Relevance of the problem of speech developmentThe problem of speech development of preschool children in
today is very relevant, because percentage of preschoolers with
various speech disorders remains stable
high.
Mastering your native language is one of the important
acquisitions of a child in preschool childhood.
In modern preschool education, speech is considered
as one of the foundations of raising and educating children.
Speech is a tool for the development of higher parts of the psyche.
The development of speech is associated with the formation of a personality as a whole,
and in all basic mental processes.
Teaching preschoolers their native language should become one of the
main tasks in preparing children for school.
The main task of developing a child’s coherent speech in preschool
age is the improvement of monologue speech.
All of the above types of speech activity are relevant when
work on the development of coherent speech in children.
Conditions for successful speech development.
1.Creating conditions for the development of children’s speech in communication with adultsand peers.
2. The teacher’s knowledge of correct literary speech.
3. Ensuring the development of sound culture of speech on the part of children in
according to their age characteristics.
4. Provide children with conditions to enrich their vocabulary, taking into account
age characteristics.
5. Creating conditions for children to master grammatical structure
speech.
6. Development of coherent speech in children, taking into account their age
features.
7. Developing children's understanding of speech by exercising children in performing
verbal instructions.
8. Creating conditions for the development of planning and regulatory
speech functions of children in accordance with their age
features.
9. Introducing children to the culture of reading fiction.
10. Encouraging children's word creation.
Modern educational technologies
Visual methodmodeling
Technologies
Health-saving
technologies
Gaming
technologies
Mnemonics in preschool pedagogy are called differently
MnemonicsSensory
scheme
(Vorobyova V.K.)
Block-square
(Glukhov V.P.)
Subject diagrammatic
model
(Tkachenko T.A.)
Compilation scheme
story
(Efimenkova L.N.)
Collage
(Bolsheva T.V.)
Mnemonics
www.themegallery.com(Greek) – “the art of memorization” is a system of methods and
techniques that ensure successful memorization, preservation
and reproduction of information.
Using mnemonics in teaching preschoolers
allows you to solve problems such as:
1. Development of coherent speech;
2. Converting abstract symbols into images
(recoding information);
3. Development of fine motor skills of the hands;
4. Development of basic mental processes - memory, attention,
imaginative thinking; helps to master the techniques of working with
mnemonic tables and reduces training time.
MNEMOTABLES
"Spring"Outside
rings
drops,
by fields
runs
Creek,
on the roads
puddles.
Coming soon
ants
after
Sneaks through
bear
through
forest
dead wood
The birds became
songs
sing,
winter
cold.
and bloomed
snowdrop
ik.
"New Year"
Methods for developing coherent speech V.K. Vorobyova (cartographic diagram)
www.themegallery.comUses auditory, visual, associative
memory.
Objects are selected from the text, they become
story guidelines.
A subject-graphic diagram is drawn up or
plan. Arrows indicate actions.
The retelling is compiled based on this
subject-graphic plan.
To enrich the retelling with signs, the plan
new designations are introduced: noun adverb -
10. The story “Winter” (according to the method of V.K. Vorobyova)
www.themegallery.com11. Subject-schematic models by T.A. Tkachenko
www.themegallery.comScheme for describing and comparing dishes
12. Collage technique T.V. Bolsheva
www.themegallery.com13. Mnemonics
www.themegallery.comVocabulary enrichment
Learning to write stories
Retelling of fiction
Guessing and making riddles
14. Practical part
www.themegallery.comAssignment: game test to determine knowledge and skills
and skills of educators
1. Name the forms of speech.
2. What skills are developed in dialogue.
3. What forms of work are used when teaching children?
coherent speech.
4. A conversation between two or more on a topic related to
any situation.
5. Speech by one interlocutor addressed to the audience.
6. The story is a plot that unfolds over time.
7. At what age group does work begin?
teaching children monologue speech?
8. Leading technique for activating speech and thinking.
15. Cinquain
www.themegallery.comThe first line is the theme of syncwine, contains one word
(usually a noun or pronoun) that denotes
object or subject that will be discussed.
The second line is two words (most often adjectives or participles),
they give a description of the signs and properties of the selected item in the syncwine
subject or object.
The third line is formed by three verbs or gerunds,
describing the characteristic actions of the object.
The fourth line is a four-word phrase expressing personal
the attitude of the author of the syncwine to the described object or object.
Fifth line - one word summary characterizing the essence of the subject
or object.
Strict adherence to the rules for writing syncwine is not necessary.
For example, to improve the text in the fourth line, you can
use three or five words, and in the fifth line use two words.
It is possible to use other parts of speech.
16. Examples of syncwine
On the topic of love:Love.
Fabulous, fantastic.
He comes, inspires, runs away.
Only a few can hold it.
Dream.
On the topic of life:
Life.
Active, stormy.
Educates, develops, teaches.
Gives you the opportunity to realize yourself.
Art.
17.
18. Rules for brave and persistent teachers
www.themegallery.comIf you are having difficulty working on speech development,
then plan this type of activity not sometimes, not often, but
Often. In 5 years it will become easier.
Never answer your own question. Be patient and you too
wait for your children to answer it.
You can only help with one more question, or two, or
ten... But know: the number of questions is back
proportional to skill level.
Never ask a question that can be answered with “yes”
or not". It does not make sense.
After the lesson, review the notes again.
remember all the questions you asked children, and
replace it with one more accurate.
If the story did not work out or turned out with difficulty -
smile, it’s great, because success is ahead.
Problems of speech development of preschool children in the modern world.
