Ways and means of developing the speech of children of senior preschool age. Features of the development of figurative speech of children in senior preschool age

Introduction

Man has an invaluable gift of speech and language ability. He masters speech in early childhood and improves it throughout his life: he learns to master his voice, breathing, intonations, enriches the dictionary, instantly selects an exact and accurate word, freely builds a sentence and text, acquires reading and writing skills, i.e. switches from an oral (acoustic) language code to a graphic, alphabetic code.

The child receives his native speech from close people, from his parents, from the language environment around him, driven by the natural need for communication, and later - self-expression. Communication with loved ones, and a little later - with oneself comes not only on the external, but also on the internal, mental level. A person uses the most complex mechanisms of speech, without thinking about them, masters them practically, but as they grow older, these processes become more and more aware, subject to self-control, become purposeful, regulated acts.

Our invaluable wealth is a language created and constantly improved by thousands of generations. Language ability, language makes us human: in the world of living beings, other code systems of communication have been developed, but they cannot be compared with human language and the mechanisms of its use, i.e. speech. It is not difficult to understand the desire of people to master this wealth to perfection: to know not only words and the rules for their combination, but also to master the most complex system of speech production, perception of someone else's speech and its understanding. From the babbling of a child to the freely flowing, soldered logic and figurative, convincing speech of a speaker, a person goes through a long path of teaching.

A person develops his speech throughout life. In kindergarten, the child develops speech in various activities using a wide variety of techniques: in mathematics classes - by solving logical tasks, in speech development classes - with the help of vocabulary work, speech warm-up, reading and retelling the text, describing pictures, objects, writing fairy tales, etc.

The development of speech in the learning process leads to enrichment vocabulary children, mastering the norms of the Russian literary language. The process of speech development is long and is carried out throughout all the years of education and upbringing in kindergarten.

How to teach children to speak correctly, pronounce words clearly, easily and freely connect them in the text, correctly, convincingly and accurately express their thoughts both orally and in writing? How to develop a "sense of language"?

Currently, in mass kindergartens there are children whose speech development lags behind the norm. Usually, children, doing some kind of activity, comment on it on their own initiative (they say what they are doing, note difficulties, are upset by failures, etc.). In pedagogical practice, we are increasingly seeing something different: older preschoolers do not often resort to speech on their own initiative.

These questions remain “open” to this day and are of interest to all teachers involved in teaching children. Based on the relevance of this problem, we formulated the topic: "Peculiarities of speech development of older preschoolers."

Object of study speech as a mental process.

Subject of study – the process of development of speech of children of senior preschool age.

Purpose of the study - to study the features of speech development of children of senior preschool age.

In accordance with the object, problem, purpose, subject of the study, it was supposed to solve the following research objectives:

1. To study the psychological and pedagogical literature on the research problem.

2. Select methods for diagnostic examination.

3. Conduct a diagnostic examination.

The study used the following methods: theoretical analysis of the literature on the research problem; study of materials of activity of children of senior preschool age; diagnostic examination of the speech of children of senior preschool age.

Chapter 1. Theoretical foundations of the problem.

1.1. Characteristics of speech as a mental process.

The word "speech", before becoming a scientific term, has been used in everyday communication for many years. Therefore, starting the presentation modern theory speech, it is necessary to distinguish between the concepts denoted by this word.

There are many definitions of this concept. In the pedagogical encyclopedia, speech is defined as a historically established form of communication between people through language. Language and speech complement each other, the differences between them are not contrasting. If language is a system of means of communication, then speech is the realization of this system. Speech is created according to the rules of the language.

By definition, V.A. Krutetsky, speech is “the process of using language for the purpose of communicating people”.

Defining speech as the second signal system of reality, I.P. Pavlov noted that only speech makes it possible to distract from reality and communication, which constitutes human higher thinking.

According to S.I. Ozhegov, speech is “the ability to speak, speaking”. The authors of the Big Explanatory Psychological Dictionary interpret the concept of "speech" as "conversation, statement".

M.N. Dyachenko defines speech as a form of communication that has historically developed in the process of human activity, mediated by language.

E.I. Gorokhova believes that speech is “a historically established form of communication between people through language”.

The word "speech" has three meanings:

a) speech as a process, activity,

b) speech as a result, a product of speech activity

c) speech as a genre of oral, oratorical speech.

Let's take a closer look at each value.

"Speech" in the first, procedural, meaning has synonyms: speech

activity, speech act. Mechanisms of speech - this is how they talk about action

pronunciation organs. This is the meaning of the word

definitions of speech given by psychologists:

Speech - communication, contact between people, exchange of thoughts, feelings and

information;

Speech is verbal, linguistic communication with the help of linguistic sign

units: words, syntactic constructions, text, intonation, gestures,

facial expressions [ 27, p.].

· The second meaning of the term "speech" - "speech as a result" is synonymous with "text". We are accustomed to the fact that the text is a recorded speech. Such an understanding of the text is of a domestic nature. In the theory of speech, the text can be not only written, but also oral and even mental (when inner speech is meant).

· The third meaning of the term "speech" is speech as an oratorical genre or as a monologue in a work of art. This concept is associated with rhetoric and literary criticism.

Speech is closely related to thinking, since it is a means of expressing thoughts, therefore, the main mechanism of human thinking. And abstract higher thinking is impossible without speech. K.D. Ushinsky said that if you develop the gift of speech in children, it means that you develop logical thinking in them, but "it is impossible to develop speech separately from thought."

It is often said that speech and thinking are two sides of the same phenomenon. Speech

arbitrary - thought can be involuntary.

Thinking, relying on the means of language, has other possibilities. In this sense, the ontogenetic development of thinking

of a person relies not only on speech, but also on the active sphere, on observations, sensations, perceptions.

Linguistics also shows interest in thinking, it explores the relationship between words and concepts, sentences and judgments, the role language tools in the transfer of meaning, the content of thought.

The theory of speech activity also explores thinking - those aspects of it that are aimed at operating with meanings, meaning, thoughts and the transition from one aspect to another.

If the words and their meanings are not filled in the mind of the speaker or listener, this will lead to a separation of speech from thinking (or thinking from speech), to inaccurate mutual understanding, to idle talk, to a distortion of understanding, which is observed quite often in life. Here are some of the reasons for this phenomenon:

a) acoustic interference, inaccurate respect;

b) poor knowledge of the language - non-native and even native;

c) unsuccessful construction of the speech of the speaker (writer);

d) understanding the deep, hidden meaning of speech.

M.R. Lvov and V.G. Goretsky noted that speech is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in knowledge, education, it enriches a person spiritually, serves as a subject of art. Speech is called communication with the help of language - a sign system, polished for centuries and capable of conveying any shades of the most complex thought.

Speech is also related to language. In speech, all the riches of the language, all its expressive possibilities are realized. Language is enriched through speech, it includes new words, new shades already famous words, their meanings, new compatibility options, new phraseology.

Speech is communication itself, the expression of thought. Speech is verbal, linguistic, communication, self-expression. Language is an abstract system, while speech is material, it is perceived by hearing and sight. Speech tends to merge its units in the speech stream. Speech is the realization of language; language manifests itself only in speech.

Speech is a sequence of words, sentences. Speech is theoretically infinite: the number of texts cannot be counted even theoretically.

Speech is dynamic, speech is variable, caused by the needs of life, depends on communicative expediency, which determines the choice of certain language means.

Being a means of implementing the language, speech performs such functions as:

The function of communication - spoken or written speech serves as a means of organizing joint work in a team, a means of communication in society, in a country, a means of connecting generations; in this case speech presupposes a communicator, i.e. the one who speaks or writes, and the percipient - the person who perceives the speech;

The function of the message is a unilateral act, in the absence of feedback: registration of all the knowledge that people have accumulated in the process of their conscious activity;

The function of saving information is the preservation of accumulated knowledge;

The function of expressing thought - in speech, a thought is not only formulated, but

and is formed: a person always thinks, with the exception of a deep

Cognitive function - all human knowledge is contained in

speech forms: books, reports, magazines, lectures, records;

Planning, or regulatory function - a person verbally, in writing or mentally plans his actions, analyzes and evaluates his own and other people's actions;

The emotive function is the speech behavior of a person: the expression of an involuntary exclamation to the masterpieces of lyrical poetry or vocal performance.

Some scientists distinguish such functions of speech as influencing, or voluntarily (impact on a person: request, order, demand), contact-establishing, or phatic (“communication for communication”), metalinguistic (description of the language itself), aesthetic (influence on feelings through speech forms).

Speech as a way of realizing the potential functions of language ensures the life of society and every person. Speech, spoken or written, serves as a means of organizing joint work, the unity of the people, and the connection of a generation.

Speech has the following properties:

clarity;

expressiveness;

Impact .

The intelligibility of speech is achieved by syntactically correct construction of sentences, the use of pauses in appropriate places or the selection of words with the help of logical stress.

The expressiveness of speech is associated with its emotional richness, it can be bright, energetic or, conversely, lethargic, pale.

The impact of speech lies in its influence on the thoughts, feelings and will of other people, their beliefs and behavior.

Speech can be unvoiced, or unwritten - it is internal, or mental (speech for oneself) and external (i.e. speech for others). External and internal speech serves as a means of forming a person's personality.

In turn, external speech, according to its characteristics and goals, is divided into oral and written, monologue and dialogic. According to the mechanisms, methods of coding, oral speech is divided into:

Speaking, i.e. sending speech acoustic signals, carrying information;

Listening (auditing), i.e. perception of acoustic speech signals and their understanding.

Written speech includes:

Letter, i.e. "encryption" of speech signals using complexes

graphic signs;

Reading, i.e. "decoding" of graphic signs, their complexes and

understanding their meanings.

Modern oral speech has significant advantages compared to written speech:

1. She can seamlessly fit into the situation, into the flow of life. It is directly connected with gestures, facial expressions, with everything around. Even when talking on the phone, people smile, gesticulate, but all this is in vain, the interlocutor does not see this, he only catches emotional intonations. With the help of intonation, a person can express his feelings, sensations. Intonation can be caught when communicating, i.e. oral speech.

Written speech does not have adequate means of expression, only to a small extent compensates for this lack of font highlights, punctuation marks, as well as a description of experiences. actors in one situation or another.

2. The advantage of oral speech is the speed of its flow, the possibility of quick reactions, feedback.

But oral speech also has disadvantages:

1) noise immunity: the distance between speakers can interfere: any extraneous noise, defects in the individual pronunciation of the speaker, hearing defects of the perceiving speech;

2) instantaneous flow: oral speech disappears by itself, and even the speaker himself usually cannot repeat verbatim what he just said. Because of this, speech poorly performs a historical function - the connection of generations.

We note the merits of written speech: it is a prepared, normalized speech. It is this kind of speech that serves as the basis of grammar, grammatical theory and culture of speech. Written speech in the form of books and various documents has been preserved for hundreds and even thousands of years, serving the cause of preserving cultural values.

Oral speech is supposed to have arisen naturally at the dawn of the human mind to satisfy the need for live, direct communication of our distant ancestors.

