Development of speech abilities in preschool children. Formation of speech skills in children of primary preschool age

Project passport:

• Project type: long-term, creative
• Implementation time: 5 months
• Participants: children of preparatory groups
• Head: teacher-speech therapist G. P. Khrischataya

Goal: To develop oral speech and the prerequisites for talent in literary speech activity in children with speech development disorders

Tasks:

1. Draw up a plan for the development of prerequisites for giftedness in literary and speech activity
2. Identify the level of development of creative potential in children
3. Introduce parents to development techniques creativity in children
4. Compose long-term plan on the development of speech motor skills with the help of logostories
5. Design a handwritten book with fairy tales and poems for children with prerequisites for giftedness in literary and speech activities

Expected result: Children’s ability to retell and compose fairy tales and short poems

Prospect for the implementation of the results: Compilation of handwritten books for children with prerequisites for giftedness in literary and speech activity

Relevance: The goal of speech therapy classes with children with speech pathology is not only the development of full speech activity, but namely the formation of correct sound pronunciation; development prosodic side speech, enriching the vocabulary, mastering the skills of inflection and word formation, developing coherent, grammatically correct speech, but also the development of creative abilities. Creative abilities are, first of all, a person’s ability to find a special perspective on familiar and everyday things and tasks. This ability directly depends on a person’s horizons. The creative abilities of children with speech disorders have their own characteristics:

• decreased motivation in activities
• decreased cognitive interests
• poor stock general information about the environment
• unformed operational processes
• difficulty in creating an imaginary situation
• insufficient accuracy of subject images - representations
• fragility of connections between the visual and verbal spheres

Their ideas about objects sometimes turn out to be inaccurate and incomplete, practical experience is not sufficiently consolidated and generalized in words, as a result of which the formation of concepts is delayed. The more complex the speech disorders, the more the child’s ability to express creativity is limited; he finds himself helpless in creating new images. Children with speech disorders are not available creative tasks: reproduction of the teacher’s story; writing a story about events from personal experience; understanding of metaphors, proverbs. Therefore, in children with speech problems, it is necessary to develop oral speech and creativity in parallel, and identify the prerequisites for giftedness in a particular area.

Creative implementation of the project:

1. Diagnosis of children's creative abilities: Methodology "How to save a hare" , "Sun in the Room" authors: (V. Sinelnikov, V. Kudryavtsev)
2. Test (with parents)
3. Drawing up and implementation of a plan for the development of prerequisites for giftedness in literary and speech activity
4. Consultations for parents “Techniques for developing children’s creative abilities” , “How to develop a child’s speech using pure language”
5. Writing fairy tales and poems with children with prerequisites for talent in literary and speech activity (together with parents)
6. Design of a handwritten book "My first fairy tales"

The project began with the diagnosis of children's creative abilities. For this purpose, we used a method for diagnosing universal creative abilities for children 4-5 years old, authors: V. Sinelnikov, V. Kudryavtsev, (histograms 1 and 2).

Histogram 1.

Histogram 2.

From histograms 1 and 2 it is clear that large quantity Less than 50% of children received points. This confirms that in children with speech disorders, creative abilities have their own characteristics and are poorly developed.

Parents were involved in the diagnosis and were asked to conduct a test with their children to determine whether the child had creative inclinations in literary and speech activity? (Histogram 3.)

Test "Your child's creative potential"

Have you wondered more than once whether your baby has creative inclinations? Take our interesting test and find out what your child's creative potential is.

Remember when you and your baby read the first book?

1. The child is interested in encyclopedias and books from the series "Want to know everything"
2. My child has no desire for books

What books are on the shelf in his nursery?

1. Many books: encyclopedias, dictionaries, fiction
2. There are few books on the shelves in the nursery

Does your child like to write stories and fairy tales?

1. Yes, he constantly comes up with something, retells it
2. Do not remember that

Does he imagine himself as a character in a fairy tale?

1. Yes, he imagines himself as different heroes

Does your child draw after reading books?

1. Often

Did he cry over sad movie or a book?

1. Yes, I'll never forget
2. No, he cries when they don’t buy toys and sweets

When your child watches children's educational programs on TV or plays computer games, he:

1. Knows all the answers in advance
2. Doesn't watch these types of shows

Does your baby re-read his favorite books?

1. Of course, he even speaks with quotes from his books

When your baby tells you something, he:

1. He is emotional and artistic
2. He prefers to listen, is not very emotional

Histogram 3.

After conducting the test, we can say that children with speech problems are not very emotional, do not maintain interest in books, do not know how to invent stories, and are weak in retelling texts. (Positive responses number 1 - less than 50%)

IN further work a plan was drawn up for the development of creative abilities in children, written and oral consultations, workshops for parents.

Long-term work plan:

1. Articulation exercises on logostories and game trainings (monthly plan)
2. Writing creative stories (O. S. Ushakova series of plot pictures "Stories about animals" , demonstration material T.Yu. Bardysheva. E.N. Monosova)
3. Retelling and composing fairy tales using theater (tabletop, finger, flannelgraph:

• "The Fox, the Hare and the Rooster"
• "Three Bears"
• "Swan geese" and etc.

4. Compiling rhymes based on lexical topics

5. Compiling descriptive stories on lexical topics (according to plan)

6. Compiling fairy tales and memorizing poems using:

• Speech simulators (Stories about the bun)
• Mnemonics (purely speaking "Kolobok" , "What a horse" "Handkerchief" , "Two arms" , "Daisies" , "Pie" etc., fairy tales "Turnip" , stories about the seasons, by topic
• Living mnemonics (video)
• "Fairy Tale Baby" (by cubes)

7. Learning poems using a combination of speech and movement (by topic)

8. Solving crosswords and riddles based on fairy tales and lexical topics (according to plan)

9. Computer games for composing stories and fairy tales:

• “Make a description”
• Make up a story based on the pictures: "In summer" , "On the river" , "Hedgehogs" , "Storm"
• Retell the story about the letter ("Literal Tales" )
• "Rainbow" (based on pictures)
• "Rhyming Miniatures"

10. Compiling fairy tales based on your favorite cartoons:

• Stories about "Smesharikov"
• Stories about "Waving and the Bear"
• Stories about "Luntika"

11. Compilation of fairy tales about heroes - assistants:

• Interactive dog "Shonny"
• Snake "Nila"
• "Karkusha"
• "Dunno"
• Clown "Styopa"

12. Games and exercises: "Salad from fairy tales" , “Try to guess the end of the phrase” , "Add words" , "Words are mixed up" , “Let’s bring the picture to life” , "Videoscope" , "Mental journey through the picture" and etc.

