly formulate their thoughts, apply knowledge in accordance with the task.
With the help of verbal games, children develop a desire to engage in mental work. In play, the thinking process itself is more active; the child easily overcomes the difficulties of mental work, without noticing that he is being taught.
For ease of use of word games in the pedagogical process, they can be conditionally divided into four main groups. The first of them includes games with the help of which they develop the ability to identify the essential (main) characteristics of objects and phenomena: “Guess it,” “Shop,” “Radio,” “Where was Petya?”, “Yes - No,” etc. .
The second group consists of games used to develop children’s ability to compare, contrast, notice illogicalities, and make correct conclusions: “Similar - not similar,” “Who will notice more fables?” and etc.
Games that help develop the ability to generalize and classify objects according to various criteria are combined in the third group: “Who needs what?”, “Name three objects,” “Name in one word,” etc.
A special fourth group includes games to develop attention, quick wits, quick thinking, endurance, and a sense of humor: “Broken Phone,” “Paints,” “Doesn’t Fly,” “Don’t Name Black and White,” etc.
Regardless of the type, a didactic game has a certain structure that distinguishes it from other types of games and exercises.
A game used for educational purposes must contain, first of all, an educational, didactic task. While playing, children solve this problem in an entertaining way, which is achieved through certain play actions. “Game actions form the basis of didactic games - without them the game itself is impossible. They are like a picture of the game’s plot.”
Didactic task. To select a didactic game, it is necessary to know the level of preparedness of students, since in games they must operate with existing knowledge and ideas.
When defining a didactic task, it is necessary, first of all, to keep in mind what knowledge and ideas of children about nature, about surrounding objects, about social phenomena) should be acquired and consolidated by children, what mental operations should be developed in connection with this, what personality qualities in connection this can be shaped by the means of this game (honesty, modesty, observation, perseverance, etc.).
For example, in the well-known game “Toy Store” the didactic task can be formulated as follows: “To consolidate children’s knowledge about toys, their properties, purpose; to develop coherent speech, the ability to determine the essential characteristics of objects; to cultivate observation, politeness, and activity.” Such a didactic task will help the teacher organize the game: select toys that are different in purpose, material, appearance; give a sample description of the toy, polite address to the seller, etc.
Each didactic game has its own learning task, which distinguishes one game from another. When defining a didactic task, one should avoid repetition in its content and cliched phrases (“to develop attention, thinking, memory, etc.). As a rule, these tasks are solved in each game, but in some games more attention must be paid to the development of memory, in others - thinking, thirdly - attention. The teacher must know in advance and accordingly determine the didactic task. So, use the game “What has changed?” for exercises in memorization, “Toy Store” - for the development of thinking, “Guess what you are up to” - observation, attention.
An obligatory component of the game are its rules, thanks to which the teacher during the game controls the behavior of children and the educational process.
Thus, the mandatory structural elements of a didactic game are: a teaching and educational task, game actions and rules.
Management of didactic games is carried out in three main directions: preparation for conducting a didactic game, its implementation and analysis.
Preparation for the didactic game includes:
selection of games in accordance with the objectives of education and training: deepening and generalization of knowledge, development of speech, sensory abilities, activation of mental processes (memory, attention, thinking), etc.;
establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;
determining the most convenient time for conducting a didactic game (in the process of organized learning in the classroom or in free time from classes and other routine processes);
choosing a place to play where children can play quietly without disturbing others. Such a place is usually allocated in a group room or on a site;
determining the number of players (the whole group, small subgroups, individually);
preparing the necessary didactic material for the selected game (toys, various objects, pictures, natural materials);
preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.
Conducting didactic games includes:
familiarizing children with the content of the game, with the didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);
explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules (what they prohibit, allow, prescribe);
demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, one of the children peeks when they need to close their eyes);
determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the didactic task, and the game rules. While participating in the game, the teacher directs the actions of the players (with advice, questions, reminders);
summing up the results of the game is a crucial moment in its management, since by the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.
At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Children usually look forward to this day.
The analysis of the conducted game is aimed at identifying the methods of its preparation and implementation: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.
Children of senior preschool age are characterized by curiosity, observation, and interest in everything new and unusual: solving the riddle themselves, making a judgment, finding the correct solution to a problem.
As the volume of knowledge expands, the nature of children’s mental activity also changes. New forms of thinking are emerging. Didactic games are becoming more complicated. The child’s performance of mental work is based on understanding, a process that is based on analysis and synthesis. As a result of the development of thinking, analysis becomes more and more detailed, and synthesis becomes more generalized and accurate.
Children are able to understand the connection between surrounding objects and phenomena, the causes of observed phenomena, and their features. The main thing in mental activity is the desire to learn new things: to acquire new knowledge, new ways of mental action.
didactic game mental speech
2. Methods of forming the grammatical structure of speech of older preschoolers through didactic games
1 Organization of educational activities on the formation of grammatical structure of speech
The formation of the grammatical structure of speech in older preschool age must begin with an examination of children to see whether they have developed grammatical skills appropriate for their age. For this purpose, diagnostic materials were selected (Appendix 1).
