Introduction

Chapter 1. Theoretical foundations of speech development in preschool children.

1.1 Patterns of speech development in preschool children

1.2 Features of the development of coherent speech in preschool children

1.3 Pedagogical conditions for the development of coherent speech

Chapter 2. Experimental methodology for teaching storytelling as a method of forming coherent monologue speech.

2.1 Examination of coherent monologue speech in children of senior preschool age

2.2 Results of the ascertaining experiment

Chapter 3. Formative experiment

3.1 Experimental work on teaching storytelling

3.2 Control experiment. Comparative analysis of the data obtained

Conclusion

Introduction

Mastery of the native language is one of the important acquisitions of a child in preschool childhood. Precisely acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

In modern preschool education, speech is considered as one of the foundations of raising and educating children, since the success of children’s education at school, the ability to communicate with people and general intellectual development depend on the level of mastery of coherent speech.

By coherent speech we mean a detailed presentation of certain content, which is carried out logically, consistently, correctly and figuratively. This is an indicator of a person’s general speech culture.

We can say that speech is a tool for the development of higher parts of the psyche.

When determining relevance, we proceeded from the specific work experience of preschool education specialists and analysis of psychological and pedagogical literature on the issue under consideration.

The relevance of the problem under study is due to a number of factors:

¾ social order for the development of coherent speech in preschool children;

¾ the need to improve the quality of teachers’ work on the development of coherent speech in children of senior preschool age by creating special pedagogical conditions in preschool educational institutions.

The problem of developing coherent speech in preschool children is reflected in the works of such famous teachers as E.I. Tikheyeva, F.A. Sokhin, G.M. Lyamina, O.S. Ushakova, N.F. Ladygina.

The patterns of speech development in preschool children were studied by A.N. Gvozdev, L.S. Vygotsky, D.B. Elkonin, A.A. Leontyev and others.

Issues of the development of coherent speech in preschool children are discussed in detail in the works of M.S. Lavrik, T.A Ladyzhenskaya, F.A. Sokhina, A.M. Borodich, T.B. Filicheva and others.

O.S. Ushakova, M.V. Ilyashenko, E.A. Smirnova, V.P. Glukhov and others believe that the formation of grammatically correct, logical, conscious, consistent speech in children of senior preschool age is a necessary condition for speech development and preparation of children for upcoming schooling.

However, at present, despite the traditional declaration of the need to develop coherent speech in children of senior preschool age, this problem has not been sufficiently studied in pedagogy.

In the process of studying the problem of the development of coherent speech in older preschoolers, a contradiction arises between the need to develop coherent speech in children of older preschool age and the insufficient special pedagogical work on its development in preschool educational institutions.

The presence of this contradiction made it possible to identify the problem of our research, which is to find pedagogical conditions that ensure the development of coherent speech in children of senior preschool age.

The problem of developing children's coherent speech is well known to a wide range of pedagogical workers: educators, specialists, psychologists, and is being intensively developed by both Russian and foreign specialists.

It has long been established that by older preschool age, significant differences in the level of speech of children appear. The main task of developing a child’s coherent speech at this age is to improve monologue speech. This task is solved through various types of speech activity: compiling descriptive stories about objects, objects and natural phenomena, creating different types of creative stories, mastering forms of speech-reasoning (explanatory speech, speech-evidence, speech-planning), retelling literary works, as well as writing stories based on a picture, and a series of plot pictures.

Purpose of the study: identify, theoretically substantiate and experimentally test the pedagogical conditions for the development of coherent speech in children of senior preschool age.

Object of study - the process of development of coherent speech in children of senior preschool age.

Subject of study - pedagogical conditions for the development of coherent speech in children of senior preschool age.

Research hypothesis – The coherent speech of children of senior preschool age will develop more successfully when using effective methods, techniques, and tools that can help motivate speech activity and generate interest in teaching storytelling.

In accordance with the purpose and hypothesis of the study, the following tasks:

1. Study the state of the problem in psychological and pedagogical literature.

2. Analyze the features of coherent speech of preschool children.

3. Determine the criteria and identify the levels of development of coherent speech in children of senior preschool age.

4. Identify and experimentally test the conditions for the development of coherent speech in children of senior preschool age.

5. Select the most effective methods, techniques, and means that will help create motivation for speech activity in students and interest in teaching storytelling.

Methodological basis and theoretical basis of the study is based on the patterns of speech development of preschool children, formulated in the works of A.N. Gvozdeva, N.S. Zhukova, F.A. Sokhina.

To achieve the objectives and test the hypothesis, the following research methods were used:

¾ theoretical analysis of psychological and pedagogical literature on the research problem;

¾ observation of the educational process;

¾ pedagogical experiment;

¾ comparative analysis of data processing.

The experimental base for our research is MDOU No. 34 kindergarten “Russian Fairy Tale” in the city of Smolensk.

The practical significance of the study lies in the possibility of applying the research results in the practice of preschool education in the process of teaching and raising preschoolers.

Testing and adaptation of the research results was carried out in the preschool educational institution No. 34 kindergarten “Russian Fairy Tale” in the city of Smolensk.

The structure of the abstract consists of an introduction, three chapters, a conclusion, a bibliography, and an appendix.

Chapter 1 Theoretical foundations of speech development in preschool children

1.1 Patterns of speech development in preschool children

teacher preschool monologue speech teaching

The patterns of speech development in preschool children are discussed in the works of such teachers and psychologists as A.N. Gvozdev, L.S. Vygotsky, D.B. Elkonin, A.A. Leontyev, F.A. Sokhin et al.

A.N. Gvozdev, in his unique study “Issues of studying children's speech” (1961), suggests turning to a conventional standard of patterns of children mastering their native language [Appendix, Diagram 1]

Based on many years of observation of the development of speech in children, A.N. Gvozdev identified three main periods in the development of children's speech.

First period: from 1 year 3 months. up to 1 year 10 months This is a period of sentences consisting of amorphous root words that are used in one unchanged form in all cases where they are used.

Analysis of the first individual words in normal speech development shows that the first 3-5 words of a child in their sound composition are very close to the words of an adult: mom, dad, baba, am, buh. The set of these words is relatively the same for all children.

The facts of the child’s first verbal manifestations show that the babbling child initially “selects” from the adult’s speech addressed to him those words that are accessible to his articulation.

The first speech reactions are associated with a certain range of situations or objects and are assigned to them, i.e. a word is formed in its specific function - a sign unit.

Having mastered a minimum of coordinated articulatory structures, children make do with a set of those sounds that they were able to acquire according to their speech motor capabilities. The transition from simple imitation of sounds to the reproduction of words opens up opportunities for the accumulation of new vocabulary and transfers the child from the category of non-speaking children to the category of poorly speaking children. In children's speech, omissions of syllables in words are allowed; there are a number of words that are distorted (“yaba” - apple, “mako” - milk, etc.).

A.N. Gvozdev notes that the period of development during which the child uses only in separate words, without combining them into a two-word amorphous sentence, is called the period of a one-word sentence. A one-word sentence is the starting point for the development of children's speech.

With normal development, this period dominates the child’s speech for six months (from 1 year 3 months to 1 year 8 months) and includes a large number of verbal units are approximately 29 words, of which 22 are nouns, 5-7 are verbs, other parts of speech are absent.

How less words in a child’s vocabulary, the greater the percentage of words that are correctly pronounced. The more words in a child’s vocabulary, the greater the percentage of distorted words, which can be explained both by the physiological unpreparedness of the child’s speech apparatus to reproduce the difficult words he has newly acquired, and by the transition to a new level of speech imitation, in which children strive to convey the length of the word, its “ musical" structure.

The first step in speech development is that the child combines two and then three words in one utterance. These first phrases are either borrowed entirely from the speech of others, or are the child’s creativity. The design of such original sentences indicates that they were “composed” independently, since they have no analogues in the speech of others, for example: “akoybibiku, I’ll sit there” (open the car, I’ll sit there).

A characteristic feature of this period is that the child is completely unable to use the word he has learned in two or three grammatical forms. For example, the word Mother (nominative case) is also used in the same way in the phrases “I love mom”, “walking mom” (walking with mom).

The words used by children in their initial verbal combinations are used by them in the form in which they were extracted from the speech of others, without reconstructing them into the desired grammatical form.

Thus, children for some time do not notice the variability of the end of their native language because in the linguistic material perceived from others lexical basis words act as a constant verbal stimulus for the child, and inflections - suffixes, endings - as a changing environment that varies in various combinations with root morph. In this case, inflections are ignored by the child. The lexical bases used by children are close in meaning to the “bare” root and were named by A.N. Gvozdev: “amorphous root words”.

The use of word forms in the form in which they were extracted from the speech of others, and the combination of these words with other similar words in one’s vocabulary is the main pattern of the stage of development under consideration. Having once mastered a word, the child uniformly uses it to designate completely different situations: “this kitty,” “give kitty,” “no kitty.” Without formal categorical means of their native language in their verbal arsenal, children are not capable of inflection, and therefore cannot restructure the form of the word in connection with their own utterance. This period during which children use unchangeable amorphous words - roots and their combinations with each other in their statements is usually called the period of sentences from amorphous root words. This period of time lasts so briefly (from 1 year 8 months to 1 year 10 months) that it goes unnoticed by most researchers of child speech.

During this period of speech development, elision (omission) of syllables occurs, many articulatory patterns are absent, and omissions and substitutions of sounds are observed. Total number of words in expressive speech for a normally developing child does not exceed 100 units.

The second period of development of children's speech: from 1 year 10 months. up to 3 years. This is the period of mastering the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression.

A.N. Gvozdev notes that at this stage children begin to notice the technique of connecting words in a sentence. The first cases of inflection appear in their speech. Depending on the syntactic structure of the utterance, the child begins to formulate the same word grammatically differently, for example this is kitty But give it to kitty and so on. The same lexical basis of a word begins to be formed by the child with the help of different inflectional elements.

Thus, various case endings and diminutive and endearing suffixes appear in nouns, and endings of the 3rd person indicative mood (-it, -et) begin to be used in verbs.

According to A.N. Gvozdev, the first grammatical elements that children begin to use correlate with a limited number of situations, namely: with the transition of an action to an object, the place of action, sometimes its instrumentality, etc.

During this period, an interesting pattern was discovered in the development of children's speech, which consists in the fact that simultaneously with the appearance of grammatical inflection of words, children stop using onomatopoeic words in their speech (“am-am”, “bi-bi”, etc.) , which were previously actively used.

With normal speech development, the process of a child’s identification of morphological elements in the linguistic material he perceives has the character of a sharp jump. According to A.N. Gvozdev, the identification of morphological elements of words is carried out at the age of 1 year 10 months-2 years simultaneously for many categories of words. However, the general vocabulary is small: there are just over 100 words in the category of nouns, 50 in the category of verbs, and no more than 25 words in the category of adjectives.

The period of mastering the grammatical structure of a sentence by A.N. Gvozdev divided it into three stages:

The first stage, when grammatically correctly formed sentences such as nominative case + agreed verb in indicative mood present tense, with the correct form of the end of the word (mom is sleeping, sitting, standing, etc.), despite the fact that the remaining words are agrammatic. This stage is named by A.N. Gvozdev “The first forms of words” and it lasts from 1 year. 10 months up to 2 years 1 month At this stage, the volume of the sentence expands to 3-4 words, a grammatical connection between words begins to be established, agreement between the subject and the predicate begins, and subordination to the verb develops. From the age of two, adjectives appear, but without agreement with nouns, more often in the nominative case of the singular, masculine and feminine, as well as adverbs and pronouns.

The second stage, in which the child widely uses words with regular and irregular forms of the ends of words, owns constructions like: nominative case + agreed verb, but his speech completely lacks correctly formed prepositional constructions, is called the stage of “Mastering the inflectional system of the language”, which lasts from 2g. 1 month up to 2 years 3 months This stage is characterized by further growth simple sentence up to 5-8 words, non-union compound sentences appear, and then with conjunctions. The “dominant” case endings of nouns in the singular are learned: -у, -е, -а, -ом, in the plural –ы. A distinction is made between the present and past tenses of verbs. The number of adjectives and adverbs increases, personal pronouns are learned. Prepositions appear - in, on, at, with. Conjunctions – then, then, and, when, because.

The third stage, in which the language development of children who speak phrasal speech and are able, in some cases, to construct prepositional constructions with the correct form of inflections and prepositions, is called the stage of “Mastering auxiliary parts of speech”, its duration is 2 years. 3 months - 3 years. At this stage, a complex sentence develops, complex sentences appear, and function words are learned. By the age of 3, the main features of the grammatical structure of the native language have been mastered. The further pace of its formation is slowing down.

According to N.S. Zhukova, the acquired grammatical form of speech is considered:

If it is used in words of different meanings: give the doll, give the car, eat the porridge;

If the words spoken by the child also have other, at least two forms of this word: this is doll-a, give doll-y, no doll-y;

If there are cases of formation by analogy.

The emergence of the ability to independently use a number of lexical and grammatical elements of words correctly in meaning is the largest turning point in the development of children's speech, ensuring the dynamic acquisition of the syntactic and morphological structure of the native language.

The third period of development of children's speech: from 3 to 7 years. This is the period of assimilation of the morphological system of the language.

A.N. Gvozdev notes that the speech of more advanced children dates back to this period

Before this period, children's speech is replete with grammatical inaccuracies, which indicate the original, unimitated use of such building material of the language as morphological elements. Gradually, mixed elements of words are differentiated by types of declension, conjugation and other grammatical categories, and single, rarely occurring forms begin to be used constantly. Gradually, the free use of morphological elements of words declines and the use of word forms becomes stable, i.e. their lexicalization is carried out. The correct alternation of stress, gender, rare figures of speech, numerals is used, verbs are formed from other parts of speech, the agreement of adjectives with other parts of speech is learned in all indirect cases, one gerund is used (sitting), prepositions are used in a wide variety of meanings.

Thus, the sequence with which mastery of the types of sentences, the ways of connecting words within them, the syllabic structure of words is carried out, proceeds in line with patterns and interdependence, which allows us to characterize the process of development of children's speech as a complex, diverse and system process.

The study of the patterns of speech development in children allowed us to determine what is just beginning to form at a particular age stage, what is already sufficiently formed, and what lexical and grammatical manifestations should not be expected in the near future.

In addition, knowledge of the patterns of development of children's speech will allow us to establish the process of formation of coherent speech in children of senior preschool age and to identify the conditions for the development of coherent speech in older children. school age.

1.2 Features of the development of coherent speech in preschool children

Before we begin to consider the features of the formation of coherent speech in preschool children, let us turn to the analysis of literary sources and try to collect a possible range of definitions of coherent speech.

S.V. Alabuzheva understands coherent speech as a detailed presentation of certain content, which is carried out logically, consistently, accurately, correctly and figuratively. This is an indicator of a person's general speech culture.

A.M. Borodich believes that coherent speech is a semantically expanded statement (a series of logically combined sentences) that ensures communication and understanding of people.

According to research, L.S. According to Vygotsky, coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it correctly. By the way a child constructs his statements, one can judge the level of his speech development.

According to A.V. Tekuchev, under coherent speech in in a broad sense words should be understood as any unit of speech, the constituent linguistic components of which (notional and function words, phrases) represent an organization organized according to the laws of logic and grammatical structure of this language one whole.

As noted by O.S. Ushakov, coherent speech is speech that requires the mandatory development of such qualities as coherence, integrity, which are closely related to each other and are characterized by communicative orientation, logic of presentation, structure, as well as certain organization linguistic means.

A look at the problem of coherent speech as it is presented in the literature gives us reason to say that the child’s successful education at school, ability to communicate and adapt to living conditions will largely depend on the level of mastery of coherent speech. Since in a number of pedagogical concepts the basis of coherent speech is intellectual activity transmission or reception of formed and formulated thoughts aimed at satisfying the communicative and cognitive needs of people in the course of communication.

There are two forms of coherent speech - dialogical and monologue. Each of them has its own characteristics.

L.P. Yakubinsky believes that dialogue is a relatively quick exchange of speech, when each component of the exchange is a replica and one replica in highest degree conditioned by the other, the exchange occurs without any prior deliberation; the components do not have a special purpose, there is no premeditated coherence in the construction of replicas, and they are extremely brief.

O.S. Ushakova argues that dialogical speech is the primary form of linguistic communication, natural in origin. It consists of an exchange of statements characterized by questions, answers, additions, explanations, and objections. In this case, a special role is played by facial expressions, gestures, and intonation, which can change the meaning of a word. Dialogue is characterized by a change in the statements of two or more (polylogue) speakers on one topic related to any situation.

According to A.R. Luria dialogue, as a form of speech, consists of replicas (individual utterances), a chain of successive speech reactions; it is carried out either in the form of a conversation (conversation) between two or several participants in verbal communication. Dialogue is based on the commonality of perception of the interlocutors, the commonality of the situation, and knowledge of the subject in question.

O.S. Ushakova considers mastery of coherent monologue speech to be the highest achievement of speech education for preschoolers. The monologue, according to the author, incorporates the development of the sound culture of the language, vocabulary, grammatical structure and occurs in close connection with the development of all aspects of speech - lexical, grammatical, phonetic.

A.A Leontyev, comparing the features of dialogic and monologue speech, reveals the features of the latter and notes such features. Monologue speech is a relatively expanded type of speech, since we are forced not only to name an object, but also to describe it. Monologue speech is an active and voluntary type of speech (the speaker must have content and be able to construct his statement on the basis of extra-speech content as a voluntary act). Finally, A.A. Leontyev notes that this is an organized type of speech (the speaker plans or programs each utterance in advance). Therefore, the scientist emphasizes, these features of monologue speech show that it requires special speech education.

Since monologue speech is more complex than dialogic speech, it is this form of speech that will be subject to the most detailed study in our study.

O.A. Nechaeva, L.A. Dolgova et al. identify a number of varieties of oral monologue speech or “functional-semantic” types. In older preschool age, the main types in which monologue speech is carried out are description, narration and reasoning.

Description is a special text that begins with a general definition and name of an object or object; then there is a listing of signs, properties, qualities, actions; The description ends with a final phrase that evaluates the subject or expresses an attitude towards it. The description is distinguished by its static, non-rigid structure, which allows its components to be varied and rearranged. Learning to construct descriptive texts will help children develop basic understanding of the structure and functions of descriptive text.

Narration is a message about facts that are in relationships of logical sequence. A narrative reports an event that develops over time and contains “dynamics.” The structure of the story - beginning, middle, end (commencement, climax, denouement) - must be clearly maintained. Working on the formation of ideas about the structure of a narrative develops in children the ability to analyze the structure of a literary text and transfer the learned skills into independent verbal creativity.

Reasoning is a special type of statement that reflects the cause-and-effect relationship of any phenomena (facts). The structure of a monologue-reasoning includes: a thesis (initial sentence), proof of the proposition put forward and the conclusion that follows from it. In this type of statement, children develop the ability to reason, think logically, explain, prove, draw conclusions, and generalize what is said.

The above types of statements can be found in related texts of preschoolers in a contaminated (mixed) form, when elements of description or reasoning are included in the narrative and vice versa.

Features of the development of coherent speech in preschool children are discussed in the works of O.S. Ushakova, A.A. Leontyeva, F.A. Sokhina, E.M. Strunina, A.M. Leushina, V.V. Gerbova, A.M. Borodich et al.