Written speech has many codes: ideographic writing, hieroglyphic, sound-letter (phonemic) are known. The rules for designating phonemes with letters and their combinations are determined by the section of linguistics Graphics, the cases of their writing are regulated by Spelling, Punctuation helps to indicate intonation, pauses.

Oral speech is influenced by written speech, therefore, it is increasingly being defined as voiced written speech.

External, sounding speech can be dialogic and monologue.

Dialogue is a conversation between two or more people. Each individual statement depends on the replicas of other interlocutors, on the situation. The dialogue does not need extended sentences, so it contains a lot of incomplete sentences. The syntax of the dialogue is simple.

In oral speech in general, and in dialogue in particular, auxiliary means of speech are used that convey what is difficult to express in words: facial expressions, gestures, intonation. All auxiliary means of speech are included in the range of tasks of the method of speech development of children.

In kindergarten, an artificial form of dialogue is used - a conversation. Usually this is a dialogue between the teacher and the child. In contrast to the "spontaneous" dialogue, here, as a rule, full sentences are used. In the process of conversation, children learn the correct construction of sentences, statements, and become familiar with literary speech.

It is much more difficult to develop monologue speech, i.e. the speech of one person - a story, a message, a retelling, a performance, an essay.

Unlike dialogue, monologue is more arbitrary, requires volitional effort and sometimes significant preparatory work. Thus, a story based on observations (message) is sometimes prepared by a child over the course of several days. Monologue speech cannot be spontaneous, it is always organized. The speaker or writer plans the entire monologue in advance as a whole, draws up his plan (orally or in writing), speaks separate fragments, uses certain language means.

Unlike dialogue, the monologue is addressed not to one person, but to many.

One of the most difficult problems studied by philosophy, general linguistics and psychology is the relationship between language and consciousness, speech and thinking. Inner speech is mental speech.

External speech and internal speech are opposed to each other according to the following characteristics:

a) by purpose, by goals: external speech includes a person in the system of social interaction, internal speech reliably protects against outside interference, it is realized only by the subject himself and can only be controlled by him;

b) external speech is encoded by its own codes available to other people; the code of internal speech is used along with the same language as in external speech, but outwardly its manifestation is hidden, not amenable to perception by other people.

Inner speech is verbalized thinking. Inner speech, as it were, serves external speech and all human actions. It is presented in the following situations: when solving various problems in the mind; when attentively listening to the interlocutor, the listener not only repeats the speech he is listening to to himself, but also analyzes and even evaluates it from the point of view of truth, when reading to himself, while purposefully memorizing something and when

remembrance is the same.

One of the main roles of inner speech is the preparation of outer speech, oral and written statements. In this role, it is the initial stage of the representing utterance, its internal programming.

Note that in ordinary human life, external speech takes no more than two to three hours. Inner speech serves a person almost around the clock.

The question of the origin of inner speech is ambiguously resolved: it arises in a person either as a result of “going deep” in the external, especially egocentric, speech of the child - talking with himself during the game (L.S. Vygotsky’s hypothesis), or simultaneously with external speech, with speaking and listening as a result of the silent repetition by the child of the words of adults addressed to him (the hypothesis of P.P. Blonsky). (15, 67)

Speech develops in different types of activities: in the classroom for familiarization with fiction, with the phenomena of the surrounding reality, literacy, in all other classes, as well as outside them - in the game and artistic activity, in everyday life. However, only teaching the native language in special classes for the development of speech can give a lasting effect.

A person's speech is an indicator of his intellect and culture. Psychologist N.I. Zhinkin believes that speech is a channel for the development of intellect. The earlier the language is mastered, the easier and more fully knowledge is acquired. The more accurately and figuratively the speech expresses the thought, the more significant the person as a person and the more valuable he is for society. (13.48)

The development of speech is considered one of the most important areas in the work of the educator, as it ensures the timely mental development of the child. In the programs of education and training of children of preschool age, sections of the same name are devoted to this direction.

Speech does not occur on its own. She happens to be integral part communication, which is combined with some other activity: practical, playful, cognitive, creative, etc., therefore, it is necessary to take care of creating a certain situation of communication, of the need for children to enter into it, of the appearance of a speech motive in them.

In other words, to develop speech means to form certain speech skills, namely:

Ability to navigate in a communication situation, i.e. determine to whom, why, what I will talk about;

The ability to plan a statement, i.e. be aware of how I will speak (briefly or in detail, emotionally or in a businesslike way), in what sequence I will express my thoughts;

The ability to bring your idea to life, i.е. speak strictly on the topic, developing the idea, using various means of expression;

Ability to control speech.

Children begin to master all these skills at the senior preschool age.

1.2. Features of the speech development of children of senior preschool age.

The speech of a child has long attracted the attention of researchers (L.S. Vygotsky, E.I. Tikheeva, F.A. Sokhina, O.S. Ushakova, R.O. Yakobson, D.B. Elkonin, A.N. Gvozdeva, R. .E. Levin, K.I. Chukovsky and others): the first words are the fact of the awakening of consciousness. The whole path of a child's speech development is a complete mystery.

According to psychological periodization, the following are distinguished age periods characterized by a certain speech development.

1. Infancy- up to one year.

The child is reacting to the voices of loved ones. Smiles, laughter, babble, gestures. Initial manifestations of the expressive function of speech. The whole period is associated with the need for communication - emotional and meaningful; striving to achieve some goal. Verbal speech is rare, by the end of the period - the first manifestations of the nominative function of speech, the naming of the subject.

2. Early age– 1 – 3 years.

A generalizing function of the word is formed: the child names things, while expanding the vocabulary, developing thinking. There is a unity of communication and generalization. The syllabic composition of a word is assimilated before the sound. Speech is associated with the practical activity of the child - the game, the knowledge of surrounding objects, the assimilation of ways to use them.

3. Junior preschool age

In the fourth year of life, children notice a noticeable improvement in pronunciation, speech becomes more distinct. Children know and correctly name objects of the immediate environment: toys, dishes, clothes, furniture. They begin to use more widely, in addition to nouns and verbs, other parts of speech: adjectives, adverbs, prepositions.

The beginnings of monologue speech appear. In the speech of children, simple common sentences predominate.

Compound and complex sentences children use, but very rarely. Four-year-old children cannot independently isolate sounds in a word, but they easily notice inaccuracies in the sound of words in the speech of their peers. Children's speech is mainly situational in nature, it is not yet sufficiently accurate in terms of vocabulary and perfect in grammatical terms, it is not quite clean and correct in terms of pronunciation. With a little help from adults, a child can convey the content of a well-known fairy tale, recite a short poem by heart. The initiative in communication increasingly comes from the child.

4. Middle preschool age

By the age of five, children show a sharp improvement in the pronunciation of speech, most of them complete the process of mastering sounds. Speech as a whole becomes clearer, more distinct. The speech activity of children is increasing. Children begin to master monologue speech, however, structurally, it is not always perfect and most often has a situational character.

The growth of an active vocabulary, the use of sentences of a more complex structure (five-year-old children can build statements from 10 or more words) are often one of the reasons for the increase in the number of grammatical errors.

Children begin to pay attention to the sound design of words, to indicate the presence of a familiar sound in words. Consider the period that fits the topic of our study - this is the senior preschool age.

5. Senior preschool age.

At this age stage, the improvement of all aspects of the child's speech continues.

The pronunciation becomes cleaner, more detailed phrases, more precisely statements. The child not only identifies essential features in objects and phenomena, but also begins to establish cause-and-effect relationships between them, temporal and other relationships. Having a sufficiently developed active speech, the preschooler tries to tell and answer questions so that the listeners around him understand what he wants to say. Simultaneously with the development of a self-critical attitude towards his statement, the child also develops a more critical attitude towards the speech of his peers. When describing objects and phenomena, he makes attempts to convey his emotional attitude.

Enrichment and expansion of the dictionary is carried out not only at the expense of nouns denoting objects, their properties and qualities, but also at the expense of the names of individual parts, details of objects, verbs, as well as suffixes and prefixes that children begin to use widely. Increasingly, collective nouns, adjectives appear in the child's speech, denoting the material, properties, state of objects. During the year, the dictionary increases by 1000-1200 words (compared to the previous age), although in practice it is very difficult to establish the exact number of learned words for a given period. By the end of the sixth year, the child more subtly differentiates collective nouns, for example, not only calls the word animal, but can also indicate that the fox, bear, wolf are wild animals, and the cow, horse, cat are domestic animals. Children use abstract nouns in their speech, as well as adjectives, verbs. Many words from the passive stock go into the active vocabulary.

Despite the significant expansion of vocabulary, the child is still far from the free use of words. A good test and indicator of full possession of the dictionary is the ability of children to select words (antonyms) that are opposite in meaning - nouns (input-output),

adjectives (good-bad), adverbs (fast-slow), verbs (speaks-is silent); select adjectives for nouns (What kind of rain can it be? - Cold, strong, mushroom, small, short-term) adverbs for verbs (How can a boy speak? - quickly, well, slowly, clearly, quietly, loudly, etc.), close according to the meaning of the word-synonyms (walk-walk, walk, stomp, pace, etc.).

Offering children such tasks, it is easy to make sure that their vocabulary is still not rich in adjectives, adverbs, verbs, and they can pick up words that are close in meaning in insufficient quantities and not always successfully. Errors in the use of words and when always successful. When a child puts the wrong meaning into a word. In the stories of children, there are sometimes inaccuracies in the use of conjunctions, prepositions (for example, instead of the preposition between words are used in the middle).

Improving coherent speech is impossible without mastering grammatically correct speech. In the sixth year, the child masters the grammatical system and uses it quite freely.

Structurally, speech becomes much more complicated not only due to simple common sentences, but also complex ones; the volume of statements increases. Less and less often, a child makes mistakes in coordinating words, in case endings of nouns and adjectives; often correctly uses the genitive plural of nouns ( windows, lamps, pencils). He easily forms nouns and other parts of speech with the help of suffixes (teaches children - teacher reading books - reader building houses - builder), adjectives from nouns (the key is made of iron - iron, jar of glass glass).

However, grammatical errors are increasingly common in the speech of children: incorrect agreement of nouns with adjectives in indirect

cases, incorrect formation of the genitive plural form of some nouns (“pears” instead of pears), change in cases of indeclinable nouns (“there is a clock on the “piano”).

The grammatical correctness of a child's speech largely depends on how often adults pay attention to the mistakes of their children, correct them, giving the correct sample.

In dialogical (colloquial) speech, the child uses both short and detailed answers in accordance with the question and the topic of the conversation.

A child of the sixth year of life is improving coherent, monologue speech. Without the help of an adult, he can convey the content of a short fairy tale, story, cartoon, describe certain events that he witnessed. In an effort to ensure that his statement was correctly understood, the child quite willingly explains the details of his story, specially repeats its individual parts. He is able to talk not only about the events of the coming days, but also about the past (for example, in winter he talks about how he spent the summer in the country, how he and his grandfather gathered mushrooms, fished, swam in the pond, etc.).