As a result of the work, the children became more emotional, they had better developed coherent speech, they could compose fairy tales and short poems, which were recorded in collections and compiled in the form of a handwritten book.

speech therapist of the highest category

Khrischataya Galina Petrovna

MDOU No. 12 "Fairy tale" , Olenegorsk,

Murmansk region

Literature:

1. Shorokhova O. A. Let's play a fairy tale. M., ed.: TC Sfera, 2006
2. I. L. Lebedeva Difficult sound, you are our friend! M., ed.: Ventana-Graf, 2008
3. Rogozhnikova M.V. Articulation and finger games-fairy tales. J Speech therapist No. 2, 2008
4. Kulikovskaya T. A. Articulation gymnastics in counting rhymes. M., Publisher: GNOM, 2012
5. Voloshina I. A. Articulation gymnastics for girls. Publisher: Detstvo-Press, St. Petersburg, 2011
6. Gromova O. E. Innovations in speech therapy practice. M, ed.: Linka-Press, 2008
7. Yurova R. A. Formation of coherent speech in children with rhinoplasty preschool age. J. Defectology No. 2 1996
8. Tkachenko T. A. Schemes for preschoolers to draw up descriptive and comparative stories. M. Publishing house: GNOM, 2004
9. Belousova L. E. Learn to retell? It's simple! St. Petersburg Ed. House of Litera, 2009
10. Temnikova V.E. Speech therapy games with pure talk. M., 2006

MBOU “Bolshemengerskaya secondary school” of the Atninsky municipal district of the Republic of Tatarstan

Report

on the topic of:« SPEECH DEVELOPMENT, FORMATION OF SPEECH ABILITIES AND SKILLS IN CHILDREN"

Teacher primary classes: Lotfullina Landysh Farisovna

“Speech is a channel for the development of intelligence...

The sooner the language is learned, the easier it is

And knowledge will be absorbed more fully"

N.I.Zhinkin

A person spends his whole life improving his speech, mastering the riches of the language. Every age stage brings something new to his speech development. The most important stages in speech acquisition occur in childhood and school. From the very beginning, speech appears as a social phenomenon, as a means of communication. Somewhat later, speech also becomes a means of understanding the world around us and planning actions. As the child develops, he uses increasingly complex language units. The vocabulary is enriched, phraseology is mastered, the child masters the patterns of word formation, inflection and word combinations, and various syntactic structures. He uses these means of language to convey his complicating knowledge and to communicate with people around him in the process of activity. The development of a child’s speech is not a spontaneous process. It requires constant pedagogical guidance.

For successful development speech, the formation of speech skills in children, it is necessary to create certain conditions.

Second condition is the creation of a speech environment. The richness, variety and correctness of his own speech largely depends on what kind of speech environment he has. Speech helps a child not only communicate with other people, but also explore the world.

Mastering speech is a way of understanding reality. The richness, accuracy, and meaningfulness of speech depend on the enrichment of the child’s consciousness with various means and concepts, on the student’s life experience, on the volume and dynamism of his knowledge. In other words, as speech develops, it needs not only linguistic but also factual material. The student will tell or write well only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. This is also a condition for the speech development of students.

First requirement – content of speech. Only then will the student’s story be good, interesting, useful both to himself and to others, when it is built on knowledge of facts, on observations, when it conveys thoughtful thoughts and sincere experiences.

Second requirement – logic, consistency, clarity of speech construction. Good knowledge what the student is talking or writing about helps him not to miss anything important, not to logically move from one part to another, not to repeat the same thing several times.

The next requirement is accuracy of speech. Accuracy of speech is understood as the ability of the speaker and writer not only to convey facts, observations, and feelings in accordance with reality, but also to choose the best linguistic means for this purpose. Accuracy requires a wealth of linguistic means, their diversity, the ability to choose different cases words are synonyms that are most suitable to the content of the story being told.

Speech only then affects the reader and listener with the right force when she is expressive.Expressiveness of speech - this is the ability to convey a thought clearly, convincingly and concisely, this is the ability to influence people with intonation, selection of facts, construction of a phrase, choice of words, mood of the story.

Clarity of speech – this is accessibility to those people to whom it is addressed.

The speaker must take into account the intellectual capabilities and spiritual interests of the listener. Speech is harmed by excessive, overloaded terms.

The pronunciation aspect of speech is also extremely important: good diction, distinct pronunciation of sounds, adherence to the rules of orthoepy - pronunciation norms of a literary language, the ability to speak and read expressively, loudly enough, control intonation, pauses, logical stresses. And expressiveness. And clarity of speech also presupposes its purity - the absence unnecessary words, vernaculars and expressions.

Based on this, we can formulate the general tasks of the teacher in the development of students’ speech:

Provide a good speaking environment for students

Ensure the creation of speech situations that determine the motivation of students’ own speech, develop their interests, needs and capabilities independent speech

Ensure that students correctly acquire sufficient vocabulary, grammatical forms, syntactic constructions, logical connections, intensify the use of words, the formation of forms, ensure the formation of specific skills in the field of speech development

News special work on the development of speech, connecting it with the lessons of the Russian language, reading, and the material studied in them

Create an atmosphere in the classroom of struggle for high culture speeches for fulfilling the requirements for good speech.

1.Every teacher modern school From the very first days of a child’s education, we strive to teach him to express his thoughts well and correctly, to speak and write clearly.

I began the implementation of this goal with an observation diary, in which I noted the problems arising in the students’ speech.

From my observations, I have identified the most serious ones:

Violation of sound pronunciation

Difficulty expressing your thoughts

Misunderstanding of the question and inappropriate answer to it

Poverty of vocabulary

Hence the need for more in-depth study topics on speech development. Since speech development is a long process. She built her work according to the principle from simple to complex, consistently taking into account the individual characteristics of children.

I identified several directions:

Development articulatory apparatus

Development auditory memory

Enrichment and activation of vocabulary

Development of coherent speech

If a child distinguishes sounds poorly by ear, pronounces them distortedly or replaces them with others, then he, of course, will not be able to clearly imagine the word itself.

And therefore, I determined the initial task: development speech apparatus, to eliminate violations in sound pronunciations.

In each literacy lesson, I included speech warm-ups, which consist of several stages, including different exercises:

Respiratory

Articulatory

Differentiated exercises

Diction

By doing breathing exercises I set the following tasks:

Develop the ability to make an entrance

Develop the ability to breathe correctly

Learn to control your breathing

The task of the second stage speech warm-up is to warm up the muscles of the tongue, lips, cheeks, to provide them with the greatest mobility when speaking.

To do this, I included exercises to develop articulation, for example, “spatula”, “cup”, “football”

Third stage Speech warm-up is based on reading vowels or combinations, syllables and words.

All work with them is devoted to the automation of one of the sounds that has acoustic/articulatory similarities and one type of development of voice and breathing.

Depending on the task, vowels or syllables are read with different voice strengths, with different emphasis and tempo.

Words are selected taking into account the presence of letters denoting oppositional sounds. Where is it supposed

-reading words that are similar in sound or spelling, but different in meaning

-reading words formed by building up

=reading words of the same root with different and identical prefixes

To ensure pronunciation and memorization, I use various comic rhymes, pure sayings.

Fourth stage speech warm-up, determined the following tasks:

-give a sample clear pronunciation at different paces

- learn to control your tongue

Tongue twisters are used, so they usually contain maximum amount difficult places to pronounce, but thanks repetition, you can achieve a clean reprimand.

In addition, it is necessary to alternate easy tongue twisters with difficult ones. After clear articulation of sounds and slow correct reading they are memorized. Each warm-up is given 5-7 minutes at the beginning of the lesson.