Recently, there has been an active reform of the preschool education system. A lot of new programs are being published aimed at raising and educating children. But at the same time, very little time is devoted to speech education. In many institutions, speech therapy groups have begun to close, but, nevertheless, according to statistics, the number of speech disorders has tended to increase in recent years. The largest category among all preschoolers with developmental disabilities are children with speech defects (from 45 to 60%). Nurturing correct and clear speech in a child is one of the important tasks in the overall system of work of a preschool educational institution. Speech development, including the ability to clearly pronounce sounds and distinguish them, correctly construct a sentence, etc., is one of the pressing problems facing the modern world. After all, correct speech is one of the indicators of a child’s readiness for school, the key to successful development of literacy and reading: written speech is formed on the basis of oral speech, and children suffering from its underdevelopment are potential dysgraphics and dyslexics (children with writing and reading disorders). If violations of sound pronunciation, vocabulary, grammar, phonemic processes are not eliminated in time, preschool children will have difficulties communicating with others, and in the future certain personality changes will occur along the development path “child - teenager - adult”, when a person’s complexness will interfere with his ability to study, and fully reveal your natural abilities and intellectual capabilities. Much attention was paid to the system of training and education of preschool children with speech disorders by: G.A. Kashe, T.B. Filicheva, G.V. Chirkina, V.V. Konovalenko, S.V. Konovalenko and many others.
Speech is a social phenomenon and serves as a means of communication between people. Timely and correct speech development is a necessary condition for personality formation. Thanks to speech, a child learns about the world, accumulates knowledge, and masters norms of behavior. Pure, correct speech is one of the most important conditions for normal human mental development. With the help of speech and communication, a child easily and imperceptibly enters the world around him, learns a lot of new and interesting things, and can express his feelings in words. E.I. Tikheeva believed that speech is the basis of mental development and the treasury of all knowledge. Caring about the content of speech should go hand in hand with caring about the construction of speech.
An adult must create special conditions for the development of understanding of speech, activation of the speech apparatus, teach the child to use words, evoke the need to speak, and speak correctly and clearly; In addition, the speech of an adult is an object to be imitated, and therefore he must watch how he speaks.
An analysis of the current situation in the system of education and training of preschool children has shown that the number of children with speech development disorders is steadily growing. These children constitute the main risk group for school failure, especially when mastering writing and reading. The main reason is the insufficient development of the processes of sound-letter analysis and synthesis. The process of mastering the sound composition of a word is closely related to the formation of auditory-vocal-motor interaction, which is expressed in the correct articulation of sounds and their subtle differentiation by ear.
The prerequisites for successful learning to write and read are formed in preschool age. It has been established that the age of the fifth year of life is optimal for the education of a special, higher form of phonemic hearing - phonemic perception and orienting activity of the child in speech activity. Underdevelopment of the phonetic side in children is the most difficult in overcoming speech disorders, including defective sound pronunciation; it does not decrease from year to year, but only increases.
It has been established that in order to master the sound side of the language, it is necessary not only for children to have intact hearing and a sufficiently prepared articulatory apparatus, but also the ability to listen well, hear and distinguish between the correct and incorrect pronunciation of sounds in someone else’s and their own speech, as well as control their own pronunciation. In the process of perceiving someone else's speech, the child must comprehend the content of what is being said to him. By pronouncing words himself, the child not only speaks, but also listens. Children with well-developed speech in the process of communication do not pay attention to what sounds they pronounce and in what sequence.
Any speech deficiencies limit a child’s communication with peers and adults and negatively affect the formation of his emotional and intellectual sphere, and can also lead schoolchildren to failure in many disciplines.
Raising “pure” speech in children with speech disorders is a task of social significance, and everyone should be aware of its seriousness: speech therapists, parents, educators.
Speech impairment remains one of the most common forms of pathology in preschool children. Only correct speech allows a child to study successfully at school. Organizing specialized care for children with speech disorders is one of the important tasks of modern speech therapy, since the number of children with this type of defect is steadily growing every year. The task of a speech therapist is to teach the child to speak correctly and clearly, to help master speech, and to use it correctly. A child’s full speech is an indispensable condition for his successful learning at school. Therefore, it is very important to eliminate all shortcomings in sound pronunciation even in preschool age, before they turn into a persistent complex defect. In addition, it is important to remember that it is during the preschool period that the child’s speech develops most intensively, and most importantly, it is the most flexible and pliable. After all, the ability to use speech is a serious science and no small art.
Bibliography
1. Bogomolova A.I. Pronunciation problems in children. - M. Education, 1979.- 208 p.
2. Gerasimova A.S. Popular speech therapy. Classes with preschoolers. - M. Iris-press, 2009. - 224 p.
3. Efimenkova L.N. Formation of speech in preschool children. - M. Education, 1985. - 110 p.
4. Maksakov A.I. Development of correct speech of a child in the family. - M. Mosaic-Sintez, 2006. - 112 p.
5. Maksakov A.I. Is your child speaking correctly? - M. Education 1988. – 159 p.
6. Stepanova O.A. Preschool speech therapy service. - M. Creative Center Sphere, 2008. - 124 p.
7. Tikheyeva E.I. Children's speech development. - M. Education, 1972. – 173 p.
8. Filicheva T.B., Chirkina G.V., Tumanova T.V. Program “Correction of speech disorders”. - M. Education, 2010. – 272 p.
9. Filicheva T.B., Tumanova T.V. Children with phonetic-phonemic underdevelopment. - M. Gnom –Press, 1999. – 78 p.
Interest in children's speech has not waned for many years. One of the great teachers of the past, Jan Amos Comenius, spoke about the benefits of precise use of words “about naming things fully and completely thoughtfully, about the ability to express everything we think about successfully, clearly and distinctly.” . Comenius was one of the first to write about the development of speech, the problems of studying grammar (its initial stages), rhetoric and poetics. . Comenius was one of the first to emphasize the connection between thinking and speech, the interdependence of their development and the need for the purposeful formation of these mental processes. “Two features decisively distinguish man from animals: reason and speech; Man needs reason for himself, and speech for his neighbor. Therefore, it is necessary to apply the same care to both, so that both a person’s mind and language are as developed and improved as possible.” .
