Vocabulary of a 4 year old child. Child's vocabulary: the norm for each age

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Parents often do not attach much importance to the development of speech of a child under one year old - well, it goes on and on. But in vain - . But the speech of a child of 2 or 3 years old is already very worrying for everyone; every now and then one hears: “Well, when will he speak?” Victoria Krasnova, a neurologist, osteopath, speech therapist (neurodefectologist, neuropsychologist), doctor of physical therapy and sports medicine, presents new norms for the development of speech for children from 1 to 7 years old.

How many words should a 2 year old child speak?

A child between 1 and 3 years of age develops speech rapidly. The main task is to get to know not only the objects, but also their purpose: what is it, what is it for? To understand the diversity of the environment, a child needs a lot of communication. The kid may not just insist, but openly demand: explain! Show me! What to do with this?!

This is a necessary stage of development, and you cannot skip it: answer all questions, tell stories (despite the fact that the child is able to focus for a very short time), teach him to talk with toys, with pictures, with pets.

By the age of one and a half years, a child understands the meaning of many words: in particular, he knows the parts of the body, follows simple instructions (go get a cup) and is able to follow a simple story based on plot pictures.

The normal vocabulary of a 1.5-year-old child is 20 words; by the age of 2, this figure doubles and can reach 50 words. In the period from one and a half to two years, the skill of expressing thoughts using simple sentences is formed. The starting version may contain babbling words, which will later be replaced with full ones (for example, “Vanya pipi” - “Vanya peed”).

Is there something wrong? Here's what you need to keep an eye on when your child is one year old:

• 3-5 words appeared in the arsenal, and for more than six months the vocabulary did not expand, the child did not imitate, did not try to learn new ones;
• the child says part of the word instead of the whole (“deka” instead of “girl”) - this is normal at the development stage. But it should not become a habit: if after a month or two of repetition the word does not “unfold” to the required volume, this is a reason for correctional work;
• From the age of 2, hesitations in speech are also considered an alarming signal: there is a threat of stuttering.

Norms for child speech development at 3 years old

In the period from 2 to 3 years, vocabulary increases from 50 to 1500 words, and fragmentary messages are transformed into detailed sentences. Can you imagine how quickly a child’s brain “absorbs” and remembers information?!

At the age of 3 years, a child is normally able to listen to an oral narrative (fairy tale) for 5-10 minutes and follow the plot. In addition, by the age of 3, the function of rapid word creation is activated: the child begins to build non-existent words from familiar parts, combining incompatible roots, suffixes and prefixes. He begins to sparkle with funny children's words like “zucchini” (a cross between a zucchini and a dog), “elephant” (an elephant with a sunflower), etc.

At the same time, self-esteem begins to actively develop, so messages from the third person (“Masha won’t sleep”) are gradually replaced by statements from the first (“I’m going for a walk”).

Is there something wrong?

• the child speaks in sentences, but grossly violates grammatical agreement (instead of “I don’t want” - “Masha wants no”);
• lack of first-person messages: instead of I - still a proper name;
• during speaking, the tip of the tongue protrudes between the teeth, sounds are pronounced through the nose.

Speech development and preparation for school

By the age of 4, a child’s word creation (invention of non-existent words) sharply decreases, and speech begins to resemble an adult’s more and more. A sentence at this age is usually 5-6 words, and it allows you to clearly express a mature thought or task. Thinking moves along the path from concept to grammatical construction.

By the age of 5, a child should fully master everyday vocabulary and learn to use synonyms and antonyms. By this age, he learns to pronounce all sounds correctly. The most complex, and therefore late to learn, sound is “r”; it has the right to appear by 5-5.5 years.

At the age of 6, proficiency in derivative words is added to speech skills (clearly understands the difference between “drove”, “drove around”, “arrived”, “drove up”, etc.), and statements are a short story.

7 years is the stage of complete mastery of the native language - now it can be studied as a subject, as well as mastering foreign languages.

Is there something wrong?

• everyday vocabulary is reduced, it is difficult to determine which group this or that item belongs to (fruits, vegetables, clothes, etc.);
• difficulties arise with the selection of simple synonyms (dog - dog, cat - pussy, look - look), there is no understanding of antonyms (good - evil);
• the activity of verbal communication is reduced, cannot talk coherently about events;
• After 5 years, the child continues to “burr” and cannot pronounce some sounds.

Why does a first-grader need a speech therapist: speech disorders and school work

Problems with speech development appear exclusively in childhood, and the last “chance” to encounter them is first grade. During this period, difficulties “preserved” from an early age may manifest themselves (impaired writing) or dyslexia (impaired reading - the brain cannot transform incomprehensible graphic images into letters and, as a result, read the word correctly).

As a rule, these deviations become obvious by the end of the first grade. If a child has difficulty mastering competent writing and reading, he is inattentive (does not write the endings, starts writing from the second syllable, confuses the letters “d” and “b”, “m” and “n” and others), there is no point in hiring him a tutor. It is very possible that the issue is a speech deviation, which can be corrected with the help of speech therapy sessions.

Article provided by OsteoPolyClinic

Discussion

Children are completely different! Therefore, everyone is lumped together with the same brush, this is strange, especially for a specialist;) Some people already say 10 words a year, while others only learned to say mom and dad at the age of two. And this doesn’t mean anything special, then after a year or two it catches up with those who spoke early. Everything is individual here.