2. Further observation of children’s speech revealed difficulties in retaining auditorily perceived groups of words in memory. They only had time to remember the first and last word they heard; they could not remember all the elements of a sentence, so they answered at random and got lost during a conversation with several interlocutors speaking at a fast pace. They could not remember the names of objects, actions, dates, adjectives. They were often replaced with other words related directly or indirectly to the searched words.

All these problems indicated impaired auditory memory in children. The main thing in overcoming this problem is not only phonemic hearing, but also

Visual memory

Prediction and planning of perceived speech based on visual perception of objects

Restoring ideas about the qualities of an object or action

The relationship of an object with the category to which it belongs, the retention in memory of varying degrees of complexity of numbers.

To expand the volume of auditory-verbal memory, I use exercises with object pictures.

To train auditory memory, words are perceived by ear and then played in the same order, or a change is introduced on repeat. And the children must remember what they heard and point out the changes.

Special meaning have exercises for composing short sentences, according to the scheme (who? What is he doing? Where? Where?) in sequence from simple to complex. The goal is to limit their verbosity, accustom them to control, planning their statements in a simple way. story picture, after which there is a transition to composing simple texts based on a series of pictures.

3.Work on the dictionary - This is the basis of all work on speech development. Without a sufficient vocabulary, the student cannot construct a sentence or express his thought.

This work consists of clarifying, enriching and activating it.

Vocabulary work is planned so that it combines all these types of word work. Included interpretation of words using dictionaries, compilation of phrases, sentences, selection of cognates, synonyms, amononyms, work with proverbs and sayings.

As I study words, I make blocks by topic. During consolidation lessons I offer the following tasks:

Explain the meaning of words

Based on the description, determine what kind of word it is

Combine several words and make sentences

Write a story about the topic.

To enrich the vocabulary, I additionally introduce other words that are not included in the program, for example, (getting acquainted with the word - sparrow - you get an idea of ​​​​other birds. Or yes. Homework, find new words for yourself specific topic and tell it in class.

4.One of the important types vocabulary work in the lessons is to activate the vocabulary.

A word is considered activated if the student used it at least once during the story.

V.A. Dobrolyubov noted that schoolchildren must be taught the ability to reveal the meaning of a word, to correctly understand its meaning. Understanding a word depends on many reasons, primarily on the degree to which the child needs this word. The child must have a motive by which he strives to learn the meaning of a word in order to understand what he has read, to find out the name of the object or new phenomenon that interests him. When a student has appropriate motivation, he is ready to learn given word, use it in your speech.

And I started this work from the first days of school, since learning to read and write is the first necessary step. During this period, it is necessary to enrich the students’ speech, not only quantitatively, but also qualitatively. I structured my work in this way.

First, I studied and analyzed the texts and illustrations, selected exercises to clarify and enrich the vocabulary, which introduce children to simple cases of polysemy, homonyms, synonyms, antonyms, Selected words and expressions from the texts that needed to be worked on. Selected different poems, didactic material that has rich opportunities for clarifying and expanding students’ vocabulary.

Systematic work on speech development in all lessons gives positive results.

-the children’s speech became clear and understandable,

-children express their thoughts coherently

- know how to listen carefully and consciously, correct their statements and those of others.

-vocabulary has become more active

-fewer errors are allowed in terms of substitution, omission and distortion of words

Students constantly participate in poetry competitions for any holiday and only take prizes.

Introducing a new word.

1. Guessing a rebus (riddles)

Name a new vocabulary word? /Street/

2. Give a description using the diagram:

/word has 3 syllables, first syllable is stressed, unstressed vowel i)

4.What is a street?

5.Choose words with the same root

/street, street, alley, alley/

6.What kind of street could it be?

Compose and write down several word combinations.

/a wide street, clean street, busy street/

7.Make a sentence with one of the phrases.

8.When they say this:

Every dog ​​has his day.

Green street.

Consolidation of learned vocabulary words.

Working with the “Animals” block

For-ts, k-rowa, m-dved, l-sitsa, s-baka

1.Explain the spelling of the words studied.

/can be checked using signal cards/

2.Which of these words can be said cheat, birder. Why?

Who are they talking about?: man's true friend? Why?

The name of which of them is formed from the fact that he loves herchuh?

Explain the wordhare, cow.

/This is a wild animal, lives in the forest. He has long ears and fast legs. Eats grass and tree bark. His enemies are the wolf and the fox.

This is a pet. Lives with a person. Produces milk from which sour cream, cottage cheese, and butter are made. Feeds on grass./

3.Make a sentence with these words using their affectionate sound.

/Bug the dog lies by the porch. Sitting under a bush little bunny. A mother bear and a little bear cub went for a walk./

You can complete the task:

Complete the sentences using these words.

/Fleet-footed... escapes from the fox.

Clubfoot... owner of the forest.

Red….visited our chicken coop/

4. Come up with short story on the theme "In the Village"

What words will you use?Cow, dog Why?

Exercises to increase the volume of auditory-verbal memory.

1.Listen to a series of words and then try to reproduce them out loud in the same order (house, tree, sun, wind)

Mom, brother, uncle, sister, wife

May, summer, Wednesday, spring, September

- Which group of words was easier to remember? Why?

2.Listen to the pairs of words:

Chicken-egg, milk-cow, lock-key, winter-snow, coffee-tea, mother-daughter.

And now I name the first word of the pair, and you name the second.

Remember and reproduce series of three words

lilac-vase-flowers

Window-roof-house

Children-mom-dad

Chair-table-chair

Milk-grass-cow

Rails - sleepers - train

3.Listen to the text carefully.

Mom asked her son to go to the store and do some shopping:

In the bakery - bread, cakes, cookies

In meat - cutlets, sausages, sausage

In vegetables - cucumbers, tomatoes, cabbage

What did you need to buy in each department?

Techniques for working on a proposal

1. Shorten the offer.

The teacher pronounces a sentence and the children comprehend it. The sentence is repeated - the students remember it. Afterwards the offer is reduced to minimum quantity words

Olya reads an interesting book to her grandmother.

Olya reads a book to her grandmother.

Olya reads to her grandmother.

Olya is reading a book.

Olya is reading.

What changed when supply was reduced?

2. Rearrange the words

The teacher pronounces a sentence and suggests changing the word order. As a result of the work, it becomes clear what changes and how.

/This morning Masha went to school.

Masha went to school this morning.

This morning Masha went to school.

Masha went to school this morning.

Masha went to school this morning.

3. Exercise: “Listen, remember, answer: Is everything correct?”

Snow fell, Alyosha went out to sunbathe.

The boys went into the forest on skis to pick strawberries.

The peasant took a saw and went into the forest to cut down a tree.

This exercise is aimed at paying attention to the text, consciously mastering what is being read, and the ability to construct a statement exactly in accordance with the plan.

4. Complete the sentence.

It is proposed to increase it by successively adding one or two words at a time.

Seryozha teaches.

Seryozha teaches lessons.

Brother Seryozha teaches lessons.