A.M. Borodich believes that the development of coherent speech and changes in its functions are a consequence of the child’s increasingly complex activities and depend on the content, conditions, and forms of communication with others. Speech develops in parallel with the development of thinking; they are inextricably linked with each other.

As noted by A.M. Leushin, by the age of two, a child’s speech becomes the main means of communication with others, that is, its communicative function begins to form. But the child’s speech is abrupt, expressive and situational in nature. The vocabulary grows noticeably, reaching 200 words by the age of two. Understanding of speech develops, and speech partially regulates the child’s behavior (he responds adequately to the words “possible” and “impossible”).

In the period from two to three years, a child’s vocabulary increases sharply, reaching 1000 or more words. The communicative function of speech develops noticeably, the child often turns to others with questions. Understanding of speech moves to a qualitatively different level - the child easily understands the meaning of a small text.

O.S. Ushakova, E.A. Smirnova et al. in their studies note that three-year-old children have access to a simple form of dialogic speech (answering questions), but they are often distracted from the content of the question. Children of this age are just beginning to master the ability to coherently express their thoughts, making many mistakes in constructing sentences and coordinating words. The first coherent utterances of three-year-old children consist of two or three phrases, but they are considered by the authors precisely as a coherent presentation. Conversational speech in early preschool age and its further development is the basis for the formation of monologue speech. By the end of the fourth year of life, complex forms of sentences begin to appear in children’s speech, consisting of main and subordinate clauses, various conjunctions are used (and, and then, and, how, when, so that, if, that, because, where, etc. ). By mastering conversational skills, expressing their thoughts in simple and complex sentences, children are able to compose coherent statements of a descriptive and narrative nature.

According to M.A. Vasilyeva, V.V. Gerbova et al., in middle preschool age, speech becomes the subject of children’s activity. Volume active dictionary increases significantly and reaches approximately 2.5 thousand words. Children's statements become more consistent and detailed, although the structure of speech is often not perfect, and the connection between sentences and parts of the statement is disrupted. Middle-aged preschoolers master different types statements - description, narration and some components of reasoning. Most often, children compose mixed texts when elements of description or reasoning are included in the narrative.

Research by F.A. Sokhina, O.S. Ushakova et al. show that in children of senior preschool age, coherent speech reaches a fairly high level. The child’s vocabulary reaches about 4000 words; these words are easily included in a phrase, the child easily constructs complex grammatical structures. The proportion of simple common, complex and complex sentences is increasing. Children answer questions with fairly clear, brief or detailed (if necessary) answers. Can write fairly consistently and clearly descriptive and plot story on the proposed topic, actively master the stories of reasoning, while observing the logic of presentation and using artistic media expressiveness. They begin to use various ways of connecting words within a sentence, between sentences and between parts of a statement, while respecting the structure. However, children still need previous modeling or adult help.

An important result of the development of coherent speech in preschoolers is the mastery of the basic forms of oral speech inherent in adults.

Thus, the features of the development of coherent speech in children of senior preschool age allowed us to determine a high level of coherent speech in children of senior preschool age, which includes the following skills:

Using, depending on the context, a short or extended form of the statement,

Active use of different ways of connecting words within a sentence, between sentences and between parts of a statement, while respecting its structure (beginning, middle, end);

The ability to independently compose different types of texts: (description, narration, reasoning, contaminated), while observing the logic of presentation, using artistic means of expression, selecting compelling arguments and precise definitions for evidence;

The ability to independently retell and compose fairy tales, short stories, fables, riddles, etc.

Research by T.N. Doronova, E.A. Tikheyeva et al. show that the ability to speak coherently, to be aware of speech and its structure, is possible in the process of serious work, while creating certain learning conditions.

Based on the above, we came to the conclusion that the development of coherent speech requires certain pedagogical conditions, which we will consider in the next paragraph.

1.3 Pedagogical conditions for the development of coherent speech

In the philosophical dictionary condition is considered as a “category” expressing the relationship of an object to the phenomena surrounding it, without which this object cannot exist. The object itself appears as something conditioned, and the condition appears as the diversity of the objective world relatively external to the object. Conditions represent the environment, the situation in which the latter arise, exist and develop.

In the pedagogical dictionary, conditions are defined as “circumstances” on which something depends.

Development, in the philosophical dictionary, is considered as a change, which is a transition from simple to increasingly complex, from lower to higher, a process in which the gradual accumulation of quantitative changes leads to the onset qualitative changes.

O.S. Ushakova believes that mastering coherent monologue speech is one of the main tasks of speech development in preschoolers. Its successful solution depends on many conditions: speech environment, social environment, family well-being, individual characteristics, cognitive activity of the child, etc. The author argues that these conditions must be taken into account in the process of targeted speech education.

BEHIND. Repin, citing research by L.S. Vygotsky, among the necessary conditions for the development of coherent monologue speech, includes the expansion of the semantic fields of older children.

In the pedagogical dictionary, the semantic field is considered as a complex of associations that arises around one word.

L.S. Vygotsky, A.R. Luria believe that the presence of a “semantic field” allows a person to quickly select words in the process of communication. And if a person has forgotten a word and it seems to be “at the tip of the tongue,” he looks for it among the “semantic field.”

From the above it follows that words are normally grouped into certain types, that is, they are stored in the memory of the language in an orderly manner:

By type of oppositions (paradigms);

Certain “semantic fields”.

The authors note that the “semantic field” is built on the basis of an analysis of the results of paragmatic associates. All types of associates are divided into semantic and non-semantic. Non-semantic ones include random and sound ones, and the rest are semantic ones.

The child is not able to immediately model a three-dimensional “semantic field”. It is formed gradually. First, children learn to model a small “field” associated with certain situation, and then gradually expand it.

Simultaneously with the expansion of the “semantic field,” the function of inflection also systematically develops.

The existence of a “semantic field” shows that the selection of words in the process of utterance is a very complex process for a child. This is nothing more than “the choice of the closest meaning of a word” (A.R. Luria).

Researchers have found that the nature of children’s coherent speech depends on a number of conditions and, above all, on whether the child communicates with an adult or peers. It has been proven (A.G. Ruzskaya, A.E. Reinstein, etc.) that when communicating with peers, children use complex sentences 1.5 times more often than when communicating with adults; almost 3 times more often they resort to adjectives that convey their ethical and emotional attitude towards people, objects and phenomena, and 2.3 times more often they use adverbs of place and manner of action. Children's vocabulary in communication with peers is characterized by greater variability. This happens because a peer is a partner, in communication with whom children, as it were, test everything they have appropriated in communication with adults.

Teaching a child to tell means forming his coherent speech. This task is included as a component of the general task of speech development in preschool children.

The child’s speech develops in unity with the formation of his thinking. E.I. Tikheeva wrote: “First of all, and most importantly, care must be taken to ensure that by all means, with the support of the word, to promote the formation in the minds of children of a rich and strong internal content, to promote accurate thinking, the emergence and strengthening of significant thoughts, ideas and creative ability to combine them. In the absence of all this, language loses its value and meaning."

But at the same time efficiency pedagogical impact depends on the child’s activity in terms of speech activity. ON that the intensity of a child’s development in an activity (in this case, speech) directly depends on the degree to which he has mastered the position of a subject of this activity. How more active child, the more he is involved in an activity that interests him, the better the result. It is important for a teacher to encourage children to engage in speech activity, to stimulate speech activity not only in the process of daily communication, but also in the process of specially organized training.

A specially organized intervention is the teacher’s stories to the children. T.N. Doronova et al. note that children 5-6 years old love to listen to any stories from adults. According to the authors, it is advisable to tell older preschoolers:

About some events of the past week;

About adults when they were still children;

About the children themselves;

About very interesting facts and observations.

T.N. Doronova, M.M. Alekseev consider it appropriate to tell stories about books that children will read. The authors advise first to prepare children for the perception of the book: ask what the children know about the characters of the book they are planning to read, in which fairy tales or works have already been told about them. After listening to the children, you should tell them what you know about the new book with unusual name And interesting stories. The next day you should return to this conversation, tell the children that you read a chapter from this book and retell it to the children. "So what is next? What happened to the hero? - the children will ask, and this is very good. Children will look forward to meeting the characters, and this will help them better understand and remember the work.

Stories about interesting facts and observations, according to T.I. Grizik, V.V. Gerbovaya, may contain messages about incidents from the lives of people, animals, birds, insects, and memorable natural phenomena that will resonate in the souls of children. Stories should be vivid and emotional; they will help enrich and clarify children’s ideas about the world around them, and replenish children’s vocabulary with new words and expressions.

The successful development of coherent speech is impossible if the child answers only out of the need to complete the teacher’s task (the teacher asks - you must answer). During teaching, when each statement is motivated only by submission to the authority of the teacher, when coherent speech represents only “complete answers” ​​to endless questions, the desire to speak out (the motive of speech) fades or weakens so much that it can no longer serve as an incentive for children to speak out.

In order for children to speak vividly, emotionally, and interestingly, so that they strive to improve their speech, it is necessary to “introduce children into the role of a fascinating storyteller.”

In particular, the work of V.V. Gerbova recorded an increase in the level of coherence of speech in children, its development, when they understood the importance of the task and felt the need for a coherent statement. So, during the “Toy Store” lesson, the children were explained that in order to purchase a toy, they must tell about it. The price for the item will be a detailed, interesting story. During the lesson “Your advice is urgently needed,” children were asked for advice on what cups to buy for the kids, etc.

In a study by M.S. Lavrik, a situation of written speech was proposed, when a child dictated his story, and an adult wrote it down, and then read it to the kids, include it in an album, or send it to a sick peer.

Having examined the conditions for the development of coherent speech by different authors, we included the following among the most important pedagogical conditions:

The coherent speech of children of senior preschool age will develop more successfully when using effective methods, techniques, and tools that can contribute to the emergence of motivation for speech activity and the emergence of interest in teaching storytelling.

In our opinion, these conditions will contribute to the development of speech coherence and an increase in overall speech activity in general.

Chapter 2. Experimental methodology for teaching storytelling as a method of forming coherent monologue speech

2.1 Examination of coherent monologue speech in children of senior preschool age

Thus, the purposeful formation of coherent speech has vital importance in the system of working with preschool children. This is determined, first of all, leading role coherent speech in teaching preschoolers.

Experimental study was carried out in the preparatory group of kindergarten No. 34 in the city of Smolensk.

Ten children took part in the study control group and ten children in the experimental group.

The purpose of the ascertaining stage of the study was to identify the level of coherent monologue speech of children of senior preschool age.

Objectives of the ascertaining experiment:

1) determine the criteria for the formation of coherent monologue speech in children 6-7 years old;

2) select diagnostic material and equipment;

3) to diagnose the level of formation of coherent monologue speech in children 6-7 years old.

To determine the level of formation of coherent monologue speech, we used criteria proposed in their research (T.I. Grizik, L.E. Timoshchuk).

narrative type :

Can the child build the correct sequence of pictures united by a single plot?

Is he able to isolate main topic(idea) of your story through the question: “What will your story (fairy tale) be about?

Can he prove the correctness of his logic (through his own story).

Identifying the child’s ability to navigate the structure of a narrative text, i.e. the ability to identify the beginning, middle and end of a work.

When examining monologue speech descriptive type :

Can the child identify the object of speech?

Maintain the elementary logic of describing an object, which is manifested in a sequential listing of features belonging to the following groups:

1st group – external (physical) signs: qualities and properties;

Group 2 – internal (hidden) features: purpose (why the object was created) and function (how to use, use the object).

In order to study the peculiarities of the formation of coherent monologue speech in children of the seventh year of life, we used the following techniques(T.I. Grizik, L.E. Timoshchuk) .

Method 1.

Target: Studying the features of narrative statements.

Equipment: a series of plot pictures “Coward” (for the first stage of the examination), the text of the fairy tale “The Hen, the Mouse and the Black Grouse” (for the second stage of the examination), a notebook, pen or voice recorder (see appendix).

Carrying out the examination: the examination includes two stages.

First stage.

1. The teacher places four pictures in front of the child with the sequential development of the action in random order and says: “The pictures are mixed up, but a story (fairy tale) is hidden in them.” Arrange the pictures in the order in which the events in the story developed.”

The order in which the child posted the pictures is recorded (by picture numbers).

2. The teacher asks the child a question: “What is this story about?”

The child's answer is briefly recorded; attention is paid to the degree of development of the answer (for example: “This story is about a girl, a boy and a dog”; “This story is about how a girl was not afraid of a big, scary dog”).

3. The teacher asks the child to tell this story.

The story is written down verbatim in a notebook or on a voice recorder. The teacher thanks the child.

Analysis of the result .

Second phase.

First, the teacher introduces all children to the fairy tale “The Hen, the Mouse and the Black Grouse.” Next, the examination is carried out in individual form.

The teacher asks if the child remembers the fairy tale. Offers:

Retell the beginning of a fairy tale (“This fairy tale has a beginning. Tell it”);

List the events of the middle part (“List all the events in the middle of the tale”);

Retell the end of the fairy tale (“Tell the end of the fairy tale”).

Note. If a child is interested in retelling (tells everything from beginning to end), then you need to listen to him and ask him to repeat the task (“Repeat what I asked you to do”).

Analysis of the result.

If the child correctly repeats the teacher’s task, the teacher asks: “Do you think you completed the task?” If the child answers in the affirmative, “1 point” is given.

If the child cannot repeat the teacher’s task, then the teacher gives the instruction a second time and gives the child another opportunity to complete the task.

Method 2.

Target: studying the features of descriptive statements.

Equipment: two pictures: with the image of a robot and a doll (a baby with a pacifier and a bottle).

Carrying out the examination: The teacher offers children two pictures to choose from: depicting a robot and a doll. Offers to describe the picture.

Additional observations record the child’s interest in describing the object; extraverbal reactions, replacement of words with display, attraction to narrative statements.

Descriptions of children are recorded followed by analysis .

2.2 Results of the ascertaining experiment

Based on the results of studying the development of coherent speech in children of the seventh year of life when performing the proposed tasks at this stage, depending on the total number of points, three levels of skills were established.

The diagnostic results are presented in Table 2 (Appendix), where

High level – 3 points

Intermediate level – 2 points

Low level – 1 point

Scheme for assessing task completion levels(Table 1, Appendix).

A quantitative analysis of the results of the ascertaining stage of the study of the formation of coherent monologue speech in children of the seventh year of life is presented in Table No. 2 (Appendix).

The table data indicates an approximate equivalence in the composition of the groups. In the control and experimental groups, the ratio between children in terms of the level of development of children's coherent speech is approximately the same.

For children in both groups, task according to method 1 (first, second stage) turned out to be difficult, which was completed at a low level.

In percentage terms, the levels of development of coherent speech of children in the control and experimental groups are presented in Table 3 (Appendix). The table shows that the difference in both groups is insignificant and even in the control group the level of development of coherent speech is ten percent higher, which, however, does not play a special role.

This is clearly presented in the form of a diagram (Diagram 1, Appendix), so we can assume that, other things being equal, at the initial stage of the experiment, the level of development of children in the control and experimental groups was approximately the same.

Chapter 3. Formative experiment

3.1 Experimental work on teaching storytelling

It has long been established that by older preschool age significant differences appear in the level of speech development of children. Our experience in teaching also shows this. The main task of developing a child’s coherent speech at this age is to improve monologue speech. This task is solved through various types of speech activity: compiling descriptive stories about objects, objects and natural phenomena, creating different types of creative stories, mastering forms of speech-reasoning (explanatory speech, speech-evidence, speech-planning), retelling literary works (with orientation in the structure of the text), as well as writing stories based on the picture, and a series of plot pictures.

All of the above types of speech activity are relevant when working on the development of coherent speech in children. But the latter are of particular interest, since their preparation and implementation have always been and remain one of the most difficult for both children and teachers.

Usually, a lesson in composing a story begins with the introduction of a picture or pictures, examining them, asking a riddle about what is depicted. We have long noticed that if a lesson begins in this way, then from the first minutes children lose interest in the upcoming activity. This is partly why in the main part of the lesson there is low speech activity, insufficient cognitive interest not only in the events captured on paper, but also in speech activity in general. This does not mean that a well-thought-out first part of the lesson is a guarantee that children will successfully demonstrate their speech skills in the main part, because This is labor-intensive, serious, time-consuming work that requires children to have skills and abilities. But a good, dynamic, interesting, entertaining beginning mobilizes children, arouses desire and interest in what will happen next. An interesting, exciting, meaningful ending to the lesson also carries a certain meaning - it leaves a good impression and creates positive emotions.

It is necessary to carry out purposeful, systematic work on teaching storytelling using in the classroom more effective, expedient, interesting, and entertaining teaching methods for children, tools that can contribute to the emergence of motivation and the emergence of interest among students in this species speech activity.

The main thing we strived for when developing the methodology for the formative stage of the experiment was to teach children new speech forms, to contribute to the formation of standards, samples, and rules for this activity. In order for teaching coherent speech to be conscious, it is necessary to use various methods, techniques, and means that will contribute to the emergence of motivation for speech activity and interest in teaching storytelling.

It will be easier for a child to express his thoughts both in everyday life and when studying at school if he is specifically trained to do this in an entertaining, interesting way under the guidance of an adult. Therefore, we developed the classes taking into account the indisputable axiom that creating interest in a class from its very first minutes and maintaining interest throughout it is the key to a successful result of the activities of all its participants.

It is known that the process of speech development in children occurs under the guidance of an adult.

In this regard, we were faced with the task of promoting the development of storytelling skills in the process of specially organized training using appropriate methodology, as well as using techniques, methods, and means that can create interest in the lesson from the first minutes and maintain this interest throughout it.

Use methods and techniques in storytelling classes that create interest in children from the very first minutes of the lesson and ensure its retention until the end of the lesson;

Include in classes games, tasks, “training” exercises to enrich and develop vocabulary, the formation of grammatically correct speech;

After listening to the stories of peers, invite other children to choose the best essays and give reasons for their choice;

Before completing the task, be sure to instruct the children so that in their stories they use the words and expressions that they used during the “training” exercises. Encourage children who fulfill this requirement;

Use in the classroom knowledge about the motivational sphere of a child of this preschool age. Create and stimulate motivation for activity. Always offer a clear story plan if one is needed;

To compose stories based on a series of plot pictures, offer children bright, colorful, fairly large pictures of clear content without unnecessary details;

Instead of physical education minutes, use educational games, but give them an active character;

To avoid completing tasks of inventing stories using the same methods, offer children different options recommended by the methodology;

If possible, end the lesson with a developmental game.

Experimental learning was included in the pedagogical process preschool. It used generally accepted forms of organization: frontal, subgroup and individual classes.

Speech development classes are proposed to be held once a week, which is 36 classes per year. Therefore, they were distributed as follows: five lessons on composing stories based on a picture, four on composing stories based on a series of plot pictures, seven lessons on retelling literary works. The remaining types of classes for teaching coherent speech (writing creative stories, composing descriptive stories about objects, objects and natural phenomena) are carried out in alternation with each other. In classes on the development of coherent speech, it is necessary to include various aspects of speech development: the formation of a sound culture of speech, its grammatical structure, and work to enrich, consolidate and activate the vocabulary.

The skills and abilities in writing stories acquired in the process of specially organized training are consolidated in joint activities teacher with children, in individual work, as well as in the course of cooperation with parents of pupils.

We began involving parents in the development of coherent speech in children with a questionnaire (Questionnaire for parents, see appendix). The purpose of the survey is to analyze and summarize parents’ responses to plan further work with the family on the formation of coherent speech in children.