Each child is different. This is a question of how many English words an adult should know.

God, what nonsense, where did this lady get her diplomas - did she draw them herself?

Comment on the article "How many words should a child speak at 2 years old?"

Speech of a child at 2.5 years old. Speech development of a 2.8 year old child. He'll tell you. Speech development of a 2.8 year old child. Tell me how a child can be developed in this direction. My daughter has been speaking since she was 1.5 years old, a lot, but... it’s not always clear, that is, she doesn’t pronounce enough letters (sh, sh...

Discussion

I literally just recently read it in a book. like - you need to learn how to ask correctly - they say it’s useful to be able to formulate requests correctly.
you need to correct the child to phrases like: please give me water OR Vasya, give me a pencil

I WANT - it’s either myself, or a sorceress makes some kind of wonderful wishes come true, they say.

From the point of view of psychology and logic, he expresses himself more correctly than you expect from him.
Probably just different approaches to education.
Speech, of course, can be developed using different methods. If there is a goal.

Child from 1 to 3. Raising a child from one to three years: hardening and development, nutrition and illness, daily routine and development of household skills. Good afternoon I have a 2.5 year old nephew. He doesn’t speak at all. Well, even mom, dad, here, give, etc. doesn't speak. The only word, if it's...

Discussion

passive dictionary how many words? Is your hearing normal?

You need a good neurologist and it is advisable to do examinations. Only after this should medications be prescribed if necessary.
My youngest did not speak at 2.5. Lots of activities and stuff. According to the examinations, there were problems, but what is usually prescribed in clinics for my son is unnecessary because it turned out to be absolutely normal. If they did, there would be no point.

about medicines “for speech”. Doctors, clinics. Child from 3 to 7. Education, nutrition, daily routine, visiting kindergarten and relationships with teachers, illness and physical development of a child from 3 to 7 years.

Discussion

About the logo garden - go take a referral to the commission, they are already going on in our area. Yes, and in our country, for example, even one garden was transferred to the category of ordinary ones - there are few people who want to go there, everyone wants to go to modern gardens with swimming pools, etc., but we have logo gardens in old buildings.
My youngest child did not speak at all until he was 3 (except for mom, dad, yes)... when I came to the speech therapist, I was told, “Where were you at 1.5 years old?, and where were you at 2 years old?” In general, we received a referral to the CVL (rehabilitation treatment center, like a logo garden for children 2-4 years old, but with massage and doctors, they are subordinate to the Ministry of Health and are essentially a medical institution), now we have been going to the logo garden since the fall.
The use of the drugs did not give him anything, although he was prescribed by a very competent neurologist with the words that he was about to speak...
In fact, it still makes sense to do an ECHO-EG (what’s up with blood pressure), audiometry (hearing can affect speech), and USDG (vessels). Based on these data, the neurologist can prescribe medications that will HELP work with the child.
Believe me, the mother of three speech therapy children - don’t be fooled by the phrases “just wait a little longer, he’ll speak soon”, “but ours didn’t speak for years until he was 4 years old, and then he started babbling”... Speech therapy is something where it’s better to be on the safe side than under the right side, because the price too high.

My son didn't speak at all until 2.7. The index finger and the sound “Y” were the main assistants in communication. At 2.9 we started working with a speech therapist. Our main obstacle was that our son did not know how to imitate (repeat sounds and actions after other people). A month later the process began. Now, after 4 months of classes, we still don’t know how to construct sentences, but our vocabulary is huge, we call things and actions by their proper names, and have begun to imitate (repeats everything like a parrot:). Where we live, doctors do not prescribe medications for speech delay.

Speech. Child from 1 to 3. Raising a child from one to three years: hardening and development, nutrition and illness, daily routine and development of household habits. How many words should a child say at 2 years old, 3 years old. And this doesn’t mean anything special, then after a year or two it catches up with those...

Discussion

It’s not time at all, we were 2.1 when we went to kindergarten, she really didn’t say anything special, just some words. After a month of going to kindergarten, she began to chat in such a way that people were only surprised. So don’t worry and you don’t need to go to any speech therapist - it’s too early.

I have both of these. The eldest spoke in the garden at 2.5. The youngest will also go to kindergarten in the fall, so I hope that he will speak there too.

What does a 2 year old child understand? Experience in adoption/guardianship/foster care. Adoption. Speech development of a 2.8 year old child. Tell me how a child can be developed in this direction. Perhaps she wants to do some drawing together.

Discussion

Verochka, I completely agree with you that children are terribly smart creatures. Edward has such a smart look that I always feel uneasy when I talk to him - I am many times stupider than him. Even at the age of two months he had this look, which amazed me even then. And this morning he asks Natasha: “Are you going to Russian?” Natasha almost fell - “well, yes, in Russian, but how do you know?” That's it - we are also clairvoyant. And he giggles, the cunning one. It’s an amazing pleasure to communicate with children - I’m always blown away by smart interlocutors.

My husband is 100% sure that the children (in this case, our almost 2-year-old daughter) understand everything. Only sometimes they pretend that they don’t understand. That’s why she always talks to Masha as if she were an adult. And you know, it’s much better and more effective than grannies’ “susi-pussi”.

Speech development of a 2.8 year old child. Tell me how a child can be developed in this direction. My daughter has been speaking since she was 1.5 years old, a lot, but... it’s not always clear, i.e. she doesn’t pronounce quite a lot of letters (w, sch, l, r,...) combinations of letters (vl, kl, etc .d.) How can this be developed, what to do...