At this age, the child is already able to independently reveal the content of the picture, if it depicts objects that are familiar to him. But when compiling a story from a picture, he still often focuses his attention mainly on the main details, and often omits secondary, less important ones.

At the senior preschool age, the muscles of the articulatory apparatus have become sufficiently strong and children are able to correctly pronounce all the sounds of their native language. However, in some children at this age, the correct assimilation of hissing sounds, the sounds l, r, is just finishing. With their assimilation, children begin to clearly and distinctly pronounce words of varying complexity.

In communicating with peers and adults, children use a moderate voice volume, but as necessary they are able to speak louder and quieter, that is, they can measure the volume of speech, taking into account the distance to the listener, the nature of the statement. In everyday communication, children use a moderate pace, but when retelling, their speech is often slowed down due to long unreasonable delays and pauses. However, in moments of emotional upheaval, being under the impression of a movie watched, a fairy tale read, the child in the process of utterance is often unable to control his

speech and speaks louder and faster than usual.

Focusing on the model, children are able to reproduce verses in compliance with intonation means of expression; they often correctly use interrogative, narrative intonations; can convey their feelings in relation to various objects and phenomena: joy, sadness, indignation, etc.

The exhalation becomes longer. So, on one exhalation, children can pronounce the vowels a, y, and for 4-8 s (with a free exhalation - for 4-6 s).

However, not all six-year-old children have the correct pronunciation of sounds: some may have delays in the assimilation of sounds, others may have their incorrect formation: p - throat, single-beat, sounds w, g - lateral, s, z - interdental. Some children do not always clearly differentiate whistling and hissing sounds, sounds l and r, in words. Such a shift in sounds is more often observed when pronouncing words and phrases that include both sounds at the same time (“shushka” instead of drying), but there are almost no errors when pronouncing words that contain only one of these sounds (dog, cat). Phrases saturated with such sounds are not always pronounced clearly by children.

Clarity, intelligibility of speech largely depends on how quickly the child speaks. Children who speak quickly tend to have less distinct speech.

Children with accelerated speech often do not pronounce individual sounds in words, do not say the endings, and “swallow” even individual words. Defects in the structure of the articulatory apparatus or its lack of mobility can be the cause of incorrect pronunciation of sounds, fuzzy speech. Change of milk teeth in 5-6 years. to constants is often reflected in the pronunciation side of speech: sound pronunciation and diction worsen.

With children with impaired sound pronunciation, additional classes should be organized, which, depending on the severity, number and nature of the violations, are conducted either by an educator or (with extensive tongue-tied tongue) by a speech therapist. These classes (individual or with a group of 3-5 people) are organized at least 25 times a week and are aimed at developing the mobility of the articulatory apparatus, phonemic perception, staging sounds or fixing them, introducing into speech.

So, by the end of the sixth year, the child in speech development reaches a fairly high level. He correctly pronounces all the sounds of his native language, clearly and distinctly reproduces words, has the vocabulary necessary for free communication, correctly uses many grammatical forms and categories; his statements become more meaningful, expressive and precise.

And by the time the child enters school, he masters the correct sound design of words, pronounces them clearly and clearly, has a certain vocabulary, mostly grammatically correct speech: he builds sentences of various constructions, coordinates words in gender, number, case, accurately conjugates frequently used Verbs; freely uses monologue speech: is able to tell about the events experienced, retell the content of a fairy tale, story, describe the surrounding objects, reveal the content of the picture, some phenomena of the surrounding reality. All this makes it possible for the child to successfully master the program material when entering school.

In preschool childhood, of course, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, grammatically correct. The enrichment of the dictionary, the development of grammatically correct speech, the improvement of the ability to express one’s thoughts with the help of speech, in an interesting and expressive way, to convey the content of a work of art will continue in school years and throughout life.

The main feature of the development of speech in children at senior preschool age is that the child proceeds to the conscious mastery of speech.

Speech development is carried out with the help of speech exercises. When developing these exercises, the teacher focuses on certain forms of mental work of the child: analysis and synthesis, induction and deduction, identification of essential features, generalization and concretization, identification of cause-and-effect relationships between phenomena, comparison, comparison and opposition, decision mental tasks.

1.3. Examination of the speech of children of senior preschool

age.

The most important source of children's speech is life itself, the children's own experience. In the experience of preschoolers, its purposeful organized part, observation, is especially valuable. Through observation, children learn to recognize the world Anything that a child might be interested in. The desire and ability to see, hear, perceive the world around - this is the path that, having provided the basis for the development of speech and thinking in unity, will provide material for speech exercises. But the child thinks figuratively, many words are incomprehensible to him. Without speech design and expression, speech cannot exist.

In the current sociocultural situation, everything greater value acquires the value of personality development in the education system. For those who try to see not only the external side of good and bad deeds children, but to understand the reasons for their appearance, it is clear that if we confine ourselves to observations, even with great attention and love for the child, this is impossible. It is important not just to diagnose the level of development of individual mental processes or to state deviations in the development of the child's personality, the most important thing is to establish the relationship between the individual characteristics of the child's psyche. After all, individual characteristics, self-esteem or anxiety can affect not only the nature of communication, but also the development of cognitive processes in children. That is why it is so important to use whole complex techniques, which will allow us to consider the personality of the child from different angles and make a holistic perception of his psyche. At the same time, it is necessary not only to choose the right methods, but also to conduct research in such a way that the child does not get tired, does not refuse to participate in the work. To properly develop and apply diagnostics, it is important to know what diagnostics are.

One of the definitions of diagnostics is given in the work of scientists S.N. Glazachev and S.S. Kashlev: “Pedagogical diagnostics is the process of studying the state, changing the state of participants pedagogical process, pedagogical activity, pedagogical interaction". (1, 89) The most convenient for practitioners is the diagnosis of the levels of three levels: high, medium and low. These steps show the level of development of the desired quality. Proper diagnosis is the first step in organizing the correction of mental disorders, it helps to identify the causes of disorders in mental development, to determine which qualities are formed the worst. Thus, based on the information received, a correction plan can be drawn up - from helping the child to correct simple shortcomings to compensating for complex defects.

According to T.S. It is desirable for Komarova to carry out diagnostics in the form of interesting game tasks. It is better to carry out diagnostic work, taking into account the condition of the child: his good mood, calm emotional condition and physical well-being. The child should not get the impression that he is being tested. The duration of one lesson should not exceed 30-40 minutes. With the rapid fatigue of the child, it is necessary to make a physical pause, to move. The examination is carried out at the children's table with a children's chair, the teacher needs to sit on the same level with the child, i.e. on a children's chair. It is better not to put a preschooler facing the window so that what is happening outside the window does not distract him. There should not be anything nearby that could distract attention (interesting toys, bright, unusual objects).

In the structure of psychological readiness, the main components are distinguished:

1) Personal readiness.

2) Volitional readiness.

3) Intellectual readiness.

Martsinkovskaya T.D. has developed several basic rules that must be remembered, she believes that without them the work will not be successful.

1. To compile the psychological characteristics of the child, it is necessary to use at least 10-15 different tests.

2. Strictly follow the instructions given in each method.

3. Do not forget that each technique is designed for children of a certain age.

4. The results also cannot be equally significant for different ages. Therefore, they must be compared with the results of children of a particular age. Remember that according to the data of only one method, it is impossible to draw a conclusion about "stupidity" or backwardness, as well as about giftedness.

5. To work on different methods a special “stimulus material” is needed, i.e. cards, texts, pictures that are offered to the child.

6. There are so-called subjective and objective methods, which often provide more complete data on the child's mental state.

7. No need to try to work with the child through force, without his voluntary desire - you will get wrong results. Do not tell your child that you are testing him. It is better to include survey in the process of any joint activity.

The main task in examining a child is to determine what needs to be examined first, and then select the appropriate methods.

An integrated approach is also dictated by the real needs of pedagogical practice, which does not deal with a separate cognitive process or personal

a feature of a person, but with a living child placed in real conditions

family, school or kindergarten. It is in the combination of an individual attitude to the child with an integrated approach to him that the meaning of both diagnostic and corrective work, the success of which largely depends on the correct diagnosis. The examination of the child begins with an analysis of his appearance and reaction to the situation of the examination. At the same time, attention should be paid to how open the child is to contact, whether he is active, or whether he is disinhibited. It should also be noted the manifestation of inhibition, tension, manifested by the child.

All these facts can be associated both with the psychodynamic (innate) characteristics of the child, and with such qualities of his personality as anxiety or demonstrativeness.

When examining, it is important to alternate methods so that the study of memory and speech follows the analysis of thinking, and the study of perception follows the study of creativity. It is recommended to start the diagnosis with drawing, giving the child time to enter the examination situation.

You can check the level of children's speech both orally and in writing. As a result of the teaching, the child must correctly master speech - speaking, correctly perceive and interpret it.

Studies of domestic and foreign psychologists (N. Chomsky, J. Piaget, D. Slobin, J. Bruner, K. Kasden, A.N. Gvozdev, A.A. Leontiev, D.B. Elkonin.) showed: the child initially comprehends relationships underlying grammatical categories(subject-action-object; singularity-multiplicity, etc.), in the form practical action, in the process of object-manipulative activity. Elementary operations with toys teach him to distinguish patterns of grammatical relations: one object - different actions, one action - different objects.

Object practice and the cognitive, cognitive development that is formed in the course of it (sensory-motor intelligence, understanding of real relationships), as well as the emergence of a symbolic (replacing) function in a primitive game, act for the baby as prerequisites for linguistic, grammatical development. At the same time, the semantics (meaning) of the statement and its use (pragmatics) determine grammatical structure. Thoughts, feelings, the will of the child are initially expressed in communication with the help of non-verbal, non-verbal means - facial expressions, gestures, postures, eye contact, objective actions (E.I. Isenina, M.I. Lisina).

According to D. Slobin, the order of assimilation of grammatical means by a child is determined by their semantics (accessibility for understanding) and structural "transparency". First of all, regular non-valued grammatical means. (13, 112) (These data were obtained by analyzing the speech development of children in forty languages ​​and are consistent with the results of A.N. Gvozdev's research on the Russian language). Initially, morphological forms are assimilated as a holistic "gestalt" (A.N. Leontiev), borrowed from the speech of adults in the form they are heard. But in the future, the assimilated is subjected to analysis through experimentation, “manipulation”, in the process of language games; the properties and limits of the use of the form are clarified. It turns out that a child cannot learn grammatical "correctness" without going through this stage of "violation of correctness." The mechanism of such experimentation is linguistic communication and generalization (transfer) of generalization to new situations. This mechanism was first studied in domestic psychology by F.A. Sokhin, later by T.N. Ushakova, A.M. Shakhnarovich, N.I. Lepskaya, S.M. Zeitlin. Consequently, "linguistic experiments" (RO Jacobson) are a natural phenomenon.

"The timely formation of the grammatical structure of the child's language is the most important condition for his full-fledged speech and general mental development".