The exercise develops the ability to quickly grasp the meaning, remember, and construct a statement.

5. Finish the sentence

The girl was walking...

The boy painted...

In the summer we decided...

Complicated option:

The children met an old woman who...

I want to…

It was so dark there that...

These exercises teach you to listen and understand your interlocutor, to be able to understand complex designs and use them in speech.

6. Ask a question and answer.

The teacher asks the children to pose a question about the content of the statement and answer it.

The sparrow settled in the birdhouse.

(Who settled in the birdhouse?

What did the sparrow do? Where did the sparrow settle?)

7. Correct mistakes.

Bullfinches sit on birch trees.

They are covered with snow.

8. Make up a story based on its beginning

In the morning Lena went to the sea. The girl saw a bird in the white foam of the waves. She was splashed by a wave...

Lexical exercises.

Name it in one word.

Squirrel, bird, worm.-….(animals)

Tree, grass, flower-..(plants)

Choose words with the opposite meaning.

Big small)

Night-…(day)

How do you understand the expression?

Spinning and spinning like a squirrel in a wheel.

This is how fox cubs learn to catch prey (hunt)

Find words with the same root in the text.

For the word animals, choose words and expressions with similar meanings..

(forest inhabitants, forest dwellers, animals)

Preparatory tasks.

1. Read the poem. Make a word drawing for it.

In the sunshine at the edge of the forest,

The fox stuck out her ears.

Well, don't be afraid to sleep with your side on your head

Side by side with this fox.

-What do the words mean - in the sun, fox, oblique?

-Make sentences with each meaning.

-Read the sentences, changing the word fox according to the meaning.

(A fox is running through the forest. ... has beautiful fur. We are approaching ..... We want to look ... better. But ... is difficult to watch. The cunning trick quickly disappeared from sight. It is not for nothing that there are so many fairy tales about ....

-What words can replace the word fox in the text so that there is no repetition? ?

-Find the word in the text that the author uses, replacing the word fox with it?

(cunning cheat)

Why do they call it that?

We have been dealing with the problem of developing speech skills and abilities in preschool children for several years at the Center for Creative Arts.

We have been dealing with the problem of developing speech skills and abilities in preschool children for several years at the Center for Creative Guidance of Preschool Children “Tsvetik-Semitsvetik” of the Palace of Creativity for Children and Youth in Yoshkar-Ola. The center implements a comprehensive educational program for the development of children from one and a half to seven years old. The program is designed for the consistent development of abilities in seven areas over four to five years and is characterized by continuity. We consider the development of speech skills and abilities in children to be the most important area of ​​the educational program.

The formation and development of speech abilities in children occupies one of the central places in modern psychology. Accumulated rich scientific experience, based on which it is possible to quite meaningfully develop in preschool children the speech skills that underlie the formation of higher mental functions.

• Substitution function
: signs of speech are used instead of a phenomenon or object - they replace them, turning into material carriers of meaning.
• Communication function
: speech is used for the purpose of exchanging meanings and meanings in the processes of appropriation and development of new meanings.
• Regulatory function
: with the help of speech, actions are distributed, the behavior of people in joint activities is organized and regulated.
• Cognitive functions
:

a) fixation of meanings - with the help of speech, socio-historical experience is preserved and transmitted;

b) a means of organizing thinking - with the help of speech, the child operates with the representations and meanings of objects, objects, phenomena, and also carries out the transformation of meanings in the internal plane of consciousness;

c) construction of a “second reality”, “image of the world” - based on speech, a system of models is built that allows the child to navigate the world around him;

d) speech also acts as a means of organizing reflexive control over the course of external objective, cognitive, speech and internal mental actions.

• Self-regulation functions
:

a) speech is a means of planning and organizing the child’s actions, activities and prospects for his life;

b) a means of development, management and control over the course of one’s mental processes;

c) a means of self-development and self-education (A.R. Luria, L.S. Vygotsky).

Forming the possibilities of speech communication in preschoolers involves the inclusion of the child in specially designed communication situations in the classroom, in which the teacher sets certain tasks for speech development, and the child participates in free communication. Children's vocabulary expands, ways of expressing ideas accumulate, and conditions are created for improving their understanding of speech. When organizing joint special games, the child is provided with the opportunity to choose linguistic means, individual “speech contribution” to solving a common problem - in such classes, children develop the ability to express their own thoughts, intentions and emotions. To enrich and improve children's speech in the classroom, a teacher needs to: create a favorable speech environment around children (from which they will borrow appropriate cultural patterns) and carry out the targeted formation of specific speech skills.

Monitoring of educational activities with children aged 5-7 years is carried out in the classroom (with all children or individually). For diagnosis, we use a table that can serve as a fairly effective means of analyzing the development of speech functions in preschool children, proposed by Sergei Vladimirovich Malanov, Candidate of Psychological Sciences, Associate Professor of the Department of Psychology at Mari State University.

Speech development
Phonemic and grammatical skills.
	level of development of ability
The ability to differentiate the sound composition of speech.	highlights and pronounces individual sounds speeches	identifies and pronounces all speech sounds	fluently navigates the sound composition of speech
The ability to coordinate words in sentences.	there are violations in the agreement	fluent in simple grammatical structures	agrees words in complex grammatical structures
Ability to determine the meaning of words.	highlights words denoting objects and actions	highlights words denoting properties, qualities, signs	highlights auxiliary words
Regulatory functions of speech.
	level of development of ability
Carrying out actions according to verbal instructions.	simple steps
Organizing the actions of another person using speech.	simple steps	simple sequences of actions	complex action sequences
Performing actions based on self. speech planning.	simple steps	simple sequences of actions	complex action sequences
Ability to obey rules and keep an eye on this.	short time after verbal instructions	long time if interested	independently and for a long time
Communicative functions of speech.
	level of development of ability
Verbal description of any items.
The ability to convey the content of any impression, event, fairy tale.	based on additional questions	independently, without details	independently, consistently, thoroughly
Joint planning of actions in speech	planning oriented	elementary a joint planning	joint planning and distribution of several activities
Understanding the meaning of messages.	the ability to retell what you hear in your own words	ability to retell and highlight general meaning messages	ability to evaluate what was heard, draw conclusions and explain
Communicative and personal functions of speech.
	level of development of ability
The ability to talk about the behavior of another and explain it.
The ability to talk about the experiences of another and explain them.	tells by answering questions	can tell on his own	talks in detail and independently
The ability to talk about your behavior, experiences and explain them	tells by answering questions	can tell on his own	talks in detail and independently

The following tasks offered to the child can serve as diagnostic procedures that allow us to judge the levels of development of certain abilities or skills in a child.

1. The ability to differentiate the sound composition of speech.

Description: A set of images is presented. Composition of words denoting images: short words(beetle, flag), two-syllable words with stress on different syllables (giraffe, star), three-syllable words (mill, snowman), words containing more than three syllables (Cheburashka), etc. When selecting words, their sound composition and the position of the stressed syllable should be taken into account.

Tasks: Say the names of the objects depicted.

Pronounce words with the specified number of syllables.

Find words with the specified sound (phoneme).