Based on the diagnostic results, a list of grammatical errors in children’s speech is compiled, a work plan for speech correction is compiled, and a package of didactic games is selected to form grammatically correct speech and bring it to the age norm.
This work prepares the child to master new grammatical forms of the language that correspond to the immediate zone of his speech development.
Taking into account the psychological and pedagogical features of speech acquisition, the system of sequential training in special classes for speech development includes:
selection of speech content accessible to a preschool child and its methodological support;
identifying priority lines in the development of speech (in the dictionary this is work on the semantic side of the word, in grammar - the formation of linguistic generalizations, in monologue speech - the development of ideas about the structure of coherent utterances of different types);
clarifying the structure of the relationship between different sections of speech work and changing this structure at each age stage;
continuity of content and methods of speech work between preschool institutions and primary schools;
identifying individual characteristics of language acquisition in different learning conditions;
the relationship between speech and artistic activity in the development of creativity in preschool children.
The development of speech should be considered not only in the linguistic sphere (as the child’s mastery of phonetic, lexical, grammatical skills), but also in the sphere of the formation of children’s communication with each other and with adults (as the mastery of communication skills), which is important for the formation of not only a culture of speech, but also a culture of communication.
Children develop the ability to choose a word-forming pair from a number of words (those words that have a common part: teaches, book, pen, teacher; story, interesting, tell) or form a word according to the model: cheerful - fun; quickly... (fast), loud... (loud).
Children find related words in context, for example with the word yellow: (Yellow) flowers grow in the garden. The grass begins to... (turn yellow) in the fall. The leaves on the trees... (turn yellow).
The ability to form nouns with augmentative, diminutive, and affectionate suffixes helps children understand the difference in the semantic shades of a word: birch - birch - birch; book - little book - little book. Distinguishing the semantic shades of verbs (ran - ran - ran up) and adjectives (smart - smartest, bad - bad, complete - plump) develops the ability to accurately and appropriately use these words in different types of statements. Such tasks are closely related to the development of the ability to guess the meaning of an unfamiliar word. (Why is the hat called earflaps?)
Compiling a collective letter in a “written speech” situation (the child dictates - the adult writes down) helps improve the syntactic structure of the sentence.
In the older group, a new type of work is introduced - familiarization with the verbal composition of a sentence. Bringing children to understand that speech consists of sentences, sentences of words, words of syllables and sounds, i.e., developing in children a conscious attitude towards speech, is a necessary preparation for mastering literacy.
In the activities of a preschool teacher, planning educational work with children is an important stage of preparation for its successful implementation. The plan reflects both general psychological-pedagogical and highly specialized tasks.
In classes on speech development in kindergarten, educational, educational and purely linguistic tasks are solved in their unity. Lively conversational speech and fiction in classes in the native language are not only a means of mental, moral, aesthetic education, but also a subject of practical development. Therefore, when planning each lesson, it is important, against the background of general pedagogical tasks, to especially highlight the language ones that will be solved in this lesson.
The acquisition of the grammatical structure of speech in preschool age occurs simultaneously with the enrichment of the vocabulary and the practical development of the sentence as a unit of speech. Mastering the grammatical structure of speech by a child is differentiation (separation, isolation) by ear and memorization of linguistic ideas about what, when and how is used in speech: prefix, suffix, word ending; conjunction, preposition, parts of speech, and the use of acquired knowledge-ideas in one’s speech practice.
When planning classes in the native language, the teacher must build them based on the basic principles of the methodology, remember that the methods and techniques of work are determined both by the laws of the language being mastered and by the age-related psychological laws of perception, memory, imagination, and thinking of children.
The “Kindergarten Education Program” defines the tasks for the development of speech of children of each age group for the year. The teacher’s task is to concretize the annual plan, taking into account the level of development of speech skills of children of a given age group at the beginning of the year and for each subsequent month: types and purposes of classes, work methods, didactic material (natural objects, their models, paintings, works of art, verbal didactic games, etc.).
The most appropriate is to plan classes ahead for a month (four weeks). In a monthly plan, it is easier to provide a system of exercises that promote the development of all components of a child’s speech (vocabulary work, education of the sound culture of speech, the formation of coherent dialogic and monologue speech, mastering the grammatical structure of the language).
All aspects of a child’s speech must be developed in parallel, simultaneously, and not one by one, since they are all interconnected. Therefore, in one lesson you have to solve several language problems, one of which will be the main one, and the others - accompanying ones. For example, if forming an idea of a sentence is the main task, then morphological analysis of words with the same root and exercise in clearly pronouncing the difficult sound found in these words will be accompanying in the lesson.
Solving several language problems requires different working methods and a more complex lesson structure (two or three parts). However, it is desirable that all the material mastered in one lesson be combined thematically in content. This will allow children to concentrate their attention on solving language problems and spend their nervous energy sparingly, without wasting it on engaging in various types of work.