Discussion

Please send me speech development exercises

I was afraid of the video because I didn’t understand that it was her. When did you start looking in the mirror?
Now she really likes to imitate and do things together.
As for the development of speech, this is not yet a transition to sentences in the speech sense, but, as it were, in a speech-gestural sense.
But this is already progress!
Speech develops in two directions: sound pronunciation and general speech development.
In addition, there is a development of understanding the speech of others and the ability to generate one’s own sounds, words, and phrases.
She is good at generating sounds and is now starting to try to pronounce words correctly.
The main thing is to hear the good speech of others (speech patterns), correlate what she says with your sample and be able to control your speech organs.
Does she realize that she pronounced the word wrong? Speak to her in short, clear, specific phrases, do not read complicated books. Develop general and small movements. Dance, sing, recite short poems, play finger games. I’m giving instructions on how to do all this, if you can, come.
Control of the speech organs depends on the degree of development of the motor speech area of ​​the brain. You can stimulate with articulatory gymnastics, finger gymnastics: everything is in the game. There are good books from the "Karapuz" series.

Speech development of a 2.8 year old child. Tell me how a child can be developed in this direction. They told you absolutely correctly that until the age of 4 (or even 5) they generally don’t work with children on making sounds.

Discussion

The opposite situation. My daughter started stuttering at the age of 2.5, we went to a neurologist. Her diagnosis is child overexertion. My daughter has known a lot of complex poems since she was 2 years old (at 2 years old she could memorize “The Tale of the Tsar and the Chebotar” by Mikhalkov and the like) - this is bad; at 2.5 years old you need to limit yourself to “Turnip” and “Geese-geese”. Do not read complex books - only what can be understood at this age - koloboks, turnips, etc. Do not provoke the use of complex words (my daughter at 2 years old said the words “endless process”). So this “speech development” is a very subtle thing, each specialist speaks differently. And to scare gullible mothers, just don’t feed them bread.

Mine (2.9) retells fairy tales, knows well about turnips and the chicken Ryaba. He recited poems at his birthday party when he was two years old, the lightest ones from Agnia Barto. Then we were in the hospital at 2.3 years old, I took with us only two books: poems by Agnia Barto and English for the little ones. He himself pretended to read books, using pictures to guide him which poem he should “read.” And the only thing I learned well from English was “dog”. But out of nothing to do, I learned what the fingers on my hand are called, this is a source of pride for me to this day. Yes, by the way, we were registered with a neurologist with a diagnosis of hyperexcitability.

Let us consider the features of the development of vocabulary in children of the third year of life, children of 3 years.

The growth rate of a child’s vocabulary in the third year of life continues to remain high. On average, vocabulary increases 4-5 times over the age period from 2 to 3 years (from 300 words at 2 years to 1200-1500 words at 3 years). By the end of the third year of life, there may be significant differences in the vocabulary of different children.

The content of the children's dictionary consists of objects and objects of the child's immediate environment: toys, dishes, clothes, furniture, close adults and children communicating with the child, domestic and some wild animals. Thanks to the development of differentiated perception and the ability to establish simple connections, the child not only names an object, but also finds in it individual distinct parts, qualities and properties: in a car - wheels, body, cabin; at the kettle - spout, handle; apple - red, sweet, hard, can roll, can be eaten etc.

The active social and moral development of the child contributes to the replenishment of the vocabulary with designations of personal qualities, features of the appearance of the adults and peers surrounding the child: good, kind, beautiful etc. Familiarizing children with methods of communication makes it possible to include generally accepted words of greeting, farewell, appeal, request, gratitude into the child’s vocabulary: hello, goodbye, please, thank you etc.

In unity with the meaning of the word, the child masters its sound. Due to the insufficient development of phonemic hearing (the child hears the stressed syllable better) and the articulatory apparatus, independent word reproduction often causes difficulties for the child, which leads to the child using autonomous speech and root words: bi-bi, bibika(car), aw-aw, aw(dog). At the same time, the child unconsciously strives to improve his speech skills and develop articulation. This is manifested in the child’s independent speech exercises characteristic of this age: multiple repetitions of a word, sound combination, phrase. For example, a child walks with his mother down the street and repeats: cookies-maki, cookies-naki, cookies-buckies etc. The teacher’s help to the child in mastering correct pronunciation may include the following:

- clear and precise repeated pronunciation of a new word for the child;

- obligatory replacement of the child’s unformed or “childish” word with its socially assigned “adult” sound (not “beep”, and the car);

— organizing the child’s speech exercises in the form of repeating pure phrases ( Yes, yes, yes - there is water outside the window; Ta-ta-ta - I'll feed the cat), finishing poetic lines, reading nursery rhymes, singing songs, playing word games with movements, reproducing words by clapping, etc.

Tasks of vocabulary work with children:

1. Enrich and activate children's vocabulary.

2. Strive for the final liberation of children’s speech from root words, for their use of the socially assigned sound of words.