Throughout the school year, we conducted a number of consultations for parents on the following topics:

- “Homemade TV solves problems with speech development in children.”

- “We develop the child’s speech at home.”

- “How to teach a child to tell?

When working with parents, we used conversations, during which we answered their questions, introduced them to fiction and the dynamics of the development of children’s coherent speech. Parents were invited to open days and open classes. On open classes parents received knowledge and skills in developing certain skills and abilities in the child, for example, in developing a story based on a series of plot pictures, retelling a story with and without support for plot pictures, and much more. etc.

The development of both monologue and dialogic speech in children in the school preparatory group occurred directly during preparation for the holidays and their implementation ( New Year, March 8). Parents and children consolidated the text of roll calls, poems and dramatizations.

During subgroup consultations, parents were explained the importance of further work on the development of coherent speech in children, namely:

tact, correctness, friendliness of an adult’s assessment and reasonable demands, approval of statements. Wrong words do not repeat or discuss. They must be replaced with the correct ones in your own speech, and then the child must be asked to repeat the entire phrase.

Parents were offered one of the most effective forms of work - correspondence counseling, which, in addition to general recommendations on the development of children's speech, includes a “Game Library” - a selection of practical games and exercises to enrich and develop vocabulary at home. Parents regularly received homework assignments, for example, to write a story about an animal, learn a poem about winter, come up with a riddle, as well as assignments like:

· come up with it yourself, because it’s not shown in the picture;

What did the artist call this painting?

· let's come up with a name;

· I'll start, and you finish;

· and much more.

Since our task was not only to teach children storytelling, but also to form a sustainable interest in speech development activities, it was important for us to focus on all parts of the lesson.

For example, in a lesson on writing stories based on a picture "Cat and kittens"(Appendix) I told the children that today they will learn to write a story based on a picture. But they will only find out which animal they will talk about when each of them guesses their own riddle about this animal and quickly sketches the answer. Riddles were asked in each child's ear.

· Sharp claws, soft pillows;

· Fluffy fur, long mustache;

· Purrs, laps milk;

· Washes himself with his tongue, hides his nose when it’s cold;

· Sees well in the dark;

· She has good hearing and walks silently;

· Able to arch his back and scratch himself.

As a result, all the children got the image of a cat in their drawings. The children were very interested in this beginning, so they easily and with interest got involved in the work of looking at the picture and writing stories based on it.

During a lesson on writing a story based on a picture "Rabbits"(Appendix) children, in order to find out which animal they would talk about, had to complete next task. The children were asked to guess a riddle, but not a simple one, but in which “everything is the other way around.” That is, the children had to, after analyzing a given phrase, select antonym words for its individual words, and ultimately come to a common opinion and say the correct answer.

“This is a wild animal (domestic animal). Can you guess just from this one phrase what animal we are talking about? (it is forbidden). Listen to the next phrase. The tail is very long (short tail). He loves boiled fruits (raw vegetables). Who is this? That's right, it's a rabbit."

During a lesson on composing a story based on a series of plot pictures (Appendix) , Baba Yaga (a junior teacher dressed as Baba Yaga) brings a package with pictures from children from a neighboring kindergarten. She tells the children that she will not give the package back until they complete her assignments. The children enjoyed doing speech tasks Baba Yaga.

As the main part of the lesson progressed, the children's attention was focused on vocabulary work, enriching the vocabulary, and forming grammatically correct speech.

There is no doubt that work on enriching and developing the vocabulary, forming the grammatical structure of speech must be carried out in everyday life, but in the classroom these tasks are solved more effectively, since the very construction of the lesson, its structure, organization disciplines children, creates a working atmosphere, and It is easier to assimilate standards, samples, and norms of speech.

Therefore, at each lesson, games were played and tasks were offered to master these sections of speech development.

We have noticed that games and tasks selected in accordance with the topic of the lesson increase performance. Such games can be called “training” exercises.

At the same lesson about the New Year, the children played the game “Magic Chain”. Its meaning is that the teacher must say a few short sentences. For example, “They brought a Christmas tree.” One of the children (by choice) must add one more word to the sentence. The next child adds one more word to this extended sentence, and thus the sentence is lengthened by one more word, etc. The result was the following chain: “A green fluffy Christmas tree was brought to the kindergarten from the forest.” In the same lesson, the exercise “I start, you continue” was used. In this exercise, children practiced selecting antonym words, as well as composing compound sentences, and then used similar samples in composing their own stories. This exercise also served the children as a physical education lesson.

Much attention was paid not only to the selection of techniques to create interest and maintain interest in the lesson, maintaining its pace and children’s performance, but also stimulating the motives and needs of children while performing tasks. During classes, competitive, cognitive and incentive motives were often used.

During a lesson on speech development (Appendix), children were asked to cheer up the sun by answering the teacher’s questions. The teacher asked the children to choose synonyms for adjectives. Those guys who answered the questions correctly could attach a ray to the sun. At the end of this task, the teacher quietly turns the sun over to the other side, where it smiles.

In class “How children in kindergarten prepared for the New Year” the children were offered the game “Say a word”, the children were asked to end a line of the poem with a word similar to the word “snow”, and at the end of the task they remembered how many words they named, and for each correct answer put a Christmas tree chip on their plate.

When looking at all the pictures, the children were asked to match the words denoting the object, its action or attribute with words that were similar in meaning. For example, to the word “big”, when looking at the bear in the picture "Bathing bear cubs"(Appendix), the children were able to find the words: huge, hefty, powerful, enormous. When they looked at the river that the artist depicted, the children chose words for the word “swift”: restless, rushing, fast.

When composing a story based on the painting “Cat and Kittens,” children practiced matching action words to the word “cat.” They remembered the following words denoting the actions of a cat: meows, licks, plays, laps, arches its back, hisses, climbs trees, scratches, catches mice, hunts, jumps, runs, sleeps, lies, dozes, hides its nose, walks quietly, wags tail, moves ears and whiskers, sniffs.

During the lessons, another technique was used that stimulated the children’s speech activity. Before the children had to compose stories, they were instructed to use in the stories the words and expressions that they used during the “training” exercises. This technique allows children to approach the task more consciously, stimulates memory, and improves the quality of stories.

Everyone knows that it is quite difficult for children to master these types of storytelling skills. As a rule, they have great difficulty in selecting exact epithets, words that convey emotional condition, the behavior of heroes reflecting appearance, habits, as well as the construction of different types of sentences. Observations of children during classes showed that if children are asked to compose a story without preliminary work in this lesson on enriching and developing vocabulary, as well as practicing using different types of sentences, then children make more mistakes when completing tasks for composing stories: short sentences and the same type; children use the same words, repeating them one after another. As a result, the stories turn out dry and uninteresting.

At a lesson on speech development and familiarization with the environment "Report from Winter Park"(Application) , In order to interest children and include them in speech activity, the method of including sound analysis of a word was used: children were offered cards with letters, from them they had to add up the name of the profession and find out about the people of what profession will be discussed in class. In the middle of the lesson, the children were asked to transform into journalists and write a report from the winter park. This technique intrigued the children even more and caused increased interest to speech activity.

In the process of completing the task of inventing stories, children were required to construct their work in accordance with the rules of plot narration: outlining characters, time and place of action; the cause of the event, the development of events, the climax; end of events. The children's essays became more harmonious, developed, and complete.

During a lesson on speech development and familiarization with the environment "New Year's Miracles"(Appendix) the following technique was used: with the help of a magic wand, children turned into Christmas tree decorations hanging on the tree. Real miracles were happening around, things came to life, they began to talk. The children were asked to compose a fairy tale about what could happen on New Year's Eve. With the help of the aroused interest, the children’s imagination “turned on”, the children’s speech was expressive, emotional, description alternated with narration, some children included dialogue between the characters in the story.

In order to avoid templates at each lesson on inventing stories, different options for completing the task, recommended by the methodology, were offered. This includes compiling stories according to the proposed plan, and compiling collective stories in a “chain”, and individual storytelling, and in creative subgroups, and continuing the story according to the proposed beginning, etc. Thus, the children learned to compose stories in different versions, and gained considerable positive experience , which helped them develop speech skills.

The final part of the lesson included games to develop attention, memory, perception, reaction speed, and auditory attention. These are games such as “Silent Echo”, “Smart Echo”, “Which team will draw the most cats”, “Whose team will collect the same picture faster”, “Memory training”, etc.

So, for example, at the end of the lesson “Examining and comparing objects” Auto-training “Let’s feel each other’s warmth” was conducted. Children were asked to hold hands and imagine how warmth spread throughout their body. This helps to unite the children’s team and create a friendly relationship between children, which is also very important for conducting classes.

The above-mentioned games and exercises are very popular with children, they give them a sense of healthy rivalry and competition, and also help to increase interest in activities to develop coherent speech.

Thus, by creating motivation for activity during classes, it is possible to achieve, firstly, the creation of interest in speech activity, and secondly, the quality of completing tasks according to the set learning goals.

3.2 Control experiment Comparative analysis of the data obtained

At the control stage of the study, the same methods were used as at the ascertaining stage. The results are presented in tables No. 4,

No. 5 and diagram 2 (appendix).

Analysis of the results of the experimental group before and after the formative experiment clearly demonstrates the effectiveness of the complex of methods and techniques we developed (Diagram 2). The experimental group improved their results. There is no percentage of children with a low level of development. Accordingly, the number of children with a high level of development increased by 30%, and with an average level of development decreased by 20%.

The results of the control experiment showed the following: the level of development of storytelling skills in children of the seventh year of life increased. The children became interested in completing the task, the stories became more concise, more precisely, the construction of sentences became more complex, and their construction became more correct. Children began to use common sentences with homogeneous members, complex and compound sentences in their speech. In the speech of children, conjunctions appeared that indicate causal, temporal and other connections. In stories, children began to use descriptions, comparisons, and introductory words.

These technologies make it possible to maintain the interest of children throughout the entire lesson, activate all children, and develop mental operations. In the joint activity of the teacher and the child, through a system of play exercises, the ability to create verbal sketches, descriptions and various stories based on the picture develops.

Such work helps not only to provide children with full verbal communication, but also, ultimately, to prepare them for studying in a comprehensive school.

Conclusion

The problem of developing coherent speech has traditionally been the focus of attention of Russian teachers due to its significance and relevance.

The relevance of the problem of our research is due to the social order of society for the development of coherent speech in preschool children; the need to improve the quality of work of teachers in developing coherent speech in children of senior preschool age by creating special pedagogical conditions in preschool educational institutions.

Since our research work is based on ideas about the patterns of speech development of preschool children proposed by A.N. Gvozdev, we have determined What at each specific age stage it is just beginning to form, What is already sufficiently formed, and what Lexico-grammatical manifestations should not be expected in the near future.

Analysis of the characteristics of the development of coherent speech in children of senior preschool age allowed us to determine the high level of development of coherent speech in senior preschool age, which includes the following skills: using, depending on the context, a short or extended form of utterance; active use of different ways of connecting words within a sentence, between sentences and between parts of a statement, while respecting its structure (beginning, middle, end); the ability to independently compose different types of texts (description, narration, reasoning, contaminated), observing the logic of presentation, using artistic means of expression, selecting compelling arguments and precise definitions for evidence; the ability to independently retell and compose fairy tales, short stories, fables, riddles, etc.

As a result of the analysis of psychological and pedagogical literature, we identified the following conditions for the development of coherent speech in children of senior preschool age: the use of effective methods, techniques, and tools that can contribute to the emergence of motivation for speech activity and interest in teaching storytelling.

To identify the levels of development of coherent speech in children of senior preschool age, the following criteria were used: coherence, consistency, logic.

Based on the identified criteria, the levels of development of coherent speech in children of senior preschool age were determined.

To solve the assigned problems, the experimental work included ascertaining, formative and control stages.

Analysis of the results obtained from the ascertaining stage of the experiment allowed us to conclude that children in the experimental and control groups have an average and low level of development of coherent speech.

At the formative stage, we checked the pedagogical conditions for the development of coherent speech in the experimental group.

To check the effectiveness of the experimental work we did, we conducted a control stage of the experiment.

Analysis of the results of the control experiment indicates an increase in the level of development of coherent speech in children of senior preschool age in the experimental group. In the control group, where no special work was carried out to organize the identified conditions, only minor changes occurred.

Thus, the experimental work we conducted on the development of coherent speech in children of senior preschool age allows us to conclude that the conditions we identified and implemented for the development of coherent speech in children of senior preschool age are effective, which confirms our hypothesis.

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28. Ushakova O.S. Speech development in preschoolers. - M., 2001. - 237 p.

29. Ushakova O.S. Speech education in preschool childhood. Development of coherent speech: dis. ...doctor of pedagogical sciences. –M., 1996.

30. Ushakova O.S., Strunina E.M. Methods of speech development for preschool children. - M.: Vlados, 2004. - 287 p.

31. Fesyukova L.B. Education with a fairy tale: For working with preschool children. - M.: ACT Publishing House LLC, 2000. - 464 p.

32. Frolov I.T. Philosophical Dictionary[Text] / Ed. Frolova I.T. – M.: Politizdat, 1991. – 560 p.

33. Elkonin D.B. Speech development of children in preschool age. - M.: Pedagogy, 1998. - 234 p.

34. Yakubinsky L.P. About dialogical speech. // Russian speech. Petrograd, 1923

During its development, children's speech is closely related to the nature of their activities and communication. 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.

By the end of preschool age, under certain conditions of upbringing, the child begins not only to use speech, but also to understand its structure, which has important for subsequent literacy acquisition.

According to V.S. Mukhina and L.A. Wenger, when older preschoolers try to tell something, a speech structure typical for their age appears: the child first introduces a pronoun (“she”, “he”), and then, as if feeling the ambiguity of his presentation, explains the pronoun with a noun: “she (the girl) went”, “she (the cow) gored”, “he (the wolf) attacked”, “he (the ball) rolled”, etc. This is an essential stage in a child’s speech development. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. Questions about the content of the story at this stage of speech development evoke a desire to answer in more detail and clearly. On this basis, intellectual functions of speech arise, expressed in " internal monologue", in which there is a kind of conversation with oneself.

Z.M. Istomina believes that the situational nature of speech in older preschoolers is noticeably reduced. This is expressed, on the one hand, in a decrease in the number of demonstrative particles and adverbs of place that replaced other parts of speech, on the other hand, in a decrease in the role of figurative gestures in storytelling. The verbal pattern has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. But relying on a visual example enhances situational moments in children’s speech, reduces elements of coherence and increases moments of expressiveness.

According to A.M. Leushina, as the circle of contacts expands and as cognitive interests grow, the child masters contextual speech. This indicates the leading importance of mastering the grammatical forms of the native language. This form of speech is characterized by the fact that its content is revealed in the context itself and thereby becomes understandable to the listener, regardless of his or her consideration of a particular situation. The child masters contextual speech under the influence of systematic training. In kindergarten classes, children have to present more abstract content than in situational speech; they develop a need for new speech means and forms that children appropriate from the speech of adults. A preschool child takes only the very first steps in this direction. Further development of coherent speech occurs at school age. Over time, the child begins to use either situational or contextual speech more and more appropriately, depending on the conditions and nature of communication.

An equally important condition for the formation of coherent speech of a preschooler is mastery of language as a means of communication. According to D.B. Elkonin, communication in preschool age is direct. Conversational speech contains enough opportunities for the formation of coherent speech, consisting not of separate, unrelated sentences, but representing a coherent statement - a story, message, etc. In older preschool age, a child has a need to explain to a peer the content of the upcoming game, the structure of the toy, and much more. During the development of spoken language, there is a decrease in situational moments in speech and a transition to understanding based on the actual linguistic means. Thus, explanatory speech begins to develop.

A.M. Leushina believes that the development of coherent speech plays a leading role in the process of speech development of preschool children. As the child develops, the forms of coherent speech are restructured. The transition to contextual speech is closely related to mastery of the vocabulary and grammatical structure of the language.

In children of senior preschool age, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed (if necessary) answers. The ability to evaluate the statements and answers of peers, supplement or correct them is developed. In the sixth year of life, a child can quite consistently and clearly compose descriptive or plot stories on the topic proposed to him. However, children still more often need a previous teacher model. The ability to convey in a story their emotional attitude to the objects or phenomena described is not sufficiently developed.

Teaching children storytelling is one of the main means of forming coherent speech, developing speech activity and creative initiative. Storytelling activities influence the formation of children's mental processes and cognitive abilities. Teaching storytelling plays an important role in the development of monologue form of speech. The main methods in the process of teaching children storytelling are teaching retelling, storytelling (about real events, objects, from pictures, etc.) and oral composition from the imagination.

When conducting classes on teaching storytelling, the speech therapist faces the following main tasks:

• - Consolidation and development of children’s verbal communication skills;
• - Formation of skills in constructing coherent monologue statements;
• - Development of control and self-control skills for constructing coherent statements;
• - Targeted impact on the activation of a number of mental processes (perception, memory, imagination, mental operations), closely related to the formation of oral speech communication.

Forming in children the skills of constructing coherent, detailed statements, in turn, includes:

• - Mastering the norms for constructing such a statement (maintaining consistency in
• - Transmission of events, logical connections between parts-fragments of the story, completeness of each fragment, its correspondence to the topic of the message, etc.);
• - Formation of planning skills for detailed statements; teaching children to identify the main semantic links of a story;
• - Training in lexical and grammatical formatting of coherent statements in accordance with the norms of the native language.

Work on the formation of coherent, grammatically correct speech is based on general principles speech therapy interventions developed in domestic special pedagogy.

The leading ones are:

• - The principle of relying on the development of speech in ontogenesis, taking into account the general patterns of formation various components speech system during preschool childhood is normal;
• - Mastery of the basic laws of the grammatical structure of a language based on the formation of linguistic generalizations and oppositions;
• - Implementation of a close relationship in working on various aspects of speech - grammatical structure, vocabulary, sound pronunciation, etc.

The most important principle in the work is communicative approach to the formation of oral coherent speech in children. Particular attention is paid to this training. Those types of coherent statements that, first of all, are used in the process of children’s assimilation of knowledge during the period of preparation for school and at the initial stages of school education (detailed answers, retelling of the text, composing a story based on visual support, statements by analogy).

Work on the formation of coherent speech in children is also built in accordance with general didactic principles (systematic teaching, taking into account the age and individual psychological characteristics of children; the focus of training on the development of their activity and independence).

The most important tasks facing a speech therapist when teaching children grammatically correct coherent speech are:

• - corrective formation in children of the necessary linguistic (morphological-syntactic, lexical) means of constructing coherent statements;
• - mastering the norms of semantic and syntactic connection between sentences in the text and the corresponding linguistic means of its expression;
• - formation of speech practice as the basis for the practical assimilation of elementary laws of language, mastering language as a means of communication.

Teaching children storytelling (retelling, story-description, etc.) is preceded by preparatory work. The goal of this work is to achieve the level of language development of children necessary to compose various types of extended statements. Preparatory work includes: the formation of the lexical and grammatical basis of coherent speech, the development and consolidation of skills in constructing sentences of various structures, as well as communicative skills for the full communication of children with the teacher in the process of training sessions.