When determining the number of parts in a lesson, formalism should not be allowed. The number of language tasks and the number of parts in one lesson depends on the level of the children’s skill, on the complexity of the task, on the volume and stylistic complexity of the work of art used in the lesson, etc.
When planning each lesson, methods of working with children are determined. They can vary in degree of complexity (degree of abstraction): perception and description of natural objects and their models (toys); the use of visual aids perceived visually (paintings, illustrations, filmstrips and films); verbal techniques - samples of teacher speech, literary texts, questions-tasks, instructions, explanations, tape recordings, verbal didactic games, dramatization games. The choice of working methods is determined both by the content of the language task to be solved with children (phonetics, vocabulary, grammar), and by the level of development of speech skills at the time of this lesson.
A special place in the lesson plan (notes) is occupied by textual didactic material - fairy tales, songs, poems, stories, riddles, proverbs, proverbs. This material on the topic must correspond to the content of the lesson, its educational purpose, correspond to the didactic task, provide the opportunity to exercise children in sound analysis or pronunciation of sounds, or in the morphological analysis of a word in order to determine means of expression, etc. This material must be artistic , imaginative and understandable for children of this age group (volume, complexity of content, number of new words-concepts, their complexity, etc.).
The purposefulness and logical consistency of classes is ensured by preliminary planning of the activities of the teacher and children. The following points should be reflected in the lesson plan or outline: the purpose of the lesson (educational, educational and especially language task); location of the lesson (group room, other office premises or kindergarten area, city street, school building, park, forest, field, etc.); methods of work (observation accompanied by conversation, teacher’s story, didactic game, etc.); didactic material (natural object, toy, painting, text of a work of art).
2 Methodology for using didactic games in the formation of the grammatical structure of speech in the work of a teacher
When forming the grammatical structure of the speech of older preschoolers, it is necessary to teach them those grammatical forms, the assimilation of which causes difficulties for them: agreement of adjectives and nouns, formation of difficult verb forms (in the imperative and subjunctive mood).
In the older group, a new type of work is introduced - familiarization with the verbal composition of a sentence.
Bringing children to understand that speech consists of sentences, sentences of words, words of syllables and sounds, i.e., developing in children a conscious attitude towards speech, is a necessary preparation for mastering literacy.
The formation of the syntactic side of children's speech and various syntactic structures is necessary for the development of coherent speech, since they constitute its main fund.
It is necessary to give the child complete orientation in the typical ways of inflection and word formation, to cultivate a sense of language, an attentive attitude to the language, its grammatical structure, a critical attitude towards one’s own and others’ speech, and the desire to speak correctly.
"ONE IS MANY"
Goal: to consolidate the idea of the plural of nouns.
This game trains children in plural formation and correct use of words in the genitive case; teaches them to select definitions and actions for words, to coordinate them.
This is... a table, and these are... (tables). There are a lot of... (tables) here. What tables? (Wooden, writing, dining).
This is... chamomile, and this is... (daisies). There are a lot of .... (daisies) in the bouquet. What are they? (White, with a yellow center.) What else is white? Yellow? How do you understand the expression “The tablecloth clothed the whole world with white”? Where does this expression occur? (In fairy tales, riddles.) In which fairy tales? (About winter.)
Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, sleepy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)
The teacher shows the children pictures that depict many objects, for example: skis, skates, pieces of furniture, clothing, etc.
What is there a lot here?
And if all the objects disappear, how will we say what is missing? (Skis, skates, tables, dresses.)
It is very important to show children how changing a word with the help of affixes (suffixes and prefixes) changes its meaning. Exercises are used that include lexical and grammatical tasks.
By distinguishing the shades of a word, children perceive its meaning differently in a particular context.
"BROTHER - BROTHER - BROTHER"
Goal: to distinguish the semantic shades of nouns with the meaning of endearment, diminutive, verbs formed in an affixal way, and adjectives formed in a suffixal way.
Listen to the words I tell you and tell me how they differ: mom - mommy - mommy; brother - brother - brother; tree - tree; hare - bunny - bunny - bunny; house - house - house. (Many words sound affectionate.) Which of these words have you come across in fairy tales? (Brother in the fairy tale “Sister Alyonushka and Brother Ivanushka”, bunny, bunny in many fairy tales about animals.)
Make up a short story about a hare and a little bunny.
What is the difference between the words: run - run up - run out; write - rewrite - sign; play - win - lose; laugh - laugh - make fun of; walked - left - entered? Make up sentences with any two words you heard. (We played dominoes. Vova won and I lost.)
Explain how these words differ: old - old; smart - the smartest; angry - feisty; thick - thick; full - plump?
"RUN - RACE"
Goal: to teach children to explain the shades of meaning of verbs and adjectives that are similar in meaning, to understand the figurative meaning of words.