Introduction………………………………………………………………………………………...3

Chapter I. Theoretical aspects of the formation of vocabulary in preschool children through games and exercises in preschool conditions…………………………………………………………………………………… 4

1.1 The concept of vocabulary and its enrichment in ontogenesis………………….4

1.2. Characteristics of games and exercises as a means of enriching vocabulary in young children………………………………………………………9

Chapter II. Enrichment of vocabulary in children of primary preschool age using various games and exercises…………………………………10

2.1. Materials for enriching vocabulary in children of primary preschool age using games and exercises……………….…......10

Conclusion………………………………………………………………………………….15

References…………………………………………………………………………………16

Introduction

The speech function is one of the most important mental functions of a person, since the process of speech development forms higher forms of cognitive activity and develops the ability of conceptual thinking. Good speech is an important condition for the comprehensive development of a child.

Speech is a means of teaching people and shaping human thinking. R. E. Levina put forward the principle of the relationship between speech and other aspects of mental development, which affirms and leads speech into the mediation of mental processes.

Ya. S. Vygotsky noted that the initial function of a child’s speech is to establish contact with the outside world.

The development of vocabulary in children is one of the most important developmental tasks, since a sufficient vocabulary contributes to full learning, the formation of cognitive skills, and allows you to successfully master knowledge. F.A. Sahen notes that he understands vocabulary development as a long process of mastering the vocabulary accumulated by peoples in the course of their history. V.I. Loginova identifies qualitative and non-quality sides in the process. From a qualitative point of view, it can be noted that the active vocabulary increases

A large number of studies are devoted to the issue of child development, in which the process is considered in different aspects: psychophysical, mental, linguistic and psycho-linguistic.

Features of vocabulary development were studied by A.M. Mushina, F.A. Sakhin and others.

The uniqueness of the development of vocabulary in various speech disorders is shown in the studies of Sh. V. Bagunov - Berezovsky (1809); N. N. Traugot (1940); R.E. Levin (1959, 1968); N. A. Nikamina (1968); S. N. Shavskoy (1971); O.V. Provushka (1973); G. A. Kashe (1985); T. V. Filicheva, G. V. Chirkina (1968, 1991); B. M. Grishipuna (1988);

One of the pressing problems at the present time is the organization of effective correctional and educational work, the main objectives of which are:

• looking at dictionary objects,
• clarifying the meaning of words,

• activation of the dictionary.

Based on the relevance of the problem, the topic of our research is: “Games and exercises aimed at developing vocabulary in children.

An object : vocabulary formation in young children

Item : games and exercises aimed at enriching vocabulary in children of primary preschool age in preschool settings

Target : theoretical and practical study of the possibility of using games and exercises aimed at enriching vocabulary in children of primary preschool age.

Tasks.

1. Study psychological and pedagogical literature on the research problem.

2. Develop a set of games and exercises aimed at enriching vocabulary.

3. Describe a set of games and exercises and the methodology for carrying them out.

Research methods.

Theoretical: study of psychological and pedagogical literature, abstracting, citing, comparison, analysis, synthesis.

Chapter 1. Theoretical aspects aimed at enriching the vocabulary of children of primary preschool age in preschool settings

1. The concept of vocabulary and its enrichment in ontogenesis.

In preschool age, a child must master a vocabulary that would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, etc. Therefore, preschool pedagogy considers the development of vocabulary in children as one of the most important tasks in speech development .

The development of a dictionary is understood as a long process of mastering the vocabulary accumulated by a people in the course of its history.

It is possible to distinguish the quantitative and qualitative aspects of this process. First of all, quantitative changes in the child’s vocabulary are striking. So, at the age of 1, the baby actively speaks 10-12 words, and by the age of 6, his active vocabulary increases to 3 - 3.5 thousand.

When talking about the qualitative characteristics of the dictionary, one should keep in mind the gradual mastery by children of the socially assigned content of a word, reflecting the result of cognition. This result of cognition is fixed in the word, thanks to which it is realized by a person and transmitted in the process of communication to other people.

In psychology, the content of a word is also defined as communication or concept.

L. S. Vygotsky wrote: “The meaning of a word from the psychological side, as we have repeatedly seen throughout our research, is nothing more than communication or a concept.” And further: “We have the right to consider the meaning of a word as a phenomenon of thinking.” Therefore, the process of mastering a dictionary is closely related to the mastery of concepts and, in connection with this, has specific features. One of them can be considered the content of children's vocabulary.

Due to the visual-effective and visual-figurative nature of thinking, the child masters, first of all, the names of groups of objects, phenomena, qualities, properties, relationships that are visually presented or accessible to his activities, which are reflected in the children’s dictionary quite widely.

Another feature is the gradual mastery of the meaning and semantic content of the word. Therefore, the child correlates the word only with a specific object or phenomenon. Such a word does not have an enriching character; it only signals the child about a specific object, phenomenon or evokes images of them (for example, the word clock for a child means only those clocks that hang on the wall in the room).

As the preschooler masters the surrounding reality - objects, phenomena (their features, properties, qualities), he begins to make generalizations, guided by certain signs. Often these signs are insignificant, but emotionally significant for the child. A typical example is when a baby calls not only a cat “kitty,” but also objects made of fluffy fur. The same feature is observed in older children. Thus, they often consider only carrots, onions, and beets to be vegetables, not including, for example, cabbage, cucumber, and tomato. Or, to expand the meaning of this word, children include in the concept of “vegetables” some types of fruits and mushrooms, citing the fact that “all this grows” or “everyone eats this.” And only gradually, as thinking develops, do preschoolers master the objective conceptual content of a word. Thus, the meaning of the word changes for children throughout preschool childhood with the development of their cognitive abilities

Another feature of a preschooler’s dictionary is its significantly smaller volume compared to an adult’s dictionary, since the volume of accumulated information about the environment is significantly inferior to the volume of knowledge of an adult.