The Swiss democratic teacher Johann Heinrich Pestalozzi, emphasizing that speech must be developed, starting with sounds, their combinations in syllables, then he proposed “teaching words, or means of becoming familiar with individual objects” and teaching speech - “... learn to express clearly about objects that have become known to us and about everything that we are able to find out about them.” In his opinion, social conditions and speech environment play a huge role. Adults should talk as much and as often as possible with a small child and among themselves about objects and phenomena of the world around them, using many names. Thanks to frequent pronunciation, the words of adults are unconsciously absorbed by the child; in modern terms, a passive vocabulary is accumulated. .
The development of children's speech, mastery of the richness of their native language is one of the main elements of personality formation and is closely related to moral, aesthetic and mental development, and is a priority in language education and training of preschoolers. The development of speech goes in several directions: its practical use in communication with other people is improved, at the same time, speech becomes the basis for the restructuring of mental processes, a tool of thinking.
Speech development in preschool age, as L.S. said. Vygotsky follows the line of connecting speech with thinking and its intellectualization. This is the formation of concepts, logic, judgments, semantic enrichment of words, differentiation and enrichment of verbal meanings. Speech in preschool age gradually turns into the most important tool for a child’s thinking. It is known that in the development of speech, in mastering the most important aspect of speech, a child moves from a simple phrase to a complex phrase, to a combination of phrases and sentences. It was just as clear and just as long ago that it was discovered that in mastering the semitic (semantic) side of speech, the child follows the opposite path.
In mastering the external side of speech, the child first pronounces words, then sentences of two words, then of three or four, from a simple phrase a complex phrase gradually develops, and only after a few years the child masters a complex sentence, the main and subordinate parts of these sentences, which make up more or less less coherent story.
The child walks, thus seemingly confirming the basic principles of associative psychology, from part to whole.
When child psychology was dominated by the dogma that the semantic side of speech is a cast from the outside, psychologists made a number of erroneous conclusions. In particular, this includes the position appearing in many textbooks, which, according to L.S. Vygotsky, is now more relevant than any other proposition, namely the proposition that in the development of ideas about external reality the child follows the same path as he follows in the development of speech. Just as a child’s speech begins with individual words, nouns denoting individual objects, some researchers, for example V. Stern, also believed that the perception of reality begins with the perception of individual objects. This famous substantial or objective stage is noted by Stern and other authors.
In parallel with how a two-word sentence appears in the external side of the child’s speech, a predicate is introduced and the child masters the verb, an action appears in perception, followed by a quality, an attitude, in other words, there is a complete parallelism between the development of the child’s rational idea of the surrounding reality and the mastery of external reality. side of speech.
When Stern formulated this idea, he knew that chronological parallelism does not exist here, i.e. All these stages in the development of a child's representation, as Stern says, do not coincide with the corresponding stages in the development of the external side of a child's speech, for example, when a child is at the stage of isolated words, he is at the objective stage in perception. The same applies to the action stage, when the child begins to utter two-word sentences. And here there is a chronological break in the external aspect of the child’s speech and semantic activity. However, Stern and a number of other psychologists believed: with a chronological gap, there is a logical complete correspondence, as he puts it, between the child’s progress in mastering the logical structure of speech and the child’s mastery of the external side of speech.
J. Piaget used this position, showing what is revealed in the problem of speech and thinking. After all, speech as the source of the main socialization of thought is for Piaget the main factor with the help of which logical laws and properties are introduced into our thought, allowing the child to communicate with others.
According to L.S. For Vygotsky, verbal thinking is a complex formation of a heterogeneous nature. All meaningful speech in a functionally developed form has two sides. This is what is commonly called in modern research the physical side of speech, meaning its verbal side, which is associated with the external side of speech, and the semantic side of speech, which consists of filling the meaning of what we say, extracting meaning from what we say. what we see and hear.
The attitude of these parties was usually formulated in a negative form. Psychologists have established and confirmed that the phasic and semitic aspects of speech do not immediately appear in a ready-made form and in development do not go one parallel to the other, they are not a mold of one another.
It is difficult, says Piaget, to find more striking proof of the fact that it is speech that introduces logical categories into the child’s thinking. Without speech, the child would never come to logic. The complete closure of the child within himself, according to Piaget, would never have made even the smallest breach in the wall that surrounds the child’s thinking.
The semantic side of the child's first word is not a noun, but a one-word sentence. From this it is already clear that a child who pronounces individual words actually invests in the semantic side of the word not the knowledge of the object, but a whole, usually very complex sentence or chain of sentences. If a child's one-word sentence is translated into our language, then we will need a whole phrase.
Psychologists approached the problem experimentally and began to find out what was hidden behind the meaning of the child’s first word. This is how the first conclusion was obtained, which is the starting point and which L.S. Vygotsky formulated this: while when mastering the external side of speech a child goes from one word to a phrase and from a simple phrase to isolating a phrase to a combination of phrases, when mastering the meaning he goes to isolating a separate phrase and from a separate phrase to isolating combinations of words and only in at the end - to highlight individual words. It turned out that the paths of development of the semitic and phasic aspects of children's speech not only do not represent a mirror image, but in a certain respect are the opposite of each other.
The old idea that the development of children's speech, or, as Stern puts it, the main work on the development of children's speech ends at 5 years old, when the child has mastered the vocabulary, grammar and syntax of his native language, is incorrect: it turns out that not the main, but only the preliminary work ends by 5 years. The age that was considered in relation to speech development as a period that did not introduce anything new - the first school age, which was considered as a period of only further quantitative growth of children's ideas and further clarification of the elements and their connections within a given idea, this age is now moving forward in first place in terms of the richness and complexity of the processes occurring in the development of children's words.
S.L. Rubenstein noted that the development of speech in a child is mediated by learning: the child learns to speak. However, this does not mean that mastering speech, one’s native language, is generally the result of social learning activities, the purpose of which would be for the child to learn speech. Such learning activities are then included in the study of grammar, i.e. systems of language norms that the child already knows in practice. Only in this way can a true understanding of speech as speech be achieved. A child normally masters speech - using speech in the process of communication, and not studying it in the learning process.