The idea of ​​self-development in the methodology of speech development belongs to E.I. Tikheeva. "A child masters the grammatical structure of a language on the basis of cognitive development in close connection with the development of objective actions." This study implements a communicative approach to the problem of the formation of the grammatical structure of a child's language, which is based on a complex impact on all aspects of the child's language in the process of developing his sound culture of speech, enriching and activating the vocabulary, forming means and methods for constructing a coherent statement in various game situations.

The developed methodology implements the position of L.S. Vygotsky. He believed that in working with older preschoolers, an adult increasingly directs the child's activity in the direction he has planned, subordinating it to didactic tasks. But success will depend on how much an adult manages to establish co-creation with a child, to interest him, to involve him in speech and verbal creativity. "The formation of a child's grammatical language is a spontaneous process." (16.76)

The sixth and seventh years of life are already the stage of mastering the ways of structuring a detailed coherent statement, the active mastering of complex syntax in the arbitrary construction of a monologue, the ways of understanding a sentence, word, sound, the stage of forming correct speech - grammatical, phonemic, figurative. Successful mastery and interconnection of these aspects of speech is an important condition for the formation of coherent speech.

By the older preschool age, significant individual differences in the level of children's speech appear. The speech of children of the same age can differ significantly in the richness of the vocabulary, in the level of coherence and

grammatical correctness, according to the ability of children to creative manifestations. V.I. Loginova, T.I. Babaeva identified and deduced the main directions in the development of speech of children of senior preschool age:

Development of speech creativity, expressiveness of speech;

Development of individual abilities for speech activity;

Preparation for reading, reading.

Speech is not an innate ability of a person, it is formed gradually. For the normal formation of speech, it is necessary that the cerebral cortex reaches a certain maturity and the child's senses - hearing, sight, smell, touch - are also sufficiently developed. Especially important for the formation of speech is the development of speech-motor and speech-auditory analyzers. All this is largely dependent on the environment.

Conclusions on chapter 1.

Having studied the psychological and pedagogical literature, we came to the conclusion what speech is.

Speech- This is a historically established formula for communicating people through language.

Speech is closely connected with thinking and serves as an integral part of labor, household, cognitive and other types of human activity.

By speech, they judge the degree of language proficiency, as well as the intellectual development of a person.

Language and speech are interrelated, but not identical, the language system is realized in the process of its functioning, i.e. in speech.

Being a means of language use, speech performs communicative, emotive, voluntarily, planning, cognitive and other functions.

Speech is divided into internal and external, oral and written, dialogic and monologue; each type of speech has its own characteristics.

The speech development of a person goes through several stages, at each of which the language is enriched and speech skills are improved.

The development of speech is carried out at different stages of the lesson with the help of various tasks and exercises.

In preschool childhood, the process of mastering speech does not end.

Chapter 2. Experimental study of the problem.

2.1. Tasks, criteria and levels of speech development.

The objectives of this paragraph are:

Determine the criteria for the formation of speech development;

select and describe methods for determining the level of speech development of older preschoolers.

The program of preschool education provides for the development of all aspects of the child's speech, so the overall goal is: the formation of the correct oral speech of children on the basis of their mastery of the literary language of their people; education of love and careful attitude to the native word.

When diagnosing a speech examination of children of senior preschool age, T.S. Komarova and O.A. Solomennikova distinguish the following specific tasks:

· To teach the correct pronunciation and correct understanding of speech addressed to the child.

· Increase children's vocabulary of 3000 - 3500 words from the main vocabulary of the native language.

Teach children to use vocabulary widely, quickly find the right word that most accurately expresses the child’s thought.

Develop the habit of speaking grammatically correctly.

To teach children to pronounce the sounds of their native language correctly, to distinguish and correctly use similar sounds.

· To form the ability to understand and retell complex fairy tales and stories.

Facilitate the transition of the child's situational speech into a coherent one, and then into an explanatory one.

To develop in children the ability to speak slowly, loudly, without tension, expressively.

Improve verbal and non-verbal means of communication and the ability to correlate them.

Use the potential of preschoolers in improving oral speech.

· Introduce the most commonly used oral speech genres.

Contribute to the development of speech creativity and speech independence of the child.

Consider the concept of criterion:

Criterion (from the Greek. kriterion) - a measure for evaluating something - a means of testing a particular statement, hypothesis, theoretical construction - such a definition of the concept of “criterion we find in the philosophical dictionary.

AT encyclopedic dictionary criteria is understood as ... a sign on the basis of which an assessment, definition or classification of something is made; yardstick of evaluation” What do we mean by a sign? A sign in the explanatory dictionary of S.I. Ozhegov is considered “... an indicator, a sign, signs by which you can find out, determine something. The indicator is “... something that can be judged on the development and course of something.

Since we need to determine the indicators of the level of speech development, we chose the norms of the following criteria:

Logic of speech , her mental basis. The term thought has two meanings thought as a process, or thinking; thought in its content

measurement, mental test, thought content, weighty and significant.

Logic as a science with the correct construction of thought makes several of its own requirements for good speech:

1 to express a thought, i.e. to structure the thought at the mental steps of the speech act;

2 speech must have some value;

3 present your idea in such a way that it is understandable to the listener.

The basic laws of logic must be observed:

1. The law of identity.

2. Law of sufficient reason

3. The law of contradiction.

4. the law of the excluded middle.

With all this, it must be remembered that evidence may be inappropriate in a relaxed friendly conversation.

Construction, composition of the statement. The statement always precedes the plan. If not written, then oral or mental: it directs the sequence of the content of speech, and also provides anticipation in its construction, partly its result.

A well-thought-out composition of an utterance is an undoubted sign of a culture of speech and even skill. It can be expressed in discourses.

Discourse is speech in the flow of life, in an eventful, situational aspect. Discourse theory provides for the conditions of speech perception - factors that distract the listener's attention.

Possession of the mechanisms of speech. Fluency in pronunciation organs is also a culture of speech.

Free speech, impeccable articulation of sounds, command of speech movement and voice, free construction of syntactic constructions -

the result of developed synthesis, the speed of speech reactions, i.e. speed of response to the remark of the interlocutor in the dialogue. This also includes longitude of breath, facial expressions, gestures, postures, wit.

Correctness of speech , compliance with the norms of the literary language.

Language norm is a set of sustainable

traditional implementations of the language system, selected and fixed in the process of speech.

expressiveness - this is figurativeness, the use of means was comprehended: rhythm, paths, winged words;

14 is the transition from skill to mastery, it is the self-expression of the individual, the solution beyond the task.

The expressiveness of speech can be shown by facial expressions, gestures.

It is not enough for the educator to know the theory according to the method of speech development, it is also necessary to know the conditions for organizing this or that activity.

We have identified the conditions that contribute to a more effective development of speech, the most important of which is need for expression , increase speech motivation , desire to express your thoughts and feelings.

Based on the criteria and conditions, we have selected special tasks that help to identify the level of speech development in older preschoolers, such as:

“Pick up pictures”, “Put it in order”, “Let's get to know each other”, “Compose a fairy tale”, “Find out what kind of fairy tale, what kind of hero”.

To summarize the level of speech development, we identified the following parameters:

High level

Middle level

Low level

Each level has its own criteria.

In the course of our work, we have developed levels of speech development

older children based on program requirements.

Tall

Uses different parts of speech exactly according to the meaning. Uses synonyms, antonyms, nouns with a generalizing meaning in speech. Speaks dialogic and monologue speech. Independently, expressively, without repetition conveys the content of literary texts. Composes stories about an object, a picture, a series of plot pictures, short stories from personal experience, stories of a creative nature and short fairy tales.

Medium (age norm)

Infrequently uses synonyms in speech. Antonyms and generalizing words. Owns dialogic speech, and uses monologue speech inactively. Composes stories with a little help from an adult about an object, a picture, a series of plot pictures. Speech creativity is poorly developed. In communication, he does not always take the initiative. The expressiveness of speech is insufficient.

Short

The active vocabulary is poor. He tries to use different parts of speech, but makes mistakes and does not realize it himself. Experiencing difficulties in compiling stories, requires the help of an adult. Rarely uses synonyms, antonyms and generalizing words in speech. Does not show verbal activity in communication. He finds it difficult to independently compose stories about an object, a picture, a series of plot pictures, does not perceive it as a single story. Makes spelling mistakes. Poor command of dialogical and monologue speech.

2.2 Results of experimental work.

The objectives of this section are to describe the experimental work and its results. The work was carried out in three stages.

Speech Comprehension Survey

This is one of the essential stages in the study of the impressive side of speech. A full understanding of words can be only if the child has a sufficiently developed phonemic perception and a strong connection between a stable sound complex and an object, action and quality.

8 pictures were laid out in front of the children, at the request of an adult, the child had to show 2-3 objects in sequence. A.R. Luria recommends using multiple repetitions of words or groups of words: for example: show a glass, a book, a pencil, a glass, a book. (19, 90)

To identify understanding of the action, the children were presented with pairs of pictures. For example: one picture shows a child reading a book, the other shows a book.

An adult calls the word “reads” - the child must show the corresponding picture.

The following types of tasks, involving the choice of words of various lexical types: synonyms, antonyms, polysemantic words.

Application No. 1

Speech Comprehension Survey Results

Based on the data obtained, we can draw the following conclusion: 26% of the children of the older group poorly coped with the tasks, we note that they have a lack of perception of the nominative side of the word, underdevelopment of speech. A common mistake was to replace the antonym with a word associated with the presented one.

Sentence Comprehension Survey

Understanding sentences of varying complexity requires awareness of various grammatical relationships and the ability to retain a series of words in speech - auditory memory (A.R. Luria).

One of the most common methods for examining speech comprehension is the implementation of verbal instructions of varying complexity presented by ear.

The child is invited to perform a series of actions, first single ones, and then a series of them: for example, “open the door”, “clap your hands”, “show how you comb your hair”

Correct the sentences: (Appendix No. 2)

Sentence Comprehension Survey Results

Analyzing the performance of such tasks, it was noted that 35% of the children of the older group perfectly perceive the entire amount of information received, quickly and correctly cope with all tasks, and have reading skills.

39% of children showed compliance with the age norm. 26% of children, unfortunately, had various difficulties in completing certain tasks, made mistakes, tried to just guess, or performed only simple tasks.

In those cases when, in the process of preliminary examination, it is revealed that the child to some extent owns the lexical means of the language, it becomes necessary to determine the level of their formation and compliance with age norms.

Use a set of techniques for a special examination.

· Naming objects, actions, qualities according to specially selected pictures.

With the help of this technique, we reveal the child's knowledge of a particular vocabulary.

(ped.piggy bank)

· Complete the row with the appropriate picture

· Name all the listed items in one word

· Make a sentence using pictures

Processing survey results

Each type of technique offered to the child is recorded in the protocol.

Protocol scheme.