Choose words that contain the same sound (phoneme).

2. The ability to coordinate words in a sentence.

Description: It is established by observing the child’s speech: a) whether errors in word agreement are allowed in simple grammatical constructions; b) whether complex grammatical structures (coordinating, subordinating, distant) are included in active speech, whether the child experiences difficulties in doing so and whether errors in word agreement are made.

3. The ability to establish (realize) the meaning of words.

Description: A series of sentences are presented sequentially, increasing in complexity. grammatical structures: from sentences including an object and an action (simple) to sentences including objects, actions, their signs and auxiliary words (prepositions, conjunctions):

“The boy is running”; “Delicious watermelon”; “Girl drinks juice”; “Cheerful mother is preparing dinner”; “There is a basket of apples on the table,” etc.

Assignment: How many words are in the sentence, name them individually.

4. Carrying out an action according to verbal instructions.

Description: Established by observing the child’s actions performed after an adult’s verbal instructions: a) cope with sequences of 3-4 new ones without difficulty simple actions; b) correctly performs sequences of simple 5-8 simple actions; c) copes with sequences of actions that are separated in space and time (the sequence of actions extends to various situations and connects them).

You can rely on the results of observations of how a child follows the rules when introducing a new game. The rules of the game are communicated to the child for the first time before its organization begins.

5. Organizing the actions of another person using speech.

Description: Invite the child to teach another to correctly perform any actions known to him: correctly form a pyramid from cubes, collect toys and arrange them in in a certain order etc.

Invite the child to organize a game he knows and assign roles.

6. Performing an action based on independent speech planning.

Description: Invite the child to tell in detail how he will perform a certain task (tell the sequence of actions that need to be performed), and then watch how he implements his plan.

Assignment: Tell me how you will draw Doctor Aibolit and Barmaley... Draw!

Tell me how you will arrange these toys? Now arrange them.

7. The ability to obey the rules and monitor this.

Description: The teacher organizes a role-playing game or a game with rules and observes how children obey the rules (play the roles they take on) and how they control the execution of the rules by other children.

8. Speech description of objects, phenomena, events or their images.

Description: The child is asked to compose a descriptive story about objects or proposed images.

9. The ability to convey the content of impressions, events, fairy tales.

Description: Invite the child to tell about the plot of a cartoon, a fairy tale, or an experienced event.

10. Joint planning of actions in verbal communication.

Description: Staging dramatization games based on fairy tales and fables (“Teremok”, “Telephone”, “Dragonfly and Ant”), where children independently assign roles.

Joint planning and implementation by children of the task set by the teacher: joint drawing on a large-format sheet, preparing the room for a story game, etc.

11. Understanding the meaning of messages.

Description: Explain the meaning of proverbs, sayings, metaphors.

After listening to a fable (fairy tale), the child is asked to retell its content and try to explain its meaning.

12. The ability to talk about the behavior of another and explain its possible reasons.

Description: The child is asked to talk about the behavior of one of the cartoon or fairy tale characters and explain why he behaves this way.

Talk about someone's behavior in real life life situation and indicate the reasons for this behavior.

13. The ability to talk about the experiences of another and explain their reasons.

Description: After getting acquainted with any emotionally significant situation (positive, negative) in which the characters of a cartoon, fairy tale, organized role-playing game, etc. find themselves. the child is asked to talk about what, in his opinion, the specified character is experiencing in this situation and why.

14. The ability to talk about your behavior, experiences and explain their reasons.

Description: The child is asked to describe his behavior and his experiences in any situation that is significant to him and explain why such experiences arise and why he behaves this way (the conversation should be non-judgmental and take place against a positive emotional background!).

Diagnosed speech skills are developed in classes with the help of various exercises. We offer you some of them.

The ability to differentiate the sound composition of speech.

Exercise 1.

Game “Who Lives in the House”.

Cards are dealt out in the form of flat houses with four windows. Under each window there is a pocket where pictures are inserted. A specific letter is inserted into the attic window.

Task: you need to find a house where the name of the picture has a certain sound, indicated by a letter.

The ability to coordinate words in sentences.

Exercise 1.

Sharing a story or composition with children fairy tale story when the teacher “guides” the logic of presentation, pronouncing the first words of each sentence. Children must complete the sentences in accordance with the main storyline.

Ability to determine the meaning of words.

Exercise 1.

The teacher pronounces the words and invites the children to name words with the opposite meaning. In this case, it is prohibited to name words starting with “not-”. The exercise includes words denoting objects, phenomena and events (laughter - crying, noise - silence); denoting actions (speak - remain silent, heat - cool); denoting signs of objects, phenomena and actions (old - young, evil - good, beautiful - ugly); denoting various relationships (above - below, right - left, in front - behind, far - close).

Exercise 2.

Select words-attributes to the proposed words denoting phenomena, objects, actions. For example: winter is cold; runs - fast.

Match action words to the suggested words. For example: snow - melts; the bird is flying.

Carrying out actions according to verbal instructions.

Exercise 1.

Children are asked to sequentially sort (classify) a variety of small objects in accordance with verbal instructions. For example: first, it is proposed to divide all objects into light and dark (by color), then the resulting sets of light and dark objects, in turn, are proposed to be divided into light and heavy, etc.

Organizing the actions of another person using speech.

Exercise 1.

Game: “Mirror of movements.”

A “mirror” is selected from among the children; the rest briefly close their eyes or turn away. The teacher silently shows the “mirror” (reflected in the mirror) any exercise or series of actions. Following this, the children open their eyes, and the “mirror” in speech form tells in detail what actions should be performed (reflected) by everyone. If more than half of the group of children cannot correctly perform actions based on the received “reflection,” a new “mirror” is selected.

The children themselves can take turns playing the role of “reflected in the mirror.”

Performing actions based on independent speech planning.

Exercise 1.

Children are asked to tell each other in detail about what they will draw (build, arrange, etc.) and remember such stories. Following this, the children make drawings (build, arrange) in accordance with their stories and point out to each other what they forgot to draw (build, arrange).

The ability to obey rules and follow these rules.

Exercise 1.

Children are invited to organize a joint board game known to them, a role-playing game or a game according to the rules, independently distribute roles and establish the order of their execution, and agree on the rules. Following this, the teacher invites the children to tell them about the rules that must be followed in the game.

Speech description of various objects, phenomena, events or their images.

Exercise 1.

Didactic game "Toy Store".

Children sit near a table with various toys. The seller is selected. He “sells” the toy if the “buyer” has spoken well about it.

The teacher, addressing the children, says: “We have opened a new store. Look how many beautiful toys there are! You can “buy” them if you fulfill the following condition: you need to describe the toy, but not say its name.”

Exercise 2.

Educational game "Wonderful bag".

The child finds an object by touch in the “wonderful bag”. After this, the child must tell in as much detail as possible about the properties and qualities of the object, without naming it. Based on his story, the children must guess what this object is.

For example: “I felt something hard, it felt cool and smooth to the touch; it was shaped like a small ball with a thin handle attached to it.” In case of difficulties, the teacher helps the children with leading questions: “What is the shape of the object?; What size is it?; What does it feel like?; Can it make sounds? etc.”