The method of mastering speech is organically connected with the nature of speech: speech, full-fledged human speech, is not a system of signs, the meaning and use of which can be arbitrarily established and learned. A genuine word of living speech, unlike a sign, has its own history, during which it acquires its independent meaning. To master a genuine word, it is necessary that it is not just learned, but that in the process of use, satisfying the real needs of the speaker, it is included in his life and activities. Mastery of speech, the ability to use it for communication, is preceded by an emerging understanding of the speech of others. It is of significant importance in the child’s speech development, representing the initial stage of the main function of communication for him.
A.A. Leontyev notes that speech can occupy a different place in the system of activity. It can act as a tool for non-planning speech or non-speech actions, and the nature of planning here will be completely different. In the first case, this is programming a speech utterance, in the second case, it is the formulation of an action plan in speech form. These two functions in activity planning cannot be mixed. Speech can perform the function of control, comparing the obtained result with the intended goal.
Speech development, teaching the native language Tikheyeva E.I. considered in connection with the development of the child’s personality. “The ability to articulate speech is one of the most significant and characteristic manifestations of human personality. Developing speech contributes to the development of the personality as a whole, and any aspect of personality development contributes to the development of language.” Hence, in her opinion, systematic speech training should form the basis of the entire education system in kindergarten. Language is the background against which the pedagogical process as a whole unfolds. There is no part of it that could be isolated from the language, and which, therefore, could not be used in the interests of its development. According to E.I. Tikheyeva, language develops visually and in communication with people. Only among the material world can a word become the property of a child in connection with a concrete and clear idea. “The word and the thing must be offered to the human mind at the same time, however, the thing comes first, as an object of knowledge and speech.” Elementary awareness of linguistic phenomena not only enriches the mental development of children, introducing them to a certain, new sphere of objective phenomena, but, above all, increases the efficiency of mastering the means of their native language. Familiarization with the semantic relationships between words allows preschoolers to more accurately express thoughts and select the most appropriate words. Children's speech develops primarily on the basis of imitating the speech of adults, borrowing and reproducing speech images. From life, practical activities and communication with others, the child draws knowledge that forms the foundation of speech development. And at the same time, mastery of speech itself becomes a condition for the success of a child’s practical cognitive activity, a means of communication, thinking, and self-organization.
E.I. Tikheyeva classifies children's speech deficiencies into three categories: the first - physiologically caused speech disorders; the second - speech disorders caused by “disadvantages of an anatomical psychophysical nature” (rhinolalia, stuttering, speech disorders due to hearing impairment); the third is speech disorders caused by the influence of the speech of others. E.I. Tikheeva focuses on the need for early diagnosis and specially organized training of children with speech disorders, including “oral and written exercises, influencing the consciousness of children in the same direction, to promote the gradual eradication of these errors.” .
A.A. Reformatskaya says that it is impossible to replace the concept of “speech” with the concept of “language” when speaking about the development and enrichment of children’s speech, since this is a psychophysiological process. Speech is “different forms of using language in different communication situations,” language is a means of communication, and speech is the process of communication itself. So, in children it is speech that is impaired, and to one degree or another. Language is taught from birth, the child learns to understand speech, masters the language of gestures and facial expressions, intonation. We do not deal with language correction, but speech correction, which determines the peculiarities of the work methodology.
First, the diary, and then the analysis of the speech of the son of the linguist A.N., became very famous in our country. Gvozdeva.
In this work, the process of a child’s acquisition of the phonemic system and grammatical structure of the language was analyzed. A.N. Gvozdev identified periods in the formation of the grammatical structure of the Russian language, characterized by specific features:
1. The period of sentences consisting of amorphous root words that are used in one unchanged form in all cases where they are used.
2. The period of mastering the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression...
3. The period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declension and conjugation...
Speech therapists such as A.V. have made a great contribution to working with children suffering from general speech underdevelopment. Yastrebova with a number of works on speech correction. T.B. Filicheva, G.V. Chirkin not only showed how to practice in practice with children with general speech underdevelopment and prepare them for school, but also gave a lot of factual material, as well as methodological developments. R.I. made a very large contribution to the theory and practice of working with children with general speech underdevelopment. Lalaeva.
N.V. Novotvortseva provides extensive didactic material on various areas of speech development in preschoolers and primary schoolchildren with normally developed speech. . Provides material for early detection of speech disorders, gives a good theoretical chapter on what you need to know about speech development, as well as interesting exercises on word formation.
The work of E. Lyakso outlines both theory, practice, and symptoms of speech impairment, which should serve as an alarming signal for parents.
This problem was also dealt with by L. Volkova and S. Shakhovskaya. The chapter on general speech underdevelopment provides a detailed step-by-step description of speech disorders and methods of working with children. Unfortunately, all these works give a description of the general underdevelopment of speech, in general, but children with alalia and educationally neglected children require different methods of work, although both of them have a general underdevelopment of speech.
L.N. is doing a lot of work to combat underdevelopment and other speech disorders. Efimenkova.
S.A. Mironova argues that children with general speech underdevelopment go through the same stages of speech development as children with normal speech development, only much more slowly. . This position is very important for us. The author is a supporter of the theory developed by A.A. Leontyev that speech is an activity. When defining speech as an activity, it is necessary to identify its components: goals, motives, speech actions and means. One of the features of speech activity characteristic of preschool children is the fusion of goals and motives of speech communication, as well as the use of a speech motive, and some other activity, for example, in a game. The use of various types of activities creates a child’s need to master speech. The presence of a motive (and needs act as a motive for activity) is an important condition both for the perception of speech and for the active use of it in communication. As a result of this, speech quickly becomes the object of observation of the child.