In the fourth year of life, the vocabulary of a preschooler continues to be replenished with the names of objects that children encounter and act in everyday life. Children find it difficult or make mistakes when naming many household items (dishes, furniture, clothing, shoes, linen, toys), vehicles and others. This error is caused by inaccuracy and lack of differentiation of the child’s perception and ideas. Therefore, at this age stage, familiarization of children with the features of objects and vocabulary work in the process of deepening knowledge about objects become essential. Preschoolers are introduced to the names of objects, their purpose, structural features, are taught to distinguish between materials (clay, paper, fabric, wood), to identify their qualities and properties (soft, hard, rough, thin; tears, breaks, breaks, etc.) ; determine the suitability of the material from which the item is made and its purpose. When examining an object with children, the teacher helps to identify and name its color; develops the ability to navigate in time and space, to use the appropriate vocabulary (forward, backward: morning, evening, first, then and others).

The tasks of vocabulary work also include teaching children to distinguish between similar objects based on their essential features and to accurately designate their differences in words (a chair has a back, unlike a stool; a cup has a handle, unlike a glass, etc.)

In the fifth year of life, it is planned to introduce into the child’s active vocabulary the names of all objects (items included in the groups of vegetables, fruits; food products; all household items), materials (fabric, paper, wood, glass), etc., as well as words denoting the features of objects and materials familiar to him from personal experience, methods of sensory examination.

Under the guidance of a teacher, children learn to group objects according to one essential characteristic - by purpose. By the end of the year, they can master basic concepts and words that denote them (toys, foods, clothes). Grouping objects according to a set of essential characteristics (two or three) is not yet available to them.

The main attention is paid to the introduction into the active dictionary of words denoting qualities and properties differentiated by degree of expression (light red, sour, bitter-salty, stronger, heavier, dense, etc.)

Children enter words denoting materials (metal, plastic, glass, porcelain, etc.) into the dictionary.

Work continues on the introduction of elementary concepts (tools, utensils, vegetables, fruits, water, land, air or cargo and passenger transport; metal and wooden or gardening tools, carpentry, tailoring, etc.)

So, the content of vocabulary work is based on the constant expansion, deepening and enrichment of children’s knowledge about the objective world.

As a result, children accumulate a significant amount of knowledge and a corresponding vocabulary, which ensures free communication in a broad sense (communication with adults and peers, understanding of literary works, television and radio programs, etc.). This dictionary is characterized by a variety of topics; all parts of speech are represented in it, which makes it possible to make a child’s speech at the end of preschool childhood meaningful, quite accurate and expressive.

The speech of children aged five years is characterized by a number of features. The increased sensitivity to mastering all aspects, all elements of the native language, characteristic of primary preschool age, is preserved and improved. Thanks to her (but with appropriate pedagogical work), by the age of five the child speaks with others and correctly pronounces the sounds of his native language.

The vocabulary and forms of its use are enriched. If, in the process of observing and examining pictures, you draw the child’s attention to natural phenomena and its beauty, already at the age of 4-5 he begins to master the appropriate vocabulary and methods of characterization. Although for now children mainly talk about the color and size of an object, almost a third of the definitions they give are detailed, that is, listing two or three signs, with elements of injury and explanation (“Snow is white and a little blue”; “Shines like gold ").

In the fifth year, the morphological composition of statements changes somewhat due to the more frequent use of verbs, adjectives, and adverbs. This favors the fact that simple, common sentences and complex sentences appear in children’s speech.

In the process of teaching children to tell stories, they develop many elements of coherent speech. The lengths of children's stories are the same as in senior and preparatory school groups and even for primary school students (on average 24-25 words). Accordingly, other signs of coherent speech are formed, for example, completeness of the topic, highlighting parts of the story, etc. Thus, in a fifth of the cases, among the observed pupils of the middle groups, when examining a picture, one could notice an attempt to independently identify its “parts” and speak out in two or three phrases according to each.

Another feature is that, starting from the fifth year of life, one can observe a differentiated use of linguistic means, depending on the situation and topic of the statement. Thus, children use adjectives and adverbs 3-7 times more often in statements about nature than when describing phenomena of social life. The opportunity given to children to speak out about familiar, understandable phenomena of social life activates the use of verbs 2-2.5 times (there are few of them in statements about nature).

Children also use grammatical means of the language differently. Methodologists and psychologists consider the child’s use of complex sentences to be an indicator of the level of formation of the grammatical structure of speech. The most favorable situation for this is when he must explain something, prove something to a playing partner or an adult, or convince him of something. A large number of complex sentences are found in children’s stories based on the plot picture (17-20)

The teaching method is also important. Thus, in classes on teaching storytelling, which are conducted according to the method of V.V. Gerbova, a significantly larger number of complex sentences are noted in children’s monologues.

It is necessary to emphasize one more circumstance. In the fifth year of a child’s life, an increase in activity and independence makes it easier for him to master speech as a means of communication with adults and peers (the ability to negotiate a game, clearly express judgments, etc.). Therefore, in middle age speech activity is higher than in any other age. The child pronounces on average 180-210 words during 30 minutes of play activity. Children have a great need to explain to each other what they see and know (40% of the total number of reasons for the occurrence of statements). In these situations, the preschooler pronounces so many complex sentences that you would not hear them say even in very cognitively intensive classes in their native language (and the frequency of using verbs, adjectives, and adverbs is no lower than in classes).