The tasks of the preparatory stage of training include:

• - Development in children of directed perception of the teacher’s speech and attention to the speech of other children;
• - Formation of an attitude towards the active use of phrasal speech when answering the teacher’s questions;
• - Consolidation of skills in composing answers to questions in the form of detailed sentences;
• - Formation of skills to adequately convey in speech the simple actions depicted in the pictures;
• - Children’s acquisition of a number of linguistic means, primarily lexical ones (definition words, verbal vocabulary, etc.);

Practical mastery of simple syntactic models of phrases composed on the basis of direct perception; the formation in children of elementary mental operations associated with the mastery of phrasal speech - the ability to correlate the content of a phrase-statement with the subject and topic of the statement.

The implementation of these tasks is carried out on speech therapy classes during exercises to compose statements based on the actions demonstrated. Using situational and plot pictures and preparatory exercises for describing objects.

Exercises in making sentences based on pictures (subject, situational, etc.) can be carried out using various methodological techniques. When teaching children with special needs, it is used next option techniques. For the exercises, two types of situational pictures are used:

• - Pictures where you can highlight the subject and the action he performs;
• - Subject - action (expressed by an intransitive verb), for example, the plane is flying;
• - Subject - action (predicate expressed by an indivisible predicate group), for example: Children plant trees. A girl rides a bicycle.
• - Subject - action - object (Girl reading a book);

Subject - action - object - instrument of action (A boy hammers a nail);

• - Pictures depicting one or more characters and a clearly designated location;
• - Subject - action - place of action (tool, means of action): The guys are playing in the sandbox. The boys are skiing down the hill.

When learning to compose sentences based on pictures, the technique of asking appropriate questions to the pictures and a sample answer is used. Techniques such as joint composing of sentences by two or three children can be used (one of them makes up the beginning of a phrase, the others continue).

In the process of preparatory work, attention is paid to the formation and consolidation of practical skills in children in composing answers to questions in the form of detailed phrases. Children learn a certain type of response phrase, which includes the “supporting” content elements of the teacher’s question. First, children practice composing answer-statements that begin with repeating the last word (or phrase) from the teacher’s question. Special attention is paid to the formation and consolidation of question writing skills.

Consolidating and developing children's verbal communication skills involves developing the ability to make contact and conduct dialogue in given topic, play an active role in the dialogue, etc. Attention is paid to developing skills for participating in a collective conversation, the ability to perceive the topic of the conversation, and the ability to engage in dialogue as directed by the teacher.

The tasks of forming grammatically correct phrasal speech at this stage include children’s assimilation of the simplest forms of combining words in a phrase - forms of agreement between adjectives and nouns in the nominative case. Children learn to distinguish the endings of adjectives of feminine, masculine and neuter gender, to correlate the case form of adjectives with the categories of gender and number of nouns.

Among the most important tasks speech therapy work With preschoolers who have general speech underdevelopment, their development of coherent speech is important. This is necessary both for the most complete overcoming of systemic speech underdevelopment, and for preparing children for upcoming schooling. Coherent speech is usually understood as such detailed statements that allow a person to systematically and consistently express his thoughts, making them understandable to other people from the very context of the speech, without relying on a specific situation.

The success of children's education at school largely depends on their level of mastery of coherent speech. Only with well-developed coherent speech can a student give detailed answers to complex questions in the school curriculum, consistently and completely, cogently and logically express his own opinions, reproduce the content of texts and textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a sufficiently high level of development of the student’s coherent speech.

Significant difficulties in mastering coherent speech skills in children are due to underdevelopment of the main components language system– phonetic-phonemic, grammatical, lexical, insufficient development of pronunciation skills (sound), and semantic (semantic) sides of speech. Presence of secondary deviations in the development of leading mental processes in children (perception, attention, imagination, etc.) creates additional difficulties in mastering coherent monologue speech.

Many child speech researchers (V.K. Vorobyova, V.M. Grinshpun, V.A. Kovshikov, N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, etc.) emphasize that children with speech impairments have a limited vocabulary.

A characteristic feature of the vocabulary of children with speech impairments is the insufficient use of adjectives. As a rule, children do not allocate essential features and do not differentiate the qualities of objects. For example, the following substitutions are common: high - long, low - small, Narrow - thin, short - small, etc. This occurs due to children’s insufficient discrimination of signs of size, height, thickness, and width of objects. In addition to incorrectly naming the main features of an object, children with speech impairments also do not have good word-inflection skills. The difficulty of mastering the inflection of adjectives is associated with abstract semantics and their late appearance in children’s speech.

Therefore, a child’s independent storytelling should be preceded by various preparatory exercises. three levels difficulties. The purpose of the exercises of the first level of complexity is to help the child clarify and consolidate ideas about the eight main characteristics of objects. These are: color, shape, size, spatial arrangement and 4 main categories of size: length, width, height and thickness. The purpose of the exercises of the second level of complexity is to teach the child to independently find and name the differences in the images of pairs of objects proposed on separate cards. The purpose of the exercises of the third level of complexity is to teach the child to compose simple comparison stories and description stories.

For each series of cards, the child must:

• Name the objects depicted. For example: “The pictures show mushrooms” .
• Compare these pictures with each other and name the main differences: “This mushroom is tall, this one is shorter, and this one is the shortest.” etc.
• Place these pictures in a row (according to the severity of the characteristic chosen by the adult). For example, a child is asked to arrange mushrooms in a row according to the thickness of the stem; according to the height of the mushroom, etc. After this, make up phrases and sentences regarding the adult’s questions; on one's own: “The first mushroom has the thickest stem. He's short. He has a red hat, and the grass grows to the left of the leg." etc.
• Guess which picture the adult wished for. A number of signs are called, for example: This mushroom has a thin stem, it is tall; he has a yellow hat...” The child looks at the pictures and chooses a picture in the series that matches the description.
• Make a wish for a picture (the same, but the child names the signs, and the adult chooses the picture the child guessed).
• Compare any two pictures from this series. First, the technique of parallel description of the same type of objects by the speech therapist and the child is used. Speech therapist: “I have a mushroom in my picture.” . Child: “I also have a mushroom” . Speech therapist: "My mushroom is low" . Child: “And my mushroom is tall” . Etc.
• And then the child composes a comparative story on his own: “This mushroom has a red cap, and this one has a yellow one; This mushroom has a thick stem, and this one has a thin one...” .
• Write a story describing any picture in the series: “I liked this mushroom. He is the tallest. It has a yellow cap and a thin leg. The grass grows in front of the mushroom" .

As a result of such training, in most cases it is possible to get children to compose coherent comparison stories and descriptive stories. Children begin to consciously use active speech precise definitions of the main features and properties of objects. Correctly use various models of word combinations, which is the basis for the correct construction of sentences.

To develop the skills of correct sentence construction, speech therapy trainings are also offered, which help with practical material in a dynamic game form:

• activate the subject and verbal dictionary of a child with ODD;
• formulate his concepts "word" And "offer" ;
• teach how to compose a simple two-part sentence based on the proposed cards and subject pictures;
• extend a simple sentence without prepositions to four words;
• draw attention to the correct coordination of words and sentences;
• compose sentences of four words with various prepositions using the proposed sentence model scheme, cards with graphic representations of prepositions and subject pictures.

The development of coherent speech according to the level of complexity can be divided into four stages. At each stage of work, a number of classes are carried out. The number of classes is determined by the speech therapist individually for each child.

The goal of the first stage is to teach the child to compose a simple two-part sentence using the proposed sentence model scheme and subject pictures. (subject noun in the nominative singular form + predicate verb in the 3rd person singular present tense; subject noun in the nominative form plural+ verb-predicate in the 3rd person plural present tense). For example, a duck is flying; ducks are flying.

The goal of the second stage of work is to teach the child to compose sentences of three words without prepositions according to the proposed scheme-sentence model and subject pictures. In the classes of the second stage, sentences of the two constructions proposed below are sequentially compiled and practiced. In any lesson, there is one design at work.

1. Nominative case of a noun + agreed verb + direct object (the accusative case form is the same as the nominative case form). For example, a girl eats soup.
2. Nominative case of a noun+agreement verb+direct object (the accusative form has the ending – y; - yu). For example, mom sews a T-shirt.

The goal of the third stage of work is to teach the child to compose sentences of four words without prepositions using a graphic model diagram and subject pictures. During the classes, sentences of the three constructions proposed below are sequentially compiled and practiced. In any lesson, there is one design at work.

1. Nominative case of a noun + agreed verb + two verb-dependent words (accusative+genitive case in the meaning of a whole, from which a part is isolated or the measure of which is indicated). For example, grandfather brought a bag of potatoes.
2. Nominative case of a noun + agreed verb + two verb-dependent words (accusative singular + dative singular). For example, a grandmother reads a book to her grandson.
3. Nominative case of a noun + agreed verb + two verb-dependent words (accusative singular + instrumental singular). For example, dad cuts bread with a knife.

The goal of the fourth stage is to teach the child to compose a simple sentence of four words with various simple prepositions using the proposed scheme-model sentence, cards with graphic representations of prepositions and subject pictures. For example, a ball lies under a chair.

To form learning activities related to the analysis of semantic and linguistic rules for constructing a text, small texts of chain and parallel organization are used. The text of a chain organization is such a semantic organization of sentences that ensures the consistent transmission of thoughts from sentence to sentence linearly, along a chain. This type of connection of sentences is most often characteristic of a narrative story, the composition of which is based on a sequence of actions, on their dynamic development. For example:

There was an orchard near the house.

A family came to the garden.

The family collected ripe fruits.

Mom prepared compotes, jams, and juices from fruits.

Compotes, jam and juices turned out very tasty.

A subject-graphic scheme helps children better and faster remember a story they hear and retell it.

At the same time, the child learns to correctly pronounce the necessary sound, consolidates it not only in words, but also in sentences and coherent text. Education of children according to this scheme proceeds in stages. After composing the story, the pictures on the left are removed, leaving only the right. Then you can remove any one picture. Then one horizontal link or vertical link is removed, etc.

Texts of parallel organization are more complex, and the child must know many signs of a particular object, season, etc.

To compile descriptive and comparative stories for preschoolers, you can use Tkachenko T.A.’s diagrams. Components of diagrams reflect the main properties of objects (color, shape, size, material, child’s actions with objects, etc.)

A logical description of the picture is a smooth transition to the structuring of spontaneous speech, which is exactly what most of our children lack. Teaching children coherent speech can be built not only using a graphic plan, but also based on graphic symbols. When it is possible to look at a plot picture and its graphic diagram, it is much easier for a child to compose a logical story. The graphic diagram does not serve "cheat sheet" , but a means of teaching. So, for example, you can invite your child to compose his own graphic diagrams for illustrations or, conversely, looking at the diagrams, draw your own scenes.

The role of fantasy in raising a modern child is great! According to psychologists, this is the first step to creativity. And who among the adults does not want their children to grow up to be creative, bright personalities, noticeable, extraordinary people! Questions and tasks for the development of imagination constitute another stage in the work to improve the coherent speech of preschoolers. For this purpose, paintings with a problematic plot are used, which:

• increase motivation to exercise;
• cause a strong emotional reaction;
• stimulate creative and logical thinking;
• allow you to improve coherent speech;
• contribute to the replenishment of knowledge and information;
• provide interested communication between an adult and a child.

Among all types of coherent monologue speech, creative storytelling is the most complex. Such stories are compiled based on children's imagination. When developing children's creative imagination, it is important that it does not turn into empty fantasy. When inventing stories with your child, you should ask him, if necessary: “Could this happen in real life?” In addition to creating a plan, storytelling from the imagination involves establishing a logical sequence of planned events and phenomena; memorizing them and then reproducing them; selection of necessary language means; complete, expressive presentation of the story, etc.

Using story pictures as a visual support involves working on 10 types of creative storytelling (listed in order of increasing difficulty):

1. Compose a story with subsequent events added.
2. Compiling a story with a replacement object.
3. Compiling a story with a replacement character.
4. Compiling a story with the addition of previous events.
5. Compiling a story with the addition of previous and subsequent events.
6. Compose a story with the addition of an object.
7. Compiling a story with the addition of a previous person.
8. Compiling a story with the addition of objects and characters.
9. Compiling a story with a change in the outcome of an action.
10. Compiling a story with a change in the time of action.

As a result of such step-by-step work, children with SLD consciously use in active speech Various types grammatically correct sentences, statements with a gradual complication of the structure and linguistic material of the text, which ensures the success of children in school.

Literature

1. Bardysheva T.Yu. Connected by one chain. Speech therapy material. - Publishing House "Karapuz" . – 2003.
2. Borovskikh L.A. I speak logically. Notebook for the development of coherent speech in children. Guidelines. – M.: ARKTI, 2000. – 8 p.
3. Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. – M.: ARKTI, 2002. – 144 p. (Beep from a practicing speech therapist)
4. Ilyakova N.E. Speech therapy training on the formation of coherent speech in children with special needs 5 - 6 years old. From verbs to sentences. – M.: Publishing house "GNOM and D" , 2004. – 32 p.
5. Ilyakova N.E. Speech therapy training on the formation of coherent speech in children with special needs 5 - 6 years old. From adjectives to descriptive stories. – M.: Publishing house "GNOM and D" , 2004. – 8 p.
6. Tkachenko T.A. Pictures with a problematic plot for the development of thinking and speech in preschoolers. Issue No. 2. Toolkit and demonstration material for speech therapists, educators and parents. – M.: "Publishing house GNOM and D" . 2003 – 24p.
7. Tkachenko T.A. Teaching children creative storytelling using pictures: a manual for speech therapists/T. A. Tkachenko. – M.: Humanitarian. Ed. VLADOS Center, 2005. – 48 p.: ill. – (Speech therapist library).
8. Tkachenko T.A. Schemes for preschoolers to compose descriptive and comparative stories. Appendix to benefits “we teach you to speak correctly” - M.: Publishing house GNOM and D, 2001. – 16 p. (Practical speech therapy.)

STATE BUDGET EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION OF THE MOSCOW REGION

"ACADEMY OF SOCIAL MANAGEMENT"

Faculty of Professional Training of Social Management

Department of Preschool Education

CERTIFICATION WORK

Development of coherent speech in older preschoolers through word games

Performed:

student of the program

"Pedagogy and psychology of preschool education"

Alexandrova Elena Alexandrovna

teacher, preschool educational institution No. 21 “Teremok”, Dubna

Scientific adviser:

Senior Lecturer

Department of Preschool Education

Atyaksheva T.V.

Moscow, 2015

Introduction

Chapter I. Theoretical foundations for the development of coherent speech in preschool children

1.1 The concept of coherent speech and its importance for the development of preschool children

1.2 Development of coherent speech in children of senior preschool age

1.3 The role of word games in the development of coherent speech in children of senior preschool age

2.1 Ascertaining experiment

2.2 Formative experiment

2.3 Control experiment

Conclusion

List of used literature

Introduction

The relevance of research.The development of speech culture is becoming an increasingly pressing problem in our society. The declining level of culture, the widespread dissemination of low-quality literature, poor, illiterate “speaking” from television screens, aggressively primitive speech instilled by television advertising, Western films and cartoons - all this contributes to the approach of a linguistic catastrophe, which is no less dangerous than an environmental one.

That is why a huge responsibility lies with teachers involved in speech development of the younger generation, and above all - preschool teachers who form and develop the child’s coherent speech.

Connected speechis an expanded, complete, compositionally and grammatically designed, semantic and emotional statement, consisting of a number of logically related sentences.

The development of coherent speech is the first and important condition for the full development of a child.

The speech of a small child is situational, expressive presentation predominates. The first coherent utterances of three-year-old children consist of two or three phrases, but they must be considered precisely as a coherent presentation. Teaching conversational speech in early preschool age and its further development is the basis for the formation of monologue speech.

In middle preschool age, the activation of vocabulary has a great influence on the development of coherent speech. Children's statements become more consistent and detailed, although the structure of speech is still imperfect. In children of senior preschool age, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed answers. The ability to evaluate the statements and answers of comrades, supplement or correct them is developed. In the sixth year of life, a child can quite consistently and clearly compose descriptive and plot stories on the topic proposed to him.

Also, in older preschool age, children master the basic types of monologue and dialogic speech.

Games play a great role in the development of coherent speech in preschoolers. In the play activities of older preschoolers, there is a two-way connection between speech and play. On the one hand, speech develops and becomes more active in the game, and on the other hand, the game itself develops under the influence of speech development. The more knowledge our children have, the wider their spiritual world, the more interesting and amateur the game becomes. While playing, children show friendly relations to each other, and speech helps to express one’s attitude, feelings, thoughts, experiences towards the action being performed.

In word play, children learn to think about the things they given time are not directly perceived.

Verbal didactic game - accessible, useful, effective method nurturing independent thinking in children, “the most important thing for the development of thinking is to be able to use knowledge. This means selecting from your mental baggage in each case the knowledge that is needed to solve task at hand"(A.A. Lyublinskaya).

A verbal game does not require special material or certain conditions, but only requires the teacher’s knowledge of the game itself. When conducting games, it is necessary to take into account that the proposed games will contribute to the development of independence and thinking only if they are carried out in a certain system and sequence. A properly organized game promotes the development of coherent, dialogical speech, teaches you to change the timbre and rhythm of speech, teaches you to coordinate movements with words, and teaches you to listen to your interlocutor - a participant in the game. It is during the process of play that a child actively develops mental development - the development of will, memory, attention, imagination.

Based on this, purpose of the studyis to study the influence of word games on the development of coherent speech in children of senior preschool age.

Object of study:the process of development of coherent speech in children of senior preschool age.

Subject of study:coherent speech of children of senior preschool age.

Research objectives:

Study scientifically - pedagogical literature on this topic;

To determine the theoretical foundations of the development of coherent speech in children of senior preschool age;

Consider the basic concepts related to the research problem: speech, speech development, coherent speech, dialogic speech, monologue speech, word play.

- Study the importance of coherent speech for the development of preschool children;

Determine development methods coherent speech of children of senior preschool age;

To study the influence of word games on the development of coherent speech in children of senior preschool age.

Research methods:

Empirical:

Study of scientific, pedagogical and methodological literature on this topic;

Pedagogical diagnostics;

Pedagogical observation, pedagogical experiment;

Survey, conversation.

Theoretical:

Generalization and systematization of information (theoretical, practical and methodological);

Generalization of research results;

Forecasting.

Research base:Preschool educational institution No. 21 “Teremok” (Moscow region, Dubna, Karl Marx str., 27).

Structure of certification work:

1. Introduction (relevance, purpose, objectives, object, subject of research);

2. Two chapters in which the theoretical and practical stages research;

3. Conclusion (conclusions from the experiment);

4. Bibliography;

5. Application.

The certification work consists of an introduction, two chapters, a conclusion, an appendix and a list of references. The introduction discusses the relevance of the problem of developing coherent speech in preschoolers, and also sets the goal and objectives of this work. The first chapter provides a complete theoretical understanding of coherent speech and its components, the development of dialogic and monologue speech, as well as the main directions of pedagogical activity with preschool children in the development of coherent speech.

The second chapter describes methods for studying the level of development of coherent speech in children of senior preschool age, analyzes and conclusions on the study of the development of coherent speech in children of senior preschool age, and long-term planning of work based on the results of pedagogical diagnostics of the development of coherent speech.

The conclusion consists of conclusions drawn for each section of the certification work and an assessment of the significance of the studied material for practical work preschool teachers.

The application consists of a set of games for the development of coherent speech in preschoolers.

Chapter I. Theoretical foundations for the development of coherent speech in preschool children

1.1 The concept of coherent speech and its importance for the development of preschool children

Speech- this is one of the types of human communicative activity - the use of language means to communicate with other members of the linguistic community. Speech is understood as both the process of speaking (speech activity) and its result (speech works recorded in memory or writing).