The ability to convey the content of any impression or event.

Exercise 1.

The teacher invites the children to compose a sequential story based on the plot pictures (there must be at least four pictures). Based on the story, children are asked to arrange the pictures in the correct sequence.

Exercise 2.

Game "What happened then?"

The teacher invites the children to come up with a continuation famous fairy tales(“Kolobok”, “Cinderella”, “Little Red Riding Hood”).

Exercise 3.

Fairy tales "inside out".

The teacher invites the children to come up with a fairy tale where the characters' characters are changed (for example, the bun is evil, the fox is kind). Children must imagine what could happen in such a fairy tale.

Exercise 4.

"Salad from fairy tales"

The teacher invites children to choose plots and characters from different fairy tales and come up with a new fairy tale where the selected heroes meet.

Exercise 5.

"Binomial of fantasy."

The teacher invites the children to compose a fairy tale using two words denoting objects or phenomena that the children must connect with a single plot. For example: a shovel and the sun, a cactus and glasses.

Joint planning of actions in verbal communication.

Exercise 1.

Children are invited to build a “city” together, draw some kind of fairy tale, etc. But before this, the task is given to agree among themselves about who will do what. It is important that after the discussion each child understands what he must do and what place the result of his actions will occupy in the overall result. Before starting to carry out their actions, each participant in the discussion tells everyone exactly what he will do, why, how and for what purpose.

Understanding the meaning of messages.

Exercise 1.

The teacher introduces all kinds of metaphors, proverbs and sayings into game situations, inviting children to explain their meaning. In case of difficulties, the teacher seeks to “discover” such meaning together with the children. It is advisable to include proverbs and sayings in situations at the moment when their meaning corresponds to the situation.

The ability to talk about the behavior of another and explain it.

Exercise 1.

Children are given a series of picture cards that depict the sequential unfolding of an event or the change of events over time. The events involve characters. It is suggested to arrange the cards in the correct order. Following this, the children tell what is happening to each of the characters and why he does something this way or behaves this way.

The ability to talk about the experiences of another and explain them (development of empathy).

Exercise 1.

Teacher reading fairy tales, fables, etc. (K.I. Chukovsky, G.H. Andersen, Aesop, Russian folk tales).

a) The child chooses a character whose experiences he wants to talk about.

b) The child “writes a letter” (tells it on his own behalf) to the chosen hero or organizes “ phone conversation"with a selected character from a fairy tale. A teacher speaks on behalf of the character and focuses the discussion emotional states and experiences by entering their names.

c) The child is asked to talk about how he himself would feel in the place of the specified hero.

The ability to talk about your behavior, experiences and explain their reasons.

Exercise 1.

After an excursion to a forest, park, museum, children are invited to tell each other about what they remember and what experiences (surprise, fear, joy, etc.) certain events, phenomena, objects caused them and explain why such experiences arose.

An important condition for the development of speech skills and abilities in preschool children is maintaining long-term interest in activities, both in children and in their parents. Classes should bring joy and take place on an emotional high.

Literature.

Malanov S.V. Development of skills and abilities in preschool children. Theoretical and methodological materials. – M.: Moscow Psychological and Social Institute; Voronezh: Publishing house NPO “MODEK”, 2001. – 160 p. (Series “Library of a practicing teacher”).

by generalization teaching experience innovative

activities of the teacher

MDOU " Kindergarten No. 98 combined type"

Manukhova Galina Nikolaevna

“Development of speech abilities of preschool children through cognitive creative activity»

Justification of the relevance and prospects of the experience. Its importance for improving the educational process.

Practical activities on the topic “Development of speech abilities of preschool age through cognitive creative activity” have been carried out since 2011. Federal State educational standard makes demands on the development of personality, motivation of children’s abilities in various types of activities.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech, development of speech creativity.

Development of children's speech and vocabulary, mastery of wealth native language constitutes one of the main elements of personality formation, the development of the developed values ​​of national culture, is closely related to the mental, aesthetic development, is a priority in language education and teaching preschoolers.

Building Opportunities verbal communication preschoolers involves the inclusion in the life of a child in kindergarten of specially designed communication situations (individual and collective), in which the teacher sets certain tasks for the development of speech, and the child participates in free communication. In these situations, the vocabulary expands, ways of expressing ideas accumulate, and conditions are created for improving the understanding of speech. When organizing joint special games, the child is provided with the opportunity to choose linguistic means, individual “speech contribution” to solving a common problem - in such games, children develop the ability to express their own thoughts, intentions and emotions in constantly changing communication situations.

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes a person from other representatives of the living world, and it is through communication with other people that a person realizes himself as an individual.

It is impossible to judge the beginning of a child’s personality development without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children is one of the most important pedagogical tasks.

On modern stage one of current issues pedagogy is the search for new forms and methods of teaching and raising children. Increased attention to the development of a child’s personality is associated with the possibility of updating and qualitatively improving his speech development. Along with searching modern models training and education, when working with children, they use and best samples folk pedagogy is the use of fairy tales. The fairy tale, as a treasury of the Russian people, finds its application in various areas working with preschool children with speech disorders. A child’s introduction to fiction begins with miniatures folk art- nursery rhymes, songs, then he listens to fairy tales. Deep humanity, extremely precise moral orientation, humor, figurative language are the features of the fairy tale.

The relevance of the work lies in the fact that every year the number of preschool children with general underdevelopment speech. This form Speech anomalies are characterized by the fact that, despite normal hearing and intelligence, the formation of each of the components of language is delayed in children: phonetics, vocabulary, and grammar. Clean and correct speech child is one of the most important conditions his comprehensive development. The richer a preschooler’s vocabulary, the easier it is for him to express his thoughts, to establish meaningful and meaningful relationships with peers and adults, and the more active his mental development is. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from generally accepted norms language

Conditions for the formation of the leading idea of ​​experience, conditions for the emergence and formation of experience.

Presenter pedagogical idea master the native language as a means and way of communication and knowledge.

The work experience is aimed at developing the speech of preschool children. The main goal is the formation of speech functions that encourage the child to master the language, its phonetics, vocabulary, grammatical structure, to master the formation of speech, dialogue and, as a consequence of this, monologue. Achieving the stated goal involves solving the following tasks:

· mastering language as a means of communication;

· respect for the personality of each child;

· showing initiative in statements;

· formation careful attitude to the native language;

generalization of existing personal experience in the form oral statement;

· mastery of the means and methods of constructing an expanded text;

· consolidation and development of children’s verbal communication skills;

· formation of communication skills monologue statements;

· development of control and self-control skills for constructing coherent statements;

· targeted impact on the activation and development of a number of mental processes (perception, memory, imagination, mental operations).

The main conditions for the successful development of speech in a preschooler are:

It’s interesting to organize a child’s life;

Encourage the child to constantly talk;

Create an appropriate environment, environment (good talking parents children do not always speak);

Do not forget about gifted children, with speech we determine the fate of the child; of all the talents, the most important talent is communication;

Give children the same starting opportunities.

Speech development covers the following blocks.