Up to four years of age, children often experience this characteristic: the child easily comments on what he sees, talks about what he will do or has done, but remains silent while performing his own actions. In the fifth year, the desire and ability to confirm one’s activities with speech intensifies. A child over four and a half years old, on average, accompanies every second action (everyday, play) with speech. In contrast to the situation, the explanations of children’s statements in these cases consist of 90% simple sentences. However, the reflection of actions in loud speech is important because this is one of the initial stages of the formation of mental actions.

Speech activity of children outside of class can be successfully used to consolidate speech skills and improve thinking. The teacher must be well aware of all the possibilities of verbal communication between children and each other in order to use it as effectively as possible in order to improve their speech.

In the process of verbal communication, children use verbs mainly in the form of the imperative mood or in the infinitive. But by the age of four or five, sentences like “Sleep!”, “Play!” almost disappear in their speech. When addressing each other, children increasingly use the form of the imperative: a verb in the imperative mood + an indefinite form of an imperfective verb (“Let’s play!”) or the 1st person of a verb of the future tense in the plural (“Let’s build a garage together”). The description of the form contains a call for joint activity, elements of its motivation and planning. They are often observed when a child turns to a partner about play activities or characterizes some feelings or state. Children talk about movements in the form of a short order (“Run!”, “Sit down!”), and this brevity is reasonable, since the speed of implementation of an order or request is needed.

The above examples indicate that children of primary preschool age have a speech basis for forming friendly relationships and mastering rules of behavior.

In the children's statements there are many nouns denoting the names of military and civilian professions and proper names. This indicates their great interest in the human world.

Closer to the age of five, the number of verbs denoting states and experiences in children’s statements increases, and among the nouns those that characterize a person’s moral character appear.

The “moral vocabulary” of children is diversified precisely due to verbs and nouns. The adverbs and adjectives used are quite monotonous. Basically, they characterize the implementation of rules and evaluate behavior (right, wrong, bad, good). This circumstance confirms the fact that the rules of conduct in activities, etc., are learned in early preschool age, and at 3-4 years old they become a regulator of the child’s behavior.

Adverbs and adjectives that serve to characterize actions and deeds (friendly, caring, without asking, cheerful, faithful, etc.) are rarely found in the everyday speech communication of children. Therefore, along with the skills of social behavior, it is necessary to form in children an appropriate vocabulary.

The teacher should direct special attention to the formation and enrichment of that part of the children’s vocabulary that reflects their knowledge about the work and life of people, about art and natural phenomena.

As already mentioned, the statements of 3-4 year old preschoolers indicate that they are most interested in the world of people. However, the poverty of the vocabulary, as a consequence of the limited knowledge about labor actions, family relationships of people, prevents children from developing interesting, meaningful games in “adults”.

1.2. Characteristics of games and exercises as a means of enriching vocabulary in children of primary preschool age

Exercises are the child’s repeated repetition of mental or practical actions of a given content. Thanks to exercises, children master various methods of mental activity, they develop various skills (educational, practical).

A significant part of the content of preschool education can be learned by the child through exercise. Many exercises are objective in nature, that is, their implementation requires the use of objects and toys.

Various types of exercises are used in teaching preschoolers. In some cases, children perform exercises imitating the teacher (imitative exercises). These include exercises for the development of the articulatory apparatus, for consolidating cultural and hygienic skills, with didactic toys, etc. Exercises of another type are called constructive, because in them the child implements tasks, similar to those that he solved under the guidance of a teacher. In other words, the child transfers previously learned methods of action to new content. And finally, the child performs creative exercises that require combination, a different combination of knowledge and skills that he owns.

Exercises are carried out in a specific system, which is built on the basis of gradually more complex knowledge and skills, and also corresponds to the training program for a specific age group. The complexity of exercises occurs due to changes in the nature of the knowledge and skills that are given, as well as due to an increase (decrease) in the time of their implementation.

The specificity of the exercises that are used in preschool education is that they, as a rule, are included in an interesting practical or mental activity that is understandable to the child. A special place is occupied by exercises that are included in didactic and outdoor games. Thanks to the playful nature of children’s actions, they perceive new activities and skills with particular interest and easily and consolidate those previously learned. Playful exercises create an atmosphere of joy and emotional elation, which is very important for the mental health of a preschooler, especially younger children.

The didactic rules for conducting the exercises are as follows:

• Set a learning task for the children, tell them what they have to do (we will learn to make clothes for a doll out of paper, write sentences, solve problems, replant plants, etc.);
• Show the method of performing actions with a simultaneous verbal explanation (gradually the child forms an image of the upcoming activity, in accordance with which he performs the exercise.) In case of difficulties, remind, with the help of a question, focus the children’s attention on the difficult, incomprehensible, sometimes prompt, advise, encourage. If the method of action turns out to be difficult (wash and dry the toy), allow the kids, immediately after the teacher’s demonstration and explanation, to carry it out step by step;
• To master knowledge and skills, repeated exercises are required, but with a gradually more complex task, with the introduction of new work techniques, using different subject equipment. Repeated exercises should include conditions and tasks that require children to demonstrate creativity;
• Children's performance of exercises needs to be supervised by the teacher, otherwise erroneous work methods and distorted knowledge may become entrenched. Move from direct control (through a playful image, analysis of activity products) to indirect control, gradually developing elements of self-control in children.