K.D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Timely and correct acquisition of speech by a child is the most important condition for full mental development and one of the directions in the pedagogical work of a preschool institution. Without well-developed speech, there is no real communication, no true success in learning.

Speech development- the process is complex, creative and therefore it is necessary that children, perhaps earlier, master their skills well in native speech, they spoke correctly and beautifully. Therefore, the sooner (depending on age) we teach a child to speak correctly, the freer he will feel in a team.

Speech development- this is purposeful and consistent pedagogical work, which involves the use of an arsenal of special pedagogical methods and the child’s own speech exercises.

Coherent speech is understood as a semantically expanded statement (a series of logically combined sentences) that ensures communication and mutual understanding. Coherence, S. L. Rubinstein believed, is “the adequacy of the speech formulation of the speaker’s or writer’s thoughts from the point of view of its intelligibility for the listener or reader.” Consequently, the main characteristic of coherent speech is its intelligibility for the interlocutor.

Coherent speech is a speech that reflects everything essential aspects its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker’s thoughts, or because these connections are not properly identified in his speech.

In the methodology, the term “coherent speech” is used in several meanings: 1) process, activity of the speaker; 2) product, the result of this activity, text, statement; 3) the title of the section of work on speech development. The terms “statement” and “text” are used synonymously. An utterance is both a speech activity and the result of this activity: a specific speech product, greater than a sentence. Its core is meaning (T.A. Ladyzhenskaya, M.R. Lvov and others). Coherent speech is a single semantic and structural whole, including interconnected and thematically united, complete segments.

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

In linguistic and psychological literature, dialogical and monologue speech are considered in terms of their opposition. They differ in their communicative orientation, linguistic and psychological nature.

Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication. Main feature dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by another. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary. The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; brief premeditation. The coherence of the dialogue is ensured by two interlocutors. Dialogue speech is characterized by involuntary and reactive behavior. It is very important to note that dialogue is characterized by the use of templates and clichés, speech stereotypes, stable communication formulas, habitual, frequently used and seemingly attached to certain everyday situations and topics of conversation (L.P. Yakubinsky).

In preschool childhood, the child masters, first of all, dialogic speech, which has its own specific features, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue, which was built according to the laws of the literary language. Only special speech education leads a child to mastering coherent speech, which is a detailed statement consisting of several or many sentences, divided according to the functional-semantic type into description, narration, and reasoning. The formation of coherent speech, the development of skills to construct a statement meaningfully and logically is one of the main tasks of speech education of a preschooler.

All researchers studying the problem of the development of coherent speech turn to the characteristics given to it by S.L. Rubinstein.

The development of a child’s coherent speech occurs in close connection with the development of the sound aspect, vocabulary, and grammatical structure of the language. An important part of the work on speech development is the development figurative speech. Cultivating an interest in the artistic word and the ability to use means of artistic expression in independent expression leads to the development of a poetic ear in children, and on this basis their ability for verbal creativity develops.

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

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

The methodology for teaching monologue speech is clarified and supplemented by the research of N.G. Smolnikova on the development of the structure of coherent utterances in older preschoolers, E.P. Korotkova’s research on the peculiarities of preschoolers mastering various functional types texts. Mastery of coherent monologue speech is one of the central tasks of speech development of preschool children. Its successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality characteristics, cognitive activity of the child, etc.), which should and can be taken into account in the process of educational work and targeted speech education. Methods and techniques for teaching preschoolers coherent speech are also studied in many ways: E.A. Smirnova and O.S. Ushakov reveal the possibility of using a series of plot paintings in the development of coherent speech; V.V. writes quite a lot about the possibility of using paintings in the process of teaching preschoolers to tell stories. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.

Coherent speech, being an independent species speech and thinking activity, at the same time plays an important role in the process of raising and teaching children, because it acts as a means of obtaining knowledge and a means of monitoring this knowledge.

Modern psychological and methodological research notes that the skills of coherent speech, when developed spontaneously, do not reach the level that is necessary for a child’s full education at school. These skills need to be taught specifically. However, the ways of such training are not clear enough, since the scientifically based theory of speech development, according to T.A. Ladyzhenskaya, is just beginning to take shape; fundamental categories and concepts have not yet been sufficiently developed, such as sections of work on the development of coherent speech, content, teaching aids, and criteria for assessing the level of development of this type of communication.

Coherent monologue speech, representing a multifaceted problem, is the subject of study of various sciences - psychology, linguistics, psycholinguistics, social psychology, general and special methods.

Initially, it is necessary to dwell on the interpretation of the concept of “coherent speech”, because a correct understanding of its psychological nature largely determines both the methods for identifying the degree of its immaturity in children with speech impairments and the methodology for its formation.

In the literature, when defining the essence of this type of speech, the emphasis is often on the word “connected”. Therefore, even such a unit of language as a sentence falls under the definition of “coherent speech”, on the basis that all the words in the sentence are related to each other.

At the same time, in the psychological and psycholinguistic literature, connected (or monologue, or contextual) speech is considered as a complex type of speech communication, as a special type of speech-thinking activity, which has more complex structure, rather than a sentence or dialogical speech. This is precisely what determines the fact that even a well-developed skill in using phrases does not fully provide the ability to create coherent messages.

In contrast to dialogue, monologue as a long-term form of influence on the listener was first identified by L.P. Yakubinsky. As differential features The author calls this form of communication conditioned by the duration of speaking the connectedness, “the mood of the speech series; the one-sided nature of the statement, not designed for an immediate response from the partner; the presence of pre-planning, preliminary thinking.”

All subsequent researchers of coherent monologue speech, referring to the highlighted L.P. Yakubin characteristics focus on either the linguistic or psychological characteristics of the monologue. coherent speech preschool verbal

Taking the position of L.P. Yakubinsky about monologue as a special form of communication, L.S. Vygotsky characterizes monologue speech as higher form speech, which historically developed later than dialogue. The specifics of the monologue (both oral and written forms) by L.S. Vygotsky sees in its special structural organization, compositional complexity, the need for maximum mobilization of words.

Clarifying the thought of L.P. Yakubinsky about the presence of predetermination and preliminary thinking characteristic of the monologue form of speech, L.S. Vygotsky especially emphasizes its consciousness and intentionality.

L. Rubinstein, developing the doctrine of monologue speech, first of all notes that it is based on the ability to reveal a thought in a coherent speech structure.

The author explains the complexity of monologue speech, noted by researchers, by the need to “transmit into speech plan“a more or less extensive speech whole intended for an outside listener and understandable to him.”

Preferring the term “coherent speech” to the term “monologue speech,” the author emphasizes that it is the consideration of the listener that organizes it, thus, when it becomes necessary to reflect all the essential connections of the subject content in speech terms, since “... every speech talks about something.” then, i.e. has some object; Every speech at the same time addresses someone - a real or possible interlocutor or listener.” The author calls the representation of semantic relations in speech a speech context, and speech that has this quality is contextual or coherent.

Thus, S.L. Rubinstein clearly distinguishes two interconnected levels in contextual speech: mental and speech, which allows us to approach the analysis of connected speech as special type speech and thinking activity.

Analyzing the process of formation of coherent speech, S.L. Rubinstein especially emphasizes the fact that “the development of vocabulary and mastery of grammatical forms are included in it as private aspects” and in no way determine its psychological essence.”

Outlined in the works of S.L. Rubinstein’s idea about the presence of a mental (content) and speech (structural) plan in contextual monologue speech was subsequently developed in the works of modern psychologists.

Communication development speech, namely monologue and dialogical, depends on how the child masters word formation and grammatical structure. If a child makes mistakes in word formation, the teacher should fix his attention on them in order to correct them later in an appropriate environment.

Work on the development of coherent speech is built taking into account the age characteristics of children, and it is important to take into account individual characteristics speech development of each child (emotionality, spontaneity and at the same time accuracy and correctness of the sound and grammatical design of the text).

1.2 Development of coherent speech in children of senior preschool age

A preschool educational institution develops all children's inclinations and abilities, and among them there is nothing more significant and important in importance than the ability to speak. Therefore, systematic teaching of speech, methodical development of speech and language form the basis of the entire system of education in kindergarten.

During the period of preschool childhood, significant changes occur in the thinking of children: their horizons expand, mental operations improve, new knowledge and skills appear, and therefore speech improves.

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

Observing various phenomena of the surrounding life (nature, everyday life, the work of adults, etc.), great importance is given to the development of coherent speech in children. The sky, water and earth, fields and forests, thunderstorms, the sound of the wind, the colors of golden autumn, the awakening of nature in spring - all this has an emotional impact on the child and encourages him to speak out. The possibility of repeated observations creates conditions for the correct consolidation of what is perceived in speech and provides material for comparison, generalization, and description of objects and phenomena. By observing nature, a child learns to find and correctly explain the relationship between objects and their changes in accordance with time, circumstances, i.e. explain the essence of the phenomenon. He begins to use sentences involving composition and submission. The methods and techniques we select for the development of coherent speech ensure conscious, deep and lasting mastery of the native language. Therefore, we strive to ensure that children accurately convey the results of observations.

The development of coherent speech in children is carried out in the process of everyday life, as well as in the classroom. The ability to coherently, consistently accurately and figuratively express one’s thoughts also influences aesthetic development. When composing his stories, the child tries to use figurative words and expressions. Some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation means of expression, or regulate the speed and volume of speech depending on the situation. There are also errors in the formation of different grammatical forms (genitive plural of nouns, agreement of nouns with adjectives, different ways of word formation). And, of course, a number of children find it difficult to construct complex syntactic structures, which leads to incorrect combination of words into a sentence and disruption of the connection between sentences in a coherent statement. And therefore, the development of coherent speech is inseparable from solving other problems of speech development: enriching and activating the vocabulary, forming the grammatical structure of speech, nurturing the sound culture of speech. Thus, in the process of vocabulary work, the child accumulates the necessary vocabulary, gradually masters the ways of expressing certain content in words, and ultimately acquires the ability to express his thoughts most accurately and completely.

It is important to remember that children move to a coherent sentence first in stories of a calm, narrative nature. When conveying events that caused vivid emotional experiences, the child lingers longer on the situational-expressive presentation. Thus, when children reach senior preschool age, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed (if necessary) answers. The ability to evaluate the statements and answers of comrades, supplement or correct them is developed. At the 6th year of life, a child can quite consistently and clearly compose descriptive and plot stories on the proposed topic. However, children still need a previous teacher model. The ability to convey in a story their emotional attitude to the objects or phenomena described is not sufficiently developed.

Two main types of communication The speeches taught in storytelling classes are dialogic and monologue speech. In classes with children of senior preschool age, we use objects and plot-based didactic pictures to compose stories. Also visual material- drawings and applications of children, slides, photographs from life, including their portraits. Children already have experience in composing descriptive stories based on a landscape painting.

For everyone age stages The key to success is the children’s understanding of the overall content of the picture (What is it about? Who? What can it be called?). The degree of coherence of the story depends on how correctly the child perceived, comprehended and experienced what was depicted, how clear and emotionally significant the plot and images of the picture became for him. In order for children to better understand the picture, we conduct a preliminary conversation or explanations during the preliminary story. Often classes on plot picture We carry out complex studies: the examination is interspersed with stories about individual parts of the picture, the description is combined with a narration about the depicted event, with the inventing of episodes that go beyond the scope of the recorded event.

When working with children, we noted some problems and difficulties in developing children’s skills to compose descriptive stories based on a picture:

the child’s inability to compose a story consistently, maintaining the general thread of the required topic;

replacing the compilation of a descriptive story with a listing of the objects depicted in the picture, as a result of which the story turns out to be meager and does not have elements of description;

inability to combine different parts of speech exactly according to meaning;

rare use of common and complex sentences when composing descriptive stories;

absence or insufficient expression of stories, children's tightness, repetition of what they had previously heard from other children, constraint in speech.

To solve these problems, we select different teaching methods: we explain the nature of the upcoming statement, give a sample of it, propose a plan for it, and at first we resort to compiling a collective story. An outline helps you write interesting descriptive stories. The questions, compiled and thought out by us in advance, require children to answer, think, prove, force them to compare and contrast facts, draw conclusions or proposals. We group the questions that we ask along the way so that, by answering them, the child can compose a complete story based on one of the fragments of the picture. To avoid compromising the integrity of the perception of the picture, we provide linking phrases that direct children to look at the next fragment and combine one part of the story with the subsequent picture. Throughout the year, children make up stories based on 4-5 wall paintings. I alternate classes on describing pictures with classes devoted to storytelling from pictures, postcards, and photographs, which we conduct in a playful way.

Children are very fond of creative (from the imagination) stories based on the picture. When familiarizing yourself with the picture, we ask several questions that stimulate the children’s imagination, forcing them to think either about the events that preceded what they see or about those that happened after. We explain the task to the children and invite them to tell us in their own way about what is not in the picture, but what they can guess. And if the children are ready to complete the task, you can not give a sample story, but give a detailed plan followed by analysis, which will well activate the children’s initiative. We reinforce the ability to come up with a story in classes with handouts. To do this, we use children's plot drawings, photographs, postcards, and small pictures.

Thus, the ability to speak coherently develops only with the targeted guidance of the teacher and through systematic training in the classroom. To summarize, we can state the following:

step-by-step work on teaching children storytelling in classes and in free activities in accordance with age characteristics;

The teacher’s use of a variety of teaching methods and techniques allows teachers to improve and qualitatively improve coherent speech in older children.

1.3 The role of word games in the development of coherent speech in children of senior preschool age

Preschool age is a period of active learning by a child spoken language, formation and development of all aspects of speech. Children with speech disorders have deviations not only in speech development, but also in the emotional-volitional sphere. Such children are characterized by instability of interests, decreased observation, decreased motivation, negativism, self-doubt, increased irritability, aggressiveness, touchiness, difficulties in communicating with others, and establishing contacts with their peers. Children's coherent speech is imperfect, stories are inconsistent and poor in epithets. However, it is very important to teach your child to clearly express his thoughts, plans, moods and desires using words and sentences, and not just through emotions alone. It is especially necessary to develop children’s speech and form speech communication in speech therapy groups.

Greatest effect work on the development of speech of a preschooler will be obtained if it is carried out through a variety of games. One type of game is a verbal didactic game. Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.

Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics. When playing such games, children develop speech, memory, attention, logical thinking, and visual perception. Every teacher knows that preschoolers are very impressionable and quickly succumb to emotional influence.

They are actively involved in verbal and speech games. In my work, I take into account that in the junior and middle groups, games are aimed at developing speech, cultivating correct sound pronunciation, clarifying, consolidating and activating vocabulary, and developing correct orientation in space. And in older preschool age, children actively begin to develop logical thinking, and games are selected with the aim of developing mental activity and independence in solving problems: children must quickly find the right answer, formulate their thoughts accurately and clearly, and apply knowledge in accordance with the task. With the help of verbal games, children develop a desire to engage in mental work, which is important in preparing preschoolers for school. For the convenience of using verbal games in the pedagogical process, I use four groups of games proposed by Bondarenko A.K.

Let me give brief characteristics of each group:

group - games that develop the ability to identify essential features of objects and phenomena: “Shop”, “Guess It?”, “Radio”, “Yes - No”, “Whose Things?”

group - games used to develop children’s ability to compare, contrast, notice differences, and make correct conclusions: “Similar - not similar,” “Who will notice more fables?”

group - games with the help of which the ability to generalize and classify objects according to various criteria is developed: “Who needs what?”, “Name three words”, “Name in one word”.

group - games to develop attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “It flies - it doesn’t fly”, “Don’t name white and black”.

Verbal games are the most complex: they are not associated with the direct perception of an object; in them, children must operate with ideas. These games are of great importance for the development of a child’s thinking, since in them children learn to express independent judgments, draw conclusions and conclusions without relying on the judgments of others, and notice logical errors.

Of the verbal games, games that are very interesting for the development of speech are guessing games: “What would happen...?” or “What would I do...”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. These games help develop children’s ability to make statements, statements or generalized evidence. The first include assumptions: “It would become dark,” “It would be impossible to play,” “It would be impossible to read, draw,” etc., which children express based on their experience.

More meaningful answers: “Factories could not work - for example, bake bread”, “Trams, trolleybuses would stop, and people would be late for work”, etc. These games require the ability to correlate knowledge with circumstances, to establish causal relationships. They also contain a competitive element: “Who can figure it out faster?” Older children love such games and consider them “difficult games” that require the ability to “think.” I would like to especially note the word games I use that awaken the imagination of children: “What would I see on the Moon if I were an astronaut”, “What would I do if I were a wizard”, “If I became invisible”. They are played similarly to the previous game. The teacher begins: “If I were a wizard, I would make sure that all people were healthy.”

It is safe to say that these games teach children to fantasize, and even encourage children with speech problems to actively express themselves. After all, children are different, and they have different dreams: some want to be astronauts, others want to be doctors, so that everyone is healthy, and others (paying tribute to their love for the teacher) want to be teachers too. The value of these games is also that they activate and enrich the vocabulary. When working with children on vocabulary, I use riddle games as word games. Currently, riddles, telling and guessing, are considered as a type of educational game. The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven).

For this purpose, you can hold “Guess the Riddle” evenings. Children not only guess new riddles proposed by me, but also prepare their own riddles in advance with their parents for such evenings. Verbal games to develop and activate vocabulary can be played with a ball. This helps keep the child's attention; after all, children attending speech therapy groups, as a rule, are inattentive and often distracted.

I use the following types of ball games:

1. Throwing the ball while repeating the named word or phrase.

2. Tossing the ball while naming antonyms (“Say the opposite”).

3. Throwing a ball with naming synonyms and words that are similar in meaning (“Say the same thing, but in a different way,” for example, path - road, small - small, tiny, tiny, etc.)

4. Throwing the ball and naming an object of any group (for classification).

5. Throwing a ball while naming a word with a given sound, etc.

The use of verbal and play activities increases the effectiveness of children’s speech development and allows them to develop a variety of skills that will become the basis for further successful learning. Properly organized and systematically conducted games help the development of coherent speech, significantly replenish vocabulary, and make children’s speech more literate and expressive. The problem of mastery of words is relevant today for all ages, this is evidenced by the fact with what enthusiasm parents are involved in the process of playing with words, with what pride children talk about their achievements. Parents can be introduced to word games through information stands, individual conversations, at meetings, and open screenings.

Memos and booklets help the teacher bring necessary information on speech development for each parent. Verbal games can be used by organizing KVN events, “round tables”, “Field of Miracles”, etc. together with parents and children. Parents get involved in the gameplay and get a lot positive emotions, learn new word games that you can play with your child on the way home, in transport, at home.

By practicing verbal games with their child at home, parents enter into a certain creative and emotional contact with him, which is valuable for establishing communicative relationships. And the child, in turn, solving simple educational game tasks, rejoices at his results and achievements.

Chapter II. Contents and methods of developing coherent speech in children of senior preschool age

2.1 Ascertaining experiment

The experimental study was carried out on the basis of preschool educational institution No. 21 “Teremok” (Moscow region, Dubna, Karl Marx str., 27). The study involved 20 children aged 5-6 years.

Methodology for studying coherent monologue speech in children of senior preschool age. The methodology for studying the development of coherent speech is presented by many modern researchers: V.P. Glukhova, N.S. Zhukova, T.B. Filicheva, E.P. Korotkova, F.A. Sokhin, A.M. Bykhovskaya and N.A. Kazovoy, O.S. Ushakova, N.V. Nishcheva and others, both in general preschool and special pedagogy.