In the system of special education for children, the peculiarities of speech communication of preschoolers are taken into account, games and productive activities are used in order to develop the need for mastery of speech means.
At the same time, the special education system should be based not only on the patterns of normal speech formation, but also on the uniqueness of speech activity in its pathology. It is also important that the tasks of mastering speech are solved in unity with the tasks of comprehensive personal development. Thus, the game acts both as a means of speech development and as a means of child development. A psychological and pedagogical approach to the process of speech acquisition is necessary.
The works of L. Spirova and A. Yastrebova describe work with children with mildly expressed general speech underdevelopment. . This type is one of the most dangerous because it is difficult to detect and, therefore, much easier to trigger. The authors conclude that the entire speech system should be subject to correction. The implementation of corrective action is carried out in a very specific manner. The essence of this specificity is that, while working simultaneously on the development and improvement of all components of the speech system, the teacher at the same time (at different stages) focuses attention on one of them.
In his work, I.T. Vlasenko shows the mechanism of speech thinking disorders in aphasia and alalia, provides an interesting theoretical basis, based on the works of classics of psychology D. Elkonin, L. Vygotsky, S. Ruienstein and A. Luria. Provides an in-depth analysis of existing literature on issues of speech anomalies and the development of thinking. The author rightly believes that “the term “general speech underdevelopment” used in Russian speech therapy does not reflect the clinical and etiological picture of a particular speech disorder.” The author himself examines those studies that have differential diagnostic significance in terms of distinguishing between the characteristics of mental activity characteristic of children with primary speech impairment and children with primary mental retardation.
Experimental materials have a strictly targeted differential diagnostic task. The book makes an attempt to outline a new approach to the differentiated study of the mental activity of children with speech underdevelopment and the mentally retarded. This approach is associated with the use of the method of structural-psychological qualitative analysis of the mental and, in general, cognitive capabilities of children of one category or another. This approach is important both theoretically and practically, since it, firstly, opens up the prospect of a deeper psychological study of the specifics of abnormal manifestations arising from the primary defect of children, and secondly, it is aimed at further improving adequate research methods and the entire systems for selecting children into special school and preschool institutions.
In addition to the fact that workers in special children's institutions are involved in speech development, they must carry out work that is usual for a child care institution and deal with the problems of socialization of the child, perhaps even more actively than with healthy children. Thus, it is necessary to know well the characteristics of preschool age, what crises await the child, and how to resolve them. It is also necessary to create a team so that children feel comfortable, otherwise classes will not be able to be conducted fruitfully. Therefore, in addition to special literature on speech development, it is important to study research on developmental psychology. .
The studies show the psychological and pedagogical features of preschool age, describe age-related crises, how they manifest themselves, and what can be done to help a child move to a new stage of development. Children with general speech underdevelopment also go through all stages of development, but it is even harder for them, since basic communication through speech is difficult.
Fundamental works on the problem of age-related characteristics, speech development, and play as the main activity of a preschool child are the works of D.B. Elkonina.
Elkonin in his works not only gives a detailed psychological description of each age, but also identifies the main type of activity, based on which the child develops especially fruitfully. This type of activity for preschoolers is play. The author not only gives a classification of games, but also what each game can give to a child. Thus, play, occupying a special place in the life of a preschooler, can help in the work of a speech therapist, and for personality development, and in the process of socialization. It is the imaginary situation that arises in the game that allows the child to look at the situation from a different point of view, to unload psychologically, to become, as it were, a different hero, which allows him to better assimilate the material. Role-playing games are of particular importance for socialization and learning. In the game, the child directly communicates, learns the system of person-to-person relationships, which is especially important for children with severe speech impairments, when communication is very difficult. The game according to the Elkonin system is used both for the development of speech and for teaching reading. .
In modern speech therapy, games are widely used in the process of learning and speech correction. .
Thus, classes in special children's institutions should be structured in several directions, both in terms of socialization and development of the child's personality, and in speech development, and the degree of speech impairment should be taken into account. Thus, word formation is already a fairly high degree of preparedness of children, a well-developed linguistic ear, and certain knowledge of grammar and word structure. Taking all this into account, we should engage in word formation with children with general speech underdevelopment of the third level (according to the classification of L.S. Volkova, S.N. Shakhovskaya). For word formation, you should use games and techniques not only specialized for children with speech impairments, but also techniques used in working with normally speaking children.
Knowledge of symptomatic speech disorders, their causes, mechanisms, the relationship of speech and non-speech symptoms in the structure of the defect will allow us to successfully and effectively organize a system of speech development classes for children with speech disorders. This amount of knowledge has now been accumulated by speech therapy - the science of speech disorders, methods of their prevention, identification and elimination by means of special training and education. In order to clearly draw up a plan for working with children suffering from speech disorders, it is necessary to know what the cause of this disorder is and what its degree is.
Speech disorders in children with normal hearing and primary preserved intelligence have various forms, which are characterized by a violation of the formation of all components of the speech system, relating to both the sound and semantic aspects of speech. The uniqueness of pathogenesis and clinical symptoms is noted. A certain unity of clinical manifestations stands out: late onset of speech development, meager vocabulary, agrammatism, defects in pronunciation and phoneme formation. Based on the unity of these manifestations, a certain category of children with general speech underdevelopment is identified.
Clinical and psychological-pedagogical characteristics of children with general speech underdevelopment allow us to identify some of the main causes of the defect. This includes the immaturity of acoustic-gnostic processes, when there is a reduced ability to perceive speech sounds (with normal perception of non-speech acoustic stimuli). Insufficient differentiation of acoustic features characteristic of each phoneme leads to a primary impairment of auditory perception. The consequence of this is a secondary violation of the sound pronunciation and syllabic structure of the word.
Often the cause of general speech underdevelopment is speech motor disorders caused by organic damage to the central nervous system. Violation of the interaction between the auditory and speech motor analyzers leads to difficulties in mastering the sound composition of a word, which, in turn, affects the accumulation of vocabulary, the formation of grammatical structure and, ultimately, the mastery of writing and reading.