How do you understand the words? What is the difference? They laughed and giggled; run - rush; they came - they tangled in; cry - sob; talk - chat; think - reflect; open - open; find - find; chill - freeze; to amaze - to surprise; play naughty - play around; amuse - entertain; forgive - excuse; call - invite; spin - spin; to rattle - to rumble; to be afraid - to be afraid; throw - throw; twirl-twist.
Make up sentences with any pair of words.
"WHO IS SMARTER?"
Goal: select words that are close in meaning, using different degrees of adjectives; form new words (adjectives) using the suffixes enk - onk, ovat - ev am; ush - yush; enn - eish.
Let us remember the fairy tale “The Fox and the Crane”. What kind of fox is shown in the fairy tale? (The teeth are sharp, the fur coat is warm, it is beautiful.) What is the character of the fox? (She is cunning, crafty, insidious.)
What was the crane like in the fairy tale? If the fox is cunning, then the crane turned out to be even... (cunning) or... (cunning). The fox is smart, and the crane is (even smarter, smartest).
The wolf is evil, and the wolf... (even angrier, feistier). The hare is cowardly, and the little bunny... (even more cowardly, cowardly). This person is thin, and this one... (even thinner, thinner). One person is plump, and the other is not quite plump, but... (plump). This man is fat, and that one is also... (thicker, plump). - Be careful! This house is big, and this one... (even bigger, huge). This scarf is blue, but this one is not quite blue, but... (bluish). This leaf is green, and this one... (even greener). This leaf is green, but this one is not quite green, slightly... (greenish). This dress is red, and this one is not quite red, but... (reddish).
Grandma is old. How can I say it kindly? (Old.) Smart puppy. How can I say it differently? (Clever.) The drawing is bad or... (bad, rather bad).
Conclusion
The problem of speech development in preschool children has been and remains the focus of attention of psychologists and teachers, and at present it has been developed quite fully. Research on various problems of speech development in preschool childhood has confirmed the need to study the patterns and characteristics of the development of speech in preschool children and determined the basic principles of the content of work on speech development and language teaching. This is the formation in preschoolers:
different structural levels of the language system (phonetics, vocabulary, grammar);
elementary awareness of the phenomena of language and speech (familiarization with the semantic and sound side of a word, with the structure of a sentence and a connected text);
language generalizations in the field of grammatical structure of speech (morphology, word formation, syntax);
speech activity, nurturing interest and attention to the native language, which helps to increase the level of self-control.
At preschool age, didactic play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. All types of play activities are used for speech development. Didactic games are used to solve all problems of speech development. They consolidate and clarify vocabulary, changes and formation of words, practice composing coherent statements, and develop explanatory speech. Vocabulary didactic games help the development of both specific and generic concepts, the development of words in their generalized meanings. In these games, the child finds himself in situations where he is forced to use acquired speech knowledge and vocabulary in new conditions. They manifest themselves in the words and actions of the players.
The development of the grammatical structure of speech occurs simultaneously with the development of the child’s active and passive vocabulary and the formation of correct sound pronunciation. That is why the main task of the teacher is to teach children to practically use phrasal speech, that is, to correctly use basic grammatical categories in speech, to develop the skill of practical inflection in numbers, cases, tenses, persons, and genders. To achieve this goal, the teacher conducts special grammar exercises in subject classes.
Work on the grammatical structure should begin with familiarization with nouns, since nouns make up more than half of the words of our speech, and in addition, based on changes in nouns, other parts of speech also change: adjectives - by case, gender; adjectives and verbs in the past tense - by gender and number.
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Annex 1
DIAGNOSTICS OF THE STATE OF THE GRAMMARIC STRUCTURE OF SPEECH
The use of nouns in the nominative case singular and plural (form by analogy):
Eye - eye
Use of nouns in indirect cases:
Formation of plural nouns in the genitive case (answer the question “A lot of things?” using the pictures):
Pencils
Agreement of adjectives with singular nouns (name from pictures):
Orange Orange
Blue butterfly
White saucer
Purple bell
Hoodie
Pink dress
Use of prepositional-case constructions (answer questions based on the pictures):
Where does the bullfinch sit? (On the tree)
Where is the car? (In the garage)
Who has the doll? (Girl's)
Where is the goat? (Behind the fence)
Where is the car going? (On the way to)
Where is the ball? (Under the table)
Where does the butterfly fly? (Above the flower)
Where does the bird fly from? (From the cage)
Where is the kitten jumping from? (From the chair)
Using the numerals “2” and “5” with nouns:
Five balls
Five windows
Five stumps
Two sparrows
Five sparrows
Five shawls
Two buckets
Five buckets
Formation of nouns with diminutive suffixes (from pictures):
Fence - small fence
Sock - sock
Ribbon - ribbon
Window - little window
Finger - finger
Izba - hut
Porch - porch
Armchair
Formation of names of baby animals:
At the bear's
At the beaver's
At the badger's
Formation of relative adjectives:
Table made of wood (which one?) - wooden
Glass aquarium (which one?)
Thatched roof (which one?)