To study the state of coherent speech of preschool children, the following methods are used:

vocabulary examination according to a special scheme;

study of coherent speech using a series of tasks;

observation of children in the process of educational, subject-practical, gaming and everyday activities in a children's educational institution;

study of medical and pedagogical documentation (data from anamnesis, medical and psychological research, pedagogical characteristics and conclusions, etc.); using data from conversations with parents, educators and children.

We will focus on the study of coherent monologue speech using a series of tasks, based on the methodology of V.P. Glukhova. V.P. Glukhov proposes a system for teaching storytelling, consisting of several stages. Children master coherent speech skills in following forms: composing statements based on visual perception, reproducing a listened text, composing a descriptive story, storytelling with elements of creativity. At the same time, visual material from the relevant manuals by O.S. was used. Gomzyak, N.V. Nishcheva, G.A. Kashe, T.B. Filicheva and A.V. Soboleva, V.V., Konovalenko, O.E. Gribova and T.P. Bessonova. For the purpose of a comprehensive study of children’s coherent speech, a series of tasks were used, which included:

Drawing up proposals for individual situational pictures;

Making a sentence based on three pictures related thematically;

Retelling a text (a familiar fairy tale or short story);

Compiling a story based on a series of plot pictures;

Writing a story based on personal experience,

Compiling a descriptive story.

The ability of children to convey the content of a familiar literary text, a visually perceived plot situation, as well as their life impressions and their own ideas was determined. The results of completing tasks were recorded in protocols based on schemes for assessing the level of task completion.

Exercise 1: Making proposals based on individual situational pictures (action pictures).

Target: determine children’s ability to compose an adequate complete statement at the phrase level.

Tasks: develop in children the independent establishment of semantic relationships in statements and convey them in the form of a phrase corresponding in structure.

Instructions.

Preparation of the study: To conduct the study, several pictures of the following sample are required:

The girl is sitting on a chair.

A boy is reading a book.

The boy catches fish.

A girl is skating (sleighing).

The study is carried out in an individual form. When showing each picture, the child is asked a question-instruction: “Tell me what is drawn here? Who (what) is this? What is he (she) doing?

The criteria for assessing the level of task completion are given in Table 1.1.

Table 1.1

Criteria for assessing the level of completion of the task of drawing up proposals for individual situational pictures

High level Answer to a question-task in the form of a grammatically correctly constructed phrase, adequate in meaning to the content of the proposed picture, complete or accurately depicting its subject content 5 points Average Long pauses while searching for the right word 4 points Insufficient Combination the mentioned shortcomings information content and lexico-grammatical structuring of the phrase when performing all (or most) variants of the task 3 points Low An adequate phrase-statement is composed using an additional question indicating the action performed by the subject. Not all variants of the task were completed 2 points The task was completed inadequately Lack of an adequate phrasal answer using an additional question. Composing a phrase is replaced by listing the objects depicted in the pictures1 point

Table 1.2

Diagnostic card for task No. 1

1Olya A. 3 2Inna A. 3 3Alexander V. 3 4Maria V. 4 5Ruslan G. 2 6Dima G. 3 7Vadim D. 2 8Daniil Z. 3 9Daniil I. 4 10Ramzan K. 1 11Rustam K. 2 12Georgy K. 3 13Olya K. 3 14Ira M. 4 15Dasha M. 2 16David N. 3 17Zakhar O. 4 18Egor P. 3 19Yanina Shch. 3 20Vitalia E. 4

Task 2: Making a sentence based on three pictures (for example: grandmother, threads, knitting needles).

Target: identify children's ability to make a sentence based on three pictures.

Tasks: develop children’s ability to establish logical and semantic relationships between objects and convey them in the form of a complete phrase-statement.

Instructions. The child is asked to name the pictures and then compose a sentence so that it talks about all three objects.

The criteria for assessing the level of task completion are given in Table 1.2.

Table 2.1.

Criteria for assessing the level of completion of the task of making sentences based on three pictures

Level of task completion Analysis of results Score in points High The phrase is composed taking into account the subject content of all the proposed pictures, it is an adequate in meaning, grammatically correct, and sufficiently informative statement. 5 points Average If children have certain deficiencies in constructing a phrase that is adequate in meaning and corresponding to the probable subject situation 4 points Insufficient The phrase is composed based on the subject content of only two pictures. When assistance is provided (indication of omission), the child composes a statement adequate in content 3 points Low The child was unable to compose a phrase statement using all three pictures, despite the assistance provided to him 2 points Inadequate The proposed task was not completed 1 point

Table 2.2.

Diagnostic card for task No. 2

No. Child Diagnostic result (in points)1Olya A. 3 2Inna A. 3 3Alexander V. 3 4Maria V. 3 5Ruslan G. 2 6Dima G. 3 7Vadim D. 3 8Daniil Z. 4 9Daniil I. 2 10Ramzan K. 1 11Rustam K. 2 12Georgy K. 3 13Olya K. 3 14Ira M. 2 15Dasha M. 4 16David N. 3 17Zakhar O. 3 18Egor P. 2 19Yanina Shch. 3 20Vitalia E. 3

Task 3: Retelling a text (a familiar fairy tale or short story).

Target: to identify the ability of children with special needs to reproduce a literary text that is small in volume and simple in structure.

Tasks: develop children’s ability to convey the content of a story completely without semantic omissions or repetitions.

For this we used the fairy tale “Teremok”, familiar to children. The text of the work was read twice, and before reading again, instructions were given to compose a retelling. When analyzing the compiled retellings, special attention was paid to the completeness of the transmission of the content of the text, the presence of semantic omissions, repetitions, adherence to the logical sequence of presentation, as well as the presence of semantic and syntactic connections between sentences and parts of the story.

Table 3.1

Criteria for assessing the level of completion of a text retelling task

Level of task completionAnalysis of resultsScore in pointsHigh If the retelling is compiled independently, the content of the text is fully conveyed 5 points Medium The retelling is compiled with some help (motivations, stimulating questions), but the content of the text is fully conveyed 4 points Insufficient There are omissions of individual moments of the action or an entire fragment 3 points Low The retelling is compiled based on leading questions, the coherence of the presentation is broken 1 point. 2 points The task was completed inadequately The task not completed1 point

Table 3.2

Diagnostic card for task No. 3

No. Child Diagnostic result (in points)1Olya A. 4 2Inna A. 2 3Alexander V. 4 4Maria V. 4 5Ruslan G. 3 6Dima G. 3 7Vadim D. 3 8Daniil Z. 3 9Daniil I. 3 10Ramzan K. 1 11Rustam K. 1 12Georgy K. 3 13Olya K. 4 14Ira M. 3 15Dasha M. 3 16David N. 2 17Zakhar O. 4 18Egor P. 3 19Yanina Shch. 4 20Vitalia E. 3

Task 4: Compiling a story based on a series of plot pictures.

Target: identifying children’s abilities to compose a coherent plot story based on the visual content of successive fragments-episodes.

Tasks: strengthen children's ability to develop phrasal speech when composing a story based on a picture.

Instructions . This task was used to identify children's abilities to compose a coherent story based on the visual content of successive fragments-episodes. Using three plot pictures, the children made up the story “Feeder”. The pictures are laid out in the required sequence in front of the child, who carefully examines them and composes a story based on the pictures.

Table 4.1.

Criteria for assessing the level of completion of the task of writing a story based on a picture

Level of task completion Analysis of results Score High A coherent story has been compiled independently 5 points Average The story has been compiled with some help (stimulating questions, indications of the picture), the content of the pictures is sufficiently fully reflected 4 points Insufficient The story has been compiled using leading questions and indications of the corresponding picture or its specific detail 3 points Low The story has been compiled using leading questions, its coherence is sharply disrupted, significant moments of action and entire fragments are omitted, which violates the semantic correspondence of the story to the depicted plot 2 points Inadequate Task not completed 1 point

Table 4.2

Diagnostic card for task No. 4

No. Child Diagnostic result (in points)1Olya A. 3 2Inna A. 3 3Alexander V. 3 4Maria V. 3 5Ruslan G. 3 6Dima G. 2 7Vadim D. 3 8Daniil Z. 3 9Daniil I. 3 10Ramzan K. 2 11Rustam K. 1 12Georgy K. 3 13Olya K. 4 14Ira M. 3 15Dasha M. 3 16David N. 3 17Zakhar O. 5 18Egor P. 2 19Yanina Shch. 3 20Vitalia E. 3

Task 5: Writing a story based on personal experience.

Target: identify the individual level and characteristics of proficiency in coherent phrasal and monologue speech when conveying one’s life impressions.

Tasks: develop phrasal speech when composing a message without visual or textual support. Instructions. The children were asked to tell what was on the site; what children do in the area, what games they play; name your favorite games and activities; remember winter games and entertainment.

Table 5.1.

Criteria for assessing the level of completion of a task for writing a story based on personal experience

Level of task completion Analysis of results Score in points High The story contains fairly informative answers to all questions 5 points Medium The story is compiled in accordance with the question plan of the task, most of the fragments represent coherent, fairly informative statements 4 points Low The story reflects all the questions of the task, some of its fragments are a simple listing of objects and actions, information content the story is insufficient 3 points Insufficient One or two fragments of the story are missing, most of it is a simple listing of objects and actions 2 points The task is completed inadequately The task is not completed 1 point

Table 5.2

Diagnostic card for task No. 5

No. Child Diagnostic result (in points)1Olya A. 4 2Inna A. 3 3Alexander V. 3 4Maria V. 3 5Ruslan G. 3 6Dima G. 4 7Vadim D. 2 8Daniil Z. 3 9Daniil I. 2 10Ramzan K. 1 11Rustam K. 1 12Georgy K. 2 13Olya K. 3 14Ira M. 3 15Dasha M. 4 16David N. 3 17Zakhar O. 4 18Egor P. 3 19Yanina Shch. 3 20Vitalia E. 4

Task 6: Compiling a descriptive story.

Target: identifying the completeness and accuracy of the reflection of the main properties of the subject in the story, the presence of a logical and semantic organization of the message. Tasks: develop in children the ability to reflect the basic properties of objects using linguistic means of verbal characteristics. Instructions. The speech therapist introduces children to each symbol, talks about how the diagram will help you write a story about vegetables.

Story plan:

1. What is this item?

2. Where does it grow?

3. What does the vegetable taste like?

4. What does it feel like?

5. What shape is the vegetable?

6. What color is the vegetable?

7. What can you cook from a vegetable?

Table 6.1

Criteria for assessing the level of implementation of the story description

Level of task completion Analysis of results Score in points High The description story reflects all the main features of the object, an indication of its functions or purpose is given, a logical sequence is observed in the description of the features of the item. 5 points Average The description story is quite informative, is distinguished by its logical completeness, it reflects most of the main properties and qualities of the subject. 4 points Insufficient The narrative-description is composed with the help of separate motivating and leading questions, it is not informative enough, it does not reflect some essential features of the subject. 3 points Low The story is composed with the help of repeated leading questions, indications of the details of the subject. The description of the item does not reflect many of its essential properties and features. There is no logical sequence of the story. 2 points The task was completed inadequately The task was not completed. 1 point

Table 6.2

Diagnostic card for task No. 6

No. Child Diagnostic result (in points)1Olya A. 4 2Inna A. 4 3Alexander V. 3 4Maria V. 4 5Ruslan G. 3 6Dima G. 3 7Vadim D. 3 8Daniil Z. 3 9Daniil I. 4 10Ramzan K. 1 11Rustam K. 2 12Georgy K. 4 13Olya K. 3 14Ira M. 3 15Dasha M. 3 16David N. 3 17Zakhar O. 4 18Egor P. 3 19Yanina Shch. 4 20Vitalia E. 3

The criteria for classifying a child to a particular level are based on the summation of scores for all six tasks.

A high level of development of coherent speech includes children who score 21 points or higher on all tasks of the method.

The average level of development of coherent speech includes children who scored from 20 to 15 points on all tasks from the methodology.

The insufficient level of development of coherent speech includes children who scored from 14 to 9 points on all test methods.

The low level of development of coherent speech includes children who scored from 8 to 3 points on all tasks and methods.

In a summary table, we present children’s grades for all tasks and sum up the points received to identify the children’s level

Table 7

1Olya A. 33434421 2Inna A. 33233418 3Alexander V. 33433319 4Maria V. 43433421 5Ruslan G. 22333316 6Dima G. 33324318 7Vadim D. 23332316 8Daniil Z. 34333319 9Daniil I. 42332418 10Ramzan K. 1112117 11Rustam K. 2211129 12Georgy K. 33332418 13Olya K. 33443320 14Ira M. 42333318 15Dasha M. 24334319 16David N. 33233317 17Zakhar O. 43454424 18Egor P. 32323316 19Yanina Shch. 33433420 20Vitalia E. 43334320

In the following table 8 we present data on the level of development of monologue speech in the tested children:

Table 8.

level of development of monologue speech in the tested children

High21 points and above 315 Average: 20 to 15 points 1575 210 Low8 and below

Dialogue speech is also one of the most important indicators of the development of coherent speech. The content of the work on teaching older preschoolers includes teaching children the ability to conduct a conversation, answer questions with detailed and monosyllabic answers, be able to listen to the statements of others and tactfully correct mistakes, supplement answers, and make their own remarks. Kids also need to be taught the quality of speech, that is, to be friendly, tactful, polite, maintain a posture when speaking, and look into the face of the interlocutor.

The teacher can choose the topic of conversation himself or ask the children what they want to talk to him about. If the child does not want to talk, there is no need to insist. When a child first begins to attend kindergarten, he may remain silent and not make contact with the teacher and other children; at such moments the teacher should be especially affectionate, but at the same time persistent: talk more when addressing the baby, play with him, at the same time name your actions.

During the day, the teacher needs to find time for short conversations with all the children; this will include the time of morning reception of children in kindergarten, washing, dressing and walking.

To develop children's dialogical speech skills, the teacher should use verbal instructions. At the same time, the teacher gives the children a sample request, sometimes asking the child to repeat it to check whether he remembers the phrase. This also helps to reinforce forms of polite speech.

To develop the initial forms of speech-interview, the teacher plans and organizes a joint examination with children of illustrations, favorite books, and children's drawings. The teacher’s short emotional stories (what he observed on the bus; how he spent his weekend), which evoke various similar memories in the children’s memory and activate their judgments and assessments, will help stimulate a conversation on a specific topic.

An effective teaching technique is to bring children together to talk. different ages. In these cases, the guests ask, and the hosts talk about life in their group, about toys. It is also possible to organize a fairy tale production with children of different ages using costumes and attributes. For example: a production of the fairy tale “Teremok”, where older preschoolers begin the fairy tale by involving younger preschoolers in it.

A good opportunity for the development of speech in preschoolers is provided by children’s independent games and their work, for example, such role-playing games as “to the family,” “to kindergarten,” “to the hospital,” and later “to school.”

In older groups, the topics of conversation are the most varied and more complex. For example: you can invite children to remember their favorite fairy tale or game. The greatest attention is paid to developing communication skills with adults and children learning the rules speech behavior in public places. In collective conversations, children are encouraged to complement each other, correct a friend, and ask a question to their interlocutor.

Communication with children is very important. With its help, you can influence the comprehensive development of a child’s speech: correct mistakes, ask questions, give an example of correct speech, develop dialogic and monologue speech skills. In an individual conversation, it is easier for the teacher to focus the child’s attention on individual errors in his speech. During the conversation, the teacher can better study all aspects of the child’s speech, identify its shortcomings, determine which exercises are best to use for speech development, and find out his interests and aspirations.

Communication with children can be individual and collective. The whole group or several children participate in a collective conversation. Best time for collective conversations is a walk. Morning and evening hours are best for individual communication. But whenever a teacher speaks to children, the conversation should be beneficial, interesting and understandable. The teacher uses all moments in the life of a kindergarten or group to talk with children. When accepting children to kindergarten in the morning, the teacher can talk to each child, ask him about something (who bought such a beautiful blouse? Where will they go on vacation? What was interesting at the weekend?).

The topics and content of conversations are determined by the tasks of education and depend on the age characteristics of the children, but at the same time, conversations should be close and accessible to children and be based on their experience and knowledge. IN younger group the range of conversations is related to what surrounds children, what they directly observe: toys, transport, the street, family. In the middle and senior groups, topics for conversation are expanded due to the new knowledge and experience that children receive from the surrounding life, books, and television. You can talk to a child about what he has not seen, but what he has been read about in books, what he has heard about. The topics of conversations are determined by the interests and needs of the children; such conversations are conducted naturally and lively. The teacher has a great influence on the development of children's speech. In this regard, his own speech must be correct, expressive and accessible to children. Also, the teacher’s speech should contain many apt expressions, sayings, poems, and epithets. We diagnosed the speech development of children using the method of F. G. Daskalova.

Task No. 1. Free verbal associations for a specific word.

Task: “We will play a game with words. I’ll tell you one word, and you tell me another - whatever you want.”

Red.

The evaluation criteria are given in Table 9.1:

Table 9.1.

Criteria for assessing the completion of task No. 1

Level of task completion Analysis of results Score in points High Most of the association words are named correctly (adequate to the stimulus word) 5 points Average At least 3 associations are adequate to the stimulus word 4 points Insufficient 2 words are adequate to the stimulus word 3 points Low The task is completed with the help of the teacher 2 points The task is completed inadequately The task is not completed. 1 point

The result of completing the task will be placed in table 9.2.

Table 9.2.

Result of task No. 1

No. Child Diagnostic result (in points)1Olya A.42Inna A.33Alexander V.34Maria V.35Ruslan G.36Dima G.47Vadim D.38Daniil Z.39Daniil I.410Ramzan K.011Rustam K.112Georgiy K.313Olya K.314Ira M.415Dasha M.316David N.317Zakhar O .418Egor P.319Yanina Shch.320Vitalia E.3

Task No. 2. Associative addition of a word in a sentence - selection and active use of nouns

The child is pushing...

The girl is shaking...

The bunny is crunching... .

Mom is washing... .

The girl is watering...

The evaluation criteria for tasks 2-6 are given in Table 10:

Table 10.

Criteria for assessing the completion of tasks No. 2-6 for the diagnosis of dialogic speech

Level of task completion Analysis of results Score in points High All answers are correct 5 points Average Most of the answers are correct (1 wrong answer is allowed) 4 points Insufficient Most of the answers are not correct, but the task is completed independently (two incorrect answers) 3 points Low The task is completed with the help of the teacher 2 points The task is completed inadequately The task is not completed 1 point

Table 11. Diagnostic sheet for task No. 2

No. Child Diagnostic result (in points) 1Olya A.32Inna A.33Alexander V.44Maria V.55Ruslan G.36Dima G.47Vadim D.48Daniil Z.39Daniil I.410Ramzan K.111Rustam K.112Georgiy K.413Olya K.414Ira M.415Dasha M.316David N.317Zakhar O .418Egor P.319Yanina Shch.320Vitalia E.3

3rd test. Selection and active use of verbs

What is the bunny doing?

What is the child doing?

What is the rooster doing?

What does mom do?

What is dad doing?

Table 12.