In the diversity of speech underdevelopment, three levels are conventionally distinguished. The first two levels characterize deep degrees of speech impairment; at the third, separate gaps are noted in the development of the sound side of speech, vocabulary and grammatical structure. The transition from one level to another is accompanied by the emergence of new speech capabilities and depends on the severity of the disorder, compensatory capabilities and the time of corrective action.
School and preschool speech therapy achieves some success in overcoming speech underdevelopment. Thus, in general, pronunciation defects can be overcome, an active and passive vocabulary can be formed, the grammatical side of everyday speech can be developed, writing and reading skills can be formed, and active colloquial and descriptive speech can be sufficiently developed. However, high school students exhibit defects in complex speech, insufficiency of verbal and logical thinking, arbitrary forms of speech memory, imagination, and inaccuracy of abstract ideas. Vygotsky wrote that in a normal child, at different age stages of his life, individual mental functions or systems of functions have their own optimal development opportunities. Forming and interacting with each other, under the influence of the increasingly complex influences of the social environment, they seem to change places at different age periods of the child’s life, alternately playing either an auxiliary or a leading role in the process of a single holistic development of his consciousness and all higher mental functions. So, initially, perception plays a role in the development of the psyche, then immediate memory, then general ideas, and only towards the end of primary school age does abstract thinking begin to develop. Teachers need to know all this in order to continue working with students in the future.
SPEECH DEVELOPMENT
OF A MODERN PRESCHOOL CHILD
Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. Speech unites people in their activities, helps to understand, shapes views and beliefs. Speech provides a person with a huge service in understanding the world.
However, nature gives a person very little time for the emergence and development of speech - early and preschool age. It is during this period that favorable conditions are created for the development of oral speech, the foundation is laid for written forms of speech (reading and writing) and the subsequent speech and language development of the child.
Any delay, any disturbance in the development of a child’s speech is reflected in his activity and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, indecisive, and their communication with other people becomes difficult.
What is the state of speech development in preschool children at the present stage?
In general, the level of speech development of modern preschool children can be characterized as unsatisfactory.
An examination of the speech of preschool children by specialists in different regions of the country showed that a significant number of children have various speech defects. A non-speaking two-year-old child who comes to kindergarten no longer surprises teachers.
Speech neglect clearly manifests itself when children enter school. Here, serious speech problems are identified that hinder the learning process and are the causes of dysgraphia and dyslexia. Correcting many speech defects in primary school children is very difficult and sometimes impossible. This happens because many speech defects in children were not identified in a timely manner and were finally formed and consolidated at the level of connections in the cerebral cortex.
In order to positively influence the high-quality and timely speech development of preschool children, to provide qualified assistance, and to prevent possible deviations in the development of their speech as much as possible, it is necessary to understand the reasons that sharply reduce the level of speech development.
The reasons can be divided into three groups: 1st – health-related; 2nd – pedagogical reasons; 3rd – social reasons. All these reasons are closely interconnected. I will briefly describe each group of reasons.
1. Children's health. The modern generation is characterized by poor health. The majority of children attending preschool educational institutions belong to the 2nd health group. There are very few children of the 1st health group in kindergartens.
From the point of view of speech development, the process of brain development is of interest. And this is not accidental, since the brain is the central organ of speech function. The formation of speech centers in the cerebral cortex directly depends on its physiological state and development dynamics. The human brain is designed in such a way that by nature, only nerve cells designed for the simplest thing - sensations - are “trained” to function. Thanks to them, a small child feels pain, warmth, cold, winces from pungent odors, bitter food, flinches from very loud noise, and sees light. The remaining neural structures present in the brain are initially “silent”. They need to learn to act, which means they need to mature. This also applies to cells that will become speech cells. In order for the maturation of nerve cells to occur, objects, phenomena, and actions must be present in the child’s experience that involve the work; in other words, external stimuli are required. To turn on the “speech cells” it is important that there is talk around. This position was convincingly proven by observations of the so-called Mowgli children found in forests and jungles, who were fed by she-wolves or other animals. Having been born healthy and, in particular, with a healthy brain, these children, who came to people older than 5-7 years of age, remained “dumb.” In addition, they could not learn many other human skills: eating while sitting, holding a spoon in their hand, etc. Such tragic cases are indisputable proof that nerve cells need external stimuli. In this case, if the speech structures do not receive stimuli (food), they may die.
According to the leading neurologist of Russia, Doctor of Medical Sciences, currently approximately 70% of newborns are diagnosed with various brain lesions. Such deviations affect the subsequent development and education of the child.
Speech centers are the latest formation of the human brain (from the point of view of brain evolution), which means they are the “youngest”. This makes them the most vulnerable compared to other centers. And under the slightest unfavorable conditions for the development of the body, speech centers are one of the first to fail. That is why a child’s speech is a kind of “litmus” test demonstrating the general level of development of the child.
Thus, normal speech development assumes that the child's brain does not have intrauterine or birth damage. and the child is in a normal speech environment. Under these conditions, the stages of speech development can proceed without failure.
2. Pedagogical reasons. This group of reasons is quite voluminous and dynamic (that is, over time, some pedagogical reasons may go away, but they are replaced by others). Let's focus on the most stable reasons.
Firstly, this is a late diagnosis of children’s speech development. As a rule, speech therapists carefully study a child’s speech only at the age of five. There is an explanation for this. It is by the age of five that the formation of speech occurs, which means that the child correctly pronounces all the sounds of his native language, has a significant vocabulary, has mastered the basics of the grammatical structure of speech, and masters the initial forms of coherent speech (dialogue and monologue), allowing him to freely come into contact with people . Today it is already obvious that by the age of five, most children do not have speech norms. Therefore, speech therapists are literally bombarded with speech problems of older preschoolers. It is necessary to correct deficiencies in the development of a child’s oral speech, since children will have to master the written form of speech (reading and writing).