Brick wall (what kind?)
Fur hat (which one?)
Wool socks (what kind?)
Rubber boots (which ones?)
Snow fortress (which one?)
Metal spatula (what kind?)
Apple juice (what kind?)
Formation of possessive adjectives:
Grandma's glasses (whose?) - grandma's
Mom's shoes (whose?)
Cat's whiskers (whose?)
Fox tail (whose?)
Bear's den (whose?)
Rooster's comb (whose?)
Formation of prefixed verbs (answer the question “What is the boy doing?” using the pictures):
A boy leaves the house
The boy leaves home
A boy approaches the store
Boy crossing the street
A boy walks around a puddle
A boy enters the house
Formation of perfective verbs (make sentences based on pictures):
Girl builds a house
The girl built a house
Boy painting a plane
The boy painted the plane
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Methods include didactic games, dramatization games, verbal exercises, looking at pictures, retelling short stories and fairy tales. These methods can also act as techniques when using other methods.
Didactic games and dramatization games are carried out mainly with children of younger and middle age. Exercises - mainly with children of older preschool age.
Didactic games are an effective means of consolidating grammatical skills, since thanks to the dynamism, emotionality and interest of children, they make it possible to practice the child many times in repeating the necessary word forms. Didactic games can be carried out both with toys, objects and pictures, and without visual material - in the form of verbal games built on the words and actions of the players.
In each didactic game, the program content is clearly defined. For example, in the game “Who Left and Who Came,” the correct use of the names of animals and their cubs in the nominative singular and plural is reinforced. In accordance with the didactic task (program content), toys are selected with which a variety of actions can be easily performed, forming the desired grammatical form.
A mandatory requirement for visual material: it must be familiar to children, aesthetically designed, evoke specific images, and awaken thought. Before playing, toys are examined, children's vocabulary is activated by the names of color, shape, purpose of toys, and actions that can be performed with them.
Dramatization games are distinguished by the fact that they play out scenes (mini-performances) with toys. At first the teacher himself is the director, later the child becomes the director. Games of this kind provide an opportunity to reproduce certain life situations in which children practice using prepositions, changing verbs, and agreeing nouns with adjectives. An example is the dramatization game “Doll's Birthday”.
It's Masha's birthday. Guests should come to her. We need to set the table for tea. We will put a large samovar and a teapot. What is he like? Big or small?
What will Car friends drink tea from? (From cups.)
We will put beautiful cups on the table. What else is missing? (Saucer.)
The cup must have a saucer. What else needs to be put on the table?
When guests arrive, they will need to be seated at the table.
The bunny will sit on a chair, Mishka will sit on a chair, Masha will sit on the sofa. Etc.
The basic pedagogical requirements for this method are similar to those for didactic games.
Special exercises are aimed at developing grammatical skills in the areas of morphology, syntax and word formation. K. D. Ushinsky attached great importance to logical exercises in school teaching. He rightly believed that exercises most prepare a child for learning grammar.
Ushinsky developed samples of such exercises for “initial teaching of the native language.” Let's give examples.
Word formation: bird's nest, or bird's nest, horse's tail, or., fox's tail, or., dog's fidelity, or., frog's paw, or., bear's paw, or.
Morphology:
· iron is heavy, but lead is even heavier, a horse is tall, but a camel is still. (above), the squirrel is cunning, but the fox is still. (more cunning), the month shines brightly, and the sun is even (brighter), the pear is sweet, and there is still honey.;
· your eyes. More expensive than a diamond (what?). I won't give it up for anything (what?).
It's hard not to believe (what?). Take care above all else (what?). We see both heaven and earth (by what?). Who cares (about what?).
Syntax:
· dug. Who? What? Where? When? How? How? Wrote. Who? What? When? How? To whom?
· Gathered mushrooms. Who? Where? When? What?
I rode a horse. Who? Where? When? Where? Where? On what horse? How?
E.I. Tikheyeva developed exercises for the development of speech in preschoolers, including the development of its syntactic side: for the spread of sentences, for adding subordinate clauses, etc.
Modern methodological and educational manuals offer grammar exercises for all age groups.
Examination of paintings, mainly plot ones, is used to develop the ability to construct simple and complex sentences.
Retelling short stories and fairy tales is a valuable tool for teaching children how to construct sentences, since the work of fiction itself is an example of grammatically correct speech. Classes to teach children retelling enrich the language, develop consistency and logic in thinking and speech.
Methodological techniques are varied, they are determined by the content of the lesson, the degree of novelty of the material, the speech characteristics of children, and their age.
The leading methods of teaching grammatical skills can be called example, explanation, indication, comparison, repetition. They prevent children from making mistakes and help focus the child’s attention on the correct form of a word or sentence structure.
The teacher’s model of correct speech plays an important role in the initial stages of education. Children are offered to learn to say words correctly and remember them:
· go - come, dunk - wave, look - look;
· take off (what?) - the coat, but undress (who?) - the doll;
· put on (what?) - a hat, but dress (who?) - a boy.