Play is a special activity that blossoms in childhood and accompanies a person throughout his life.

Most modern scientists explain play as a special type of activity that emerged at a certain stage in the development of society. At the beginning of the XX century. Researchers did not have unanimity in resolving the question of what is primary in the history of mankind: work or play.

On the one hand, play is an independent activity of a child, on the other hand, the influence of adults is necessary for the game to become his first “school”, a means of education and training. Making a game a means of education means influencing its content and teaching children ways to fully communicate.

The importance of play in mastering norms of behavior and rules of relationships is great. But this does not exhaust its significance for the moral development of the child. Freedom of play activity presupposes that in it the child, more often than in real life, finds himself in conditions where he must make an independent choice

(how to proceed?)

Games develop a child's creative abilities. They are manifested in building a plan, in playing a role, in creating the toys necessary for the game - homemade items, elements of costumes. The child’s speech, facial expressions, and movements become more expressive in play than in everyday life!

2. Enrichment of vocabulary in children of primary preschool age using various games and exercises

2.1. Materials for enriching vocabulary in children of primary preschool age using games and exercises

Lexical exercises (like phonetic exercises) are rarely carried out in special classes entirely devoted to this topic; Such exercises are included in classes on the development of coherent speech and in classes on familiarization with fiction.

For example, if a particular lesson on the development of coherent speech is designed for 20 minutes, then from 2 to 10 minutes can be spent on special lexical exercises; Lexical exercises are introduced into classes on familiarization with fiction when it is necessary to comment on the writer’s vocabulary.

Special vocabulary exercises are aimed at specific linguistic tasks:

1) develop an understanding of the general meaning of the word,

2) develop an understanding of the relationship “the whole and its part”,

3) develop an understanding of the abstract meaning of a word,

4) develop a linguistic sense in the field of morphology (in the assimilation of abstract meanings of morphemes),

5) to achieve the assimilation of antonyms as a means of understanding the meanings of words,

6) develop stylistic flair,

7) strive to master the figurative meaning of words and ethical concepts (through familiarity with fiction).

Most often, when conducting lexical exercises, the technique of didactic games is used, in particular games with “didactic” (i.e., specially equipped) dolls. A didactic game known as “Wonderful Bag” is also used (children put their hands into a bag filled with small objects and recognize and name them by touch). But, of course, with the help of only dolls and other toys, children cannot “absorb” the poetic essence of their native word. Children need to be introduced to their surroundings and the lexical meaning of a word explained simply by pointing to a real object, action, sign.

Below is a description of some types of exercises that help enrich children's vocabulary.

Noun

Who is most likely to move the items?

Goal: to reinforce in children’s speech the correct use of common nouns in the singular, accusative case.

Equipment. Children's dishes and furniture.

Description of the game. The players sit on chairs, two chairs are placed opposite, 5-6 items from two different categories are placed on them, for example: children's dishes (cup, saucer, teapot), children's furniture (crib, chair, table). Two empty chairs are placed at a distance. Two children from each team stand near chairs with objects and at the signal “One, two, three - take the dishes!” They begin to transfer the necessary objects to the empty chairs standing opposite. The winner is the one who correctly and earlier transfers all the objects belonging to the category named by the teacher and names them. Then the next pairs of children compete. Sample speech: “I moved the teapot (cup, saucer),” etc.

Shop.

Target. To reinforce in children's speech the correct use of common nouns in the accusative case.

Equipment. Toys.

Description of the game. The players sit down at the table. Children place the toys they receive around them, as if setting up a store. The teacher takes a pair of toy nesting dolls and begins the game with the words: “Once upon a time, cheerful nesting dolls came to one city and went for a walk. They walk around the city and see a store (with these words, the teacher stops the nesting dolls near the store of one of the guys.) They entered the store, stopped near the counter, and one of the nesting dolls said: “Seller, we’ll tell you a riddle, and you guess what we want to buy".

Gray animal

Leap over a hummock.

Light legs and little tail. (Hare).

The seller guesses and gives the toy back. The nesting dolls go further: “The nesting dolls went into another store and said: “Seller, salesman, we’ll tell you a riddle, and you guess what we want to buy.”

Sample speech of the seller: Do you want to buy a hare (bucket)? Etc.

If the seller guessed the riddle incorrectly, the nesting dolls leave with the words: “You don’t know your product well, let’s go to another store!” When repeating the game, the role of the leader can be entrusted to a child who knows the riddles.

Adjective

Who will find out first?

Target. Strengthen the ability to understand the meaning of adjectives in speech.

Equipment. Toys.

Description of the game. Several similar toys are laid out on the table, for example, three dolls that differ from each other in size, hair color, clothing, or several animals and birds (a dog sitting, standing, large, small, etc.).

The teacher describes some toy, and the children must find it. In this game, children must listen carefully to the teacher’s speech, see certain signs in the objects in front of them, and choose the appropriate one. Whoever correctly names the described object receives it and can play with it.

Search

Target. Reinforce the correct use of adjectives in speech, coordinating them with nouns.

Description of the game. Within 10 - 15 seconds, see around you as many objects as possible of the same color, or the same size, or the same shape, or from the same material. At a signal, one begins to list, the others complement it. The one who correctly names the most items wins.