Secondly, these are the methods and techniques of pedagogical influence used in practice on the process of speech development of a preschooler. Analysis of the main methods allows us to conclude that they were developed based on speech norms. A speech norm is an age-related characteristic of a child’s speech, which includes a description of the strengths and weaknesses of children’s speech development at a particular age. Moreover, these descriptions contain average statistical information. But teachers work with real children, whose speech has its own individual characteristics and pace of development. In addition, as noted above, many children have problems associated with brain development. Therefore, today real positive results in speech development cannot be obtained without taking into account the individual characteristics of each child.
Thirdly, a feature of the modern situation is the earlier (about four to five years old) children’s mastery of this form of written language, such as reading. At the same time, speech development is often replaced by direct, special teaching of reading, and the tasks of forming oral speech go beyond the control and attention of adults. Written speech in this case rests on unprepared speech soil and subsequently often leads to reading and writing disorders (dyslexia and dysgraphia).
Hence the conclusion: it is possible to prepare a child well for school and lay a solid foundation for learning to read and write only in the process of serious work on the development of a preschooler’s oral speech.
3. Social reasons are associated with attitudes towards problems of speech and native language development in society and family. We must honestly admit that in our society there is growing indifference to the native (Russian) language. Many preschool workers are familiar with the situation when parents, bringing their child to kindergarten (sometimes even non-speaking or poorly speaking), do not care at all about how to teach the child to speak their native language correctly and beautifully. They are more happy and satisfied if they study a foreign language in kindergarten. Immersion of children in a foreign language often begins at four or even three years old. This does not take into account that almost all the languages of the world conflict with each other on a number of characteristics. For example, each language has sounds that are characteristic only of that particular language. And normal learning a foreign language involves working on correct sound pronunciation. This is where the problems begin. Let's take a traditionally common pair of languages: Russian-English. The English language has a group of interdental sounds that does not exist in the Russian language. Moreover, any interdental pronunciation of sounds in the Russian language (primarily this concerns hissing and whistling sounds) is considered a speech defect (interdental sigmatism), which requires serious work to correct it. So it turns out that in some classes children should be trained in interdental pronunciation of sounds, and in others, everything should be done to prevent the child from developing such a pronunciation.
Teachers and speech therapists can ensure the development of the technical side of speech (“provide sounds”) and form intonation skills, but the main responsibility for the formation of speech lies with the mother. Speech therapy almost did not consider the special role of the mother; the vast majority of works use the collective term “parents”, which includes mother, father, guardians and any other persons responsible for raising the child. In the city of Novokuznetsk in A study was conducted on the influence of the style of communication with the mother on the formation of the child’s speech. The data was obtained by questioning preschool teachers who attended advanced training courses. The production volume was 5724 mother-child pairs. The following were excluded from the study:
Teachers of toddler groups in which it is difficult to determine the level of speech development of children;
Teachers who have worked for a short time and are not familiar enough with parents and children.
In addition, those children about whom the teacher did not form a definite opinion were not taken into account.
Four communication styles between mother and child were identified.
1st style.
The mother communicates with the child with pleasure, listens carefully to everything he says, actively participates in the conversation and expresses respect for her child with all her behavior. In such pairs, the conversation often takes place “with the eyes”: the child, while telling the story, looks at the mother in the gaze and perceives her non-verbal response. Such a child, as a rule, knows how to carry on a conversation not only with his mother, but also with other adults. This type can be called “Optimal”.
2nd style.
The mother does not like it when the child enthusiastically tells something and most often listens to him in silence. His emotions seem inappropriate to her; she constantly stops the story with the words “Calm down!”, “Be quiet, then you’ll tell me” and other similar remarks. The child, trying to attract the mother’s attention, begins to force the tone of the story, accompanies it with excessive facial expressions and gestures, but this only stimulates the mother’s negative reaction. Allowing her to rationalize her non-acceptance of the child: he is actually becoming hyperactive. This style of communication is called “Mother is silent, child speaks.”
3rd style.
The child is used to not being spoken to and no longer tries to make contact with his mother. On the street in such pairs, the mother, as a rule, looks in one direction, the child in the other; they don't communicate with each other at all. They have a closed expression on their face. This style is called “Both are silent.”
4th style.
The mother often expresses aggression towards the child: screams, scolds, tugs, sometimes hits. This style is called "Mother Aggressive".
The study showed that less than half of the children (47.7%) are in favorable conditions. The majority (52.3%) experience some degree of derivation from the mother.
Every third mother(29.7%) tries to push the child away from him. Trying to attract attention by any means, he becomes hyperactive. In relationships with friends, such a woman is often not only normal, but even very sweet and charming, and the child’s excessive activity and her “suffering” about this sometimes become the subject of complaints in conversations with friends.
Every seventh mother(14.1%) achieved the desired results: the child stopped not communicating. In the vast majority of cases, this woman has no deviations in communication with other people.
Every twelfth mother(8.5%) shows aggression towards the child. This fact needs no comment.
A study of the influence of the style of communication with the mother on the development of speech function revealed. That with an optimal communication style, approximately half of the children have normal developed speech, 39% have mild impairments and 13% have severe ones. With any maternal deprivation, the number of normally speaking children decreases by 2 times.
Thus, we can say with confidence that maternal deprivation makes the development of speech functions in a child more difficult.
In recent years, there has been an increase in the number of preschool children with disorders of general and speech development. A chain of unfavorable factors leads to the fact that already in the middle group of kindergarten we find up to 60% of pupils with speech development disorders of varying degrees of complexity. In fact, most of these children do not belong to children with complex speech disorders, and the roots of their problems lie not so much in organic damage to the central nervous system, but in some other underlying causes. On the one hand, the child and his parents are not able to cope with these problems on their own, and on the other hand, the child is not eligible for enrollment in a special speech group. The way out of this and similar situations is timely diagnosis of children in mass groups, holding medical-psychological-pedagogical consultations by preschool education specialists in order to track children with certain developmental characteristics, as well as timely counseling of parents, and logopropaganda.