An explanation of how to use difficult forms. For example: all words change, but there are words like coat, cinema, coffee, cocoa, metro, radio, which never change, so you need to say: one coat, there are many coats on the hanger, there is a fur collar on the coat. These words must be remembered.
Comparison of two shapes (stockings - sock; pencils - oranges - pears; tables - windows). To firmly memorize a difficult form, children repeat it many times after the teacher, together with him, in choir and one at a time.
Techniques such as creating problematic situations are also used; hint of the required form; bug fix; questions of a prompting and evaluative nature; involving children in correcting mistakes; reminder of how to say correctly, etc.
In morphology, syntax and word formation, methods of working with children that are typical only for this section are used. In word formation, for example, the technique of revealing the word-formation meaning of a word is used: “The sugar bowl is called that because it is a special container for sugar.” The syntax uses the selection of homogeneous definitions, the addition of sentences and other techniques that will be discussed below.
Mastering grammatical forms is a complex intellectual activity that requires the accumulation of facts and their generalization. At each lesson, the child solves a mental problem assigned to him. Therefore, classes and individual exercises should evoke positive emotions in children and be interesting and lively. When playing, changing words and forming new word forms, children repeat them many times and remember them involuntarily.
It is important that grammatical forms are mastered in live speech and become familiar. It is necessary to cultivate in a child a linguistic sense, an attentive attitude to language, and the ability to “feel” an error not only in someone else’s speech, but also in his own speech. Independent correction of one’s own mistakes is an indicator of a sufficiently high level of mastery of the grammatical side of the language and awareness of the phenomena of language and speech.
During classes, the teacher achieves the activity of all children, the accuracy and awareness of their answers, fixes their attention on the sound image of the word and especially on the pronunciation of endings.
The practice of verbal communication is the most important condition for the formation of grammatical skills.
Everyday life makes it possible to discreetly, in a natural setting, to train children in the use of the necessary grammatical forms, to record typical mistakes, and to give examples of correct speech.
Talking with pupils at breakfast, during duty, in a corner of nature, on a walk, the teacher encourages and encourages children to communicate with each other, he himself invites them to talk.
When getting ready for a walk, the teacher asks:
Do you want to build a snowman? What do you want, Ira? Ask Natasha and Yulia if they want to build a snowman.
Well, okay,” the adult generalizes, “everyone wants to build a snowman.” Think about what you need to take with you for this?
Bucket. Big or small? Let's take a small plastic bucket, it's lighter. The white enamel bucket is heavier.
What else should you take? - Shoulder blades. - How many blades? - Three shoulder blades. Let's also take a large carrot for the nose and paint.
Misha, check if you got everything? - A plastic red bucket, three spatulas, a carrot and paint.
Another situation.
The attendants help set the table for dinner. What utensils are needed for lunch?
How many guys are at this table? (Six.) So, how many plates are needed? (Six plates.) Shallow or deep? How many spoons?
(Six spoons.) How many cups? (Six cups.)
So, unnoticed by the children, the teacher trains them in using the verb to want, in agreeing nouns with adjectives and numerals in gender, number and case.
When instructing children to hang clean towels on hangers, the teacher suggests counting how many towels each child has: one has three towels, the second has five towels, the third has six towels. How many towels are missing? Three towels are missing. We still need to go get three towels.
Mastery of the grammatical structure of a language depends not only on verbal communication with others and on imitation of the speech of adults, but also on the perception of the surrounding reality, on the direct practical activities and needs of the child. He develops a speech stereotype only if words and their forms are connected with the facts of reality. Therefore, it is so important to organize children’s activities with objects, familiarization with their properties and qualities, and observations of natural phenomena. The child’s establishment and awareness of the connections and dependencies that exist in nature are reflected in an increase in the volume of sentences, in the construction of complex speech structures, in the use of conjunctions so that, since, therefore.
Correcting grammatical errors.
The authors of some manuals understand the formation of grammatical skills in everyday communication mainly as correction of errors. We cannot agree with this, since error correction is carried out in all classes (and not only in speech development), as well as outside them, and the tasks and content of everyday speech communication are much broader.
The error correction technique has been sufficiently developed by O.I. Solovyova, A.M. Borodich. Its main provisions can be formulated as follows.
Correcting errors helps children become more aware of language norms, i.e. distinguish how to speak correctly.
An uncorrected grammatical error is an unnecessary reinforcement of incorrect conditional connections both for the child who speaks and for those children who hear him.
Do not repeat the incorrect form after the child, but invite him to think about how to say it correctly (You were wrong, you must say “we want”). So, you need to immediately give the child a sample of correct speech and offer to repeat it.
The mistake should be corrected tactfully, kindly and not at the moment of the child’s elevated emotional state. Delayed correction is acceptable.
With young children, correcting grammatical errors consists mainly in the fact that the teacher, correcting the error, formulates the phrase or phrase differently. For example, a child said: “We put a plate and a lot of spoons and cups on the table.” “That’s right, you set the table well for tea, put out a lot of spoons and set out a lot of cups,” confirms the teacher.