Diagnostic sheet for task No. 3

No. Child Diagnostic result (in points)1Olya A.32Inna A.33Alexander V.44Maria V.55Ruslan G.36Dima G.47Vadim D.48Daniil Z.39Daniil I.410Ramzan K.111Rustam K.112Georgiy K.413Olya K.414Ira M.415Dasha M.316David N.317Zakhar O .418Egor P.319Yanina Shch.320Vitalia E.3

Task No. 4. Selection and active use of adjectives

What kind of apple is it (by size, color, etc.)?

What dog?

What elephant?

Which flowers?

What winter?

Table 13.

Diagnostic sheet for task No. 4

No. Child Diagnostic result (in points)1Olya A.42Inna A.43Alexander V.54Maria V.45Ruslan G.46Dima G.37Vadim D.48Daniil Z.39Daniil I.410Ramzan K.211Rustam K.112Georgiy K.413Olya K.314Ira M.415Dasha M.416David N.317Zakhar O .518Egor P.319Yanina Shch.420Vitaliya E.3

Task No. 5. Making a sentence based on three specific words

Doll, girl, dress;

Aunt, stove, cat;

Uncle, truck, firewood.

Table 14.

Diagnostic sheet for task No. 5

No. Child Diagnostic result (in points)1Olya A.42Inna A.43Alexander V.34Maria V.55Ruslan G.46Dima G.47Vadim D.48Daniil Z.39Daniil I.310Ramzan K.111Rustam K.112Georgiy K.513Olya K.514Ira M.415Dasha M.416David N.317Zakhar O .418Egor P.319Yanina Shch.420Vitalia E.3

Task No. 6. Verbal explanation of a specific action and its sequence

Task:

1. Explain: how can you make a house out of these cubes?

2. Explain: how to play hide and seek or a game you know and love?

Table 15.

Diagnostic sheet for task No. 6

No. Child Diagnostic result (in points)1Olya A.42Inna A.43Alexander V.54Maria V.45Ruslan G.46Dima G.37Vadim D.48Daniil Z.39Daniil I.410Ramzan K.211Rustam K.212Georgiy K.413Olya K.414Ira M.515Dasha M.416David N.317Zakhar O .418Egor P.419Yanina Shch.420Vitaliya E.3

In Table 16 we present summary indicators for all tasks to determine the level of development of dialogic speech and calculate the overall level of development of dialogic speech in children.

Table 16.

No. Child Diagnostic result (in points) Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Sum of points1Olya A.323332 16 2Inna A.333322 16 3Alexander V.333343 19 4Maria V.323322 15 5Ruslan G.333333 18 6Dima G.233332 16 7Vadim D.333323 17 8Daniil Z.323332 16 9Daniil I.433322 17 10Ramzan K.122121 9 11Rustam K.112221 9 12Georgy K.323333 17 13Olya K.343333 16 14Ira M.343343 17 15Dasha M.333224 17 16David N.333332 17 17Zakhar O.344233 19 18Egor P.233332 16 19Yanina Shch.333232 16 20Vitaliya E.323231 14

Table 17 shows the level of development of dialogic speech:

Table 17

Speech development levelLevel (in points)Number of childrenPerson%High21 points and above 00 Average: 20 to 15 points 1785 InsufficientFrom 14 to 9 points 315 Low8 and below 00

In Table 18 we present the summary results of a study of the level of development of coherent speech (monologue and dialogic speech) of older preschoolers.

Table 18.

Diagnostics of the study of coherent speech

Level of coherent speechCoherent speech (in%) Monologue speechDialogue speechHigh 150 Average 7517 Inadequate 103 Short 00

For clarity, we present the results of the study in a diagram:

Rice. 1. Diagram of levels of development of coherent speech of older preschoolers

Thus, the study showed that the children who took part in the diagnostics mainly had a low and medium level of coherent speech.

Based on the diagnostic results, we divided the children into two groups: control (10 people) and experimental (10 people).

In Table 19 we present the level of development of coherent speech of older preschoolers in each group to obtain more clear results when conducting a control experiment:

Table 19.

Level of development of coherent speech in the control and experimental groups

Level of development of coherent speech Diagnostic result by group Control group Experimental group Monologue speech Dialogue speech Monologue speech Dialogue speech High 2010 Average 70908080 Inadequate 10101020 Short 0000

Thus, the control group included children with both low, average and high levels of development of coherent speech; in the experimental group we included children mainly with insufficient and average levels of development to more clearly confirm or refute the effectiveness of the developed teaching methodology.

The results of the ascertaining stage of the study allowed us to propose a system of word games for the development of coherent speech in children of senior preschool level.

2.2 Formative experiment

Of all the knowledge and skills, the most important, the most necessary for life activities, is the ability to speak clearly, understandably, and beautifully in one’s native language. Throughout his life, a person improves his speech and masters a variety of linguistic means.

Mastering coherent oral speech, developing fantasy, imagination and the ability for literary creativity are the most important conditions for high-quality preparation for school. An important component of this work is: the development of figurative speech, cultivating interest in the artistic word, and developing the ability to use means of artistic expression in independent expression. A number of games and exercises help achieve these goals.

The purpose of the formative stage of the experiment:to test the developed methodology of word games for the development of coherent speech in children of senior preschool age (5-6 years).

Word games- these games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them. Since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics. These didactic games are carried out in all age groups, but they are especially important in the education and training of children of senior preschool age, as they help prepare children for school. This develops the ability to listen carefully to the teacher, quickly find an answer to the question posed, accurately and clearly formulate your thoughts, and apply knowledge in accordance with the task. All this develops the speech of a preschool child and promotes the activation of coherent speech. For the convenience of using word games in the pedagogical process, they can be conditionally combined into four groups. The first of them includes games with the help of which they develop the ability to identify the essential features of objects and phenomena: “Guess it?”, “Shop”, “Yes - No”, etc. The second group consists of games used to develop children’s ability to compare , compare, make the right conclusions: “It’s similar - it’s not similar,” “Who will notice the fables more?” Games, with the help of which the ability to generalize and classify objects according to various criteria are developed, are combined in the third group: “Who needs what?”, “Name three objects”, “Name in one word”, etc. In a special fourth group, games based on development of attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “Flies - does not fly”, etc.

Let's take a look at some of the games we offer.

Games for developing coherent speech

“Who will notice more fables?”

Task:Teach children to notice fables, illogical situations, and explain them; develop the ability to distinguish the real from the imagined.

Game rules.Whoever notices a fable in a story or poem must put a chip in front of him, and at the end of the game name all the noticed fables.

Game action.Using chips. (Whoever noticed and explained the most fables won).

Progress of the game.Children sit down so that they can put chips on the table. The teacher explains the rules of the game: - Now I will read you an excerpt from Korney Chukovsky’s poem “Confusion.” There will be a lot of fables in it. Try to notice and remember them. Whoever notices a fable will put down a chip, notice another fable, put a second chip next to it, etc. Whoever notices more fables wins. The chip can only be put down when you yourself have noticed the fable.

First, a small part of this poem is read, slowly, expressively, places with fables are emphasized. After reading, the teacher asks the children why the poem is called “Confusion.” Then the one who put aside fewer chips is asked to name the noticed fables. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has placed more chips than fables in the poem, the teacher tells him that he did not follow the rules of the game and asks him to be more attentive next time. Then it reads next part poems. We must ensure that children do not get tired, because... the game requires a lot of mental effort. Having noticed from the children’s behavior that they are tired, the teacher must stop playing. At the end of the game, those who noticed more fables and explained them correctly should be praised.

“Where is the beginning of the story?”

Target:Learn to convey the correct temporal and logical sequence of a story using serial pictures.

Progress of the game.The child is asked to compose a story. Based on pictures. The pictures serve as a kind of outline for the story, allowing you to accurately convey the plot, from beginning to end. For each picture, the child makes one sentence and together they are connected into a coherent story.

“Find a place for the picture”

Target:teach to follow the sequence of actions.

Progress of the game.A series of pictures is laid out in front of the child, but one picture is not placed in a row, but is given to the child so that he can find the right place for it. After this, the child is asked to compose a story based on the restored series of pictures. Sets of serial pictures for posting

"Correct the mistake"

Target:teach how to establish the correct sequence of actions.

Progress of the game.A series of pictures are laid out in front of the child, but one picture is in the wrong place. The child finds the mistake, puts the picture in the right place, and then makes up a story based on the entire series of pictures.

“Which picture is not needed?”

Target:teach to find details that are unnecessary for a given story.

Progress of the game.A series of pictures are laid out in front of the child in the correct sequence, but one picture is taken from another set. The child must find an unnecessary picture, remove it, and then make up a story.

"Guess it"

Purpose of the game:teach children to describe an object without looking at it, to find significant features in it; recognize an object by description.

Progress of the game.The teacher reminds the children how they talked about familiar objects, made and guessed riddles about them and suggests: “Let's play. Let the objects in our room tell us about themselves, and we will guess from the description which object is speaking. We must follow the rules of the game: when you talk about an object, don’t look at it so that we don’t guess right away. Talk only about the objects that are in the room.” After a short pause (children must choose an object to describe and prepare to answer), the teacher places a pebble on the lap of anyone playing. The child stands up and gives a description of the object, and then passes the pebble to the one who will guess. Having guessed, the child describes his object and passes the pebble to another player so that he can guess. Plan for describing the item It is multi-colored and round in shape. You can throw it up, roll it on the ground, but you can’t play it in a group, as it can break the glass.

"Draw a fairy tale"

Target:teach how to make a drawing plan for a test and use it when telling stories.

Progress of the game.The child is read the text of the fairy tale and asked to write it down using drawings. Thus, the child himself makes a series of sequential pictures, based on which he then tells a fairy tale.

The story should be short. Of course, you can help the child, show him how to schematically draw a person, a house, a road; Determine with him which episodes of the fairy tale must be depicted, i.e. highlight the main plot twists.

"Photographer"

Target:teach how to write a description of a painting based on fragments of this painting.

Progress of the game.The adult asks the child to look at the large picture, as well as the small object pictures next to it. “The photographer took many pictures of one sheet. This is the overall picture, and these are parts of the same picture. Show where these fragments are located in the overall picture. Now tell me what this picture is about. Don’t forget to describe those details that the photographer photographed separately, which means they are very important.”

“What doesn’t happen in the world”

Target:teach how to find and discuss errors when looking at an absurd picture.

Progress of the game.After looking at the absurd pictures, ask the child not only to list the wrong places, but also to prove why this image is wrong. Then you will get a complete description of the picture, and even with elements of reasoning.

"How do you know?"

Target:learn to select evidence when composing stories, choosing essential features.

Progress of the game.In front of the children are objects or pictures that they have to describe. The child chooses any object and names it. The presenter asks: “How did you know it was a TV?” The player must describe the object, choosing only the essential features that distinguish this object from the rest. For each correctly named attribute, he receives a chip. The one who collects the most chips wins.

"And I would..."

Target:development of creative imagination, teaching free storytelling.

Progress of the game.After reading a fairy tale to your child, invite him to tell him what he would do if he found himself in this fairy tale and became one of the main characters.

"Make two stories"

Target:teach to distinguish the plots of different stories.

Progress of the game.Two sets of serial pictures are mixed in front of the child and asked to lay out two series at once, and then write stories for each series.

"Search for missing parts"

Target:teach how to write a description of a picture based on fragments of this picture.

Progress of the game.“The photograph has deteriorated, some fragments have been erased from the large picture. It's good that small photographs were preserved. Place each fragment in the right place and describe the picture that the photographer shot.”

Thus, the peculiarity of a verbal game for the development of speech and its final end is the result, which is determined by the didactic task, the game task, game actions and rules, and which the teacher anticipates using this or that game. Mastering the skills of sound-syllable analysis is of paramount importance for the correction and formation of the phonetic side of speech and its grammatical structure, as well as for the ability to pronounce words with a complex syllabic structure.

Children subconsciously learn to think through play. We need to take advantage of this and develop imagination and imagination from early childhood. Let children “invent their own bicycles.” Anyone who did not invent bicycles as a child will not be able to invent anything at all. It should be interesting to fantasize. Remember that play is always immeasurably more productive if we use it to put the child in pleasant situations that allow him to perform heroic deeds and, while listening to a fairy tale, see his future as fulfilling and promising. Then, while enjoying the game, the child will quickly master the ability to fantasize, and then the ability to imagine, and then to think rationally.

2.3 Control experiment

During the control experiment, we carried out a similar diagnosis of the level of development of coherent speech in children included in the control and experimental groups. Let's enter the results into summary table 20:

Table 20.

Summary diagnostic map of tasks for the level of development of monologue speech

Control group No. Child Diagnostic result (in points) Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Sum of points 1Olya A. 43434422 2Inna A. 33333419 3Alexander V. 33434320 4Maria V. 43434422 5Ruslan G. 23333317 6Dima G. 33324318 7Vadim D. 23332316 8Daniil Z. 34333319 9Daniil I. 42332420 10Ramzan K. 1212129Experimental group11Rustam K. 22212211 12Georgy K. 43443422 13Olya K. 34444423 14Ira M. 43444423 15Dasha M. 34444423 16David N. 43343320 17Zakhar O. 44554426 18Egor P. 34334421 19Yanina Shch. 44434423 20Vitalia E. 44434524

In the following table 21 we present data on the level of development of monologue speech in the tested children:

Table 21.

Level of development of monologue speech in the tested children

High21 points and above 220880 Average: 20 to 15 points 770220 InsufficientFrom 14 to 9 points 11000 Low8 and below 0000

The table shows that as a result of classes with the experimental group, children showed better results than children from the control group.

In Table 22 we present a summary diagnostic chart based on the results of tasks on the level of development of dialogic speech at the control stage of the experiment.

Table 22

Summary diagnostic map of tasks for the level of development of dialogic speech

No. Child Diagnostic result (in points) Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Sum of points Control group 1Olya A. 33333217 2Inna A. 33333217 3Alexander V. 34334320 4Maria V. 43343421 5Ruslan G. 33333318 6Dima G. 23333216 7Vadim D. 33333318 8Daniil Z. 33334218 9Daniil I. 43333218 10Ramzan K. 12223111 Experimental group11Rustam K. 23232214 12Georgy K. 33433319 13Olya K. 34343320 14Ira M. 44334321 15Dasha M. 33334420 16David N. 43434321 17Zakhar O. 54444424 18Egor P. 44334321 19Yanina Shch. 43443321 20Vitalia E. 44434321

Table 23 shows the level of development of dialogic speech:

Table 23

Level of development of dialogic speech

Level of speech developmentLevel (in points) Control groupExperimental groupPerson%Person%High21 points and above 110770 Average: 20 to 15 points 880220 InsufficientFrom 14 to 9 points 110110 Low8 and below 0000

From Table 23 we see that in the experimental group, as a result of diagnostics, the majority of children with a high and average level of development of dialogic speech were identified, while in the control group the changes compared to the results of the ascertaining experiment are not so significant (children with an average level of development of dialogic speech predominate ). In Table 24 and the diagram we present the summary results of the study of the level of development of coherent speech (monologue and dialogic speech) of older preschoolers by groups (control and experimental).

Table 24. Level of development of coherent speech in the control and experimental groups

Level of development of coherent speech Diagnostic result by group Control group Experimental group Monologue speech Dialogue speech Monologue speech Dialogue speech High 20108070 Average 7080 2020 Insufficient 1010010 Low 0000

Rice. 2. Diagram for diagnosing the development of coherent speech in the control and experimental groups at the control stage of the experiment.

Thus, we see that diagnostics of the development of coherent speech (monologue and dialogic) at the control stage of the experiment revealed the effectiveness of the methodology used in working with the experimental group. The experimental group demonstrated much better results compared to the control group, despite the fact that at the ascertaining stage of the experiment, the groups were selected so that the experimental group included children with insufficient and average levels of development of coherent speech.

The organization of didactic games for the purpose of developing coherent speech by the teacher is carried out in three main directions:
preparation for the didactic game, its implementation and analysis.
Preparation for conducting a didactic game for the purpose of developing coherent speech includes:
- selection of games in accordance with the objectives of education and training, deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech);
- establishing compliance of the selected game with the program requirements for raising and teaching children a certain age group; - determining the most convenient time for conducting a didactic game (in the process of organized learning in the classroom or during free time from classes and other routine processes);
- choosing a place to play where children can play quietly without disturbing others. Such a place is usually allocated in a group room or on a site.
- determining the number of players (the whole group, small subgroups, individually);
- preparation of necessary didactic material for the selected game (toys, various objects, pictures, natural material);
- preparation of the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game; - preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve the game problem.
Conducting didactic games for the purpose of developing coherent speech includes:
- familiarizing children with the content of the game, with the didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);
- explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules (what they prohibit, allow, prescribe);
- demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that in otherwise the game will not lead to the desired result (for example, one of the guys is peeking when you should close your eyes);
- determining the role of the teacher in the game, his participation as a player, fan or referee;
- summing up the results of the game is a crucial moment in its management, since based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities.
The analysis of the game is aimed at identifying the methods of preparing and conducting it: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will reveal individual characteristics in the behavior and character of children, and, therefore, correctly organize individual work with them.
When leading games in the older group, it is necessary to take into account the increased capabilities of children. At this age, a child is characterized by curiosity, observation, and interest in everything new and unusual: he wants to solve the riddle himself, find the correct solution to the problem, and express his own judgment. With the expansion of knowledge, changes occur in the nature of mental activity. Therefore, when selecting games, the main attention is paid to the degree of difficulty of the game rules and actions. The latter should be such that when performing them, children show mental and volitional efforts.
Great place in games the motives of competition are occupied: preschoolers are given greater independence, both in choosing a game and in creative solution her tasks. The role of the teacher in the game itself also changes. But here, too, the teacher clearly and emotionally introduces the students to its content, rules and actions, checks how they are understood, and plays with the children to consolidate knowledge. Then he invites the children to play on their own, while at first he monitors the actions and acts as an arbiter in controversial situations. However, not all games require such active participation of the teacher. Often he is limited to explaining the rules of the game before it starts. This primarily applies to many board-print games.
Thus, the management of didactic games for the purpose of developing coherent speech in older preschool age requires a lot of thoughtful work from the teacher in the process of their preparation and implementation. This is enriching children with relevant knowledge, selecting didactic material, and sometimes preparing it together with the students, organizing the environment for the game, as well as clearly defining one’s role in the game. In a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys is necessary. gaming aids, objects.
The use of visual material in older groups is varied, taking into account the growing experience of children, as well as new tasks in familiarizing themselves with the environment. Children of this age are attracted to screw toys, which are more complex in design; in addition, children use pictures (paired) and cubes divided into a larger number of parts than before. Visibility in the games of older preschoolers is, first of all, represented in the objects that children play with, which form the material center of the game; in pictures depicting objects, actions with them, the purpose of objects, their main features, properties of materials (games with paired pictures, games like picture lotto, dominoes, games with thematic series of pictures).
The initial demonstration of game actions by the teacher, a “test move” in the game, the use of incentive-control badges, tokens, chips - all this constitutes a visual fund of tools that the teacher uses when organizing and directing the game. The teacher demonstrates toys and objects in visual action, in motion. The teacher uses modeling as a means of understanding hidden connections and relationships. In games, plans are used to navigate various routes (games “Secrets”, “Find your toy”, “Labyrinth”, “Who can find the way to the house faster”). A lot of visual material is used in a series of didactic games on sensory education developed by L.A. Wenger. These are tables for expanding knowledge about the shape and size of an object, diagrams for laying out geometric shapes.
In didactic games for speech development, diagrams are used to compose descriptive stories about dishes, vegetables, toys, clothes, and seasons. Thus, the management of didactic games for the purpose of developing coherent speech in senior preschool age requires a lot of thoughtful work from the teacher in the process of their preparation and implementation. This is enriching children with relevant knowledge, selecting didactic material, sometimes preparing it together with the students, organizing the environment for the game, as well as clearly defining one’s role in the game.