Didactic materials for speech development of preschoolers
Topic: "Vegetables"1. Development of fine motor skills.
Left hand:
Our garlic has grown
(Children stretch their index finger)
Pepper, tomato, zucchini,
(middle finger)
Pumpkin, cabbage, potatoes,
(ring finger)
Onions and some peas.
(little finger)
Right hand:
We collected vegetables.
(stretch the little finger)
They treated friends to them,
(ring finger)
They fermented, ate, salted,
(middle finger)
They took me home from the dacha.
(forefinger)
Goodbye for a year
Our friend is the vegetable garden.
(we wave - bye)
“Lariska has two radishes”
Lariska has two radishes,
Alyosha has two potatoes,
And Vovka has two carrots,
And Petka has two radishes.
***
Repeat the exercise after me.
In it, the sound T came to the garden.
Here's a pumpkin, and here's a tomato.
Here is cabbage, here is lettuce,
Cumin, potatoes, artichoke
And a parsley root.
Everything we grew
We will eat until spring.
How many beds are there in the garden?
In Fedora's garden
Tomatoes grow in the beds,
And in Filat’s garden
Lots of different salads.
At Grandma Fekla's
Four beds of beets.
At Uncle Boris's
There are a lot of radishes.
At Masha and Antoshka's
Two rows of potatoes.
Glad, two, three, four, five -
Let us help you reap the harvest.
Game "Cabbage"
We chop and chop the cabbage,
We salt and salt the cabbage,
We eat three or three cabbages,
We press and press cabbage.
2. Exercises for the neck muscles. Working on breathing
We are looking for cucumbers.
Stretch your neck (inhale through your mouth).
Tilt your head forward downwards (exhale through your nose).
"Let's see if it rains." Raise your head to the starting position, then tilt it back (inhale through your mouth), return to the starting position (exhale through your nose).
What do we see on the left and what on the right?
Look to the right - see the “tomato”
look to the left - see a “pumpkin”.
Turn your head to the sides: to the left (inhale through your nose) - straight (exhale through your mouth); to the right (inhale through the mouth) - straight (exhale through the nose).
3. Mimic exercises
We peel and eat the onion. Onions make your eyes water. He's bitter.
Garden scarecrow. Show: you were scared of the garden scarecrow. Draw a scary scarecrow so that all the birds are afraid of you.
4. Articulation exercises
Bean pod.
Draw bean wings.
The jaws are in a calm state (count “one”, “two”).
“The pod burst” - movement of the lower jaw forward (on the count of “three”):
a) without pressing the tongue on the lower jaw;
b) with strong pressure and pushing of the lower jaw forward with the tongue.
The children came to the garden and opened their mouths in surprise when they saw a huge pumpkin.
Open your mouth wide (keep counting until “five or six”).
Fat people - thin people.
Draw vegetables in the garden. Watermelons, pumpkins, heads of cabbage - “fat ones”;
Onions, garlic, pea pods and others - “skinny” (pull in cheeks)
Shovel.
“We need to dig up the potatoes, get your shovels ready.” The tongue lies on the lower lip in a calm state.
Digging potatoes.
Raise and lower the tip of the tongue, covering either the upper or lower lip.
Zucchini, zucchini, show me your barrel.
Open your mouth wide, cover your upper teeth with your “wide” tongue. Lower your tongue behind your lower teeth.
A flat path (or bed) in the garden.
Open your mouth wide, lower your tongue behind your lower teeth.
Game "I am not me."
Lower the tip of the tongue behind the lower teeth, lips in a smile. The teacher says the sentences: “I love carrots”, “I love cucumber”, “I love raw potatoes”, “I will cook cabbage compote”, etc. The children answer: “Both me and I!” or “Not me, not me!”
5. Breathing development
Conversations of vegetables.
Pronounce syllable combinations on behalf of Tomato (boastfully) and Cucumber (offendedly). The Tomato boasts to the Cucumber that it is red and beautiful: “Pa-poo, pop-po!” Cucumber: “Whoa, whoa.” Zucchini tells Eggplant that he is tired of lying in the garden: “To-you-too.”
Say “Oh!”, “Ah!”, “Wow!” whisper, quietly and loudly on behalf of grandparents and granddaughters.
6. Speech exercise
Distressed vegetables.
"Oh! Oh! Oh!" - Pea grumbles.
Tomatoes: “Ah! Oh! We are hanging on the bushes."
Bow: “Wow! Wow! Wow! What kind of casing am I wearing!”
Carrot: “Oh! Oh! Oh! Nobody can stop me!”
Potato: “Oh! Oh! Oh! No one is digging me!”
Theater of fingers and tongue (conjugate gymnastics)
1. One day the fingers went to the garden: stomp, stomp, stomp, stomp.
Imitate the walking of fingers in a given rhythm, tempo: index and middle, thumb and index. Move your tongue up and down.
2. We went to the garden.
Press your palms closely together with your ribs, straighten your fingers.
The mouth is open, the tongue is loosely placed on the lower lip.
3. Tomatoes grow in the garden.
Press your palms closely together with your ribs, straighten your fingers, raise your thumbs. Stick out your tongue and tensely pull it towards the roof of your mouth.
4. We will collect the tomatoes in a basket.
The fingers are intertwined in a “basket”. The tongue is “cupped”.
7. Expressive movements
We plant a vegetable garden.
Perform actions in accordance with the content of the text.
We took the blades
The beds were dug up.
They took the rake in their hands,
The beds were leveled.
Seeds in rows
Together we planted
And then water
Watered it warm.
Harvest.
Show: you cut cabbage, dig potatoes, pull out carrots and beets, shell beans and peas.