Older children should be taught to hear mistakes and correct them themselves. Various techniques are possible here. For example: “You changed the word incorrectly, think about how to change it correctly,” says the teacher.
You can give an example of a similar word change (genitive plural - nesting dolls, boots, mittens).
An example of the correct speech of one of the children is used as a sample. In rare cases, children are very carefully involved in correcting mistakes.
When correcting children's mistakes, you should not be too intrusive; you must take into account the situation, be attentive and sensitive interlocutors. Let's give examples: a child is upset about something, he complains to the teacher, wants help and advice from him, but makes a speech error; the child plays, he is excited, he says something and makes mistakes; The child decided to read the poem by heart for the first time. He went to the middle of the room and began to recite, but began to make grammatical errors.
Should children be corrected at such moments? Of course you shouldn't. The teacher fixes his attention on mistakes in order to correct them later in a suitable environment.
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
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.
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.
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.).
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(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?
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)
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.
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.
Topic: The concept of the grammatical structure of speech. Typical syntactic and morphological errors in children and their causes.
The term “grammar” is used in linguistics in two meanings. Firstly, it denotes the grammatical structure of the language, and secondly, the science, a set of rules about changing words and their combination in a sentence. The method of speech development involves children mastering the grammatical structure of the language.
The grammatical structure of a language is a system of units and rules for their functioning in the field of morphology, word formation and syntax.
Morphology studies the grammatical properties of a word and its form, as well as grammatical meanings within a word.
Word formation studies the formation of a word on the basis of another cognate word with which it is motivated.
Syntax studies phrases and sentences, compatibility and word order.
Grammar, according to K.D. Ushinsky, is the logic of language. It helps to put thoughts into a material shell, makes speech organized and understandable to others.
The formation of the grammatical structure of speech is the most important condition for improving the thinking of preschoolers, since it is the grammatical forms of the native language that are the “material basis of thinking.” Grammatical structure is a mirror of a child’s intellectual development.
A well-formed grammatical structure of speech is an indispensable condition for the successful and timely development of monologue speech, one of the leading types of speech activity. Any type of monologue requires mastery of logical connection techniques of all types of simple and complex sentences.
The development of the grammatical structure of speech is the key to successful general speech training, ensuring practical mastery of the phonetic, morphological and lexical levels of the language system.
But, despite its importance, the problem of the formation of the grammatical structure of speech became the subject of study only in the 50s. XX century after the publication of the fundamental work of Alexander Nikolaevich Gvozdev “Formation of the grammatical structure of the language of the Russian child.” The work describes in detail the grammatical categories, elements and structures in the child’s speech at each age stage.
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 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 become increasingly stronger. The system of endings is learned earlier, and the system of alternations in stems is learned later.
F.A. Sokhin, N.P. Serebrennikova, M.I. Popova, A.V. Zakharova, A.G. also studied the grammatical structure of preschoolers’ speech. Arushanova. She identifies several directions in this work.
First direction is associated with the correction (prevention) of inaccuracies and errors typical of children (verb conjugation, plural and gender of nouns, prepositional control, etc.).
Second direction– identification of essential links in the mechanism of children’s mastery of grammatical structure, development of understanding of grammatical forms, formation of grammatical generalizations, their abstraction and transfer to new areas of reality.
Third direction is associated with the identification of pedagogical conditions for the formation of the mechanism of grammatical structuring in the field of syntax and word formation.
Typical morphological errors in children's speech
Incorrect endings for nouns:
At the fox's little foxes so small.
It's winter outside, that's it snowy.
There are five nesting dolls on the table.
Vova told us scary things.
Mom cooked delicious porridge.
Write an annotation for Sat. S.N. Tseytlin “Language and the Child” (linguistics of children’s speech). –M., 2000.
The objectives of this section can be considered in three directions:
1. Help children practically master the morphological system of their native language (variation by gender, number, person, tense).
2. 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.
3. Provide knowledge about some norms for the formation of word forms - word formation.
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, abstract properties. They have the grammatical categories of gender, number, case and animate-inanimate.
It is necessary to train children in the correct use of case forms (especially in the use of the genitive plural form: draining 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.
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 1st, 2nd, 3rd person singular and plural forms ( 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 verbs of the past tense ( the girl said; the boy was reading; 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 form the imperative mood of a verb (an action to which someone encourages someone : go, run, let's go, let's run, let him run, let's go) and to the formation of the subjunctive mood (possible or intended action: I would play and read).
Adjective denotes the attribute 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), prefix ( write – rewrite), mixed ( table, run away).
Children can, starting from the original word, select a word-forming nest ( snow – snowflake, snowy, snowman, Snow Maiden, snowdrop).
Mastering different methods of word formation helps preschoolers correctly use the names of baby animals ( bunny, fox), tableware items ( sugar bowl, butter dish), driving directions ( went, 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, be able to formulate a sentence intonationally.