1. Vocabulary development.

Mastering vocabulary is the basis of children's speech development, since the word is the most important unit of language. The dictionary reflects the content of speech. Words denote objects and phenomena, their signs, qualities, properties and actions with them. Children learn the words necessary for their life and communication with others.

5. Instructions and tasks. There is another one methodical technique, also associated with conversation, which is given great educational importance, these are methodically thought-out instructions that are given to children.

The child is given a specific assignment. It is desirable that such an assignment have a practical meaning that the child understands. In doing so, he must:

1) listen carefully to what they say to him;

3) remember what was said;

4) fulfill the order;

5) give a verbal answer about what was accomplished;

6) ultimately provide assistance.

Thus, attention, intelligence, memory, motor skills, and speech are attracted to activity.

Assignments to older children should be practical in nature: they can be varied, should gradually become more complex and, if possible, end with an accurate speech report.

6. Reading. At a certain level artistic reading as such, it dissociates itself from the story and acts as an independent factor in the child’s mastery of living Russian speech. Expressive artistic reading brings to the consciousness of children all the inexhaustible wealth of the Russian language, and contributes to the fact that children begin to actively use this wealth. This is only possible if artistic image and the word is presented to children in its living, unbroken integrity.

7. Didactic games. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and teacher are participants in the same game.

Thus, a didactic game is a game only for a child, but for an adult it is a way of learning. Target didactic games– facilitate the transition to learning tasks, make it gradual. A didactic game is the formation of a sustainable interest in learning and the release of tension associated with the process of a child’s adaptation to school regime. It forms a new mental formation, educational activity, general educational skills, and independent educational work skills.

All didactic games can be divided into three main types:

Games with objects (toys, natural materials);

Desktop printed;

Verbal.

The use of didactic games increases efficiency pedagogical process In addition, they contribute to the development of memory and thinking in children, having a huge impact on the mental development of the child.

8. Use of information and communication technologies. The Internet can be considered as part of the information and communication subject environment, which contains a wealth of information potential. Our kindergarten is connected to the Internet. This allows you to use educational resources Internet to search for sources, texts, various teaching materials, newspaper and magazine articles, GCD notes and others.

9. Memorizing poems. From birth, a child begins to be interested in the world of sounds, respond to it, and show early sensitivity to the perception of rhythm. He comprehends the laws of rhythm more easily and quickly than the world of shapes and colors. That is why songs and poems, when selected accordingly, always make an impression on children.

A good poem is like music. The youngest children comprehend its rhythm and are able to enjoy the consonance of its stanzas and the beauty of its construction. These musical auditory perceptions, sometimes connected only partially with the understanding of the content poured into them.

10. Individual work. Taking into account the level of achievement of children, the teacher determines the content of work with him. Selection of tasks that differ in the general cognitive goal and general content varying degrees of difficulty, helps to maintain the sustainable interest of children of different levels of knowledge, skills and abilities throughout the lesson. At the same time, children of a high level of development may be offered more complex material, and children of a lower level of development may be offered simplified material. For them, repeatability of operations is planned, much attention is paid to consolidating the material covered.

Performance analysis.

Comparing the results of practical activities based on the diagnosis of children, we can say that the work being carried out in this direction indicates that over the past two years there have been qualitative changes. The diagnostic results showed that at the beginning school year(September 2011) 38% of children had low level in all four areas, 42% - average level and only 20% is high. By the end next year training (May 2013), diagnostic sections showed the following: 36% - high level, 56% - average and 8% - low.

Thus, judging by the indicators, the development of speech creativity through cognitive development It has great value in teaching preschool children. In the process of educational activities and free speech activity, children develop unconventional thinking, freedom, emancipation, individuality, preschoolers develop a love for their native Russian language, and a sense of respect for their people, for their Motherland is born.

Difficulties and problems when using this experience.

Before starting work on the above topic, a diagnosis was carried out, which included an examination of both students and parents. The results showed the absence of a speech development system, a low level of knowledge, and insufficient material, technical and methodological base. Kindergarten children had a fairly low level of vocabulary, grammar, even sound culture did not meet the standard at this stage. Most modern families, when surveyed and interviewed, have a low level of writing creative stories, the language is very poor, and there is no means of expression at all. The sentences in the story are primitive.

The main difficulties in using this experience are that parents hardly work with their children, read little, do not retell, therefore speech creativity absent in children.

Experience on “Development of speech abilities of preschool children through cognitive creative activities.” is adopted by teachers of the Municipal Preschool Educational Institution “Kindergarten No. 98 of a combined type” and can be distributed among preschool educational institutions.

Over the past century and a half, the features of speech formation in ontogenesis have been studied by many researchers - psychologists, linguists, teachers, defectologists, physiologists, and representatives of other sciences, within which speech activity is studied from various positions.

In psycholinguistics, the patterns of formation of speech activity in ontogenesis are the subject of special research; Recently, they have formed a separate area of ​​this science - developmental psycholinguistics. Over the several decades of the existence of psycholinguistics, several scientific schools have created theoretical concepts, in which, from a psycholinguistic perspective, an attempt was made to identify the general patterns of a child’s mastery of language and speech skills. The most objective and scientifically based concept about the patterns of formation of speech activity in ontogenesis, in our opinion, is theoretical model, developed by A.A. Leontyev. His works also give detailed critical analysis psycholinguistic models of speech ontogenesis developed by foreign specialists.

The ontogeny of speech ability is extremely complex interaction, on the one hand, the process of communication between adults and the child, on the other, the process of development of the child’s objective and cognitive activity.

In his psycholinguistic concept of “speech ontogenesis” AA Leontiev relies on methodological approaches outstanding linguists and psychologists of the 19th–20th centuries - W. Humboldt, P.O. Yakobson, L.S. Vygotsky, V.V. Vinogradova, A.N. Gvozdeva and others. As one of the fundamental conceptual provisions A.A. Leontiev cites the following statement by W. Humboldt: “The acquisition of language by children is not the adaptation of words, their folding in memory and revitalization with the help of speech, but the development of language ability with age and exercise.”

The process of formation of speech activity (and, accordingly, the assimilation of the native language system) in ontogenesis in the concept of “speech ontogenesis” by A.A. Leontief is divided into a number of successive periods, or “stages”:
1st – preparatory (from birth to 1 year);

2nd – pre-preschool (from 1 year to 3 years);

3rd – preschool (from 3 to 7 years);

4th – school (from 7 to 17 years old).

There is a lot that can be said about each stage. We will dwell in more detail on the characteristics of the preschool stage of development of speech abilities, because it is the main stage in the development of speech.

The preschool stage of “speech ontogenesis” is characterized by the most intensive speech development of children. There is often a qualitative leap in the expansion of vocabulary. The child begins to actively use all parts of speech; in the structure that develops during this period of language ability, word formation skills are gradually formed.