Protocols (see Appendix No. 3)

By comparing the results obtained in the process of using different techniques, we were able to obtain data from each child's vocabulary survey. At quantitative analysis The results of the examination paid attention, first of all, to the words that the child called correctly. At the same time, the ratio of the total number of presented words and correct answers was calculated. So, having processed all the protocols, we came to the following conclusion:

· 61% of children have a ratio close to 3/3 - the age norm

· 17% of children have a ratio close to 3/2 - slightly below the age norm

22% of children have a ratio close to 3/1 - these children have not mastered the vocabulary to a degree corresponding to their age

Using the following scheme, we were able to analyze all the words named by the child, which are considered from the point of view of which main lexicon - grammatical ranks used in the active speech of the child.

(see Appendix No. 4)

Results of diagnosing the size of the active dictionary

Summarizing the results of the study, based on the analysis of correctly named words, an idea is created about the volume of the child's active vocabulary. For a more complete qualitative characterization of the vocabulary of the children's language, it is important to analyze the erroneous answers recorded both when they are presented with pictures depicting specific objects, and when they perform tests. It is very important, in my opinion, to analyze why the name of one subject is used by them to explain another.

This problem was widely studied by such researchers: as (R.E. Levina, 1961, 1968; N.A. Nikashina, 1968; L.F. Spirova, 1959, 1962) it was established that the transfer of children from one name to another occurs on basis:

The sound proximity of words (a bush of grapes - a bunch of grapes)

Identification of a visual situation - replacing the name of an object with an outwardly similar one (dress - dress), similar purpose (plate - fork)

Situational connection of objects with each other (flower bed - flowers; stamp - envelope)

· Designation instead of the subject of the whole situation. (shower - water pours from the tap)

Expansion of semantic content (a turtle is walking - walking on the sand)

Narrowing of semantic content (sews up a seamstress - sews up a dress)

Connected speech survey

In order to reveal the level of comprehension of the content of a particular situation in a child, I suggest that the child look at and explain a series of plot pictures and pictures - absurdities.

Methodology :

1 episode "Tell me what's going on here"

Episode 2 "Tell me what's funny here"

Evaluation of results :

1 episode

3 points - composes coherent stories with elements of fantasy.

2 points - composes coherent stories, often uses simple sentences.

1 point - finds it difficult to compose a coherent story, calls individual items

or the things shown in the picture.

2 series

3 points - when analyzing fables, the child develops an adequate emotional

reaction, he determines what is funny in the picture, explains why it is

the image can be called a fiction.

2 points - when analyzing absurdities, the child has a weak emotional reaction

(slight smile) he calls the picture ridiculous, but he can't explain

why is it called that.

1 point - when analyzing absurdities, the child develops inadequate emotional

reaction (tense, constrained), although he shows a funny picture, but does not name

and does not explain why it causes laughter.

Connected Speech Survey Results

The study of the speech creativity of the child

Looking at any pictures - illustrations for fairy tales, I suggest that the child come up with a new fairy tale using different characters from different fairy tales, or tell a fairy tale known to him, introducing any new character.

Evaluation of results:

3 points - came up with and told a new fairy tale consistently, expressively and

interesting.

2 points - invented and told a new fairy tale, but uses simple words in speech

suggestions.

1 point - finds it difficult to tell himself, answers only questions.

The results of the survey of speech creativity of children

Analysis of survey results

As a result of a diagnostic examination of the speech of older preschool children, three subgroups of children were identified.

1 subgroup - children with a high level of speech development - 38%

2 subgroup - children whose speech is in accordance with the age

norm - 32%

3 subgroup - children with a low level of speech development - 30%

In this subgroup of children, we single out a general underdevelopment of speech, in which they somehow violated the normative assimilation of all the main components of the language system.

Chapter 2 Conclusions

Studying the development of speech and its essence, we determined:

Criteria for the formation of speech development.

· selected and described methods for determining the level of speech of older preschoolers (high, medium and low levels).

After analyzing the results obtained using the methods we have chosen, we can conclude that the problem we have posed is correct, in kindergarten the child develops speech in various activities using a wide variety of techniques: in mathematics classes - by solving logical problems, in speech development classes - with the help of vocabulary work, speech warm-up, reading and retelling the text, describing pictures, objects, writing fairy tales, etc., but the development process of each child is individual and requires an appropriate individual approach. A different pace of activity, hereditary signs and characteristics of the type of nervous activity, character traits and much more impose certain difficulties in mastering the full skills of speech. It is necessary to systematically and comprehensively develop the speech sphere of each child, and for those children who fall into group 3 ( low level) introduce corrective-developing exercises. For groups 1 and 2 of children whose speech development corresponds to the age norm, it is necessary to intensify work using various techniques: games - dramatization, dramatization, creative and plot - role-playing games, dialog. Through dialogue, children learn to be equal, free, relaxed. Peer dialogue is a fascinating new area of ​​self-development pedagogy.

Conclusion

The development of speech is a historically established form of communication between people through language. Sometimes people, communicating with each other, incorrectly, indistinctly express their thoughts. And children do not speak correctly, therefore it is necessary to improve it in every lesson. But the speech of preschoolers should be both internal and external, so the teacher should use various exercises, for example, compiling stories, retellings, detailed answers to questions, notes on observations, memorization, creative tasks, etc.

Speech development is not delayed if the child receives new, vivid impressions and an environment is created in which he has a desire to speak and engage in verbal communication. One of the main criteria for the development of the child is the development of speech. The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his possibilities in cognizing reality, the more actively his mental development takes place.

Having studied the literature, observing the independent play activities of children, theatricalization, I came to the conclusion that it is theatrical activity that is the necessary bridge to the formation of a child’s competent correct speech.

The speech of the child is formed in communication with the adults around him and his peers. Mastering speech allows the child to perceive phenomena more consciously and arbitrarily. The great Russian teacher K.D.Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge.

Therefore, it is important to take care of the timely development of children's speech, pay attention to its purity and correctness.

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Ministry of Education and Science Russian Federation

Magnitogorsk State University

Faculty of preschool education

Department of Education Management

Features of speech development of older preschoolers

Coursework in psychology

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

Chapter 1 Theoretical Foundations of the Problem

1.1. Characteristics of speech as a mental process……………………..p.6

1.2. Features of the speech development of older children

preschool age……………………………………………………..p.17

1.3. Examination of the speech of children of senior preschool age…………..p.24

Conclusions on Chapter 1………………………………………………………………p.30

Chapter 2 Experimental study of the problem

2.1. Task, criteria and levels of speech development………………………………p.31

2.2 Results of experimental work…………………………………p.36

Conclusions on Chapter 2………………………………………………………………p. 46

Conclusion……………………………………………………………………….p.47

Bibliography……………………………………………………………………p. 48

Appendix

	Reception designation		Child's answers	Note

Full name __________________________________________________________________

Date ____________________age_________group____________

	Reception designation	List of submitted material	Child's answers	Note

Full name __________________________________________________________________

Full name __________________________________________________________________

Date____________________age________________group__________________

Senior preschool age (5-7 years) is a period of intensive development of mental processes and processes of cognitive activity. This is the period of mastering the social space of human relations through communication with close adults, as well as through gaming and real relationships with peers. This age brings new fundamental achievements to the child.

One of the main features of preschool age is the development of the arbitrariness of the leading mental processes. This fact was noted by almost all scientists involved in this age period.

At this age, the child goes beyond his family world and establishes relationships with the world of adults. The ideal form, according to the psychologist L.S. Vygotsky, this is that part of objective reality (higher than the level at which the child is), with which he enters into direct interaction; this is the realm the child is trying to enter.

There is a big gap between the real level of development and the ideal form with which the child interacts, therefore the only activity that allows you to model these relationships, get involved in already modeled relationships, and act within this model is a role-playing game. The game is the leading type of activity of a preschool child.

The age of 5-7 years is decisive in the process of personality formation. At the senior preschool age, there is an intensive amplification of the basic components of mental development, during which the leading personal education is formed - children's competence. Preschool age is a period of improvement, development of personality neoplasms, which are enriched with individual parameters during the period of preschool age.

In children of older preschool age, fairly stable psychological properties, defining actions and deeds that allow you to track the formation of arbitrariness of behavior.

The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand his place in the world around him. The other side is the development of feelings and will. They provide subordination of motives, stability of behavior.

A special role in the psychological development of children of senior preschool age is occupied by emotions, the development of the emotional and personal sphere. The main directions of the emotional development of children of senior preschool age: the complication of emotional manifestations and their regulation in activity and behavior; the formation of moral and social emotions, the formation emotional background mental development of children; children learn emotional regulation skills that allow them to restrain strong expressions of feelings and mood swings.

Significant changes are observed in the qualitative and quantitative characteristics of attention. Attention is a form of organization of cognitive activity aimed at the selected object. Depending on the nature of mental regulation, involuntary and voluntary attention are distinguished. The level of attention is determined by a set of basic characteristics of attention: volume, concentration, switching and distribution; the states opposite to attention are distractibility, instability.

A characteristic feature of the attention of preschool children is the dominance of involuntariness, low concentration and concentration on external verbal objects. At the senior preschool age, there is a process of improving attention: the volume and stability increase significantly, elements of arbitrariness appear.

The imagination of older preschool children is a mental cognitive transformational process, which consists in creating new original images by processing the perceived material on the basis of individual experience. The development of children's imagination is associated with the complication of the role-playing game, which leads to the transition from reproductive to creative imagination, from involuntary to voluntary imagination, and involves planning and programming activities. Imagination begins to perform two main functions: protective, associated with the formation of practical skills for cognition of the surrounding world, and cognitive, which allows solving a problem situation and regulating the mental state by creating an imaginary situation abstracted from reality.

Perception is a purposeful and active intellectual process for the formation of images of the surrounding world. The perception of children becomes meaningful and differentiated. In the process of perception of older preschoolers, the role of visual comparison and processing of verbal material is enhanced. Adequate perception of sensory events is of decisive importance for the development of operations of mental activity.

The development of memory, the main type of which in preschool age is figurative, depends primarily on the perception of the child.

Initially, memory is involuntary, since the degree of memorization depends on the establishment of visual connections, based on the characteristics of the child's personal experience.

The development of memory in preschool age is characterized by a gradual transition from involuntary to voluntary memorization, which consists in the formation of the regulatory components of mental activity and methods of memorizing verbal material in accordance with the operations of mental activity.

At preschool age, in the process of active mastering of speech, verbal memory develops; there is an arbitrary memory associated with an increase in the regulatory role of speech, the appearance of arbitrary mechanisms of behavior and activity.

Senior preschool age is very important for mental development, since purposeful cognitive activity comes first, during which significant changes occur in the mental sphere. Gradually, thinking begins to take the leading place in the structure of cognitive processes.

Children of older preschool age are distinguished by systematic analysis, differentiation of generalizations, and the ability to generalize. Features of the development of thinking during preschool childhood are manifested in the transition from the visual level of mental activity to the abstract-logical, from the concrete to the problematic, which is reflected in the flexibility, independence and productivity of thinking.

Speech small child formed in interaction with the people around him. In the process of communication, its cognitive and objective activity is manifested. Mastering speech rebuilds the entire psyche of the baby, allows him to perceive phenomena more consciously and voluntarily. The great Russian teacher K.D. Ushinsky said: "The native word is the basis of all mental development and the treasury of all knowledge. Therefore, it is also important to take care of the timely development of children's speech, pay attention to its purity and correctness."