1. Name the objectives of the work on the formation of the grammatical aspect of speech in preschool children.
3. What word-formation skills should preschoolers master?
Pedagogical tasks
Determine the objectives of the didactic game and the age of children with whom it can be played:
"Snowball"
The teacher says a two-word sentence: “The girl is drawing.” Participants in the game take turns adding one word at a time, spreading the sentence: “The girl draws the sun,” “The girl draws the sun with a pencil,” “The girl draws the sun with a yellow pencil.”
“What is made of what?”
Material: various items in a box.
The child takes an object out of the box and says, following the example of the teacher: “This is a scarf made of wool, it is wool; this is a spoon made of wood - a wooden spoon, etc.”
"Errand"
The child must ask the driver to carry out a specific task. For example, clap your hands, sit on a chair, etc. The driver fulfills the request only if it is expressed correctly.
“Who has whom?”
The teacher shows the children pictures of animals and their babies and asks them to arrange the pictures in pairs (parent - child), accompanying the actions with the words: “This is a cow, she has a calf.”
"Magic bag"
Children take out an object, a toy, from the bag, name it and answer the question which one (which one? which one? which one)? For example: a bunny is white, fluffy, long-eared; the apple is round, red, sweet; The doll is small, rubber, beautiful.
"Answer the questions"
Why do birds fly south in the fall?
When can you cross the street?
What is a vacuum cleaner for?
Why did Misha go to the library?
Assignments to expand and deepen knowledge on the topic
a) grammar exercises are carried out on the lesson material;
b) a grammar exercise can be part of a lesson, but not related to its program content;
3. Classes in other sections of the program (development of elementary mathematical concepts, familiarization with nature, drawing, appliqué, modeling, physical education and music classes).
When planning lessons, it is important to correctly determine the program content, select verbal material, think over methods and techniques for teaching correct grammatical forms (didactic game, special exercise, sample, explanation, comparison, etc.).
Formation of grammatical skills in the practice of verbal communication.
Everyday life makes it possible to discreetly, in a natural setting, to train children in the use of the necessary grammatical forms, to record typical mistakes, and to give examples of correct speech. While getting ready for a walk, organizing duty in the dining room, while washing, etc., the teacher, unnoticed by the children, exercises them in the use of verbs, nouns in different forms, in agreeing nouns with adjectives and numerals, etc.
Correcting grammatical errors.
The error correction technique has been sufficiently developed by O.I. Solovyova and A.M. Borodich. Its main provisions can be formulated as follows.
* Error correction helps children become accustomed to being aware of language norms, i.e. distinguish how to speak correctly.
* An uncorrected grammatical error is an unnecessary reinforcement of incorrect conditional connections both for the child who speaks and for those children who hear him.
* Do not repeat the incorrect form after the child, but invite him to think about how to say it correctly, give him a sample of correct speech and invite him to repeat it.
* The error should be corrected tactfully, kindly and not at the moment of the child’s elevated emotional state. Correction delayed in time is acceptable.
* With young children, correcting grammatical errors consists mainly in the fact that the teacher, correcting the error, formulates the phrase or phrase differently. For example, a child said: “ We put a plate and a lot of spoons and cups on the table», - « That's right, you put a lot of cups", the teacher confirms.
*Older children should be taught to hear mistakes and correct them themselves.
* An example of the correct speech of one of the children is used as a sample.
* When correcting children's mistakes, you should not be too intrusive; you must take into account the situation, be an attentive and sensitive interlocutor. For example,
The child is upset about something, he complains to the teacher, wants help and advice from him, but makes a speech error;
The child plays, he is excited, he says something and makes mistakes;
At such moments, you should not correct the child. It is important to note the error so that you can correct it later at the appropriate time.
Questions to update basic knowledge
1. Why is taking care of improving your speech the professional responsibility of every teacher?
2. What requirements should be made for the speech of adults?
3. How are the tasks of forming grammatically correct speech in preschoolers solved in the process of organized educational activities?
4. What kind of work on using the necessary grammatical forms can be carried out in everyday communication with children?
5. How should grammatical errors encountered in children’s speech be corrected?
Pedagogical tasks.
1. What grammatical skills did the children's teacher practice in the following situation:
The attendants help set the table for dinner.
What utensils are needed for lunch?
How many guys are sitting at this table? (Six). So, how many plates should I put? (Six plates). Shallow or deep? (Six shallow and six deep). How many spoons should you put in? (Six spoons). How many cups will you put in? (Six cups).
The child entered the group in the morning and happily told the teacher: “I’m wearing a new coat today! Do you want to watch it? The coat has pockets and a fur collar. It's warm and beautiful." The teacher, looking at the child, answers him: “Who says that: in the coat, at the coat, do you want it? Only dunno. You are a stranger." The child sadly walked away from the teacher.
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255 -> Program of spiritual and moral education and socialization of students at the level of basic general education, secondary school No. 14