The process of language acquisition is so dynamic that after three years, children with good level speech development communicate freely not only with the help of grammatically correct simple sentences, but also some types complex sentences. At that time active dictionary children reach 3–4 thousand words, a more differentiated use of words is formed in accordance with their meanings; children master the skills of inflection and word formation.
In the preschool period, there is a fairly active development of the phonetic side of speech, children master the ability to reproduce words of different syllabic structure and sound content. If individual errors are noted, they occur, as a rule, in the words that are most difficult to reproduce, rarely used, or are unfamiliar to children. In this case, it is enough to correct the child only once or twice, give a sample correct pronunciation and organize a little “speech practice” in the normative pronunciation of a word, as the child quickly introduces a new word into his independent speech.

The developing skill of speech-auditory perception helps you control your own pronunciation and hear errors in the speech of others. During this period, children develop a “sense of language” (an intuitive feeling for the linguistic norm of using language units), which ensures correct usage in independent statements of all grammatical categories and forms of words. As noted by T.B. Filicheva, “if at this age the child allows persistent agrammatism (I play batik - I play with my brother; my mother was in the store - I was in the store with my mother; the ball fell and toya - the ball fell from the table, etc.), contractions and rearrangements of syllables and sounds, similarity of syllables, their replacement and omission - this is an important and convincing symptom indicating severe underdevelopment speech function. Such children need systematic speech therapy sessions before they enter school.”

By the end preschool period development of speech activity, children normally master detailed phrasal speech, phonetically, lexically and grammatically correctly formatted. Deviations from spelling standards oral speech (individual “phonetic” and “grammatical” errors) do not have a persistent fixed character and with appropriate pedagogical “adjustment” from adults, they are quickly eliminated.
Sufficient level of development phonemic hearing allows children to master the skills of sound analysis and synthesis, which is a necessary condition for mastering literacy during the period schooling.
Formation Analysis different sides speech activity in children from the standpoint of psychology and psycholinguistics is directly related to the problem of the development of coherent speech during preschool childhood. In the preschool period, the child’s speech as a means of communication with adults and other children is directly related to a specific visual communication situation. Carrying out in a dialogical form, it has a pronounced situational (determined by the situation of verbal communication) character. With the transition to preschool age, the emergence of new types of activities, new relationships with adults, differentiation of functions and forms of speech occurs. The child develops a form of speech-message in the form of a story-monologue about what happened to him outside of direct contact with an adult. With the development of independent practical activity, the child has a need to formulate his own plan, to reason about the method of performing practical actions. There is a need for speech that is understandable from the speech context itself - coherent contextual speech. The transition to this form of speech is determined, first of all, by the acquisition of grammatical forms of detailed statements. At the same time, there is a further complication of the dialogic form of speech, both in terms of its content and in terms of the child’s increased linguistic capabilities, activity and the degree of his participation in the process of live speech communication.

Features of the formation of coherent monologue speech of preschool children with normal speech development are considered in the works of L.P. Fedorenko, F.A. Sokhina, O.S. Ushakova and others. Researchers note that elements of monologue speech appear in the utterances of normally developing children as early as 2–3 years of age. From the age of 5–6 years, the child begins to intensively master monologue speech, since by this time the process is completed phonemic development speech and children mainly acquire morphological, grammatical and syntactic structure native language (A.N. Gvozdev, G.A. Fomicheva, V.K. Lotarev, O.S. Ushakova, etc.). Already from the age of 4, children become available to such types of monologue speech as description (a simple description of an object) and narration, and in the seventh year of life - short thoughts. The statements of children five to six years old are already quite common and informative; they contain a certain logic of presentation. Often elements of fantasy appear in their stories, a desire to invent episodes that were not in their life experience more .

However, children’s full mastery of monologue speech skills is possible only under conditions of targeted training. TO necessary conditions successful mastery of monologue speech includes the formation of special motives, the need for the use of monologue statements; formation various types control and self-control, mastering the relevant syntactic means constructing a detailed message. Mastering monologue speech and constructing detailed coherent statements becomes possible with the emergence of regulating, planning functions of speech (L.S. Vygotsky, A.R. Luria, A.K. Markova, etc.). Research by a number of authors has shown that children of senior preschool age are able to master the skills of planning monologue statements (L. R. Golubeva, N. A. Orlanova, etc.) This, in turn, is largely determined by the gradual formation inner speech child. According to A.A. Lyublinskaya and other authors, the transition from external “egocentric” speech to internal speech normally occurs by the age of 4-5 years.

It should be noted that mastery of coherent speech is possible only if there is a certain level formation of vocabulary and grammatical structure of speech. Many researchers emphasize the importance of children learning sentences different structures for the development of a child’s coherent, expanded speech (A.G. Zikeev, K.V. Komarov, L.P. Fedorenko, etc.).

As evidenced by the research of A.N. Gvozdeva, by the age of seven, a child masters speech as a full-fledged means of communication (provided the speech apparatus is intact, if there are no deviations in the mental and intellectual development and the child is raised in a normal speech and social environment).

During the school period of speech development, the improvement of coherent speech continues. Children consciously learn grammar rules design of free expressions, fully master sound analysis and synthesis. At this stage, it is formed written language.

The development of a child’s speech is a complex, diverse and rather lengthy process. Children do not immediately master the lexico-grammatical structure, inflections, word formation, sound pronunciation and syllable structure. Some groups of linguistic signs are acquired earlier, others much later. Therefore on various stages In the development of children's speech, some elements of the language are already acquired, while others are only partially mastered. At the same time, the assimilation of the phonetic structure of speech is closely related to the general progressive formation of the lexical and grammatical structure of the native language. In general, the ontogenesis of linguistic ability is a complex interaction, on the one hand, of the process of communication between adults and a child, on the other, the process of development of objective and cognitive activity.

When writing this paragraph, we made the following conclusions:

CONCLUSION

Normally, by the senior preschool age, the child masters the entire complex of his native language. He has a large vocabulary and developed coherent speech. The child expresses his thoughts and draws conclusions competently and completely. But, unfortunately, speech development does not always occur smoothly and fully.

And in our course work we examined various approaches to the problem of speech development in research by psycholinguists. Based on the tasks we set, we considered in the first paragraph theoretical basis concepts of speech activity and speech ability. In the second paragraph, we revealed the structure of speech activity in preschool age in research by psycholinguists.

While writing, we made the following conclusions:

¾ Speech activity as a type of human activity is studied by many sciences: philosophy, pedagogy, psychology, linguistics, psycholinguistics. And each science studies from its own point of view.

¾ Psycholinguists give their definition to the concept of speech activity, defining it as human activity aimed at implementing and mastering the processes of speaking and listening. Speech ability as a means of realizing speech activity includes the experience acquired by people in the process of cultural and historical development.

¾ We consider the classification of A.A. to be a more acceptable classification of the stages of speech development in ontogenesis. Leontyev. It is this classification that most accurately reflects the course of speech development.

¾ The main period of speech development is preschool age from 3 to 7 years. Based on the acquired skills during this period, further development not only speech, but also all mental processes associated with speech, such as thinking, memory, imagination.

The problem of the development of speech activity will remain significant in preschool age. With the development of speech, all the mental functions of the child develop, and this development is closely interconnected. And research on this problem different areas sciences help teachers develop new methods for the development of speech in preschool children, because Based on the knowledge gained in preschool age, the child’s further development is built.