In children of preschool age, the development of speech reaches a fairly high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of the voice, the pace of speech, reproduce the intonation of the question, joy, surprise. By the senior preschool age, the child accumulates a significant vocabulary. The enrichment of vocabulary (vocabulary, set of words used by the child) continues, however Special attention is given to its qualitative side: an increase in vocabulary with words of similar (synonyms) or opposite (antonyms) meanings, as well as polysemantic words.

Among the many important tasks of educating and educating preschool children in kindergarten, speech development is one of the main ones. This task consists of a number of special, particular tasks: educating a sound culture of speech, enriching, consolidating and activating the dictionary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, raising interest in the artistic word, preparing for literacy.

These tasks are solved throughout the preschool age. However, at each age stage, the tasks gradually become more complicated, teaching methods change. Each of these tasks has a whole range of problems that need to be addressed in parallel and in a timely manner.

In preschool childhood, the child masters, first of all, dialogic speech, which has its own characteristics, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue according to the laws of the literary language.

The dialogical form of speech, which is the primary natural form of linguistic communication, consists of an exchange of statements, which are characterized by a question, an answer, additions, explanations, objections, replicas. At the same time, facial expressions, gestures, and intonation play a special role, which can change the meaning of a word.

It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, ask, give a cue, support) using a variety of language tools in accordance with the situation. To do this, conversations are held on various topics related to the child's life in the family, kindergarten, with his relationships with friends and adults, his interests and impressions. It is in the dialogue that the child learns to listen to the interlocutor, ask questions, answer depending on the surrounding context. Most importantly, all the skills and abilities that were formed in the process of dialogic speech are necessary for the child to develop monologue speech.

At the senior preschool age, it mostly ends milestone the development of children's speech - the assimilation of the grammatical system of the language.

The proportion of simple common, complex and complex sentences is increasing. Children develop a critical attitude to grammatical errors, the ability to control their speech. Children of senior preschool age are actively mastering the construction of different types of texts: descriptions, narratives, reasoning. In the process of developing coherent speech, children also begin to actively use different ways of connecting words within a sentence, between sentences and between parts of an utterance, while observing its structure.

As for the development of coherent speech, the main shortcomings relate to the inability to build a coherent text using all the structural elements (beginning, middle, end), and to connect parts of the statement in various ways in a chain and parallel connection.

In older preschoolers, coherent, monologue speech is being improved. Without the help of an adult, he can convey the content of a short fairy tale, story, cartoon, describe certain events that he witnessed. At this age, the child is already able to independently reveal the content of the picture, if it depicts objects that are familiar to him. But when compiling a story from a picture, he still often focuses his attention mainly on the main details, and often omits secondary, less important ones.

Possession of coherent monologue speech is the highest achievement of the speech education of preschoolers. It 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. Each of these sides has a program core that affects the organization of speech utterance and, consequently, the development of coherent speech. The connectedness of speech includes the development of skills to build statements of various types: description (the world in statics), narration (an event in motion and in time), reasoning (establishment of cause-and-effect relationships).

When teaching children to build a detailed statement, it is necessary to form in them elementary knowledge about the structure of the text (beginning, middle, end) and ideas about the ways (means) of connection between sentences and structural parts of the statement. It is the methods of connection between sentences that act as one of the important conditions for the formation of the coherence of a speech statement.

In the process of rich speech practice, the child, by the time he enters school, also masters the basic grammatical patterns of the language. He correctly builds sentences, competently expresses his thoughts in the amount of concepts available to him. The first sentences of a preschool child are distinguished by the simplification of grammatical constructions. These are simple uncommon sentences, consisting only of a subject and a predicate, and sometimes only of one word, with which he expresses the whole situation. Most often he uses words denoting objects and actions. Somewhat later, common sentences appear in his speech, containing, in addition to the subject and predicate, definitions, circumstances. Along with the forms of direct cases, the child also uses forms of indirect cases. The grammatical constructions of sentences also become more complicated, subordinate constructions appear with conjunctions "because", "if", "when", etc. All this speaks of the growing complexity of the child's thinking processes, which finds expression in speech. During this period, he develops dialogic speech, which is often expressed in a conversation with himself during the game.

Work on intonation, sound expressiveness of speech is necessary for children to learn to express their attitude to the statement with their voice, raising or lowering their voice in accordance with the context, logically and emotionally emphasizing the spoken text.

The close connection of articulation and intonation abilities implies the formation of auditory and articulation-pronunciation skills in broad sense the words.

The development of thinking has a positive impact on the development of the semantic side of the speech activity of a preschooler. Speech activity is improved in quantitative and qualitative terms.

In children of older preschool age, the development of speech reaches a high level: the child masters contextual monologue speech, composes different types stories: descriptive, plot creative (stories, messages, reflections, explanations, sketches), retells artistic texts, composes stories according to the plan of the educator and independently, tells about events from his own life, according to the meaning of the picture, works of art, on the topic of a game and fictional situation. Pupils accumulate a significant vocabulary, the proportion of simple common and complex sentences increases. By the end of preschool age, the child begins not only to use coherent speech, but also to be aware of its structure. Children develop a critical attitude to grammatical errors, the ability to control their speech.

At the same time, the following features in the speech of older preschoolers can be noted: some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation, adjust the speed and volume of speech, make mistakes in the formation of different grammatical forms (cases, singular and plural). AT senior group children continue to be introduced to the sound side of the word and introduce the new kind work - familiarization with the verbal composition of the sentence. This is necessary to prepare preschoolers for literacy.

We can say that the foundation of a child's speech development is laid in the preschool period, so speech at this age should be the subject of special care on the part of adults.

Thus, speech is a powerful factor in the mental development of a person, the formation of him as a person. Under the influence of speech, consciousness, views, beliefs, intellectual, moral, aesthetic feelings are formed, the will and character are formed. All mental processes with the help of speech become controlled.

The child learns language, masters speech as a result of social experience of communication and learning. Which language he learns as his native language depends on the environment in which he lives and the conditions of education.

Speech is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people to cognize, self-organize, self-development, to build their personality, their inner world through dialogue with other personalities, other worlds, other cultures. Speech is a mental process of a generalized reflection of reality, a form of existence of human consciousness, serving as a means of communication and thinking.

Senior preschool age is a period of intensive formation of new mental qualities, a significant restructuring of cognitive processes. This period of preschool childhood is characterized by its characteristic features of psychophysiological development.

At the senior preschool age, a new stage of speech development begins:

1) speech from situational becomes contextual;

2) the regulatory function of speech develops, which helps to regulate activity and behavior;

3) the planning and instructive functions of speech are formed, which manifest themselves first in the game, and then in the learning activity;

4) the sound side of speech activity is improved: defects in sound pronunciation are overcome, the child distinguishes similar sounds by ear and in his own speech, the sound analysis of words is mastered;

5) the semantic side of speech activity is being improved: the vocabulary is enriched, lexical variability appears, the coherence of speech is formed, children master the monologue.

In the course of its development, children's speech is closely related to the nature of their activities and communication. Development there is talk in several directions: it is being improved practical use in communication with other people, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking.

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

According to V.S. Mukhina and L.A. Wenger, when older preschoolers, when they try to tell something, a speech construction typical of their age appears: the child first introduces the 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 the speech development of the child. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. Questions about the content of the story cause at this stage of speech development a desire to answer in more detail and clearly. On this basis, the intellectual functions of speech arise, expressed in an "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 pictorial 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 reliance on a visual pattern enhances the situational moments in children's speech, reduces the elements of coherence and increases the moments of expressiveness.

According to A.M. Leushina, as the circle of communication expands and as cognitive interests grow, the child masters contextual speech. This testifies to 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 thus becomes understandable to the listener, regardless of whether he takes this or that situation into account. The child masters contextual speech under the influence of systematic learning. In the classroom in kindergarten, children have to present more abstract content than in situational speech, they have a need for new speech means and forms that children appropriate from the speech of adults. A child of preschool age 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 more and more perfectly and appropriately either situational or contextual speech, depending on the conditions and nature of communication.

An equally important condition for the formation of a coherent speech of a preschooler is language acquisition 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, a message, etc. At the senior preschool age, the child has a need to explain to a peer the content of the upcoming game, the device of the toy, and much more. In the course of the development of colloquial speech, there is a decrease in situational moments in speech and a transition to understanding based on linguistic means proper. 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 preschoolers. In the course of the development of the child, the forms of coherent speech are rebuilt. The transition to contextual speech is closely connected with mastering the vocabulary and grammatical structure of the language.

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

Teaching children storytelling is one of the main means of forming coherent speech, developing speech activity and creative initiative. Classes in teaching storytelling affect the formation of mental processes and cognitive abilities of children. Learning to tell stories plays an important role in the development of the monologue form of speech. The main methods in the process of teaching children storytelling are teaching retelling, storytelling (about real events, objects, pictures, etc.) and oral composition by imagination.

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

• - Consolidation and development of children's speech communication skills, speech communication;
• - Formation of skills for constructing coherent monologue statements;
• - Development of skills of control and self-control over the construction of 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.

The formation in children of the skills of building coherent detailed statements, in turn, includes:

• - Assimilation of the norms for constructing such a statement (observance of the sequence in
• - The transmission of events, the logical connection between parts-fragments of the story, the completion of each fragment, its correspondence to the topic of the message, etc.);
• - Formation of planning skills for detailed statements; teaching children to highlight the main semantic links of the story;
• - Teaching the lexical and grammatical design 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 impact, 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 of various components of the speech system in the period of preschool childhood is normal;
• - Mastering the basic laws of the grammatical structure of the language on the basis of the formation of linguistic generalizations and oppositions;
• - The implementation of a close relationship in the work on various aspects of speech - grammatical structure, vocabulary, sound pronunciation, etc.

The most important in the work is the principle of a communicative approach to the formation of oral coherent speech of children. Particular attention is paid to this training. Those types of connected statements that are primarily used in the process of acquiring knowledge by children in the period of preparation for school and on early stages school education (detailed answers, retelling of the text, compiling a story on a visual basis, saying by analogy).

Work on the formation of coherent speech of 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:

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

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

The tasks of the preparatory stage of training include:

• - Development in children of directed perception of the speech of the teacher and attention to the speech of other children;
• - Formation of the installation for the active use of phrasal speech when answering the questions of the teacher;
• - Consolidation of skills in compiling answers to questions in the form of detailed proposals;
• - Formation of skills to adequately convey in speech the simple actions depicted in the pictures;
• - Assimilation by children of a number of language means, primarily lexical ones (definition words, verbal vocabulary, etc.);

Practical mastery of simple syntactic models of phrases, compiled 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 in speech therapy classes in the course of exercises for compiling statements on the demonstrated actions. According to situational and plot pictures and preparatory exercises for describing objects.