Guess what it is?

Target. Reinforce the use of adjectives in speech, correctly coordinating them with pronouns.

Equipment. Natural fruits or dummies according to the number of children.

Description of the game. The teacher shows the children fruits, then calls the children one by one. The person called is blindfolded and asked to choose a fruit. The child must guess by touch what kind of fruit it is and what its shape is (or determine its hardness). The one who is not mistaken receives this fruit as a reward.

Sample of children's speech. This Apple. It is round (hard).

Find out the flowers

Target. Strengthen the use of adjectives in speech, coordinating them with nouns in gender, number, and case.

Equipment. Lotto "Flowers".

Description of the game. The teacher gives the children large cards and keeps the small ones. The game follows the lotto principle. The teacher shows a small picture and asks: “Who needs this picture?” The child, who has the same flower on the big card, replies: “I need this picture. This is a white daisy (purple bell),” etc.

The one who closes his card first wins.

Verbs.

We are funny guys.

Target. Strengthen the ability to understand text and use verbs in speech.

Descriptions of the game. Children are standing against the wall. A line is drawn in front of them. A line is also drawn on the opposite side of the room. On the side, approximately halfway between the two lines, is the driver. Children say in chorus:

We are funny guys

We love to run and play.

Well, try to catch up with us,

One, two, three - catch it! -

And they run across to the other side of the platform, and the driver catches up with them. The one whom the driver touched before he stepped over the line is considered caught and sits down next to the driver.

The game is repeated 2-3 times, and then a new driver is chosen (played for 6-7 minutes).

Hands to the side

Target. Strengthen children's ability to understand verbs in text.

Description of the game. Children stretch their arms to the sides, clench their hands into a fist, unclench them and place them on their belts.

Hands to the sides, in a fist,

Unclench and on the barrel.

Right up

Left up

To the sides, crosswise,

To the sides, down.

Knock Knock! Knock-Knock!

Let's make a huge circle!

The gray bunny washes himself.

Target. Strengthen the ability to understand and correctly use verbs.

Equipment. Bunny mask.

Description of the game. Children stand in a circle. One of them - the bunny - takes a place in the middle of the circle. Together with the teacher, the children say:

The gray bunny washes himself,

Apparently he's going to visit.

Washed my tail

I washed my ear

Wiped it dry!

The bunny makes all the movements corresponding to the text: she washes her tail, her ear, and wipes herself. Then he jumps on two legs towards someone standing in the circle (goes to visit him). He takes the place of the bunny, and the game is repeated. The game ends after 5 - 6 bunnies have changed.

Adverb

Cold - hot

Target. Enrich children's vocabulary with adverbs - antonyms with the meaning of a course of action.

Equipment. Ball

Description of the game. Children sit in a circle. The teacher throws the ball to the children one by one, while pronouncing an adverb. The person who received the ball must quickly select an adverb with the opposite meaning, for example: “Cold - hot”, “fast - slow”, “quiet - loud”. If the person receiving the ball does not immediately respond, he leaves the circle.

When does this happen?

Target. Reinforce the correct use of adverbs with tense meanings.

Equipment. Subject and subject pictures for all seasons.

Description of the game. The teacher shows pictures and asks when vegetables and fruits are picked, when snow is raked, when the leaves are yellow, etc. If the child correctly names the season, he gets a picture.

Zhmurki

Target. To consolidate the knowledge and use of adverbs of place “right - left”, “forward - behind”

Description of the game. A driver is selected and the teacher blindfolds him. The teacher leads the driver around the room, stops, turns several times, then removes the blindfold and asks him questions: “What is to your right? What's to your left? What's ahead of you? What's behind you? The driver answers in one word or in a complete phrase.

Find a toy.

Target. Teach children to understand and use adverbs of place in speech.

Equipment. Toys.

Description of the game. The teacher hides the toys. The child searches for directions according to the description: “Turn around, take three steps forward, look down.” Or “The doll is hidden between the closet and the window, below the window, but above the chair.”

This game can be played on the street: “Go to the left, you will reach the fence, go around the fence, go to the tree that is on the right, take five steps forward from the tree and there you will find a car.”

Children should also learn to give tasks when repeating the game. Children who made fewer mistakes when completing a task receive flags and

etc.

Conclusion.

The study showed that studyingformation of vocabulary in children 3-4 years old through games and exercises in preschool settingsis relevant, the purpose of the study was achieved in the course of solving the assigned problems.

In the course of solving theoretical and practical problems, we came to the conclusion that with the help of games and exercises it is possible to enrich the vocabulary of primary preschool children

Having studied and analyzed the psychological and pedagogical literature on games and exercises aimed at enriching the vocabulary of primary preschool children.

Having analyzed the pedagogical process of enriching the vocabulary of children of primary preschool age, we came to the conclusion that work is being done, but there is no practical manual or recommendations for it. Which was the reason for creating material to enrich the vocabulary of children of middle preschool age.

We modeled pedagogical activities to enrich the vocabulary of children of primary preschool age.

The theoretical significance lies in the fact that psychological and pedagogical aspects concerning the characteristics of games and exercises aimed at enriching the vocabulary of children of middle preschool age were analyzed and systematized.

The practical significance of the study is that it can be used by teachers of educational preschool institutions. The prospect of this work is to expand the materials to include games and play exercises aimed at enriching the vocabulary of middle preschool children.

Bibliography.

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