Conclusion

The work reveals the problem of forming coherent speech in children of senior preschool age with the help of word games. Carrying out appropriate work on the formation of coherent speech, teachers direct their attention not only to the development and improvement of children’s speech development, to enriching their ideas about the environment, but also to the further development and improvement of the activities of intact analyzers.

This creates the basis for the favorable development of the child’s compensatory capabilities, which ultimately affects the effective acquisition of speech. In kindergarten, children are provided with all opportunities for the comprehensive formation of the behavior and personality of a child with speech impediment. In matters of improving coherent speech, the main task is not to overcome various grammatical errors in children's speech, but the formation of grammatical generalizations. It is based on teaching children to independently form new words, during which active absorption means and methods of word formation. Along with this, it is also important to learn to use complex syntactic structures in statements, which occurs through the mobilization and awareness of linguistic means that accumulate when listening to and understanding the speech of adults. As the main indicators of coherence, we must develop in children the ability to structurally correctly construct a text, while using the necessary means of connection between sentences and parts of a statement. We have revealed the problems of mastering coherent speech in children of senior preschool age and identified forms of work using word games.

During the research, diagnostics were carried out with children 5-6 years old. Based on this, we found that in children 5-6 years old, low and medium levels of coherent speech mainly predominate. Based on the results of the ascertaining stage of the study, we have proposed a system of didactic games for the development of coherent speech in older preschoolers. The peculiarity of a didactic game for the development of speech and its final end is the result, which is determined by the didactic task, the game task, game actions and rules, and which the teacher anticipates using this or that game.

Mastering the skills of sound-syllable analysis is of paramount importance for the correction and formation of the phonetic side of speech and its grammatical structure, as well as for the ability to pronounce words with a complex syllabic structure. The teacher organizes games in three main directions: preparation for conducting a verbal game, its implementation and analysis. Managing verbal games for the purpose of developing coherent speech in older preschool age requires a lot of thoughtful work from the teacher in the process of preparing and conducting them. This is enriching children with relevant knowledge, selecting didactic material, and sometimes preparing it together with the students, organizing the environment for the game, as well as clearly defining one’s role in the game. Based on the results of the study, we can conclude that the hypothesis stated in the work that educational games are effective means the development of coherent speech in preschoolers (5-6 years old) has been proven. The goal and objectives have been achieved.

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Goals, objectives and methods of studying the coherent speech of children of the sixth year of life.

In the experimental part of our work, our goal was to identify the characteristics of coherent speech in children of senior preschool age with general underdevelopment.

1. Study the coherent speech of children of the sixth year of life.

2. Determine the level of success in completing the tasks of the methodology for diagnosing coherent speech in children.

3. Identify the features of coherent speech of children with general underdevelopment.

Twenty children of the seventh year of life took part in the study, of which ten children attend a correctional group with general speech underdevelopment, and ten children with normal speech development.

The base was MDOU d/s No. 17 in Amursk.

In the experimental part of our work, we used a series of tasks to study coherent speech from the “Test Methodology for Diagnostics of Oral Speech by T.A. Fotekova”.

This technique is intended to identify the characteristics of children’s speech development: qualitative and quantification violation, obtaining and analyzing the structure of the defect. To evaluate the completion of tasks, a point-level system is used.

The study of coherent speech consisted of two tasks.

1. Assignment: Compiling a story based on a series of plot pictures “Hedgehog” (three pictures).

The children were given the following instructions: look at these pictures, try to put them in order and make up a story.

The assessment was carried out according to several criteria.

1) Criterion of semantic integrity: 5 points - the story corresponds to the situation, has all the semantic links located in the correct sequence; 2.5 points - there was a slight distortion of the situation, incorrect reproduction of cause-and-effect relationships or absence connecting links; 1 point - loss of semantic links, significant distortion of meaning, or the story is not completed; 0 points - there is no description of the situation.

2) Criterion for the lexico-grammatical presentation of a statement: 5 points - the story is grammatically correct with adequate use of lexical means; 2.5 points - the story is composed without ungrammaticalisms, but stereotypic grammatical design, isolated cases of word searching or inaccurate word usage are observed; 1 point - there are agrammatisms, distant verbal substitutions, inadequate use of lexical means; 0 points - the story is not formalized.

3) Criterion for completing the task independently: 5 points - independently laid out pictures and composed a story; 2.5 points - pictures are laid out with stimulating help, the story is composed independently; 1 point - laying out pictures and writing a story based on leading questions; 0 points - failure to complete the task even with help.

2. Task: Retelling the text you listened to.

The children were given the following instructions: Now I will read you a short story, listen to it carefully, memorize it and get ready to retell it.

We used the short story "Fluff the Dog".

The assessment was made according to the same criteria as for a story based on a series of pictures:

1) Criterion of semantic integrity: 5 points - all main semantic links are reproduced; 2.5 points - semantic links are reproduced with minor abbreviations; 1 point the retelling is incomplete, there are significant abbreviations, or distortions of meaning, or the inclusion of extraneous information; 0 points - failure.

2) Criterion for lexical and grammatical design: 5 points - the retelling was compiled without violating lexical and grammatical norms; 2.5 points - the retelling does not contain agrammatisms, but there is a stereotypic design of statements, a search for words, and some close verbal substitutions; 1 point - agrammatisms, repetitions, and inadequate use of words are noted; 0 points - retelling is not available.

3) Criterion for independent performance: 5 points - independent retelling after the first presentation; 2.5 points - retelling after minimal help (1-2 questions) or after re-reading; 1 point - retelling the questions; 0 points - retelling is not available even for questions.

In each of the two tasks, the scores for all three criteria were summed up. To obtain an overall score for the entire episode, the story and retell scores were added together and presented as a percentage.

Analysis of the research results obtained.

After analyzing the results obtained, we identified three levels of success in completing tasks indicating the state of coherent speech in these children - high, medium and low.

Our research included two stages.

At stage I, we carried out diagnostics of coherent speech in the experimental group, which included children with general speech underdevelopment.

After processing the data obtained in accordance with the proposed criteria, the results were obtained, which are reflected in Table 1.

Table 1. The state of coherent speech of children in the experimental group.

Analysis of the data obtained showed that when composing a story based on plot pictures, 4 children are at a high level of success (40% of the total number of children), at an average level - 4 children and at a low level - 2 children, which is 40% and 20%, respectively.

When retelling the text, no children with a high level were found. At the average level there are 8 children (80%), at the low level - 2 children, which corresponds to 20%.

Conducting qualitative analysis the results obtained, we found that when composing a story based on plot pictures, many children observed a slight distortion of the situation, as well as incorrect reproduction of cause-and-effect relationships. In most cases, the stories were composed without agrammatism, but the stereotypic design of the statement was evident. Often children limited themselves to listing the actions depicted in the pictures. In some cases, children arranged the pictures incorrectly, but at the same time logically built the plot of the story.

When retelling the text, reproduction of semantic links with minor abbreviations was observed. In almost all cases, children's stories are riddled with pauses and searches for suitable words. The children found it difficult to reproduce the story, so they were given help in the form of leading questions. There were agrammatisms and inappropriate use of words in the text.

At the second stage of our experiment, we diagnosed the coherent speech of children in the control group, which included children without speech disorders.

After processing the data obtained in accordance with the proposed criteria, the results were obtained, which are reflected in Table 2.

Table 2. The state of coherent speech of children in the control group.

Analysis of the data obtained showed that when compiling a story based on plot pictures, as well as when retelling the text, 7 children were at a high level of success, and 3 children were at an average level, which is 70% and 30%, respectively. No children with low levels were identified.

Carrying out a qualitative analysis, we found that the children’s stories corresponded to the situation, the semantic links were located in the correct sequence. Retellings and stories based on pictures were compiled without agrammatisms, but isolated cases of word searches were observed.

The stories of children in the control group were larger in volume compared to the experimental group. An interesting example is that of Igor Sh., who even used direct speech in his story: “Once the children were walking in the area and suddenly saw a hedgehog. One boy said: “What a poor thing, we need to feed him.” The boys took the hedgehog in their arms and carried it home. They gave it to him. egg and milk. The hedgehog ate enough and stayed to live with them."

Analyzing the criterion of independence, it should be noted that children in the group with normal speech development did not need any help in constructing statements.

The results of a comparative study of coherent speech between the experimental and control groups are reflected in the diagrams.

Data from a comparative study of the level of mastery of coherent speech.

Compiling a story based on a series of plot pictures.

Retelling the text.

As the diagram shows, when composing a story based on plot pictures, children in the control group are mostly at a high level and at an average level, and there is no low level at all. In contrast to the experimental group, in which the rates of development of coherent speech are significantly lower. Likewise, when retelling the text in the control group, most of the children are at a high level, the rest are at an average level, there are no low indicators. And children from the experimental group are characterized by an average level of development of coherent speech, and there are also children with a low level. No high indicators were found.

It should be noted that the quantitative results of the study are directly reflected in the qualitative characteristics of speech. Children with normal speech construct their statements more logically and consistently. In children with general speech underdevelopment, repetitions, pauses, and undeveloped statements are frequent. For example, Vlad S. compiled the following story based on the plot pictures: “The boys found a hedgehog...Then they took him home...They brought him home and began...gave him milk.”

There was a significant difference in the volume of utterances of children in the experimental and control groups. Thus, in children with normal speech development, the volume of stories is much larger than in children with SLD.

Unlike the control group, children with general speech underdevelopment limited their stories to only listing the actions that were depicted in the pictures. For example, the story of Danil E.: “The boys were walking on the street... They met a hedgehog... They took him home and carried him... Then they poured him milk to drink.”

It should also be noted that children with normal speech development completed tasks independently, while children with speech underdevelopment almost always needed help in the form of leading questions both when composing a story based on plot pictures and when retelling it.

Thus, the analysis of the obtained material allows us to conclude that in terms of the level of development of coherent speech, preschool children with SLD are significantly behind their peers with normal speech development.

After conducting the study, we identified the following features of the coherent speech of children with ODD:

Violation of coherence and consistency of presentation;

Low information content;

Poverty and stereotyped lexical and grammatical means of the language;

Omissions of semantic links and errors;

Repetitions of words, pauses in the text;

Incompleteness of semantic expression of thought;

Difficulties in the linguistic implementation of the plan;

Need for stimulating assistance.

Based on the analysis of experimental research data, we have developed methodological recommendations for educators correctional group for children with general speech underdevelopment.

Methodological recommendations were developed taking into account the works of the following authors: T. B. Filicheva, G. V. Chirkina, V. I. Seliverstov, E. I. Tikheyeva, E. P. Korotkova and others, as well as taking into account the program of T. Filicheva. B., Chirkina G.V. "Preparation for school of children with special needs in a special kindergarten."

Correction of speech and general development Preschool children with general speech underdevelopment are treated not only by a speech therapist, but also by a teacher. If a speech therapist develops and improves children’s speech communication, then the teacher consolidates their speech skills acquired in speech therapy classes. The success of developing correct speech in preschoolers depends on the degree of productivity of the process of consolidating speech skills and abilities. The teacher of a group for children with general speech underdevelopment faces both correctional and general educational tasks.

Consolidation of children's skills of coherent utterance can occur both in frontal classes on speech development, and during classes on cognitive development, visual, labor development and in other types of activities.

Mastery by the teacher of methods and techniques for teaching storytelling is one of the most important conditions for successful work on the development of speech in preschoolers.

In the classroom, it is necessary to use techniques such as explanations, questions, speech sample, demonstration of visual material, exercises, assessment of speech activity, etc.

When conducting a particular lesson, the teacher should find the most effective options for combining various techniques in order to increase the activity and independence of children.

When working on monologue speech, in particular on retelling, in a group for children with special needs, the following must be taken into account. First, children need to be taught detailed, then selective and creative retelling.

Ш Detailed retelling develops the skill of consistent, complete presentation of thoughts. (You can use the following texts, which are selected in accordance with lexical topics according to the program: “The Cranes Are Flying Away”, “Volnushka”, “Bishka”, “Cow”, “Mom’s Cup”, etc.)

Ш Selective retelling develops the ability to separate a narrower topic from the text. (“Three Comrades”, “Spring”, “Friend and Fluff”, “Bear”, etc.)

Ш Creative retelling develops imagination, teaches children to use impressions from their own life experiences and determine their attitude to the topic. (“Snow fluffs are flying”, “Helpers”, “Levushka is a fisherman”, “Cat”, “True Friend”, etc.)

When selecting works for retelling, it is necessary to take into account the following requirements for them: high artistic value, ideological orientation; dynamic, concise and at the same time figurative presentation; clarity and consistency in the unfolding of action, entertaining content. In addition, it is very important to consider the accessibility of the content of a literary work and its volume.

In the preparatory group for school, the following works are recommended for classes: Russian folk tales “The Boasting Hare”, “Fear Has Big Eyes”, “The Fox and the Goat”; stories "Four Desires", "Morning Rays" by K. D. Ushinsky, "Bone" by L. N. Tolstoy, "Mushrooms" by V. Kataev, "Hedgehog" by M. Prishvin, "Bathing Bear Cubs" by V. Bianchi, "Bear" E. Charushina, “Bad” by V. Oseeva and others.

When teaching children to retell, the teacher must use the following methods and techniques: expressive reading of the text two and three times, conversation about what has been read, showing illustrations, speech exercises, instructions regarding the methods and quality of completing the task, evaluation, etc. Their correct use will be discussed demonstrate an increase from lesson to lesson in the activity and independence of children when performing speech tasks.

Any type of retelling must be preceded by an analysis of the text from a semantic and expressive point of view. This will help children master all cause-and-effect relationships, without which correct retelling is not possible. Exercises in creative retelling border on composing oral essays. Essays are the highest stage in the development of children's coherent speech. Observation, memory, creative imagination, logical and creative thinking, resourcefulness, the ability to see the general in the particular.

The next form of working on coherent speech is composing stories based on a picture. The following types of activities for teaching children to tell stories from a picture are distinguished:

Ш Compilation of a descriptive story based on an object picture ("Gardener", "Dishes", "Furniture", "Our Apartment", "Moidodyr", etc.);

Ш Compiling a descriptive story based on a plot picture (“Birds Flight”, “Dog with Puppies”, “At the Holiday”, “Kittens”, “The Rooks Have Arrived”, etc.);

Ш Compiling a story based on a series of plot pictures (“Thunderstorm”, “Hedgehog”, “How we made a feeding trough”, “Resourceful hare”, “Cunning Tuzik”, etc.);

Ш Compilation of a descriptive story based on a landscape painting and still life. (“Early Autumn”, “Gifts of the Forests”, “Winter Has Come”, “Late Spring”, etc.)

Ш Compilation of a story with elements of creativity. Children are offered the following tasks:

Write a story about an incident with a girl (boy) in the forest. For example, a picture is offered that shows children with baskets in a clearing in the forest, looking at a hedgehog with hedgehogs. Children must independently come up with their own story, using a hint about who else can be seen in the forest if they watch carefully.

Complete the story according to the finished beginning (based on the picture). Purpose of this assignment is to identify children’s capabilities in solving a given creative task, the ability to use the proposed verbal and visual material when composing a story. Children must continue the story about the hedgehog with the hedgehogs, come up with an ending about what the children did after watching the family of hedgehogs.

Listen to the text and find semantic errors in it. (In autumn, wintering birds returned from hot countries - starlings, sparrows, nightingales. In the forest, children listened to the songs of songbirds - nightingales, larks, sparrows, jackdaws). After correction semantic errors make sentences by replacing incorrect words with more appropriate ones.

Write a story - a description of your favorite toy or the toy you want to receive on your birthday.

In classes using paintings, they stage various tasks, depending on the content of the picture:

1) teach children to correctly understand the content of the picture;

2) cultivate feelings (specifically planned based on the plot of the picture): love of nature, respect for this profession, etc.;

3) learn to compose a coherent story based on the picture;

4) activate and expand the vocabulary (new words are specifically planned that children need to remember, or words that need to be clarified and consolidated).

The following requirements are imposed on the stories of children of senior preschool age: accurate presentation of the plot, independence, appropriateness of using linguistic means (precise designation of actions, qualities, states, etc.). Children learn to describe events, indicating the place and time of action; independently invent the events preceding and following those depicted in the picture. The ability to purposefully listen to the speeches of peers and express elementary value judgments about their stories is encouraged.

During the lessons, children develop the skills of joint activities: look at pictures together and write collective stories.

For collective stories, it is necessary to select paintings with sufficient material in volume: multi-figured, which depict several scenes within one plot. In series published for kindergartens, such paintings include “Winter Fun”, “Summer in the Park”, etc.

Various exercises for the development of coherent speech can also be included in classes on cognitive development, visual and labor activities. For example:

Exercise "Who's behind the tree?"

On a magnetic board there is a spreading oak tree. The teacher hides a squirrel in the branches of an oak tree so that its tail is visible and asks:

Whose tail is this? Who was hiding in the branches? Make up a sentence with the words because.

Children answer:

This is a squirrel's tail because there is a squirrel hiding in the branches.

Exercise "Be attentive."

The teacher pronounces the names of three migratory and one wintering birds. Children listen carefully and make sentences:

There is an extra sparrow because it is a wintering bird, and the rest of the birds are migratory. And so on.

One of the important tasks is to compile riddle stories from pictures that can be used in any type of activity. The child constructs his message in such a way that from the description, in which the object is not named, one can guess what exactly is drawn in the picture. If students find it difficult to solve this problem, the child, at the teacher’s suggestion, makes additions to the description. Exercises in guessing and composing riddles develop in children the ability to identify the most characteristic signs, properties and qualities, to distinguish the main from the secondary, random, and this contributes to the development of more meaningful, thoughtful, evidence-based speech.

Thus, since children with general speech underdevelopment have difficulty retelling and composing a story based on a picture, we can highlight the main directions of correctional work:

1) Compiling sentences based on two subject pictures (grandmother, chair; girl, vase; boy, apple) with subsequent distribution by homogeneous definitions and other minor members of the sentence. (A boy eats an apple. A boy eats a juicy sweet apple. A little boy in a checkered cap eats a juicy sweet apple.)

2) Restoration of various kinds of deformed sentences when the words are given in a breakdown (lives, in, fox, forest, dense); one, or several, or all words are used in initial grammatical forms (live, in, fox, forest, dense); there is a missing word (Fox... in a dense forest); the beginning (... lives in a dense forest) or the end of the sentence is missing (The fox lives in a dense...).

3) Making proposals based on “live pictures” (subject pictures are cut out along the contour) with a demonstration of actions on a flannelgraph.

4) Restoring sentences with semantic deformation (The boy is cutting paper with rubber scissors. There was a strong wind blowing because the children were wearing hats.)

5) Selecting words from those named by the teacher and composing a sentence with them (Boy, girl, read, write, draw, wash, book).

Gradually, children learn to arrange sentences in a logical sequence and find in texts support words, which is the next step towards the ability to draw up a plan, and then determine the topic of the statement, highlight the main thing, consistently build your own message, which should have a beginning, continuation and end.

The proposed techniques help to increase the level of speech development of children, the formation of their skills in verbalizing the actions performed and certain types of activities in the form of detailed coherent statements.