Exercises in drawing up sentences on pictures (subject, situational, etc.) can be carried out using various methodological techniques. When teaching children with OHP, the following version of the methodology is used. For exercises, situational pictures of two types are used:

• - Pictures where you can highlight the subject and the action performed by him;
• - Subject - action (expressed by an intransitive verb), for example, an airplane is flying;
• - Subject - action (a predicate expressed by an indivisible group of a predicate), for example: Children plant trees. The girl rides a bicycle.
• - Subject - action - object (Girl reads a book);

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

• - Pictures depicting one or more characters and a clearly marked scene;
• - Subject - action - scene of action (tool, means of action): The guys play in the sandbox. The boys ski down the hill.

When teaching how to make sentences on pictures, the method of setting appropriate questions to pictures and a sample answer are used. Techniques such as the joint compilation of sentences by two or three children can be used (one of them is the beginning of the phrase, the others continue).

In the process of preparatory work, attention is drawn to the formation and consolidation of practical skills in children in compiling answers to questions in the form of detailed phrases. Children learn a certain type of phrase-answer, which includes "supporting" meaningful elements of the teacher's question. At first, the children practice in compiling answers-statements, starting with a repetition last word(or phrases) from the question of the teacher. Special attention is paid to the formation and consolidation of the skills of drafting questions.

Consolidation and development of verbal communication skills in children involves the formation of the ability to make contact, conduct a dialogue on a given topic, play an active role in the dialogue, etc. teacher.

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

This article is intended for kindergarten teachers, but it will also be useful to psychologists and parents. This article contains material that reflects the problems of the development of speech of children of senior preschool age and its relevance in modern society. The article describes the mechanisms of the language ability of people, characteristic psychological features development of the personality of a child of 5-6 years old and his speech. Every teacher should know this!

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The development of speech of children of senior preschool age.

The most important achievement of man, which allowed him to use universal human experience, both past and present, was speech communication, which developed on the basis of labor activity.

Today's time is the time of high information technologies, deeply humanistic understanding of the human role. The possibilities of "embedding" the personality in social relations are being studied. When learning and using a variety of technologies, we must remember that language plays a huge role. It should be noted that nature, which created man, took care of three mechanisms of language ability:

1. The subject decides for himself what he conveys to another (external speech).

3. The process of speech production and understanding is hidden from its owner, and he sees only the result.

According to rough estimates, the shares of the use of language and speech in a person's life are distributed as follows:

a) communication - listening and speaking, dialogues, monologues (on average no more than 15% of the time),

b) internal communication: one-sided - through reading books, newspapers, through television, museums, as well as letters, records, diaries - personal and business (in total up to 35% of the time),

c) communication with oneself, i.e. thinking about something, remembering, internal dialogue with oneself or with fictional characters, pangs of conscience, introspection, making decisions for oneself (takes 50% of the time).

The richer the human world, the deeper his thoughts, and the more complex and diverse linguistic means he requires. And vice versa: the richness of the language complicates, diversifies the mental and spiritual life of the individual.

Senior preschool age (5-7 years) is a period of intensive development of mental processes and processes of cognitive activity. This is the period of mastering the social space of human relations through communication with close adults, as well as through gaming and real relationships with peers. This age brings new fundamental achievements to the child.

One of the main features of preschool age is the development of the arbitrariness of the leading mental processes. This fact was noted by almost all scientists involved in this age period.

At this age, the child goes beyond his family world and establishes relationships with the world of adults. The ideal form, according to the psychologist L.S. Vygotsky, this is that part of objective reality (higher than the level at which the child is), with which he enters into direct interaction; this is the realm the child is trying to enter.

There is a big gap between the real level of development and the ideal form with which the child interacts, therefore the only activity that allows you to model these relationships, get involved in already modeled relationships, and act within this model is a role-playing game. The game is the leading type of activity of a preschool child.

The age of 5-7 years is decisive in the process of personality formation. At the senior preschool age, there is an intensive amplification of the basic components of mental development, during which the leading personal education is formed - children's competence. Preschool age is a period of improvement, development of personality neoplasms, which are enriched with individual parameters during the period of preschool age.

In children of older preschool age, fairly stable psychological properties appear that determine actions and deeds that make it possible to track the formation of arbitrariness of behavior.

The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand his place in the world around him. The other side is the development of feelings and will. They provide subordination of motives, stability of behavior.

A special role in the psychological development of children of senior preschool age is occupied by emotions, the development of the emotional and personal sphere. The main directions of the emotional development of children of senior preschool age: the complication of emotional manifestations and their regulation in activity and behavior; the formation of moral and social emotions, the formation of the emotional background of the mental development of children takes place; children learn emotional regulation skills that allow them to restrain strong expressions of feelings and mood swings.

Significant changes are observed in the qualitative and quantitative characteristics of attention. Attention is a form of organization of cognitive activity aimed at the selected object. Depending on the nature of mental regulation, involuntary and voluntary attention are distinguished. The level of attention is determined by a set of basic characteristics of attention: volume, concentration, switching and distribution; the states opposite to attention are distractibility, instability.

A characteristic feature of the attention of preschool children is the dominance of involuntariness, low concentration and concentration on external verbal objects. At the senior preschool age, there is a process of improving attention: the volume and stability increase significantly, elements of arbitrariness appear.

The imagination of older preschool children is a mental cognitive transformational process, which consists in creating new original images by processing the perceived material on the basis of individual experience. The development of children's imagination is associated with the complication of the role-playing game, which leads to the transition from reproductive to creative imagination, from involuntary to voluntary imagination, and involves planning and programming activities. Imagination begins to perform two main functions: protective, associated with the formation of practical skills for cognition of the surrounding world, and cognitive, which allows solving a problem situation and regulating the mental state by creating an imaginary situation abstracted from reality.

Perception is a purposeful and active intellectual process for the formation of images of the surrounding world. The perception of children becomes meaningful and differentiated. In the process of perception of older preschoolers, the role of visual comparison and processing of verbal material is enhanced. Adequate perception of sensory events is of decisive importance for the development of operations of mental activity.

The development of memory, the main type of which in preschool age is figurative, depends primarily on the perception of the child.

Initially, memory is involuntary, since the degree of memorization depends on the establishment of visual connections, based on the characteristics of the child's personal experience.

The development of memory in preschool age is characterized by a gradual transition from involuntary to voluntary memorization, which consists in the formation of the regulatory components of mental activity and methods of memorizing verbal material in accordance with the operations of mental activity.

At preschool age, in the process of active mastering of speech, verbal memory develops; there is an arbitrary memory associated with an increase in the regulatory role of speech, the appearance of arbitrary mechanisms of behavior and activity.

Senior preschool age is very important for mental development, since purposeful cognitive activity comes first, during which significant changes occur in the mental sphere. Gradually, thinking begins to take the leading place in the structure of cognitive processes.

Children of older preschool age are distinguished by systematic analysis, differentiation of generalizations, and the ability to generalize. Features of the development of thinking during preschool childhood are manifested in the transition from the visual level of mental activity to the abstract-logical, from the concrete to the problematic, which is reflected in the flexibility, independence and productivity of thinking.

The speech of a small child is formed in communication with the people around him. In the process of communication, its cognitive and objective activity is manifested. Mastering speech rebuilds the entire psyche of the baby, allows him to perceive phenomena more consciously and voluntarily. The great Russian teacher K.D. Ushinsky said: "The native word is the basis of all mental development and the treasury of all knowledge. Therefore, it is also important to take care of the timely development of children's speech, pay attention to its purity and correctness."

In children of preschool age, the development of speech reaches a fairly high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of the voice, the pace of speech, reproduce the intonation of the question, joy, surprise. By the senior preschool age, the child accumulates a significant vocabulary. The enrichment of vocabulary (vocabulary, set of words used by the child) continues, but special attention is paid to its qualitative side: an increase in vocabulary with words of similar (synonyms) or opposite (antonyms) meanings, as well as polysemantic words.

Among the many important tasks of educating and educating preschool children in kindergarten, speech development is one of the main ones. This task consists of a number of special, particular tasks: educating a sound culture of speech, enriching, consolidating and activating the dictionary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, raising interest in the artistic word, preparing for literacy.

These tasks are solved throughout the preschool age. However, at each age stage, the tasks gradually become more complicated, teaching methods change. Each of these tasks has a whole range of problems that need to be addressed in parallel and in a timely manner.

In preschool childhood, the child masters, first of all, dialogic speech, which has its own characteristics, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue according to the laws of the literary language.

The dialogical form of speech, which is the primary natural form of linguistic communication, consists of an exchange of statements, which are characterized by a question, an answer, additions, explanations, objections, replicas. At the same time, facial expressions, gestures, and intonation play a special role, which can change the meaning of a word.

It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, ask, give a cue, support) using a variety of language tools in accordance with the situation. To do this, conversations are held on various topics related to the child's life in the family, kindergarten, with his relationships with friends and adults, his interests and impressions. It is in the dialogue that the child learns to listen to the interlocutor, ask questions, answer depending on the surrounding context. Most importantly, all the skills and abilities that were formed in the process of dialogic speech are necessary for the child to develop monologue speech.

At the senior preschool age, the most important stage in the development of children's speech is basically completed - the assimilation of the grammatical system of the language.

The proportion of simple common, complex and complex sentences is increasing. Children develop a critical attitude to grammatical errors, the ability to control their speech. Children of senior preschool age are actively mastering the construction of different types of texts: descriptions, narratives, reasoning. In the process of developing coherent speech, children also begin to actively use different ways of connecting words within a sentence, between sentences and between parts of an utterance, while observing its structure.

As for the development of coherent speech, the main shortcomings relate to the inability to build a coherent text using all the structural elements (beginning, middle, end), and to connect parts of the statement in various ways in a chain and parallel connection.

In older preschoolers, coherent, monologue speech is being improved. Without the help of an adult, he can convey the content of a short fairy tale, story, cartoon, describe certain events that he witnessed. At this age, the child is already able to independently reveal the content of the picture, if it depicts objects that are familiar to him. But when compiling a story from a picture, he still often focuses his attention mainly on the main details, and often omits secondary, less important ones.

Possession of coherent monologue speech is the highest achievement of the speech education of preschoolers. It 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. Each of these sides has a program core that affects the organization of speech utterance and, consequently, the development of coherent speech. The connectedness of speech includes the development of skills to build statements of various types: description (the world in statics), narration (an event in motion and in time), reasoning (establishment of cause-and-effect relationships).

When teaching children to build a detailed statement, it is necessary to form in them elementary knowledge about the structure of the text (beginning, middle, end) and ideas about the ways (means) of connection between sentences and structural parts of the statement. It is the methods of connection between sentences that act as one of the important conditions for the formation of the coherence of a speech statement.

In the process of rich speech practice, the child, by the time he enters school, also masters the basic grammatical patterns of the language. He correctly builds sentences, competently expresses his thoughts in the amount of concepts available to him. The first sentences of a preschool child are distinguished by the simplification of grammatical constructions. These are simple uncommon sentences, consisting only of a subject and a predicate, and sometimes only of one word, with which he expresses the whole situation. Most often he uses words denoting objects and actions. Somewhat later, common sentences appear in his speech, containing, in addition to the subject and predicate, definitions, circumstances. Along with the forms of direct cases, the child also uses forms of indirect cases. The grammatical constructions of sentences also become more complicated, subordinate constructions appear with conjunctions "because", "if", "when", etc. All this speaks of the growing complexity of the child's thinking processes, which finds expression in speech. During this period, he develops dialogic speech, which is often expressed in a conversation with himself during the game.

Work on intonation, sound expressiveness of speech is necessary for children to learn to express their attitude to the statement with their voice, raising or lowering their voice in accordance with the context, logically and emotionally emphasizing the spoken text.

The close connection of articulation and intonation abilities implies the formation of auditory and articulation-pronunciation skills in the broadest sense of the word.

The development of thinking has a positive impact on the development of the semantic side of the speech activity of a preschooler. Speech activity is improved in quantitative and qualitative terms.

In children of older preschool age, the development of speech reaches a high level: the child masters contextual monologue speech, composes different types of stories: descriptive, narrative creative (message stories, reflections, explanations, sketches), retells artistic texts, composes stories according to the teacher’s plan and independently, tells about events from one's own life, according to the meaning of the picture, works of art, on the theme of a game and fictional situation. Pupils accumulate a significant vocabulary, the proportion of simple common and complex sentences increases. By the end of preschool age, the child begins not only to use coherent speech, but also to be aware of its structure. Children develop a critical attitude to grammatical errors, the ability to control their speech.

At the same time, the following features in the speech of older preschoolers can be noted: some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation, adjust the speed and volume of speech, make mistakes in the formation of different grammatical forms (cases, singular and plural). In the older group, children continue to be introduced to the sound side of the word and a new type of work is introduced - familiarization with the verbal composition of the sentence. This is necessary to prepare preschoolers for literacy.

We can say that the foundation of a child's speech development is laid in the preschool period, so speech at this age should be the subject of special care on the part of adults.

Thus, speech is a powerful factor in the mental development of a person, the formation of him as a person. Under the influence of speech, consciousness, views, beliefs, intellectual, moral, aesthetic feelings are formed, the will and character are formed. All mental processes with the help of speech become controlled.

The child learns language, masters speech as a result of social experience of communication and learning. Which language he learns as his native language depends on the environment in which he lives and the conditions of education.

Speech is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people to cognize, self-organize, self-development, to build their personality, their inner world through dialogue with other personalities, other worlds, other cultures. Speech is a mental process of a generalized reflection of reality, a form of existence of human consciousness, serving as a means of communication and thinking.

Senior preschool age is a period of intensive formation of new mental qualities, a significant restructuring of cognitive processes. This period of preschool childhood is characterized by its characteristic features of psychophysiological development.

At the senior preschool age, a new stage of speech development begins:

1) speech from situational becomes contextual;

2) the regulatory function of speech develops, which helps to regulate activity and behavior;

3) the planning and instructive functions of speech are formed, which manifest themselves first in the game, and then in the learning activity;

4) the sound side of speech activity is improved: defects in sound pronunciation are overcome, the child distinguishes similar sounds by ear and in his own speech, the sound analysis of words is mastered;

5) the semantic side of speech activity is being improved: the vocabulary is enriched, lexical variability appears, the coherence of speech is formed, children master the monologue.

In this article:

Analyzing the features of the speech development of children of older preschool age, one can draw a conclusion not only about their speech abilities, but also about the level of mental development in general.

What is speech development?

The concept of speech development refers to the ability to perfectly use the native language. This skill includes:

• communication skills;
• manifestation of phonemic hearing;
• understanding the composition of the word;
• sound analysis;
• vocabulary acquisition.

The latter allows a child of older preschool age to accumulate ideas about the world with the formation of concepts and the development of thinking.

Vocabulary: role and ways of development

A meager vocabulary will become an obstacle for the child for normal communication, and at the same time for development in general. A rich vocabulary will indicate a sufficient level of development.

It is necessary to develop the vocabulary of older preschool children, since this will determine the level of their preparation for schooling. The minimum vocabulary will be the main reason for poor performance in primary school schools, in part because
that the child will be limited in expressions for expressing thoughts and personal opinions.

Teachers say that children with a rich vocabulary not only respond better in oral lessons, but also solve mathematical problems more productively, feel more confident when performing grammar tasks, and are active, wanting to speak out in class.

The process of improving the vocabulary within the framework of the speech development of older preschoolers has its own characteristics and is carried out bilaterally: with an increase in the number of words and mastery of their meanings. During this period of life, the dictionary is replenished simply and naturally, provided that the conditions suitable for this are created.

As a rule, if a child communicates a lot, instills in him a love of reading and retelling, then at the senior preschool age he is quite confident in the lexical side of the language, which becomes native for him during this period. Around the same time, the formation of the main core of the dictionary ends, although its development will continue for many more years.

Highlighting the features that speech development has in children of older preschool age, it is worth paying attention to word creation. During this period of life, an important component of the vocabulary of an older preschooler is often the words that he invented himself.

Usually new words are created by babies according to the laws of their native language and are often consonant with the words that they have already heard. The craving for word creation is a direct confirmation of the child's mastery of the morphology of the language and the development of speech in general.

The grammatical structure of speech and its impact on children

Each preschooler must have time to master the grammatical structure of speech before he enters the first grade. This means, first of all, the mastery of morphology and syntax. Children learn to build various kinds of phrases, sentences, have an understanding of numbers, gender and cases, using them on an intuitive level so far.

Not all children easily and quickly learn the principles of grammatical structure. The main reason for the difficulties
- a certain abstraction of grammatical categories, as well as an excess of unproductive forms and all kinds of exceptions.

How smoothly the process of mastering a new skill by a child will proceed is largely related to the characteristics of the cortex of his brain - its readiness for analytical and synthetic activity.

Most of the children in the process of speech development learn the grammatical structure of speech as grammatical categories with an understanding of their meaning. If a child does not understand the meaning of forms, he will not be able to learn them.

Morphology and syntax develop simultaneously. It is noteworthy that older preschoolers have an order of magnitude less difficulty with the second, despite a certain stability in the manifestation of syntactic errors.

Word formation in the speech of older preschoolers

Mastering the skill of word formation once again confirms the speech development in children of older preschool age. The main way of word formation among preschoolers is most often morphological with a combination of morphemes of different meanings at the base. To master the skill of word formation, it is important for a child to understand the meanings constituent parts and words in general.
Children learn the methods of word formation gradually and in several stages, and the peak of development falls on the end of the senior preschool age. By the time they enter school, that is, by the age of 6-7, children have the skills to connect words within a sentence, taking into account their cases, gender and number.

What is sound culture and what is its role?

The development of speech in children of senior preschool age implies an obligatory process of the formation of sound culture. It is the degree of formation of sound culture that makes it possible to determine the level of speech preparation of the child for learning in elementary school.

Sound culture within the framework of speech development is, first of all, high-quality diction and orthoepic correctness of speech. Experts note that the correct pronunciation of sounds in speech contributes to the formation of a harmonious personality of the child, helps him build and strengthen contacts, first at school, and then at the university and at work. Children with clear and correct
just find by speech mutual language with others, easily express thoughts, achieve respect.

On the other hand, older preschoolers who have obvious defects in speech are more difficult to get along with people, are unable to express desires and their own opinions as they would like, and suffer from mental retardation.

It is very important that the correct sound culture is inherent in children before entering elementary school. It is problems with pronunciation at this stage of speech development that often cause low academic performance, which causes the child's self-esteem to suffer, and his authority in the class decreases.

Usually, children whose speech development does not proceed so smoothly, have difficulty determining the number of sounds in a word, do not know how to select words for a certain sound - and all this with enough
high level of intellectual development. Problems with identifying and distinguishing sounds by ear, as well as their incorrect pronunciation, complicate the process of mastering writing and grammar skills in the future.

Senior preschool age is an ideal time for the full mastery of the sound culture of the native language as part of speech development. brain and nervous system children are completely ready for the perception of new information, in addition, kids during this period love to copy adults and show real interest in everything new, including the process of mastering speech.

Features of connected speech

Coherent speech is the ability to speak consistently and coherently on a specific topic, to produce a holistic oral text in accordance with the speaker's goal. This allows you to establish communication and achieve mutual understanding within the framework of speech contact and after its completion.
The main function of coherent speech is to strengthen communication ties. It can be expressed both in a monologue and in a dialogue, different in direction and motives.

Despite the obvious functional differences, it should be noted no less obvious connection between monologue and dialogue. It is noteworthy that in the process of speech, both dialogue and monologue can acquire the properties of each other, as if intertwined into one whole.

Conversational speech is a certain style of speech, mostly related to dialogue. Teaching dialogue and monologue speech is practiced in kindergarten. Coherent speech at this stage in the life of children will be a reflection of their skills in the field of mastering their native language, from the sound system to the grammatical dictionary.

The functions of coherent speech are primarily that it allows children to establish contacts with others and contributes to the development of their personality. The process of speech development in this case is invariably associated with the formation of thinking, as well as with the gradual improvement of the child's activities.

Senior preschoolers take part in the conversation with great pleasure, try to give full answers to questions, correct others, make constructive comments. and form intelligent questions. All this suggests that the development of coherent speech is fully age-appropriate.

Monologue speech becomes noticeably more perfect, which is expressed in the mastery of different types of statements by children of older preschool age, from description to reasoning, both with and without material as a support.

Children's stories become more complex in syntactic structure, they are distinguished by a high number of complex sentences. For most older preschoolers, these skills can hardly be called stable yet, but the fact of their formation can already speak in favor of positive dynamics in relation to the development of speech.
What influences the development of expressiveness of speech?

The visual means of language play a paramount role in the development of expressiveness of speech. It is with their help that speech is colored with emotions, becomes brighter and more plastic. In older preschool age, literature has the main influence on these speech skills:

• fairy tales;
• poems;
• stories, etc.

In order for a child to perceive a work of art as deeply as possible, he needs some preparation. Over time, children develop their own literary preferences, an aesthetic taste is formed.

At older preschool age, children are sincerely imbued with events that happen not to them, but to the heroes of literary works. The children listen carefully to the story. analyze the actions of the characters, are interested in their motives, desires and feelings.

The abilities and skills formed on the basis of listening to fairy tales, stories and poems can eventually form the basis of verbal creativity. A necessary condition for this is poetic hearing - the ability to feel and realize the visual means of language. Children with a poetic ear can easily orient themselves in genres and determine their features.

Every baby is born with the makings of a poetic ear. The problem is that conditions conducive to its development are not created for everyone. If adults pay attention to this moment, regularly motivating the kid to compose stories, fairy tales, and eventually even poems, then he will definitely have all the prerequisites for growth in this direction.

It must be understood that the work itself, aimed at the development of poetic hearing, will not become the key to the successful creative activity of the child. It makes sense to count on the development of verbal creativity only in the case of developing a system aimed not only at developing a poetic ear, but also at creating conditions that stimulate creative manifestations in children.

Conclusion

Mastering by children of senior preschool age the wealth of words and their meanings, as well as the formation of ideas about the word and imagery of speech will provide them high level preparation for school in relation to speech development.